Absolutely Education Autumn 2023 by ABSOLUTELY Magazines

EDUCATION AUTUMN 2023 • £5

AUTUMN 2023

FOCUS ON

Cheltenham College A SCHOOL WITH A STRONG TRADITION FOR PROGRESS

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LEARNING

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B U I L D I N G R E A L-WO R L D S C I E N C E , T E C H N O LO GY A N D L I F E S K I L L S F O R TO M O R R OW ’ S C A R E E R S PLUS SIXTH FORM 2:0 Fresh approaches to set 16+ students on the pathway to success MARVELLOUS MUSEUMS Play away at our pick of child-centric cultural hotspots

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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 have been offering a distinctive alternative to traditional schools for 50 years. A levels and GCSEs in over 40 subjects Easter revision courses, retakes and Year 12 transfers Personal tutors providing individual academic and pastoral support 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.

London

020 7835 1355

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Birmingham

0121 454 9637

Cambridge

01223 350 158

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Students make rapid progress from their various starting points, in small-sized classes, due to highly effective specialist teaching and closely focused pastoral support. MPW London Independent Schools Inspectorate Report February 2022

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• A B S O L U T E LY E D U C AT I O N •

CON T R IBU TOR S

Siobhan McGrath

Executive Principal, Southbank International School

Siobhan McGrath holds degrees from University of Canterbury, Christchurch College of Education and University of Buckingham. She took on the leadership role at Southbank in 2013 and still regularly lectures at universities on teacher training and educational leadership. In this issue, she talks about providing an education fit for the future in our fast-evolving world.

Robin Scott-Elliot

ISI rated ‘Excellent’, 2021 Set in 50 acres of Oxfordshire countryside, Sibford focuses on a values driven education.

Children's author

Robin Scott-Elliot was a sports journalist for over 25 years across the BBC, ITV and national newspapers and covered every sport imaginable. The highlight was London 2012, while the lowlight was turning up at the wrong football stadium to cover a Scotland match. He talks about his admiration for Robert Louis Stevenson and his 'missing memoir' of the author's stepson.

Full, weekly and ﬂexi boarding options available for pupils aged 3 - 18 years.

Book your place at an upcoming open event:

sibfordschool.co.uk/events.

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Rory Vokes-Dudgeon Headteacher, Abingdon House School

Rory Vokes-Dudgeon studied at Glasgow University and has taught maths to all academic levels. He has worked within specialist education for over a decade – also guest lecturing at King's College London on how to teach maths to students with SEN. He talks in this issue about ways to support students who have dyscalculia.

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Strive for Excellence Fulham School is an independent co-educational school for children aged 3-18 years old.

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• A B S O L U T E LY E D U C AT I O N •

CON T R IBU TOR S Leading Independent School for Girls aged 4 -18

Open Events 2023 Scholarships Available and Bursaries up to 100%

Junior School Open Morning 31st October Senior School Open Morning 1st November To book 4+ and 11+ open events, please scan here:

Dr Holly Powell-Jones Online media law specialist and academic

Holly Powell-Jones worked in broadcast media before using her media law knowledge to design and deliver social media law training for schools. That policefunded project ran for five years from 2013 and led on to a PhD at City, University of London, where she remains as a tutor and module leader. In this issue, she discusses how we help young people stay legal online.

registrar@fhs-sw1.org.uk

020 7730 2971 www.fhs-sw1.org.uk

Emma Gray

Head, St Margaret's Junior School

Leading Independent School for Girls aged 11-18

Open Events 2023

Emma Gray completed an MA in Teaching in Australia and worked at Hornsby House and then as Director of Studies at Knightsbridge School before a move to Hertfordshire. She was at York House before joining St Margaret's. She talks about the wider value – and educational benefits – of igniting young children's interest in stargazing and astronomy.

Scholarships available and Bursaries up to 100%

To learn more about 11+ and 16+ Admissions, please scan here:

Simon Packham Children's author

To tour Francis Holland, including our Sixth Form Centre, Linhope House, please contact the Registrar at:

Simon Packham had a long and successful acting career and only suffered from crippling nerves once – midway through a long West End run of Mutiny. But in his school days, he showed early acting promise by successfully feigning illness for a whole term to stay off school. He discusses that legacy and the ways it informed his new novel exploring bullying, anxiety and school avoidance.

registrar@fhs-nw1.org.uk

020 7723 0176 www.fhs-nw1.org.uk

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• A B S O L U T E LY E D U C AT I O N •

CON T R IBU TOR S

FARRINGTONS SCHOOL OPEN MORNING Thursday 11th January 2024 9.15 am - 11.00 am

Dr Gina Gómez de la Cuesta Clinical Psychologist and Founder of Play Included

Gina Gómez studied Lego-based play therapy at Cambridge University's Autism Research Centre and has a PhD from UEA. A trained teacher, she continues to be involved with academic research and clinical practice. We speak to her about Brick Club, a place for neurodiverse children to come and play.

Farringtons is a truly remarkable school, one steeped in history and tradition, but forward thinking in its approach. Come and find out what makes us special. Why Farringtons? • Small class sizes • Outstanding facilities • Specialist teaching • Wide range of extra-curricular activities • Excellent wrap around care and holiday club

Mei Mac

Actress and theatre maker

Olivier Award-nominated Mei Mac planned to study medicine. Then, at 16, she was persuaded to switch tack. She has received acclaim for performances with the RSC and Royal Exchange Manchester – also appearing as Juliet at May's Windsor Castle Coronation Concert. In 'Making of Me', she talks about her Birmingham school days and a cast of great teachers and mentors.

Jonathon Anderson

BOOK A TICKET www.farringtons.org.uk

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Headmaster, Aysgarth School

Jonathon Anderson became Headmaster of Aysgarth in North Yorkshire in summer 2023, a move up from Dorset, where he was Head of Clayesmore Prep for the previous three years. A maths teacher and keen sportsman, he talks in this issue about the value of providing the right preparation, support and environment to build life skills and confidence for the onward journey.

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Academic Excellence

Reddam House Berkshire is an independent co-educational school for children aged 3 months to 18.

www.reddamhouse.org.uk

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Home

Away

There’s more to a Hurst education than academic excellence. Here, self-expression is positively encouraged. Children are inspired to explore. Invaluable years in our nurturing, enriching environment in which all children thrive, blossom and grow. Prepared. For life.

Hurstpierpoint College

www.hppc.co.uk

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We l c o m e

From the

EDITOR

he new school year is always, about hope and just a little trepidation. With a proposed redrawing of public exams at 18, it’s hard not to feel sympathy for schools and pupils contemplating yet another potentially seismic shift in education coming down the tracks. But great teachers always rise to the challenges of the times, and always have done so much more than teach to the test. Indeed, going above and beyond is a seam running through this issue, with insights from many of our leading independent schools. It was a real pleasure to speak to Nicola Huggett, Head of Cheltenham

to educational beginnings, looking at the work preps do to develop children’s knowhow – the skills they need to thrive within society, not just education. Meanwhile, in Live Science (page 94), we explore how senior schools take subjects from theoretical to actual. From working out the best flavoured crisps to start a fire out in the wilderness to designing siege weaponry, it’s mind-broadening stuff (although let’s hope students never have to use either piece of survival STEM). Of course, while children engage in exciting live challenges, they are also learning useful skills for career success. Our Sixth Form special section (from page 145) brings together school voices to talk about some of the ways in which the 16+ landscape of teaching (and facilities) is adapting. This is a trend across education and reflects

“WHO KNOWS WHEN YOUNG PEOPLE MIGHT CONTINUE INTERESTS FROM SCHOOL IN A FUTURE WORLD OF MULTIPLE CAREERS AND SIDE HUSTLES” College, for our cover feature (from page 36). There are so many impressive things in the school’s approach, but I was particularly struck by her thoughts on the importance of breadth of opportunities. As she puts it: “You only have your school days to grow intellectually and to grow in curiosity”. She makes an important point – once pathways are set for university and career, specialism and focus take over. But who knows when young people might continue those earlier interests and passions from school and where they could lead, especially in a future world where multiple careers and ‘side hustles’ are an increasing likelihood. In Tomorrow’s Skills (page 52), we go back

a realisation of the ‘bridge’ young people need between formal classroom teaching and independent study and life. We plan to continue exploring this theme in future issues. Finally, don’t miss our School’s Out discoveries of good work going on in our museums (beginning page 190). From the inventive reimagining of Young V&A to online access at the British Museum and six delightful (and fun) museums around the country where children rule. Perfect recreation to grow young minds – and definitely taking education way beyond the test.

Libby Norman EDITOR

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CONTE AUTUMN 2023

upfront

20 SCHOOL NEWS What’s going on in the world of education

30 AN ENLIGHTENED APPROACH Marking the first 50 years of MPW

FOCUS

36 PASSION FOR PROGRESS Tradition and progressive education combine harmoniously at Cheltenham College

48 GROWING EVIDENCE Two major longitudinal studies will reveal what it's like to be educated in the here and now

PREP

52 TOMORROW'S SKILLS How schools pass on the wisdom and knowhow to help children in life as well as learning

62 WHAT A BRICK! Lego brick building clubs are a gamechanger for many children with SEN

80 CURIOSITY MEETS CHRISTMAS YouTube star Maddie Moate on her love of facts, and why Yuletide is a perfect learning zone for children

senior

94 LIVE SCIENCE Bringing science, technology and engineering to life

116 ONLINE & LEGAL We worry about online safety – but what about ensuring our children stay within the law?

124 RIDING HIGH Hurst College's equestrian programme is growing and thriving

134 WHY STUDY BUSINESS? Reed's and The Leys share their elevator pitch

140 ASK THE EXPERTS Guidance on 11+ tuition, fussy eating and supporting high academic ambitions

Sixth form

146 SIXTH FORM 2:0 Schools are rethinking spaces and approaches to meet the needs of 16+ students

166 WIDENING ACCESS

How Oxbridge Applications and The Access Project support talented students

172

169 DAY IN THE LIFE The joint Head Girls of Channing School share their days with us

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NTS

204 EDITOR

Libby Norman  GROUP A DV ERTISING M A NAGER

Nicola Owens 

MEDI A CONSULTA N TS

Anna Clarke Steve Playfoot 

A RT DIR ECTOR

Pawel Kuba 

SENIOR DESIGNER S

Mike Roberts Suzette Scoble 

MIDW EIGHT DESIGNER

Carmen Graham 

JUNIOR DESIGNER

Joe Munsey 

PRODUCTION M A NAGER

Danica Brodie 

FINA NCE DIR ECTOR

Jerrie Koleci 

CR EDIT CON TROL M A NAGER

Alexandra Hvid  DIR ECTOR S

94 Books

Craig Davies, Leah Day, James Fuschillo  NON-E X ECU TI V E DIR ECTOR

Alexandra Hunter 

M A NAGING DIR ECTOR

Sherif Shaltout

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172 TREASURE TRAIL The missing memoir of Robert Louis Stevenson's stepson

ABSOLUTELY-EDUCATION.CO.UK

182 ROBOT STORIES A timely tale about bullying and school avoidance

SCHOOL's OUT

190 YOUNG AT HEART The reimagined Young V&A in Bethnal Green

216 MEI MAC In Making of Me, how a great cast of teachers helped the actress find her way

226 LAST WORD The Headmaster of Claremont Fan Court School

190

F RO NT COVE R

CHELTENHAM COLLEGE Bath Road, Cheltenham, Gloucestershire GL53 7LD cheltenhamcollege.org

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DISCOVER YOUR TALENT AT CRANLEIGH BOARDING AND DAY CO-EDUCATION FOR PUPILS AGED FROM 7 TO 18. INSPIRING ACADEMICS SUPPORTED BY A FULL PROGRAMME OF CREATIVE AND PERFORMING ARTS, SPORTS AND ACTIVITIES.

ADMISSIONS@CRANLEIGH.ORG OR WWW.CRANLEIGH.ORG | 01438 276377

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Up Front POETRY BLAST P . 27 SCHOOLS TO ROBOT P . 29 ROOTS: AN ENLIGHTENED APPROACH P . 30

ARTS CELEBRATION Wellington College is celebrating its Platinum Artsmark Award from Arts Council England. See page 20

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Rising sta r Zaza Veyssiere, star of Hurtwood’s rock extravaganza The Gig of Glory, has just started at the internationally renowned Berklee College of Music. At Hurtwood, Zaza was regularly centre stage, wowing audiences with pop, rock and as the witch in Into the Woods. Berklee College will be back at the Surrey school this term scouting for talent.

YO U N G JOURNALIST The Leys School Year 10 pupil Tife Y has won The London Institute of Banking & Finance (LIBF) and the Financial Times (FT) Young Financial Journalist competition in the 14-15 category with her article on the theme of the cashless society. Judges commended her piece for its “strong arguments, punchy prose, excellent data and notes”.

“The Leys School pupil Tife has won Young Financial Journalist for her article on the cashless society”

World Cup debut

M U S I C AWA R D

Felsted School alumnus Max Malins made his Rugby World Cup debut in England’s clash with Chile as part of the starting XV, and in a match that earned England a 71-0 victory. Pictured while playing rugby for the school, he is one of eight former pupils – boys and girls – currently playing professional rugby.

King’s Ely A-level student Sayuri Okunushi, 18, has achieved the Associate of Trinity College London (ATCL) Diploma in piano – equivalent in standard to the first-year recital of an undergraduate degree. She joined the school’s International Year 11 programme in 2021 and also attends the Royal College of Music Junior Department.

ARTS AC H I E V E M E N T Wellington is celebrating a Platinum Artsmark Award from Arts Council England. Director of Arts Simon Williamson says: “We are hugely proud of the Award which acknowledges Wellington’s deep commitment to cultural education and our determination to give every pupil access to the arts, as well as providing support and opportunities for the wider community”.

“Art is about changing what we see in our everyday lives and representing it in such a way that it gives us hope” KEHINDE WILEY

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UPFRON T / NEWS

New Head

C O - E D M OV E

Alexandra Haydon becomes Head of Francis Holland School, Sloane Square from January, succeeding Lucy Elphinstone. Currently Deputy Head, Academic at Millfield, she was Senior Teacher at St Mary’s Calne prior to that. She won the i25 award for innovation and influence in the independent sector in 2019.

The Kingsley School in Royal Leamington Spa will start becoming a fully co-educational setting from September 2025, initially admitting boys into Years 7 and 12. The day through school, which celebrates its 140th anniversary next year, is part of the Warwick Schools Foundation and is led by James Mercer-Kelly.

Poetr y posts Rugby School has appointed Nihal Kumar, 17, as student Poet Laureate, editing its annual creative writing anthology Rabbit Hole. Additionally, Anthony Anaxagorou (winner of this year’s Royal Society of Literature Ondaatje prize) is the school’s third Poet in Residence and will host poetry readings and workshops for school and wider school community.

S C H O O L A R R I VA L

GIVING SUCCES S Tonbridge School’s Giving Day raised over £500,000. People from across the school community worked together to increase Foundation Award recipients to at least 100 by 2028, when Tonbridge celebrates its 475th anniversary. On the day, 700 children from 14 local schools took part in fun activities at the school.

Oliver Knight will become Head of Pangbourne College from September 2024, succeeding Thomas Garnier. It will be his fourth headship – he is current Principal of Ark Acton Academy. He is also an author on education, sits on the board of a multi-academy trust and is an independent school governor.

“If there aren’t roles you want to play, then you’ve kind of got to create them” MARGOT ROBBIE

SOMETHING THEY SAID

“WE MUST NURTURE CREATIVE SCIENTISTS IN AN ENVIRONMENT THAT ENCOURAGES INTERACTIONS AND COLLABORATIONS ACROSS DIFFERENT FIELDS” A H M E D Z E WA I L

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YES, IT’S A CRYING SHAME…

…that she left it too late to apply for Hurtwood House, because it’s simply the best for acting, dancing, singing, film-making – “A utopia for creative minds” – as the Good Schools Guide says. And crucially, this exciting school is equally successful academically. In fact, it’s statistically one of the top co-ed boarding schools in the UK. So, if you’re looking for a really exciting and rewarding change of school at 16 – don’t leave it too late. Contact Cosmo Jackson or visit our website for more information.

T: 01483 279000

E: info@hurtwood.net

hurtwoodhouse.com

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UPFRON T / NEWS

Chess win Stephen Perse Foundation Year 10 student Ruben tied in first place at the U16 British National Chess Championships. Ruben, who first competed in the nationals in 2018, played over five days and seven rounds for the win. He says: “It feels great to achieve first place, something that I have been working towards for the last six years”.

RAISING THE BAR Geography pupils at Malvern College won a prize in the My Environment My Future competition for their proposal to transform a derelict shop into a community bar and hub. Max and Seb Wilson, Ethan Chan, and Henry Needham impressed judges with plans for an outdoor performance space, kitchen garden and sophisticated waste management approaches.

SPORTS ADDITION

A R T S AWA R D S Frensham Heights has introduced Arts Awards for artists, dancers, musicians and performers joining the Sixth Form. The Arts Awards will prepare students for the industry in their artistic discipline while supporting them academically. Arts Awards are open to all day and boarding students studying one or more Performing or Creative Arts subject.

Andy Watts joins Reed’s School as Director of Sport – the first external appointment to this role in a number of years. Having led sport at both Kingston Grammar and Magdalen College School, he brings a wealth of leadership experience to the extensive sports programme.

Sussex arrival Annabel Rolls has become the new Head of Year 3 at Cumnor House Sussex. Previously with Wetherby Pre-Prep in London, and with some 17 years’ teaching experience, she joins the day and flexible boarding school to guide and support young learners as they move into their prep years.

Top Story

Orchestra partnership The Royal Philarmonic Orchestra and ACS International Schools have signed a partnership. Students across its schools – Cobham, Egham, Hillingdon and ACS in Doha – will have the opportunity to participate in virtual and inperson performances, lectures and workshops hosted by the RPO’s musicians and artists. This will become part of the group’s planned Arts Pathway.

DEPUTY APPOINTMENT Dr Graham Mallard is now Taunton School Deputy Head Academic. He was previously Assistant Head at Clifton College. He has written six books, his most recent covering behavioural science in teaching and learning. He succeeds Damian Henderson, now Principal at King William’s College, Castletown.

SOMETHING THEY SAID

“WE LIVE IN A SOCIETY EXQUISITELY DEPENDENT ON SCIENCE AND TECHNOLOGY, IN WHICH HARDLY ANYONE KNOWS ANYTHING ABOUT SCIENCE AND TECHNOLOGY” CAR L SAGAN

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A Passion for Life and Learning since 1741

Find out more about JAGS

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UPFRON T / NEWS

Cr icket director

H I G H N OT E Warwick Schools Foundation is continuing its range of musical partnerships after a busy year. The Foundation’s new Executive Music Lead Stuart Thompson, who joined the Foundation recently from Leicestershire, is working to develop the musical community and enhance music opportunities in the town and local area still further.

L et’s sing

BIG ISSUE

MusicShare marks its 20th birthday by staging Britten’s Noye’s Fludde in Lichfield Cathedral on 10th-11th November. This involves 200 children from local schools, plus Lichfield Cathedral School musicians, singers and teachers. MusicShare is an Arts Councilfunded partnership between the school and cathedral. It has worked with over 25,000 school children over two decades.

St Dunstan’s College hosted a conference in June on children’s exposure to porn, bringing together delegates from 100 state and independent schools. Head Nick Hewlett was joined by international speakers, including Nicole Daley and Jess Alder, creators of the Truth about Pornography Curriculum, and founder of Teach Us Consent Chanel Contos (pictured).

Martin Speight joins Repton next January as Technical Director of Cricket. A talented wicketkeeperbatsman, and formerly with Sussex and Durham, he was the recipient of the Walter Lawrence Trophy for the fastest First-Class century, although he is most remembered for his performance in the 1993 NatWest final.

ROMANIAN VISIT A team of 23 Dauntsey’s pupils and staff headed to Romania over the summer to work with Nightingales Children’s Project. The school has a longstanding relationship with the project and received huge practical support from the local community. Those on the ground quickly put donated supplies to work, running a six-day activity programme for local children.

“Dauntsey’s has a longstanding relationship with Nightingales in Romania”

Per fect ha r mony

S TA M F O R D MERGER Stamford Schools Principal Will Phelan, Head Vicky Buckman and Chair of Governors Tom Cartledge celebrated the new school year as Stamford Schools officially opened its doors. This merger between Stamford High and Stamford School means from September 2024 the school will be co-ed across every year group.

Cobham Hall has announced a new music partnership with Steinway & Sons. Cobham’s stunning 17th century ‘Gilt Hall’ music room will soon be home to a Model B Grand, giving its music scholars the chance to play Steinway’s ‘perfect piano’ and participate in masterclasses with its extraordinary artists.

SOMETHING THEY SAID

“ALL SPEECH, WRITTEN OR SPOKEN, IS A DEAD LANGUAGE, UNTIL IT FINDS A WILLING AND PREPARED HEARER” ROBERT LOUIS STEVENSON

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UP FRON T / NEWS

PHOTOS: SAM STRICKLAND

POETRY BLAST

Poetry By Heart, the school poetry speaking competition co-founded by Sir Andrew Motion, held its grand finale at The Globe in June

he Grand Finale of Poetry By Heart, the national poetry speaking competition for schools founded by former Poet Laureate Sir Andrew Motion and Dr Julie Blake, was an event where, as Blake put it: “poetry wasn’t just lifted off the page, it was blasted off”. Held towards the end of June, this year’s competition saw the biggest ever response from children around the country.

There were 2,000 video entries of poetry readings involving 90,000 young people – and a total of 39,000 poems were learnt by heart. Sir Andrew Motion was also there at Shakespeare’s Globe and congratulated all the young people taking part, saying: “Learning poetry by heart is both serious and fun: an excitement and a dare...It is about understanding and remembering the deep recurring truths about our experience as humans”. Mohammed Ali Khanafer, 10, of Pimlico Primary School performed Wilfred Owen’s Dulce et Decorum Est. This prompted the judges to say: “Hearing this well-known poem in the voice of such a young speaker refreshed it and made it new”. Taygen Van Der Klashorst of Durham Johnston Comprehensive School performed Edwin Morgan’s Hyena, capturing, in the judges’ words: “the menace as well as the humour”. Edgar Reader of Framlingham College, 16, won for a TOP performance of WH Davies’ Mohammed Ali Khanafer of The Inquest, with the judges’

Pimlico Primary

LEFT & RIGHT Ethan Speed of Shaftesbury School. Co-founder Sir Andrew Motion

commenting that: “Edgar’s reading made excellent choices on character, pace and meaning, and left us with an enthralling sense of madness and mystery”. Ethan Speed, 17, of Shaftesbury School gave a performance of The Beast in the Space by W.S. Graham – described by the judges as: “a complete delight”. Lichfield Cathedral School, Staffordshire received commendation for its initiative by pupils to make a Ukrainian student there feel at home by learning Lesia Ukrayink’s poem Mamo, yde vzhe zyma (Mother it’s Already Winter). The students, who had also learned how to sign the poem in BSL, gave a live performance in Ukrainian at the finale. There was a final treat for poetry lovers as more young people took to the stage for the Freestyle category. Standout performances included a Shakespeare medley that brought the audience to its feet and a musical setting of John Agard’s Checking Out Me History. This year’s judges were Poet Advisor Daljit Nagra and poets Patience Agbabi, Liz Berry, Valerie Bloom, Jean Sprackland and Glyn Maxwell. The event is supported by the Poetry By Heart Consortium, which includes Homerton College University of Cambridge, the Poetry Society, the English Association, Oxford English Dictionary and Shakespeare’s Globe. The 2024 Poetry By Heart competition was launched on 5 October (National Poetry Day). poetrybyheart.org.uk AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 27

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Open Events

Entry into Years 3 and 5 (ages 7 and 9) Entry into Year 7 and Year 9 (ages 11 and 13)

Book your place dulwich.org.uk/admissions Bursaries of up to 100% and Academic Scholarships of up to one third of full fees are available AD DULWICH COLLEGE.indd 28

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UP FRON T / NEWS

LEFT & BELOW Children love the robot dog Spot – one of many futuristic concepts showcased at the National Robotarium

Schools to ROBOT Young learners are being inspired to consider a career in new technologies in an engagement campaign by the National Robotarium

ome 10,000 school children so far have been inspired to consider a career in robotics in a year-long engagement campaign by the National Robotarium in Edinburgh. This centre for robotics and artificial intelligence (AI) located at Heriot Watt University opened in September 2022 and in its first year of operation it hosted over 50 in-person and virtual events for schools. This mission to educate more young people about robotics and cutting-edge technologies has been supported by partners such as Glasgow Science Centre and social enterprise group Datakirk. The campaign is focused on engaging children from the widest range of backgrounds – including those from socially disadvantaged backgrounds who are at risk of digital exclusion.

It is also aiming to encourage gender diversity among future STEM students at university. Alongside virtual and live events, the team have also headed out on roadshows to locations such as Orkney. The National Robotarium is part of the £1.3 billion 15-year investment programme jointly funded by the UK Government, Scottish Government and regional partners. The £22.4 million Robotarium facility in Edinburgh, the largest of its kind in the UK, is an innovation hub for the practical application of robotics and autonomous systems in industry and society. Current projects range from AI applications to assist people with autism to robots to support agriculture and food production. “We’re showcasing ways robots can help humans do things better, for the benefit of industry and society, and inspiring the next generation of

roboticists and AI pioneers,” says industry and schools engagement co-lead Sabaht Bashir. “The research our worldleading experts are conducting today to make our lives safer, healthier and more productive will be the world that our young learners inherit tomorrow.” While the possibilities of robotics and AI technologies seem almost limitless, the Robotarium highlights for many schoolchildren who have visited so far are watching Spot, the robot dog, run, respond and do tricks. They also love trying out immersive VR technology and seeing the programming language they already learn in their classrooms given real-world applications. As Libby Robertson, a Year 6 pupil from Knightswood Secondary School in Glasgow, put it: “The visit was so amazing that I’m now considering doing it as a future career choice”. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 29

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An enlightened

APPROACH Celebrating its 50th birthday this year, MPW London began as a bright idea from a gifted tutor and it has grown in line with its reputation for providing ﬁrst-class teaching

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A B OV E Small-group tutorials have been a feature at MPW from its inception RIGHT MPW London in Queen’s Gate

PW (Mander Portman Woodward) has carved a distinctive place in education and, in its 50th year, has attracted testimonials and recollections from many former students (and staff ) whose lives were changed by the education and enthusiasm for learning they experienced here. It started out very small indeed. In The Independent’s 2008 obituary for Robert Woodward, written by the newspaper’s co-founder Matthew Symonds, Woodward was described as unusually gifted. “Educational entrepreneurs are a rare breed; rarer still are those capable of inspiring, exciting teaching while building and running a successful business. Robert Woodward... achieved all those things,” said Symonds. Woodward had studied at Cambridge in the hippie heyday years and, after an agreeable period drifting in Paris, returned home in 1970 and drifted into working for a Knightsbridge ‘crammer’. Teaching various disenchanted and ‘dropout’ students from his small house in Lambeth, he discovered his calling. “There they would be taught English literature and history as if they were brilliant undergraduates and Woodward a witty, engaging but ferociously demanding don,” recalled Symonds fondly, for he was one of Woodward’s Lambeth students. Three years on, Woodward came up with the idea of starting his own college – he wanted to work for himself – and got together with two

Cambridge contemporaries, Rodney Portman and Nicholas Mander. While Portman became intrinsic to the mix, Mander was an absent partner and subject of various apocryphal stories. One account describes him turning up for one day and deciding then and there tutoring wasn’t for him. Another says he couldn’t find the premises on his first day so drove straight back to Gloucestershire to spend the rest of his days immersed in reading his hero Thomas Browne. MPW initially operated from premises in Hollywood Road, Chelsea – next door to a pub of the same name where tutors and students would sometimes retire for intellectual debates. Unfortunately, this

happy arrangement was curtailed when the council turned up at the college premises to talk about the absence of planning permission for running an educational establishment. Fortunately, such was the trajectory of the venture by this stage that the college was able to relocate swiftly to a former school premises (already with requisite planning) in Wetherby Place, South Kensington. A new maths and science block came on stream in nearby Elvaston Place by 1976. This coincided with the arrival of new MPW partner Joe Ruston, brought in to build up the STEM teaching side. It wasn’t just the quality of teaching at MPW that proved so attractive, but the whole ethos.

“WITH A UNIVERSITY-STYLE SYSTEM TREATING STUDENTS AS ‘GROWN-UPS’, MPW APPEALED TO YOUNG PEOPLE WHO WERE DISILLUSIONED WITH TRADITIONAL SIXTH FORM” AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 31

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With a university-style tutor system, small group teaching and an attitude of treating all students as ‘grown ups’, MPW appealed to young people who were disillusioned with the traditional sixth form route of those days. It was also popular with people changing academic direction, retaking exams, seeking greater academic stretch or simply broader A-level options. MPW had a forward-thinking ethos in other regards – it quickly offered a bursary scheme with reduced or no-fee opportunities for able students. They rubbed along happily with academic high-fliers and exam retakers, royalty, the offspring of rock stars and actors and international students navigating their way into UK higher education. While MPW has never been an international school, it has a long tradition of welcoming students from across the globe and helping them on their way. Richard Martin was among the many gifted tutors recruited from Cambridge who became integral to the culture of MPW London. His entertaining memoirs, now housed on its website in honour of its 50th year, include anecdotes about teaching the sons and daughters of his music heroes – Beatles, Rolling Stones and more. Martin met one of his all-time favourites, Mick Jagger, when his daughter Jade was considering MPW London. She ended up in Cambridge – he recalls her father concluding it presented fewer temptations than the capital. He did teach Keith Richards’ son Marlon – who thoughtfully gifted him a tour-crew-only ‘Steel Wheels’ suede jacket. A snug fit, he admits, but worn with pride, including at Hard Rock Café. There, he was able to impress his future wife with a special pass that enabled the bearer to jump the long queues – that

of the Arts London. Student demand has also led to the opening up of the college to the 14+ age group, and now with a superb new site for UK and international boarders at Queen’s Gate House, (formerly Baden-Powell House). This cleverly repurposed and light-filled building also houses stunning studios for Art & Design students. MPW London has kept pace with its students’ ambitions over five decades, remaining constant in its goal of LEFT A science practical delivering top-flight teaching and preparation for university. MPW BELOW students always feature highly Queen’s Gate House is open to boarders – and also in the CIFE Awards, presented houses superb art studios pass was also gifted by Marlon to high achievers annually at on semi-permanent loan. the House of Lords. There’s a An MPW branch opened in recurring theme in testimonials Birmingham in 1980, while the sister gathered to mark this milestone branch in Cambridge opened in 1987. By birthday – that of inspiring teachers, an this stage, MPW London inhabited three sites in eye-opening approach to education and a lifeSouth Kensington, and it was around this time changing opportunity to fulfil potential. that the partners decided to step back and let the college continue into the next phase. The name, and reputation for ensuring university outcomes, led to a collaboration in the 1990s with publishers Trotman for MPW Guides, providing essential insights on both courses and UCAS navigation – and still successful today. By this stage, MPW was also running intensive Easter revision courses for both GCSE and A level. In 2000, MPW London moved to Queen’s Gate, South Kensington – handily close to ‘Museum Mile’ – where it has remained at Numbers 90-92 ever since. Over the years, MPW’s academic options have grown alongside students’ interests and aspirations. For instance, a longstanding track record of getting students into top-rated Art & Design courses across London and the globe has led to the UAL Diploma, an MPW art foundation course in association with University

“A LONGSTANDING TRACK RECORD OF GETTING STUDENTS INTO TOP-RATED ART & DESIGN COURSES HAS LED TO THE UAL DIPLOMA, AN MPW ART FOUNDATION COURSE” AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 33

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BURSARY BENEFITS P . 43 MATHS POSITIVE APPROACHES P . 47 GROWING EVIDENCE P . 48

LEARNING IN HARMONY Cheltenham College blends academic strength with rich opportunities to build repertoires. See page 36

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ABOVE Taking arts learning outside RIGHT Cheltenham College Head Nicola Huggett

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Passion for PROGRESS Combining history with a tradition for progressive education, Cheltenham College champions community values, strong academics and havea-go spirit. Absolutely Education ﬁnds out more LIBBY NORMAN

heltenham College is a school that proves you can successfully balance tradition with a progressive approach. Founded in 1841, and with those Victorian pillars of classical teaching, sport and public service, it has long been considered among the really prestigious schools. Its setting, right in the heart of the Regency spa town, is breathtaking. But this is also a town full of high-achieving schools – and that adds both energy and a youthful spirit to the place. Cheltenham College nailed its colours to the mast on modern thinking a long while back, adopting co-education early. It didn’t dabble but embraced mixed education wholeheartedly. “One of the things that quite a lot of schools have done is still kept a higher ratio of boys to girls, but we made a very clear decision now, and before my time, that it was going to be a 50/50,” says

Head Nicola Huggett. She believes the secret to harmonious co-ed settings is co-operation between the sexes, not competition – and you have to be hot on detail. “Even if it’s things like alternating whose sports results are read out first in assembly or making sure you have equal numbers of girl and boy prefects.” She is herself the mother of two boys and two girls – including a twin girl and boy – so is well placed to understand the razor wire of fairness, as played out in all families and all schools. Nicola Huggett became Cheltenham College’s first female Head in 2018 and perhaps it’s this wholehearted co-ed spirit here that means it wasn’t seen as a huge break with tradition. She admired its history, but it never felt like a weight. “You really have to respect the institution and respect the fact that when you join a school as the Head nobody in that school has signed up to you. You are coming into something totally fresh, and you have got to earn your spurs,” she says. “But it wasn’t a AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 37

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weight, it was just a great opportunity – I really have found my place.” She has seen big shifts throughout her teaching career. Having been a housemistress and then head of boarding at Haileybury when it went co-ed, she became deputy at Downe House and then first female Head at Blundell’s in 2013, while it was progressing on its co-ed journey. There, she was described as “unpretentious and effective” in a Daily Telegraph article about rising-star school leaders, entitled: ‘What does it take to be a superhead’. And Nicola Huggett is not at all starry. Yes, she started her career in advertising with J. Walter Thompson. But as this involved a fair amount of time managing puppies in Andrex adverts, it wasn’t all glamour. Feeling there was something missing, she abandoned the advertising life and headed off to study for her PGCE as a History and Politics teacher (she had studied PPE at Oxford). Just two weeks’ work experience in schools had been enough to convince her this was the missing element. “I thought, ‘why did no one ever even suggest teaching to me before?’. I

BELOW CCF is a thriving and growing activity, along with DofE

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ABOVE Going to work in a Design Technology class

literally never looked back, ever. Not one single day did I think ‘oh I wish I was back in Berkeley Square’.” She is still a passionate advocate of teaching as a career when she speaks to pupils about choices (“I’m a bit of a bore”) and still puts in the hours herself. “It’s such a wonderful place to be, in the classroom. And when you’re a Head, being in the classroom is even more wonderful because you’re escaping from your laptop. You’re doing a very

different job with pupils who then get to know you in a different way.” Knowing each pupil is an important element at Cheltenham College. With over 700 pupils in the mix – a combination of day, boarding and flexi-boarding – the pastoral and house structure is key to ensuring young people quickly find their feet and thrive. Houses are vertical and tutor groups are horizontal, so students in Years 9-11 have a tutor group made up of people from both their house and their year group. From Year 12, tutor groups are co-ed and blend the two sixth-form year groups. “You have a new tutor in the sixth form, and we try and link people to the tutor of their choice and in their subject area. “Every child needs to have at least one significant adult in their school time who really gets them,” says Huggett. “And hopefully they will have a lot more than that. It might be their French teacher it might be their tutor it might be their matron. It’s important that we’re a really strong team.” With a background in pastoral, both as housemistress at Haileybury and deputy in charge at Downe House, it’s no surprise that this is central to her approach. “Without good pastoral care you won’t get academic success so it’s absolutely at the cornerstone.” And the team here

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ABOVE There are rich sporting opportunities at every level – mainstream and niche are on offer

is wraparound, with houseparents plus two other residents in each house. Two people are on duty at all times, so there’s always someone to turn to. The health centre (earning glowing praise in the school’s ISI report) includes physiotherapists and psychotherapists alongside GPs and nurses. “It’s a team effort – the team around the child.” The space and the facilities lend themselves to boarding, with some 80% of families choosing that option (roughly 15% of these are flexi-boarders). There’s a good mix of local, national and international – it’s still popular with military families and UK families working abroad, and they make up around 20% of the full-boarding cohort. But a lot of boarders here live within two-hours of the school. “We have a lot of local full boarders. We don’t

officially do weekly boarding. But flexi is definitely very popular.” Day pupils are wholly and harmoniously in the mix. “My two youngest were both day pupils and they had access to everything, and they had lots and lots of friends who were boarders. We have these two lovely day houses which are kitted out exactly the same as the boarding houses. They look and feel the same and have families running them. You can stay overnight as we have a small dorm in each.” With eleven houses, the life of the school is 24/7, and that’s a big draw. “Obviously, what is most attractive is having these wonderfully buzzy evenings, and flexi boarders love that equally. We’re one of those schools where every night of the week there will be a society (every subject has a society), concerts, plays, extra rehearsals, speakers coming in, fun

things. Evenings and weekends are very, very busy.” This, plus Saturday school, gives Cheltenham College pupils the opportunity to try just about everything and find their passions. Breadth is, in Nicola Huggett’s view, the vital energy of a full and satisfying school life. The sports offer is, as you’d expect, comprehensive. With a professional sports teaching team numbering in the high teens, plus a really strong athletic development programme focusing on nutrition, sport and fitness, pupils can aim high. Many do, but that’s not the point. “I walk around on a Saturday afternoons and can see girls and boys’ Pilates, badminton, rackets, swimming. Our U14 D rugby team are only playing touch rugby but have a fantastic fixture list. We have horse riding, polo, clay pigeon shooting – you name it, we probably do it.”

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ABOVE Science practical session – the school has a state-of-the-art Science Centre

is where you’ve got your elite sport, your drama, your debating, and so on.” Academic choice is a selling point – Nicola Huggett can still recall not being able to do the A levels she wanted. Here, there’s a full suite of options, and no ‘blocking’. But then it has changed at universities too – she cites a student who recently got to medical school with Art, Biology and Maths – and that, she believes, is a wonderful thing. “It’s just a fantastic chance to explore different parts of your personality in the sixth form,” she says. “We’re very into the EPQ. Everybody in the Lower Sixth does the Extended Project Qualification and that is like our fourth A level. That gives someone total free rein to do what they want. We’re wedded to that – it’s important to us.”

The opportunities to ‘top up’ skills and refine interests are there throughout – from the thriving (and growing) CCF and DofE and Year 9 Wilson Diploma to the mini-MBA for sixth formers. “I would be very disappointed if I ran a school for children where it was all about success and nothing about the journey,” she says. There’s even a sixth form travel scholarship available to adventurous groups who successfully pitch a purposeful plan. This pupil journey – whether in or out of school – is about far more than furnishing and burnishing the CV (although that is, as every parent knows, increasingly important). It is about giving young people depth. “You only have your school days to grow intellectually and to grow in curiosity. Once you get PHOTOGRAPHY: MILLIE PILKINGTON

Nicola Huggett, still a keen runner herself, loved her school days at Marlborough and sees sport, drama, music and extracurricular (there are something like 40 school clubs) as another vital part of the whole-child building mix. “If you score a goal in the First XI football team, you’re going to do better in your maths test. If you come somewhere in the debating competition, you are probably going to do better in your geography or science practical.” Of course, academics are the critical consideration for the vast majority of families. “No parent sits on my sofa and says, ‘I don’t want good academic results’. Our aim is to get children the very best results – you’ve got to be there with your academics, and the support is very, very strong. And then around that

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LEFT Prep and College have a fruitful ‘separate but together’ relationship RIGHT Cheltenham College Chapel is at the heart of school life

to university you’ve chosen one direction.” The school helps children with planning – even stepping in to help ‘declash’ for younger pupils. “We want pupils to be able to play in the orchestra, play in the team, do their prep and still enjoy having some down time with their friends – and that’s where the tutor system is so helpful,” she says. “They have what’s called a Reflection Meeting with their tutor every week, and that’s where we can spot if they are overloaded.” Cheltenham College has a thriving little sister – Cheltenham Prep – with delightful new nursery, and the all-through option is a draw for the many parents who want continuity of education (the majority of prep families do). But that’s certainly not a given, and the prep is self-contained on its own site, sharing only chapel and sports training and facilities. Headed by Tom O’Sullivan, it operates on a “separate but together model”. Prep and senior share the same governing body, but the school exists as its own entity. “It’s very important to us that the nursery and prep school both have their own remit – an adventure in education.” While in many towns, such large schools (College and Prep add up to some

PHOTOGRAPHY: MILLIE PILKINGTON

BELOW Interior of Cheltenham College Chapel

1,150 pupils) might dominate, this is a learning-centric place. There are 12 schools and a highly collegiate approach, as demonstrated by the Cheltenham Education Partnership (CEP). This is a model of how things can work when clever Heads get together, and with all schools as equal partners. “CEP run opportunities for children across the town and further afield, but totally on an equal basis – state schools, private schools – we just offer what we feel we can offer and what we feel we’re good at.” There’s a “bespoke” partnership, too, with All Saints Academy, involving multiple collaborations (its principal is also a governor at Cheltenham College). This sees regular interaction between pupils of both schools for coaching, mini-MBA activities and the like. Nicola Huggett describes this as a relationship that benefits everyone. There are fruitful partnerships, too, with schools in Kenya and Nepal – mindbroadening stuff to get young people thinking beyond their own lives. “We’re so lucky here – we’ve got the time, we’ve got the pupils, we’ve got the energy.” Energy could sum up the whole Cheltenham College approach. If there’s one overriding mission it’s to get children up to speed on every front, enjoying success, having fun and being ambitious for their future, whatever path (or paths) they choose. “Once they go to uni, they have got to be self-starters. That’s our whole reason for being,” says Nicola Huggett. “We want to introduce our pupils to everything so that when they walk out of our door for the last time they can make a list of all the exciting things they want to do with their life beyond.”

At a Glance Cheltenham College FOUNDED: 1841 HEAD: Nicola Huggett GENDER: co-educational NUMBER OF PUPILS: 730 DAY OR BOARDING: Day, boarding, flexi-boarding AGES: 13-18 POINTS OF ENTRY: 13+, 16+ and occasional in year entry (subject to availability) ADMISSIONS: admissions@cheltenhamcollege.org RELIGIOUS AFFILIATION: Christian foundations, and welcoming all faiths FEES: £33,990-£46,500 per year, depending on age group and boarding option ADDRESS: Cheltenham College, Bath Road, Cheltenham, Gloucestershire GL53 7LD cheltenhamcollege.org

Cheltenham Prep School FOUNDED: 1841 HEAD: Tom O’Sullivan GENDER: co-educational NUMBER OF PUPILS: 420 DAY OR BOARDING: 3-7 day only; 7-13 day and boarding AGES: 3-13 POINTS OF ENTRY: 3+ 7+ and occasional in year entry (subject to availability) ADMISSIONS: prepadmissions@cheltenhamcollege.org RELIGIOUS AFFILIATION: Christian foundations, and welcoming all faiths FEES: £10,000-£29,580 per year depending on year group and boarding option ADDRESS: Cheltenham Prep School, Thirlestaine Road, Cheltenham, Gloucestershire GL53 7AB cheltenhamcollege.org

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BURSARY BENEFITS

Cameron Pyke of Dulwich College on the life-changing value and whole-community benefits of independent school bursary funds

ransformative is a word frequently used to describe the benefit of a bursary, and it is undoubtedly true that in a world where opportunity can hinge on access to quality education, the provision of a full award, including a wider package of support, to attend an independent school can be a life-changing gift. Of 220 means-tested awards held by pupils at Dulwich College (valued at £4.4m), 129 are for full fees. The impact of financial assistance is felt far beyond individual lives. It is often why schools’ bursary funds are supported so enthusiastically by parents and former pupils. They recognise the benefits social diversity in the pupil body brings for the wider community. ABOVE Dulwich College pupils

D IVE R S IT Y B E N E F ITS A diverse community enriches the educational experience for everyone and fosters empathy, and adaptability. It brings together individuals with different backgrounds and life experiences, preparing them to flourish in a global community. A bursary award can instil a sense of pride and accomplishment that radiates from the scholar to all those who have supported this journey. Parents witness their child’s burgeoning confidence, and the extended family unit can become a dynamic hub of support. We have full fee-paying pupils at the College whose father or grandfather attended the school because of a bursary award. Independent schools can become catalysts for unlocking and nurturing untapped potential for the benefit of others. As Dulwich alumnus CJ Obi, UCL graduate and founder of Urbanist Platform, puts it: “There is a direct, tangible impact that receiving financial support in

“We have full feepaying pupils at the College whose father or grandfather attended the school because of a bursary award” the form of a bursary has had on me. It’s there in all my work as I help to shape places, towns and cities, and inspire people today”. Pupils who benefit from bursaries very often develop a deep appreciation for the power of education. They go on to become advocates for equal access to quality learning, using their experiences to champion educational opportunities for others.

parents at Dulwich are drawn to the school because of our social mission. Pupils and their families who benefit from bursaries often commit to a lifetime of philanthropy and giving back to society. Many donors to our Bursary Appeal Fund are alumni who themselves benefited from financial assistance, also existing bursary holding families. They speak passionately about their time at the school and what they themselves contributed. A school’s bursary provision lies at the heart of fostering inclusivity, social mobility, and a deep sense of community, creating an environment where every pupil can thrive and contribute their unique gifts. For many parents, this ethos is one important part of how they select a school for their child.

POS ITIVE C HAN G E Demonstrating a commitment to accessibility and inclusivity through means-tested bursaries and making a genuine contribution to positive social change can help dispel the notion of exclusivity and elitism that can surround independent schools. Many

C A M E R O N PY K E Deputy Master External Dulwich College AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 43

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Tomorrow's

TEACHING

The Principal of Reddam House in Berkshire on the fourth industrial revolution and how to balance tomorrow's skillset with today's life experiences

t Reddam House, we have been thinking about what it means to be living through the fourth industrial revolution. This term, coined in 2016 by the founder of the World Economic Forum Klaus Schwab, attempts to understand the changes in our global society and economy that are emerging in an age of cyber-physical systems. Big data, artificial intelligence, breakthrough materials – all involve entirely new capabilities for people and machines. So why have we launched a new outdoor pursuits department at Reddam House to complement our highly academic and technology-driven educational approach? In this tech-determined age, the World Economic Forum has published its fourth edition of The Future of Jobs Report. This tracks the global labour market, identifying occupational disruption, growth and decline. It is a fascinating read that asks many questions of the

"Reddam Adventure Department offers children opportunities to collaborate, create succeed, and fail, just as they do in the classroom and the metaverse"

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education sector – those of us on the front line in helping to guide young people to succeed in a very different world to the one in which I grew up. Academic excellence is core to what we do and learning traditional ‘tech’ linked subjects like science and maths will continue to be essential. It is not surprising that Computing A level saw the biggest increase in national entries in 2023, up 16.7% (a trend we have also seen at Reddam House), but how do we also develop the character for further success, which will in turn enhance employability? Learning is diverse and complex and cannot be truly effective if we simply rely on subject silos. Nor will it be successful if we view education purely as a means to develop the skills to churn out economic units to fill roles awaiting in the future. The Future of Jobs Report suggests

ABOVE & BELOW Pupils at Reddam House

"The most important core skills future workers will need are analytical thinking, creative thinking, curiosity, technological literacy, resilience and ﬂexibility"

ABOVE Outdoor adventure at Reddam House

the most important core skills future Adventure Department), offering workers will need are analytical thinking, opportunities to collaborate, create, creative thinking, curiosity, technological build, plan, cook, succeed, and fail, just literacy, resilience and flexibility. as they do in the classroom and the These skills must be acquired in a variety metaverse. By being outside in nature, of ways and an outstanding education they will also enhance their wellbeing creates opportunities for students to and deepen their appreciation of the develop as rounded people. This is why environment, which in turn completes we are now embracing the outdoors more the loop back to employability. After all, than ever at Reddam House. Underpinning according to the World Economic Forum, every change we make at our school is the strongest net job-creation effect will a focus on the individual child. We now be driven by investments that ‘facilitate enhance learning through our own bespoke the green transition of businesses’. Virtual Metaverse School So, we will continue to and use Inspired AI in all learn on our devices, continue core subjects, tailoring it to roll out our AI learning to individual needs and tools and VR headsets and accelerating students' learning teach children computing (also reducing teacher and technological literacy. workload, a nice double win). But we will develop their We are also fortunate creativity, curiosity and to live on a 125-acre estate flexibility in other ways too with woods, wildlife and a – by putting them outside RICK CROSS lake. With these facilities, their comfort zone among Principal children will have timetabled the trees, the colours, the Reddam House lessons of RAD (Reddam bats and the deer. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 45

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PROVIDING OUTSANDING OPPORTUNITIES FOR ALL PUPILS Independent Co-Educational boarding & day School for children 3-18 years

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Talking

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MATHS POSITIVE Rory Vokes-Dudgeon, Headteacher at Abingdon House School, on the specific learning difficulty dyscalculia and how best to support students’ maths learning

yscalculia, like dyslexia, is in the family of specific learning difficulties (SpLDs) but is a term that is much more recent than its literacy counterpart. As such, it has much less research, advice and resources associated with it. Dyscalculia can present itself very differently and there is no ‘one size fits all’ approach to supporting students. It takes careful assessment and may require attempting a variety of different strategies to find out the right approach to support each individual. For someone with dyscalculia, maths is a very abstract concept. To overcome this, students can use objects to create mathematical calculations. The physical nature of moving objects supports them in understanding if a number is growing, shrinking, being shared, and so on. At Abingdon House, we use this method to start new concepts and create a depth of understanding, even up to GCSE-level. Once using manipulatives has been mastered, we introduce concepts that can be drawn on paper but still without using abstract numbers. Here, students may draw pictures, lines or

“Being positive about numbers and maths can go a long way to supporting dyscalculic children and children with maths anxiety” dots and will count them in order to know the value of the number being represented. Finally, we implement the use of abstract numbers. Someone with dyscalculia will often use pictorial alongside number sums for a significant period of time. They may even continue to use the pictorial method permanently if that is

ABOVE Learning at Abingdon House School

what supports their understanding. such as vocabulary learning. For students who have a strength within literacy this Students with dyscalculia often have difficulty in remembering number facts, may be an area where they find success such as number bonds, times tables or the and, as such, build their confidence. order of numbers. These are all important Being positive about numbers and maths parts of maths and should be explicitly can go a long way to supporting dyscalculic taught. However, they may become unhelpful children and children with maths anxiety. barriers when learning new concepts Maths is a subject different from all others due to the additional working memory in that it has become socially accepted load required. Here, the use of visual that people are ‘bad at maths’. Indeed, it is multiplication grids, number commonplace to hear people bonds or number lines can say they hated maths at school. reduce the stress of trying While this might be true, to remember taught facts. as adults we all have a Dyscalculia can often responsibility not to share lead to maths anxiety. our own anxiety or negative Of course, anxiety is not feelings. Children pick up limited to children with on these things remarkably dyscalculia, but there is a quickly and such concepts significant co-occurrence then become normalised. RORY VOKESwhich can be reduced by We must give all children DUDGEON individualising lessons to the best chance to succeed Headteacher focus on areas of strength – – and this starts with a Abingdon House School even literacy focused areas maths-positive approach. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 47

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EVIDENCE Two major long-term studies will provide important data on both UK education and growing up during and after the pandemic

e are surrounded by ‘pop’ surveys – headline-grabbing findings that make lively news but often don’t give us much in the way of reliable information. Good then to have two major longitudinal studies into education, beginning this year and designed to provide a solid base of evidence about what it’s like to be at school in the here and now. ‘Five to Twelve’ and ‘Growing Up in the 2020s’ are being undertaken by the National Centre for Social Research and have been commissioned and funded by the Department for Education (DfE). There will also be collaboration with the National Children’s Bureau and National Foundation for Educational Research. The studies run concurrently and span primary and secondary education over a five-year period. Importantly, data will be gathered from independent schools as well as the state sector. Longitudinal studies are, of course, a very different beast from their snapshot cousins as Jules Allen, Senior Researcher on ‘Five to Twelve’, explains. “The main benefit of a longitudinal study as opposed to a single wave (which we call a cross-sectional study)

is that, because we collect data at repeated intervals over time, researchers who use the dataset can identify developments and changes in the population that we’re studying,” she says. “You can look at causation rather than just correlation.”

GATH E R I N G DATA Longitudinal studies require careful design. “We definitely do not start these studies with what we want to say, we start with what we want to find,” says Jules Allen. What is under the spotlight here is understanding more about education outcomes and inequalities – why some children do better than others and the multiple factors shaping these outcomes. The groundwork for ‘Five to Twelve’ began in summer 2022 and a ‘dress rehearsal’ took

“Importantly, the longitudinal studies will span not just the state sector, but independent schools”

place in spring 2023. While many longitudinal studies begin by randomly sampling postcode files, the target here is specific – children in schools – so both studies began with the DfE central database of all children in school. That database was then used to randomly select children via their schools. As study parameters include insights into the independent sector (where there’s no such central database), the research team asked independent schools to opt in. From there, they were able to gather a random sample of pupils for the study. For ‘Five to Twelve’ participating children have annual cognitive exercises until Year 6, when they respond to questions. For their parents, there’s a mix of face-to-face and online or phone surveys annually. For ‘Growing Up in the 2020s’ it’s an initial face-to-face survey and then phone or online surveys in succeeding years. Teachers are asked for input too, with an additional element where headteachers respond to describe school ethos, culture, and so on. This body of evidence gathered over time requires buy-in and commitment from all those involved. Jules Allen says they are delighted so many have responded so positively. “People are quite enthusiastic. In particular, we’ve found that children really enjoy the cognitive exercises. And teachers

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ABOVE ‘Five to Twelve’ will monitor progress and areas such as wellbeing

too – despite how busy they are – we have found that they respond to the survey.” We should be grateful to these thousands of participants for their time because their input will provide a seam of really useful data in the public domain. It might be used to draw comparison with earlier or later surveys to see differences over time, or to gain closer insights into different educational experiences – and

educational inequalities. It will also give us insights into areas such as wellbeing. Then there is the impact of Covid – never far from the surface in any current debate. “All of the children who will participate will have lived through Covid – particularly children in the ‘Growing up in the 2020s’ study, who lived through it during a critical time in their education,” says Jules Allen. “Although we can’t

compare Covid with past studies, we can look at outcomes and differences.” These twin surveys are surely worth the effort involved for this element alone. In a little over five years’ time, findings will shine a light on the longer-term impact of pandemic restrictions on our children. This will inform future thinking on how to manage both ingrained inequality and events that impact young people’s access to school.

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Prep

WHAT A BRICK! P . 62 CURIOSITY & CHRISTMAS P . 80 LEARNING EVOLUTION P . 91

LEARNING FOR LIFE

PHOTO: TOM SOPER PHOTOGRAPHY

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ABOVE Outdoor learning at The Kingsley School

TO M O R R OW ’ S

SK I L L S Teaching skills for life is an essential element of the prep years, helping to develop confidence, knowhow and responsibility. We speak to schools building empowered and engaged young citizens from the earliest years

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James Allen’s Girls’ School (JAGS)

At JAGS in Dulwich, pupils get an early start in developing skills for navigating modern life. “We are committed to creating a holistic education which ensures our pupils thrive in every situation,” says Kerri-Anne Bannon, Deputy Head, Pastoral at JAGS Junior School. “In tandem with our Maths curriculum, a carefully ABOVE Building digital skills at curated PSHCE curriculum James Allen’s Girls School has been developed which includes a dedicated unit on the BELOW Classroom learning at world of money and work.” JAGS Junior School This element expands as pupils progress through the school, incorporating understanding job opportunities, financial influences and balancing needs and wants. “On top of this, guest speakers from the financial sector provide firsthand insight into investment and savings,” says Kerri-Anne Bannon. The thinking here is clear – promoting healthy discussions about money from a young age. There is focus, too, on developing pupils’ social skills. “We are currently working the school also unveiled its ‘Bee Brilliant!’ towards UNICEF’s Rights Respecting Junior School values. “They crystallise Schools Award, with the aim of achieving all the attributes we hope to see in our Silver accreditation by July 2024.” This year, pupils, as they are inspired to be Kind, Brave, Respectful, Resilient, Inclusive and Authentic.” Pupil Voice plays a pivotal role in co-curricular activities to ensure what’s on offer taps into children’s interests. “Following feedback, we introduced skateboarding, fencing and bouldering clubs last year.” Communication is critical and Kerri-Anne Bannon says there are lots of practical routes to building skills. For instance, JAGS Junior School has close links to local care homes and this offers the opportunity for pupils to exchange letters with residents. “Children recognise how the form of such letters differs from those, for example, to our local MP when they are lobbying over an issue close to their hearts.” They are also taught about getting the tone right with other communications – especially emails – within computing lessons. JAGS is introducing 1:1 digital devices for all pupils in Years 3 to 6, so digital safety (and savvy) is critical. “As well as engaging with Childnet and celebrating Safer Internet Day, we explicitly teach children the tools to stay safe online as part of our day-to-day

“At JAGS Junior School, guest speakers from the financial sector provide firsthand insight into investment and savings” classroom practice.” Thinking critically is specifically addressed. For example, pupils are taught the difference between online and real-world friendships, as well as how to get help if they ever feel in danger. Pupil teaching is supported by JAGS Parent Talks – ensuring everyone is on the same page when it comes to appropriate use of digital devices. Children are also taught about selfregulation and when to switch off devices. Knowledge and skills for life are enabled in many other ways. Pupils participate in the Junior Duke Award, which has a focus on practical life skills and independence. There’s a mentorship scheme to help the older pupils at JAGS Junior – pairing Year 6 pupils with Year 12 students in JAGS Senior. This is mutually beneficial, developing leadership skills for older students and helping mentees benefit from interactions with positive role models. JAGS Junior pupils are also taught about the value of contributing to both local and global community. For instance, they write Christmas cards to residents of nearby care homes, support drives for the local food bank and fundraise for charities such as the Red Cross in response to real-world global situations. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 53

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The Kingsley School At The Kingsley School in Royal Leamington Spa, a fresh initiative has just been unveiled to prepare pupils for the world to come. “We have rolled out our new 4D Curriculum in the Prep School this year, following an extensive audit, research and design process,” says Head of Prep Jennie Phillips. “The curriculum is designed to prepare pupils for future success and is built around key skills that will not only stand them in good stead during their school years but are also highly valued by employers.” The new curriculum embraces a wide range of social and environmental themes. Pupils work on challenges and projects set in real-world scenarios, encouraging them to make links between subjects and themes while building an understanding of their place in our fast-changing world. The Kingsley School recently ABOVE established a partnership with & BELOW Learning for future 8billionideas. Its award-winning life at Embley School team deliver workshops and challenge packages designed to build entrepreneurship, digital fluency and Warwick Schools Foundation collaboration. “The result is a school Orchestra. Sports teams are also a environment where pupils understand big opportunity to shine, with the school that taking risks and making mistakes participating across many disciplines. is a crucial part of the learning process,” “Children are encouraged to experiment says Jennie Phillips. She adds that this with a wide variety of disciplines, which has approach is also important in teaching them led to success in tennis, skiing, martial arts, to value the ideas and opinions of others gymnastics, cricket and rugby,” says Jennie – and to celebrate their own and others’ Phillips. “We also have a long and successful success. “Pupils perform extremely well history in equestrian events, with pupils as academically against national benchmarks, young as eight competing at senior level.” but gains in confidence, independence and With development and expansion of resilience are equally highly valued.” Foundation sporting facilities, there is the Enrichment is another key way in which opportunity to increase the school’s offering, the school helps children grow and learn to and develop further sports that are seeing make choices. With activities as diverse as a surge in popularity for both boys and first aid, horse riding, yoga, debating and girls, including cricket and golf. “Both at STEAM Challenge, there’s something to Kingsley Prep, and throughout the wider appeal to everyone. Co-curricular activities Foundation, there is an understanding that also build strengths and confidence, and with the pupil experience is top of the agenda plenty of opportunities for participation in in order to provide the best preparation music and sport. Musicians at The Kingsley for future success. There must be a School have multiple ways to perform, in commitment to innovation and the flexibility string ensembles, orchestra and choirs, to provide the best outcome for each while gifted players have the opportunity individual pupil,” adds Jennie Phillips. to play alongside counterparts within

Embley School At Embley School in Hampshire, practical skills acquisition starts in the Early Years in a fun way. “In Reception to Year 2 the children take part in money management activities, including setting up and running a shop,” says Head of Prep Sheina Wright. Learning all about money continues via the maths curriculum throughout Prep years, and with specific events to help children understand the complexities of earning,

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BELOW Key skills at The Kingsley School

saving and spending. “During Enrichment Week Year 5 & 6 took part in ‘Money Matters Workshops’ with our Head of Economics. There was an introduction to managing money and investment beliefs, and a focus on financial budgeting and saving. Year 3 to 6 took part in ‘The Big (Little) Boat Build’ where children had to work to a budget and buy the resources they needed to build a boat which was fit for purpose.” Linking practical and theoretical knowledge is key and is enabled by P4C (Philosophy 4 Children) sessions. “We have a ‘Curious Classroom approach’ and P4C helps to create that community of enquiry. The aim is for each child not to ‘win’ an argument but to become clearer, more accurate, less self-contradictory and more aware of other arguments and values before reaching a conclusion,” adds Sheina Wright. PSHE lessons discuss active and passive listening, helping children to learn how to listen carefully and respond appropriately. These lessons are also used to give children the opportunity to discuss rights and responsibilities. This starts in Year 2, where children learn about rights and how to uphold these for themselves and others. By Year 4, children learn to draw on their own sense of right and wrong to help with making decisions. “Using some simple assertiveness techniques can help children feel more empowered in their

“Using simple assertiveness techniques can help children feel more empowered in their lives – and help them make safe choices” lives – and help them make safe choices.” Embley has its own Student Council, plus prefect roles and a buddy system. “It is important for children to understand that their voice can create an impact and make a change,” says Sheina Wright. This has been demonstrated notably this term with a new catering company at the school. Its ‘You said – We did’ whiteboard lets children add their own menu ideas. The co-curricular programme is a cornerstone. “Giving things a go is not just about trying something once, it is important that even if it is out of their comfort zone that they give new things a ‘proper go’.” With everything from conservation and enquiry clubs to meets for film buffs, marine biologists and journalists there’s plenty to keep children engaged. Literature and libraries are celebrated at the school, but traditional and modern

co-exist happily. “Children have an individual school iPad from Reception to Year 6, but it is always used to enhance rather than replace,” says Sheina Wright. She says literature-based and book-inspired English lessons give a grounding in quality drafting, writing and editing – whatever the medium. Both PSHE and Computer Science lessons focus directly on digital knowhow and staying safe online,. There’s a lot of scenario-based learning to help children consider problems they may encounter. “This allows our pupils to consider what may happen online and how they might respond appropriately and safely.” Embley has strong community links – including with local care homes – to build a wider sense of responsibility. Residents are regularly hosted by Year 5 and 6 at school productions and always served tea and cake. “It’s a great relationship and we all love it,” says Sheina Wright. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 55

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Developing remarkable people Nursery ❘ Pre-Prep ❘ Prep ❘ Girls ❘ Boys ❘ Sixth 30 mins from London Euston

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BEYOND DATA The Head of Kew Green Prep on why schools need to look beyond data-driven approaches in education to fully develop children's talents, skills and self-esteem

ur pupils are growing up in a complex and nuanced world, steered by rapid change. For schools, it’s good to be nimble; good to be adaptable. Every school is a microcosm of the society in which it sits, and we therefore need to accept the changing landscape, and move forward – unafraid to take a new and innovative approach. It’s a time to avoid complacency and allow our aims and culture to evolve, taking risks where necessary to remain purposeful, responsive, and proactive. Keeping the interests of the child, and who they are becoming, must be at the heart of all our decisions. While pupil data must still hold an important place in all schools, it’s now fundamental to look beyond the measurable outcomes within academic subjects, recognising the importance of the skills

“It’s fundamental to look beyond the measurable outcomes, recognising the importance of the skills and aptitudes our pupils will need to thrive” and aptitudes that we know our pupils will need to thrive in the wider world – with self-esteem at the core. As the poet Maya Angelou said: "my mission in life is not merely to survive, but to thrive; and to do so with some passion, some compassion, some humour and some style". Our ethos at Kew Green Preparatory School reflects this view. We aim to provide our pupils with the knowledge, skills and values to shape a brighter future for

ABOVE Kew Green Prep pupils

themselves and society at large. We also aim The leadership culture in any school to equip them with a strong moral compass, plays a vital role in this, as it is through educated so they embrace opportunities the leadership culture that the talents and make a positive contribution. of other people can come to the fore. It is in non-academic experiences – the The role of the teacher is to draw out co-curricular subjects, such as Art & the talent that exists in our pupils. Design Technology, Music and Sports, With this approach, our pupils and the learning and experiences that develop independence, an inner ‘grit’ happen outside of the classroom through and determination to achieve through extracurricular and a rich school calendar hard work and perseverance. – where we see the most personal growth. As Headteacher of a London prep, I This might be on the sports pitch, recognise that pupil data continues to overcoming the nerves of drive the 11+ options for many a school swimming gala, pupils, but it does not (and performing on the stage in must not) define a child as front of an audience, debating a success or a failure. They an opinion or achieving in are so much more than their new experiences as part of a data. I urge us to look beyond residential trip. It is in these the data and recognise our non-academic situations where nuanced and rapidly changing our pupils become leaders world. We should be educating of and responsible for their our children to embrace SASHA DAVIES own character development, opportunity, achieve through Headteacher growing and achieving endeavour, and develop their Kew Green Prep School beyond academic data. self-esteem along the way. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 57

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LIFE SKILLS Jonathon Anderson, Headmaster of Aysgarth School, on the true value of embedding life skills that help children connect, trust and become independent

am struck over and over again by how much thought and investment goes into the lives of our schools, both in the classroom and beyond. We continue to grapple with how we split our time across a range of subjects while still allowing space for sport, music, the arts and, of course, some time to be independent and to make choices. On visits to senior schools, I have marvelled at science departments that look like universities and engineering departments using technology that makes my head spin. Sporting endeavours now come with a level of analysis and data collection that my own experiences at school simply could not match. Our pupils have a grasp of communication across the world that makes my childhood look very localised. With all these impressive advancements and innovations, I am always left wondering about ‘life skills’ – what they really are, how we develop them and what value they have to young people of tomorrow. For me, life skills are about one individual’s ability to deal with others, one-to-one and as part of a community. They are, perhaps, part of a Venn diagram that doesn’t overlap too much with technology and is more rooted in intangibles: trust, feelings, independence, confidence, and so on. The recent focus on mental health might leave some feeling we have all gone soft, but the significant benefit I see is a willingness to talk, to enlist help and to trust. The point

ABOVE Aysgarth School pupils

schools such as Aysgarth. In many cases, we are quite small, incredibly caring communities where pupils are known inside out. However, we prepare children for bigger stages to come, where life skills will be tested. Having to consciously build a group of friends and adapt to a community, house, class and team is a new experience for many and, I would suggest, requires skills learned through PSHE lessons, boarding, positions of responsibility, collaborative work, school council experiences and time left to make at which we follow this path will vary, but choices. Some life skills can be planned and knowing it’s time to talk, that help is there taught but many only become second nature and that stigma in this regard is all but gone when lived through school culture, minute better equips our pupils for to minute, with a set of values the inevitable bumps in the and expectations. Happily, I find road. We might take steps myself in a place where trust forward in confidence after has been actively developed public speaking, a moment on through targeted interventions stage, a sporting victory or and forums and then reinforced an improving set of grades, through daily activities. While but talking, getting help and our grades are something to trusting are core confidences be proud of, it is the life skills – the true foundation for these that our pupils take into the JONATHON other experiences to add to. testing times ahead that fill me ANDERSON I feel very conscious with confidence that exciting, Headteacher of the importance of the fulfilling, compassionate Aysgarth School ‘preparatory’ element of futures await them.

“Some life skills can be planned and taught but many only become second nature when lived through school culture”

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MAKING AI WORK Neil Brooks, Headmaster of Cranleigh Prep School, considers potential future uses of artificial intelligence in our schools

in school settings. Many have long believed that education needs to move away from the rote learning of facts and figures of old – it has been a strain – towards greater critical thinking and the development of solutiondetermining skillsets. AI is an obvious catalyst for that move and could even make educational experiences more bespoke to individuals. The challenge will be in getting students to learn how to use AI such that it produces truths which can be ratified. They also have to learn how to feed it with quality information such that it produces worthwhile, applicable and relevant results. Schools can embrace AI as a tool to enhance their offering to pupils and improve educational standards, but there is much more to it than that. If the future sees Artificial ABOVE Cranleigh Prep pupils with Headmaster Neil Brooks

ducating is an incredibly positive occupation. Schools, colleges and universities are preparing future generations, and it is human instinct to aim to better what has gone before. Society demands progression: better health provision; more efficient transport networks; secure energy supplies; increasing leisure access; clean, reliable drinking water; the list goes on. Progress plays an enormous part in teaching. All stakeholders expect schools to facilitate progress at individual, group, community and societal levels when steering future generations. Naturally, that progress ends up being defined and quantified within the parameters of our current knowledge and will inevitably change as understanding moves on. Look, for example, at how fossil fuels expedited progress in the 19th century and how the Industrial Revolution was heralded as a new dawn for humankind. Now, we have tempered our enthusiasm for the internal combustion engine. Artificial Intelligence presents a new revolution. Without doubt, and in a similar vein

to coal (no pun intended), oil and natural gas, its use will be hugely beneficial to improving the prospects and lives of many millions of people. In its relative infancy, the world is seeing huge advantages of AI applications – for instance, in healthcare to speed diagnosis. But history’s lessons should not be ignored and AI in schools should be managed with the mantra ‘everything in moderation’ at least until we all have a deeper understanding of its power and the possibilities of its influence. Nevertheless, the sector will be doing children a disservice if it does not embrace the current technology and thoroughly explore its applications and possible benefits

“Many have long believed that education needs to move towards greater critical thinking – AI is an obvious catalyst for that move” Intelligence heavily threaded through our lives, then we must teach children to understand how AI works, steering them to explore possibilities for its application – just as successful engineers have adapted and applied the principles of past inventions. AI will be innovating for the core aims of schools: teaching and learning. Surely, there is an additional expectation that it will change the way in which the school as a business is run, too, offering potential efficiencies in administrative functions, documentation and communication. That said, we must never lose sight of the fact that schools are about community, and it is people who must be prioritised.

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BRICK! Lego brick building clubs can be a game changer for neurodiverse children – helping them develop social skills, make friends and have a whole lot of fun

any parents can testify to Lego’s incredible power to engage children in creative play for hours, even days, at a time. But now the tiny brick’s superpower is being put to educational use in a brilliantly constructive way for neurodiverse young people at Brick Club – a place to build, play and learn among likeminded friends. Brick Club is the brainchild of Play Included, a Cambridgeshire-based community interest company and a LEGO Foundation partner. The idea began almost two decades back, when Play Included founder and director Dr Gina Gómez de la Cuesta was starting out her Clinical Psychology PhD at the Autism Research Centre in Cambridge. She heard about a pioneering Lego therapy methodology

being devised in the US by Dr Dan LeGoff to support neurodiverse children and young adults – he’d been in touch with the Autism Research Centre to tell them what he was up to. This tied in with Gina Gómez’ own interests and research specialism and the use of Lego to support play and learning for neurodiverse children became the theme of her doctorate at UEA. Later, she went on to ABOVE co-author the professional Dr Gina Gómez de manual LEGO-Based Therapy la Cuesta, founder with, among others, Dr Dan of Play Included Based Therapy. “Since LeGoff. Fast forward to 2018 the company began, we’ve and she founded Bricks for trained 3,886 professionals Autism, now called Play Included. – teachers, health professionals, Gómez and her colleagues at Play play therapists, psychologists, Included run an innovative programme for occupational therapists and other health and education professionals. Called similar professions – and in 58 countries Brick-by-Brick, it teaches them how to around the world,” says Gómez. facilitate Brick Clubs. Everything they Brick Club has proved to be versatile, learn is evidence based, grounded in the scalable and transferable, working thinking and approaches found in Lego-

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“You’ve got a joint focus on a task, so you don’t have to have forced conversation or small talk” across different age groups, needs and settings (it’s typically recommended for age five up to adulthood). Recently, the team even undertook small-scale pilots in deprived areas of Mexico and Kenya and were pleasantly surprised by the outcomes. “There are some cultural adaptations and differences you’ve got to think about in different settings, but we’ve had really positive outcomes from those small pilots in Mexico and Kenya.” What this programme teaches is a method of play facilitation that removes

many of the key issues for neurodiverse children in group settings. Sessions at Brick Club are designed so they are flexible, meeting the needs and interests of the members. Sometimes children can play different roles (known as Engineer, Builder and Supplier). Or they can opt for ‘freestyle’ building in pairs or small groups. More advanced builders can have a go at stop-motion animation, coding and programming. Whatever the activity (and there are lots), they have the opportunity to take charge and start making decisions together. What underpins Brick Club is, of course, the simple idea of play. This comes easily and naturally to most children, and it’s important for social and emotional development, but we know play is not easy for everyone. But one of the many clever things about Brick Club is that neurodiverse children often come into their own with Lego bricks. “A lot of the kids already know

Lego and they feel like it’s something they are good at,” says Gómez. “Often these kids are used to being told that they’re not very good at this or that and have to have extra help – but here is something that they are good at.” So children who turn up for Brick Club are not faced with what Gómez describes as that same old round of “negative stories”. Rather than being AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 63

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“For facilitators to be able to say ‘wow, you’re really amazing at this’ is so positive”

ABOVE & BELOW Sessions are low stress and flexible, removing many of the barriers neurodiverse and anxious children can face in social and play situations

that child in need of extra help, Brick Club is highlighting what they can do. “This comes at it from a positive – it’s building on their strengths and what they like.” While building things together is the fun bit, there’s a broader goal behind it. Brick Club helps children socialise without those challenging moments inherent in so many other organised and spontaneous activities – the things that

raise their anxiety levels. “You don’t have to have that face-to-face communication. You’ve got a joint focus on a task – a physical thing – and you’re all looking at the instructions, so you don’t have to have forced conversation or small talk.” For many children, this is a game changer – and so Brick Club is described as a low social anxiety situation for very good reason. It’s turn up, agree a task and get going. Gina Gomez remains impressed by the sheer skill demonstrated when they do get going. “The visual strengths of these kids are brilliant,” she says. “And for facilitators to be able to say ‘wow, you’re really amazing at this’ is so positive.” Of course, along the way, children are building all sorts of useful life skills – teamwork, sharing, meeting new people, accepting different opinions, not getting upset when things go wrong. Building with bricks also builds strong friendships. “They feel like they belong to the Club, that they’ve got friends who share similar interests. It’s just a natural way to play and work through developing these skills, using a skill they already have,” says Gómez. “Sometimes, Brick Club is the only positive thing that has happened in their week.”

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EDUCATION FOR TODAY AND TOMORROW

LONDON’S MOST PROGRESSIVE SCHOOL

- Private Education Awards 2023

11+ AND 16+ SCHOLARSHIPS AND BURSARIES AVAILABLE Find out more about life at St Dunstan’s at one of our upcoming open events this October and November To book your place, please visit www.stdunstans.org.uk Stanstead Road, London, SE6 4TY

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Creative PROGRESS Donal Brennan, Head of Ivy House School, on the vital role of the arts in developing both children’s self-belief and their academic strength

s you walk past Ivy House School, do not be surprised if you hear a Hamlet soliloquy, Bollywood dancing or a violin ensemble echoing out over Hampstead. This is a school steeped in performance and achievement, kindling that creative spark in every child. It is therefore no surprise to us that the World Economic Forum identifies creativity as one of the key skills needed to thrive in the future. We see the children here thrive academically because of the self-confidence they develop through creative and performing arts’ learning. As a co-educational Nursery and Prep school for students aged 2 to 11, we embrace our Inspired Group’s three pillars of education – academic excellence, sports, and the performing and creative arts. The self-belief children get from seeing their own creative ideas valued translates directly into deeper academic success. Creative excellence is embedded in our DNA at Ivy House. Our historical significance as the former home of Prima Ballerina Anna

“The self-belief children get from seeing their own creative ideas valued translates directly into deeper academic success”

ABOVE Ivy House School pupils

Pavlova inspires both our children and point of 11+ examinations, where our children our curriculum. Alongside the academic gain entrance to leading senior schools. subjects that we are renowned for, visitors Our commitment to showcasing students’ will observe lessons in a range of physical talents is evident through a continual disciplines. Dance styles, from traditional Irish programme of concerts, plays, and musicals. and Scottish folk dances to Bollywood steps As a Headmaster, I firmly believe that the arts and formal ballet, ensure pupils experience play a key role in developing young minds for a rich variety of movement expression. academic success. The discipline that comes Beginning as young as 21⁄2, children from learning lines in a play, the interpretation of notes in a musical score, and the ability to are introduced to drama. Role-play and stand up and perform in front of an audience, performance take centre stage, led by specialist serve children well beyond the stage. teachers. Music and singing opportunities enable children to flourish and grow both as By recognising the importance of drama, individuals and as members of ensembles, with music, and dance alongside the academically regular concerts taking place for rigorous curriculum, Ivy soloists, choirs and orchestras. House pupils not only hone Giving pupils this freedom their individual talents but to perform fosters confidence, also emerge as well-rounded, empathy, and a sense of expressive individuals who are accomplishment. This assures poised to confidently face the the children that they can world. Our school champions achieve remarkable feats when this cause, nurturing creative guided by belief in hard work, confidence, empathy, and an determination and creativity. enduring awareness of self DONAL BRENNAN The benefits are seen in many and others. This ensures the Head aspects of school life. This is academic successes expected of Ivy House School most significant during the prep schools such as ours. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 67

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ABOVE Pupils at Fulham School BELOW Joanna Copland, the new Head of Pre-Prep

I N C O N V E R S AT I O N W I T H

Fulham Pre-Prep The new Head of Pre-Prep at Fulham School, Joanna Copland, on a whole-child approach to early years education to ensure strong beginnings What is your teaching background and what attracted you to working with the early years age group? I have been teaching for over 30 years from ages 2½ up to 13 in a range of subjects, and for the past 14 years in leadership roles. My original interest and degree was in the early years of education and this role offered the opportunity to re-engage fully with this age group. How does Fulham School support the transition from nursery to pre-prep? The Nursery is an integral part of the Pre-Prep, with the Nursery classroom

being located next door to our Reception classrooms. As such, children are seen as part of the school from the very beginning, taking part in assemblies and all activities. For pupils who will transition to another school, support is available, but it is fully expected that from day one in the Nursery the children are part of Fulham School and will move up the year groups seamlessly. What is Fulham School's approach to providing SEND support? Due to small class sizes children are very well known by all the staff, who are quick to pick up on any concerns with AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 69

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ABOVE Outdoor discovery and learning through play are firmly in the mix for early years pupils at Fulham School

learning. We have a full time SENDCo and also a number of support teachers, each with specialisms with a wide range of needs (SEND, EAL, OT, etc). Personalised learning plans are set up to support the children. You teach the early years 'essentials', but with additions such as French – what does early language learning give to young people? Learning an additional language at an early age has a number of advantages. It has been shown that the earlier a child learns a foreign language, the quicker they can pick it up as their brain is naturally more malleable. Linguistic

“We can offer a breadth of opportunities that may help children discover new interests and uncover hidden passions” studies have also shown that learning a foreign language supports a child's command of their mother tongue, so it is of double benefit. Furthermore, it creates an awareness of other cultures, and also supports cognitive abilities. Finally, it is fun! Our children love their French lessons, which are dynamic and offer a range of activities within each session.

You have an enormous number of clubs and extracurricular 'adventures' – what do these elements bring to pupils' learning and to school life? Children are generally very openminded, eager to learn and enjoy new experiences within a safe and supportive environment. By offering a wide range of clubs and other activities, we can offer a breadth of opportunities that may help children discover new interests and uncover hidden passions. Fulham School Pre-Prep pupils have a Wraparound Care Club and now a breakfast club – how do these work for pupils and families? We are aware that many parents have a very busy life and may find it hard to juggle the needs of home and work. Offering wraparound care means that the children can attend the school site between 7.30am and 5.30pm. This hopefully eases the pressures of the work/life balance. Parents sign up for these sessions on either a regular or ad hoc basis, according to their needs, and the children are supervised by our regular teaching staff, so they are with familiar faces.

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North Bridge House

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Deadline to apply for September 2024 entry: Friday 17 November 2023 NURSERY & PRE-PREP NURSERY & PRE-PREP WEST HAMPSTEAD HAMPSTEAD 2 - 7 YEARS 2 - 7 YEARS

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PREP SCHOOL REGENT’S PARK 4 - 13 YEARS

SENIOR HAMPSTEAD 11 - 16 YEARS

SENIOR CANONBURY 11 - 18 YEARS

12/10/2023 12:10

An Independent Prep School for Boys & Girls aged 3-13

Dolphin School inspires a love of learning that lasts a lifetime Please visit our website to learn more or contact Kate Spooner admissions@dolphinschool.com

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MULTICULTURAL THINKING

The Primary English Coordinator at Lycée Français Charles de Gaulle de Londres on how multicultural schools broaden linguistic skills and life opportunities

ulticultural teaching institutions undoubtedly give pupils an edge in a globalised world. At international schools, many nationalities and languages converge in classes, playgrounds and other shared spaces. This creates an interesting and open environment in which to grow up. But how do pupils benefit from this wealth to nurture both their native linguistic skills and build new ones?

W E LCO M I N G A LL LE V E L S International schools generally follow a national educational system and prepare pupils for corresponding exams with the relevant curricula. At the Lycée Français Charles de Gaulle de Londres for example, the main curriculum is French, but most pupils follow a mixture of the French and English curricula, and all can choose which final exams to take between the French Baccalauréat and A levels. To achieve complete bilingual proficiency by the time pupils graduate, they either develop their English or French skills. Regardless of their starting point, international pupils receive full support to acquire the language needed to follow lessons. Linguistic and literary aspects are thoroughly taught but, above all, language learning is focused on communication. This means acquiring knowledge in all school topics, understanding instructions, producing written work and participating in oral discussions in class.

ALEXA ROCHE PHOTOGRAPHY/LFCG

E X TR A S U P P O R T FO R F R E N C H Non-native speakers are welcome to join and are encouraged to do so as early as possible – ideally from nursery – for quick integration. This is sometimes subject to testing. However, for them to succeed, the new language must be part of a family project. It should not be viewed as one of many ‘good-to-have’ skills, but as a ‘whole culture’ endeavour. This would include travel to that country, learning about its history and traditions and effectively making it part of the pupil’s life. At the Lycée’s primary and early secondary levels, pupils who are less confident in French

ABOVE Lycée Français Charles de Gaulle de Londres pupils

“Newcomers feel at ease – sessions highlight what pupils know already” can benefit from small-group support classes led by tutors qualified to teach French as a school language, rather than as a native tongue. Focus is on making newcomers feel at ease using the language as a communications tool. Most importantly, sessions highlight what pupils know already and emphasise the progress they regularly make. Such small groups mean these classes are highly interactive and resources can be more playful – usually incorporating audio, video and digital resources rather than traditional learning media. The purpose is to build pupils’ self-confidence and independence.

R E I N FO RC I N G E N G LI S H S K I LL S At the other end of the spectrum, pupils who are already completely fluent in English should cultivate this asset and find

the opportunity to further their skills or perhaps progress in a new language. This progression can be achieved through various learning pathways, such as the International Baccalaureate, at certain schools. At the Lycée here in London, for example, there is an International Section focusing on literature and history. There’s also a Plurilingual Section offering the French Baccalauréat with up to four languages. You will even find a British Section which pupils are able to join from Year 10 to prepare for their GCSEs and A levels. In a world where our borders are becoming increasingly permeable, multilingualism should be a priority in our children’s educational choices – international schools provide exactly that opportunity.

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Godstowe

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Star GAZING

The Head of St Margaret’s Junior School, in Hertfordshire on the eye-opening wonder, and educational beneﬁts of exploring the night sky

he desire to look up and to learn more about the skies that look down upon us has led to schools like mine creating opportunities for children to stargaze and find out more about the universe around them. Of course, participating in astronomy-based activities fosters an interest in science, but there is far more to it than that. It encourages children to use their imagination, to question the how and the why of everything around them. Children are naturally inquisitive, so having access to telescopes to better understand our own solar system helps them to develop verbal reasoning and logic as well as their vocabulary and literacy. Here at St Margaret’s, we are providing stargazing across all prep school year groups as part of STEM education,

“Stargazing encourages our children to use their imagination, to question the how and the why of everything around them”

ABOVE Learning about stars at St Margaret’s Junior School

and we are even bringing astronomy into throughout history. Likewise, measuring our nursery and up to pre-prep in Year 2. distances from the Earth to the Moon and We have found that children are never too between planets in our solar system can be young to enjoy the awe and wonder of space. mind-blowing for young children. Our Year Looking up at the night sky can boost 2 pupils have found stargazing particularly emotional development and improve interesting around Christmas time – concentration and focus as they learn to especially the idea that the Three Wise Men observe quietly, taking time and space followed the same stars we can see today. to contemplate the world. Using special Making stargazing more accessible really equipment like telescopes also pulls does enrich learning opportunities and children away from desks and computer you don’t even need a telescope. Children’s screens and helps to improve fine motor understanding can be supported through skills and hand-eye co-ordination. technology and specialist apps – which helps As we juggle the demands of the curriculum make it an appealing and accessible area and make decisions on what of discovery to a much wider to include, and what to reduce, audience. As well as looking subjects that open up children’s at stargazing as an integral minds should be high up on part of the STEM curriculum, school agendas. Stargazing St Margaret’s is developing provides wonderful food for co-curricular programmes and thought and can transition clubs. Due to the popularity of across other subjects – the subject in the prep school, including history, religious we are even opening our very education and maths. For own school observatory this EMMA GRAY example, many children find it year. The night sky may be vast, Head, fascinating that the stars we but so is our children’s thirst St Margaret’s are looking at are the same for knowledge. As schools, we Junior School stars that amazed people have a duty to nurture that. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 75

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Saturday 11 November 10.00am-1.00pm

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Strong AMBITIONS Tom Quilter, Headmaster of Bickley Park School, on how a modern-day prep school can best prepare our children for a rapidly changing world

hen considering the role of a prep school, something that I continually return to is ‘What exactly should we be preparing our children for in society today?’ Thankfully, the rather old fashioned and clichéd view of prep schools is largely outdated. Stuffy classrooms and rote learning are a thing of the past, as is the curriculum focused purely on 'preparation for exams'. The modern-day prep school must consider how best to prepare children for a rapidly changing world whilst, at the same time, retaining established and relevant core values. Here at Bickley Park, this has been a core focus for some time. It has long been our aim to ensure our leavers are confident and articulate, ready to take their place in increasingly complex and interconnected world. We have a long history of excellent exam results at both 11+ and 13+, but our ‘preparation’ goes well beyond that. By providing a broad and balanced curriculum that embraces innovation, we seek to prepare our boys for whatever challenges lie ahead – we prepare them for life. This is the basis for what we call the Four Quadrants of Learning – the pillars of our curriculum in Academics, Arts, Sport and Outdoors and Community. It

“By providing a broad and balanced curriculum, we prepare our boys for whatever challenges lie ahead – we prepare them for life”

ABOVE Pupils at Bickley Park School

was this approach that we were proud to and motivational. This neatly builds on have commended as 'coherent and holistic' regular forest school sessions that our boys when we won an Independent Prep School take part in from Reception to Year 2. of the Year award in 2021. Some of the most However, our ‘preparation’ shouldn’t stop recent and innovative additions within there. In addition to developing resilient, the Four Quadrants include ‘Adventure curious and confident children, a school’ – an exciting outdoor education prep school should also aim to foster programme for all our pupils in Years 3 to kindness, inclusion and respect. We pride 8 and, at the start of this school year, we ourselves in being a kind school that implemented our Innovation, Computing celebrates and embraces diversity, so & Engineering (I.C.E) curriculum. we were thrilled to have this highlighted Adventure school aims as a key strength in our to foster teamwork and recent ‘ISI report. leadership skills, alongside So how do we best prepare independence and the ability the children in our care for the to manage risk. The scheme challenges they are likely to sees all boys taking part in face? At Bickley Park we hope residential trips which focus that, by keeping this question on progressively demanding at the forefront of our minds, survival skills and challenges. we continue to mould and From camping in the Peak develop our preparation to District and the South Downs ensure that all our boys are TOM QUILTER, to a kayaking adventure primed and ready to pursue Headmaster along the Cornish coast, happy and successful lives, Bickley Park School the trips are fun, exciting however they unfold. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 77

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INTELLIGENCE BOOST The Head of York House School discusses the particular beneﬁts artiﬁcial intelligence (AI) will have for challenging and developing gifted and talented pupils

“The AI shift supports the most able, who have a greater tendency to question, hypothesise, synthesise, resolve anomalies and invent”

ABOVE York House School pupils

urturing every individual child to be the best they can be is something that all good schools strive for. With that in mind, I have always been a great fan of ‘experiences’ in education as having a much greater lasting power and benefit for learning outcomes than straightforward theory. One area that is continually evolving is technology, in particular AI. Every day newspaper headlines tell us how the world of business is being disrupted by cutting-edge advances. Smart organisations are seeing technology solutions taking the lead where previously staff headcount was relied upon. For those in education, and for parents and families, the implication is two-fold. Pupils will need to learn to adapt and develop their skillsets for the future job market. Educators will also need to evolve. One interesting view I heard recently is that you won’t lose your job to AI, you’ll lose it to the person who uses that

awaken the most able and gifted, whilst still being of real benefit to all learners. It is key for our students to immerse themselves in the new possibilities change creates. The mainstream popularisation of AI and digitally connected platforms are just two examples that give rise to a wealth of opportunities. Apps, social media and remote learning are re-sculpting the landscape where we have traditionally worked and socialised. Within a school context, we must ensure technology to a more advanced level than you. that our curriculum is sharply relevant and Exceptional performers – essentially responsive. Fostering a creative culture and those children always in danger of being a growth mindset will equip our students ‘bright and bored’ – are in as much if not to stay focused. It is also important to more need of this evolution. They will work alongside tech organisations that can be especially well placed and open to share knowledge and practical insights via exciting new technologies and educational technology workshops with our students. methods such as virtual reality (VR), This opens up opportunities to engage augmented reality (AR) and robotics. educationally with cutting-edge technology, These technologies create a new space including VR, AR and gaming simulations. for the gifted learner to take on a more Open-ended physical devices, active position when it such as the BBC Microbit, offer a comes to their learning. The wealth of creative outcomes. By most able learners have a teaching the fundamentals of greater tendency to question, how AI works and considering hypothesise, synthesise, resolve related ethical considerations, anomalies and invent. That AI our students can look beyond shift, which is well underway the headlines that often in many schools, challenges dominate debate and begin to existing methods. New teaching understand not only how such approaches must embrace the JON GRAY systems actually work, but also opportunity to include more Headmaster the positive impact they could immersive and multi-sensory York House School have on our future society. content – much of which will AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 79

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Curiosity &

CHRISTMAS TV presenter, 'edu-tuber' and author, Maddie Moate is a dab hand at feeding curious minds. Absolutely Education finds out more about her work and her new book giving a factual and scientific take on Christmas

uriosity is Maddie Moate's speciality. With awards and plaudits under her belt for – among others – CBeebies' Maddie's Do You Know and CBBC's Show Me The Honey, she is also known to children via her own YouTube channel. This has racked up more than 50 million views and has a very large subscriber base. Kids love her programmes and, for parents, they hit that sweetspot of being entertaining, but also brilliantly educational. Being an 'edu-tuber' was not something Maddie Moate set out to be. She fell into it thanks to a harmonious alignment of her skills and interests with a shift in the way we digest media. "At school I absolutely enjoyed science, but I also

enjoyed drama clubs and theatre and dance. So, at university I ended up doing the media and theatre side of things. It was only after university that I realised how much I missed science," she says. Knowing that an acting career wasn't for her, she thought about all the areas of her degree that had grabbed her. She'd

"You'll find everything in the book from the science behind what Brussels sprouts do to digestive tracts to how snowflakes are formed"

loved web design and suddenly there was this emerging thing called YouTube. It started small when she was picked up by a company to front short technology videos for a female audience. "Other companies were marketing tech at women atrociously, and they were trying to change that – as in, it's not all about having a small pink phone," she says. Her tone was light, comic but informative, and suddenly it clicked. "I felt like I was back in my natural habitat because I was talking about tech." She was picked up by other media companies (including the BBC), so things snowballed. Ten years on, working across multiple channels including her own, she's a familiar and trusted face, delivering fun and factual content on wildlife, science, technology and the rest. And now Christmas, for A Very Curious Christmas, is Maddie Moate's take on

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ABOVE Maddie Moate

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ABOVE Maddie Moate's forte is delving into the how and why of science, tech and more

“What I've discovered through my YouTube work is that you can teach a whole spectrum of different subjects if you find a theme that's going to engage children” something that just about every child is keen on. The good news is there's more than a stocking filler's worth of edutainment here. From what Brussels sprouts do to digestive tracts to how snowflakes are formed to why, indeed, we have Christmas at all – it's all here. It's an approach that her YouTube audience will recognise. Snappy delivery, fascinating information and even carefully curated cracker jokes to add fun asides to more weighty stuff. Maddie Moate came at Christmas from an open-minded perspective. She didn't want this to feel limited – so there's plenty of seasonal science and nature content and a far broader set of traditions are explained. "I was really fortunate to be able to find kids who celebrate Chinese New Year, Hanukkah and Diwali and I asked them to explain to me what their traditions were and what their festival was. It felt great to have the voices of some young people in the book – a golden opportunity to show me learning through the voice of others."

For children, this is surely part of the appeal of Maddie Moate's work – learning together. She comes at subjects not as if she's imparting knowledge but finding out with you. "I come at topics with genuine curiosity and an eagerness to learn," she says. "Because my background really is in storytelling, it's about entertaining people and finding the hook – especially finding that hook that is going to resonate with younger people and children." Christmas is obviously a winner for this age group – but great also to have a defined theme. "I love teaching and educating around a theme. What I've discovered through my YouTube work is that you can teach a whole spectrum of different subjects if you find a theme that's going to engage children." She's done this with many other topics before (from Egypt to spies), but with this season of the year there's so much going on – the science of crackers, the crafts of Yuletide, the reason we eat turkey. There are quizzes to challenge and 12 fun and seasonal activities to enliven the winter holiday – all

are linked to short YouTube videos that will be posted just before Christmas. Shortlisting was, says Maddie Moate, a fine balance, but it was also fun to delve into a subject that already feels like familiar territory. "Kids like to know about themselves and they like to know about things they know about," she says. With this book, children have the opportunity to enjoy Christmas not just for the presents, but for their new-found wisdom about the whole holiday season.

A Very Curious Christmas is published by Puffin (£12.99). Maddie Moate is appearing as Tinkerbell in The All New Adventures of Peter Pan at The St Albans Arena from 8-31 December.

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CLAREMONT FAN COURT SCHOOL

100 ACRES OF HAPPY CHILDREN

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Award-winning, independent, co-educational day school, for children aged 2 to 18. Situated in 100 acres of historic greenbelt in the heart of Esher, Surrey. Extensive school bus network from south west London and throughout Surrey. Open events for Pre-Prep & Nursery, Prep, Senior and sixth form are available to book now.

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Time and space for a full education

To ﬁnd out more about our award-winning day and boarding school near Crewkerne in South Somerset, please contact our Admissions Registrar on admissions@perrotthill.com or call 01460 72051

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BEST PREP SCHOOL

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Critical skills Sara Williams-Ryan, Head of Falcons School in Putney, on why inspiring curiosity and critical thinking are the best ways to develop truly ambitious learners

s the Head of Falcons School, Putney, I am determined that our students should be academically ambitious and take responsibility for their learning from the moment they join us. We know that this is the greatest accelerator of pupil progress, both academically and developmentally. We have, therefore, embedded the Thinking School approach – focused on critical thinking and curiosity – across our Nursery and Prep, so the boys and girls in our school can truly thrive and succeed academically. The introduction of critical thinking skills into school programmes is backed by evidence of its impact. As far back as the 1980s, the Organisation for Economic Co-operation and Development (OECD) reported the need for schools to produce independent thinkers and problem solvers, also questioning the long-term effectiveness

“I hear this language of critical thinking echoing in the conversations between children and parents at the school gates”

ABOVE Pupils at Falcons School

of school initiatives. An inquiry by Exeter and to take responsibility for their learning, University’s Cognitive Education centre as well as their behaviour, both inside and concluded that the issue lay not in the outside of the classroom. Difficult at first, programmes themselves, but with the way but we know that this practice has helped in which they were being introduced into our pupils become ambitious, independent school curriculums. This finding has deeply learners with a growth mindset. influenced our thinking at Falcons School. We crucially extend our support to parents, Here, our methods reach far beyond sharing with them strategies such as the Habits the National Curriculum, by systemically of Mind, Zones of Regulation and Thinking embedding the Thinking School approach Routines. This helps them to reinforce their across all areas of learning and at all age children’s learning habits at home. I am levels. This is so it has the long-term impact delighted that our parents embrace this new set out by the OECD. From Early Years up to way of teaching and learning – and I hear this Year 6, we have implemented a deep range of language of critical thinking echoing in the age-appropriate metacognitive conversations between children strategies and thinking tools and parents at the school gates. into the learning programme. Falcons School is a testament Set these alongside the to the fact that education academic rigour you would can be a powerful tool for expect from a prep school, and positive change. When we our pupils can achieve truly start by sowing the seeds of exciting learning outcomes. curiosity and critical thinking Guided by our school in the youngest of minds, values of ambition, resilience working step by step, we can SARA WILLIAMS-RYAN and respect, pupils are then nurture a generation of Head encouraged to be reflective confident, independent, and Falcons School in their thoughts and actions ambitious future leaders. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 85

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Inspiring and equipping children aged 3-13 to

#BeYourBEST A happy childhood Outstanding results Broomwood provides a unique approach to education. Our children start together at the pre-prep, before moving on either to Broomwood Girls or Broomwood Boys. Beyond the classroom, they come together for a host of enrichment activities and are well prepared for moving on to some of the top senior schools in the country.

Come and find out more E: admissions@broomwood.com or T: 020 8682 8830 www.broomwood.com Little Broomwood & Broomwood Pre-Prep 192 Ramsden Road, SW12 8RQ

Broomwood Prep - Boys 26 Bolingbroke Grove London SW11 6EL

Broomwood Prep - Girls 68-74 Nightingale Lane London SW12 8NR

Broomwood is the new name for Northwood Schools (Broomwood Hall Lower, Broomwood Hall Upper and Northcote Lodge)

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THINKING GLOBAL The Head of Lower School at TASIS England on why an international primary school can provide a ﬁrm foundation for the future

are engaged and involved in making the world better for those around them. Alongside a rich and rigorous academic experience, it is essential that we encourage creativity, reflection, and resilience in young learners so that they grow in all areas of school life. Our aim is not simply for the children in our care to gain knowledge, but also to acquire the skills needed to become passionate lifelong learners who are actively engaged with the world around them.

ABOVE A TASIS England student

any parents wonder what they might do to give their child a competitive advantage in the future. While the UK might enjoy a well-defined and consistent education system, many families look to the independent sector for more dynamic alternatives. To help your child to stand out from the rest, it is worth considering the benefits of an international primary school education. We know that young children need strong connections with encouraging teachers to feel engaged and happy at school. TASIS The American School in England’s small classes give each student an individualised experience and more quality time with teachers. We recognise that, with daily feedback and just the right level of challenge and support for each child, there are no limits to their learning. In the diverse environment of their classrooms, TASIS England’s young

“Friendships develop in our multinational environment, with strong bonds that remain long after families move on – spanning years and continents” TASIS England’s purpose-built international learners acquire a rich and more global curriculum provides an exciting alternative perspective as they explore, share, and pathway to traditional systems while still celebrate different cultures and views. guiding students towards acceptance into As our students learn to approach new highly respected universities, both here in the ideas and situations with confidence, UK and around the world. As is typical for they are also able to develop strong international school communities, many of communication and interpersonal skills – our families have experienced the challenges including adaptability and flexibility. These and benefits of transition. Because of this, our attributes are the keys to future success in school is a uniquely warm and welcoming place our increasingly interconnected world. that provides a strong network of collaboration This international environment also sets and support for both children and parents. the stage for young children to understand Lifelong friendships develop in and practice compassion our multinational environment, towards others and to with strong bonds that remain build positive relationships. long after families move on – By valuing connections spanning years and continents. and focusing on empathy, Choosing the right school for TASIS England develops your child’s primary education principled individuals who is so important. When looking at take responsibility for options for your family, you may themselves and understand find that an international school that their actions have an MELODI JORDAN provides the perfect diverse, impact on others. Students Head of Lower School challenging, and future-focused who care can quickly TASIS England education for your child. become young people who AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 87

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GROWING COURAGE

The Head of Ravenscourt Park Prep Carl Howes on helping children to acquire the courage to fail, learn from mistakes and try, try again

he start of the new academic year provided a wonderful opportunity for us to reflect on our core values and how these underpin the educational provision that we offer to our students. For my start of term assembly, I selected the value of ‘Courage’ from our school behaviour culture, which comprises High Expectations, Kindness, Respect, Courage, Integrity and Consideration. I chose the story of the abolitionist and suffragist Harriet Tubman to exemplify someone who had demonstrated incredible courage throughout her life, and I outlined the importance of this value in the context of our learning in school. At RPPS, our children are very familiar with the importance of viewing mistakes as a positive part of the learning process. Our classrooms are ‘mistake friendly’ environments and children are proud when they have identified and learned from their ‘marvellous mistake’. This way of thinking requires courage: most children don’t like getting things wrong,

“Our classrooms are mistake friendly environments – children are proud when they have identiﬁed and learned from their marvellous mistake” and their early perception of being successful often entails being the first person to finish a task. Our aim is for children to reconsider what successful learning means, thinking more about the process as opposed to the outcome. This means embracing the struggle associated with being temporarily stuck in the learning pit (as described by James Nottingham). Our teachers strive to recognise and celebrate students’ effort and the determination shown during the learning process.

ABOVE Ravenscourt Park Prep pupils

our young people as they get older to Being courageous helps children build their resist the influence of peer preference – self-confidence and self-esteem. It should be the tendency to emulate risky behaviour an integral part of their learning toolbox. The shown by their peers – and avoid putting courage to ‘have a go’, or to answer a question themselves in harm’s way simply to fit in. in front of their peers if they aren’t sure The renowned poet Maya Angelou once they have the right answer, is so important said: “I am convinced that courage is the most during these formative years. How many important of all the virtues. Because without academically high-achieving teenagers have courage you cannot practise any other virtue we encountered terrified by the prospect consistently. You can be kind for a while; you of failure? The more we can encourage our can be generous for a while; you can be just for primary-aged students to work at the edge a while, or merciful for a while, of their comfort zone and even loving for a while. But it is beyond, the better prepared only with courage that you can they will be for later life. be persistently and insistently As with many schools, we kind and generous and fair”. emphasise the importance of Through building up our moral courage, so that children children to be courageous, we are empowered to develop are providing them with a firm the strength of character to foundation, and equipping stand up for what is right, them with the resilience calling out unkind behaviour CARL HOWES and determination needed when they encounter it. Headmaster to navigate the challenges This positively impacts our Ravenscourt Park and setbacks that they will school culture and helps to Prep School encounter in the future. prevent bullying. It also aids AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 89

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An independent day school for girls aged 4-18 years. Come and visit us this autumn to discover more. sydenhamhighschool.syd.gdst.net @SydenhamHigh AD SYDENHAM_ABSOLUTELY EDUCATION AUTUMN 2023_EDUCATION.indd 90

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Learning EVOLUTION Siobhan McGrath, Executive Principal of Southbank International School, on delivering an education ﬁt for life in an evolving world

s the world continues to evolve, the way in which we prepare our children must do the same. Southbank International School is an IB World school for children aged 2-18 years old, with campuses located across central London. The IB at Southbank is a comprehensive and international curriculum that takes a holistic approach to education, fostering intellectual, personal, emotional and social skills, from early years to post-16 education. With new technologies revolutionising the way we live – and increased global uncertainty impacting the world’s economy and future outlook – it’s more crucial than ever that we equip young people with the tools to navigate the complexities of our century. The onus is on schools and colleges to support students as they take their first steps in the outside world, ensuring they are ready to thrive in whatever path they choose after school. A focus on cultural diversity, independent thinking and nurturing morals and values is what many believe needs to come to the forefront. I hold the view that the International

“We ensure our students enjoy and learn from all the rich resources available to them in and around London”

ABOVE Young learners at Southbank International School

Baccalaureate (IB) programme gives and nature centres to study wildlife. children the best possible start in life, At the heart of Southbank’s ethos is a focus both academically and personally. It is a on community service and giving back. This curriculum that encourages its students to is embedded across every campus and every do more than blindly accept what is put in age group. Examples of community projects front of them. It is also a curriculum that across our three central-London campuses develops young people’s natural capacity are wide-ranging – everything from busking to question, to be inquisitive and to think to raise money for refugees to cooking independently, critically and creatively. meals for vulnerable people. We also work The school’s aim is to support individuality to provide practical support for homeless and encourage our young people to be curious communities and to help combat loneliness about the outside world. We work to instil among elderly people in our neighbourhoods. in them the desire to explore, to challenge Our teaching accelerates individual growth the status quo and to make a while encouraging openness difference to the world around to the outside world and an them. We ensure our students appreciation of different enjoy and learn from all the rich cultures and perspectives. It resources available to them in nurtures a readiness to see and around London, using this other points of view and builds great city as their classroom. an acceptance of people who This includes organising visits are different from us. Here to the many museums, art at Southbank, we emphasise galleries, historic buildings, inquiry, creativity, risk taking SIOBHAN MCGRATH theatres and concert halls. and accountability. We teach Executive Principal Our young people also get valuable skills for life, whatever Southbank involved in student conferences the future holds for your child International School and visit parks, woodlands in our evolving world. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 91

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Beyond

Above

Families and their children who could go to any school they wish, choose to come to Cheltenham College. Why is that? Why does Cheltenham become their first choice? Perhaps it is, quite simply, that we look to astonish – whether that’s our top academic performance, our fabulous track record for sport of all kinds, our House system and exceptional pastoral care, or our vast range of co-curricular opportunities. And yet, it’s more than that. Come and see.

cheltenhamcollege.org Independent Day and Boarding School for Girls & Boys aged 3-18

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ONLINE & LEGAL P . 116 RIDING HIGH P . 124 WHY STUDY BUSINESS? P . 134 ASK THE EXPERTS P . 140

SCIENCE MADE REAL Live science at DOYRMS See page 94

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LIVE Science How do we deliver science and engineering subjects in a way that moves them beyond dry theory and into real life? Absolutely Education speaks to leading schools building both broader understanding and scientific connections

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Tonbridge School

t Tonbridge School in Kent, the £20m Barton Science Centre is a hub that makes STEM subjects come to life. Opened in 2019 and named after a Nobel Prize-winning alumnus, it includes 20 state-of-the-art classrooms and labs across three floors. Practical and teaching spaces combine with libraries, a dedicated project lab, and interactive displays. With lots of whiteboards, LEFT the centre is designed with a & BELOW Science brought to life focus on collaboration, says at Tonbridge School Head of Science Nick Waite. “With the adage that ‘the most RIGHT Science Club at effective way to test a student’s Gordon’s School understanding of a topic is to ask them to explain it to others’, lessons will often include boys presenting their group’s work to the class.” Feeding academic curiosity is crucial, so first-hand investigation and enquiry are prioritised. At Wednesday Afternoon Activities (WAA) Chemistry Research Group, for instance, Tonbridge boys joined forces with a local girls’ grammar to Conference, hosted annually at the Barton investigate Ionic Liquids. The group also Science Centre, is an opportunity for students visited Queen Mary University of London, to present their research projects. Last where students prepared their IL samples year, more than 100 students from schools for NMR and IR spectroscopy analysis. This across the UK came together to share was an object lesson in real-life research. research. This was a full programme, with The Tonbridge Student Science 50 student presentation sessions plus display stands created by pupils from as far away as Los Altos High School in California. The school ensures a huge range of extracurricular opportunities to build connections between STEM subjects. Multiple science clubs meet during the school day – Astronomy Club do so after dark when members observe the night sky using the telescopes on the roof of the Barton. Nick Waite says it’s often the wackier projects that create the connections between science and life and spark deep curiosity. “When pupils are given the opportunity, for example, to design a rocket and fire it thousands of feet into the air at several hundred miles per hour, or to build an intricate puzzle box to stump the best ‘safe crackers’ amongst their peers, it creates a great sense of achievement and fun. “A quote displayed in the Barton Science Centre sums up our philosophy on science enrichment activities: ‘Only attending the lessons is like opening a beer and just looking at it. Sure, you’ve made a start, but you’re missing the point...’.”

“Last year, more than 100 students from schools across the UK came together to share their research at Tonbridge School’s Barton Science Centre”

Gordon’s School

t Gordon’s School in Surrey, the team have worked hard to counteract the perception of science subjects as dry and ‘geeky’ and make them appealing to both girls and boys. It has worked, as STEM subjects are now attracting record numbers. This is also reflected in onward study choices, with science and health fields being popular university choices for all students. The school says it has invested heavily in the infrastructure that brings science and engineering subjects to life, with a STEM hub, purpose-built Maths block (completed two years ago) and, even more recently, a Business and Computer Science suite. Another Science lab recently joined six others at the school and the Design Technology department has also been upgraded. “This is a new era for STEM at Gordon’s. We have invested heavily in the infrastructure and upgraded the facilities available as well as expanding what we offer to students,” says Deputy Head (Academic) Andrew Reeve. In the early stages of a student’s journey through STEM at Gordon’s, the emphasis is on building their curiosity and engagement, also relating subjects back to everyday life. Making solar-powered pancakes or lava AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 95

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“For Gordon’s younger students, creating solarpowered pancakes or learning how to make ice cream without a freezer have proved popular” lamps in an after-school club, or learning how to create an endothermic reaction to make ice cream without a freezer have proved popular, unsurprisingly. Students in the younger years have also RIGHT & BELOW Practical work in the competed in the TeenTech Awards. laboratory and the Older students are encouraged to science timeline mural at Heathfield School develop their interests through cocurricular options such as Olympiads, CREST Awards, SATRO and Siemen’s competitions. A regular Inter-House Maths competition has joined the sports and arts competitions – adding to those mainstays of intra-school battles. Outside school, students have participated in the UKBC Biology Challenge. This tasks entrants to look beyond curriculums to other sources – including media and current affairs. And an all-female coding club won ‘Judges’ Favourite’ in the Global Innovators category of the Apps for Good Showcase with their food app that encourages healthier and less wasteful diets. Andrew Reeve sees such student enthusiasm for science as hugely positive. “It’s an era of adventure and exploration t Heathfield School in Ascot, within the curriculum and finding talent the focus is on a lively and for something that the students can challenging syllabus with strong take further in life,” he says. “There are connections to the real world. countless opportunities for students to Head of Science Lucy Johnson says it’s go above and beyond the curriculum.” designed to inspire students to get a glimpse of the future scientists they could become. Enquiry and projects are incorporated into teaching and learning, engaging students and enabling connections across the syllabus, and with other subjects. There’s a huge focus, too, on fun and practical experiments and investigations that relate things back to the real world and spark a spirit of enquiry. Over the past year, students have investigated whether coffee will help spring onions to grow hydroponically, built wind turbines and solar-powered phone chargers, tested the strength of dog poo bags, determined which crisps would be the best for lighting fires in the wilderness and

Heathfield School

measured the concentration of catalase in different vegetables and hair types. The Science Building at the school is designed to foster a ‘can do’ attitude, with the entire downstairs corridor displaying a photo-realistic mural of the timeline of scientific breakthroughs, with a focus on Women in Science – especially women of colour – within STEM fields. Lucy Johnson, who is lead in Biology as well as Head of Science, says: “Facilities in our STEM building include specialist laboratories for each science subject, supported by subject-specific technicians. This enables us to build practical work into our teaching and learning, so we can support tricky or abstract concepts with experimental work and demonstrations”. The aim is to replicate the environment students will encounter within science-based environments and professional labs. STEM is also taken beyond the classroom and lab. “Every year we have a range of trips across different year groups. These may include a trip to the farm with the lower school, a visit to a gin distillery with

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BELOW Malvern College cosmetics challenge

A-level Chemists, or the ever-inspiring Natural History Museum,” says Lucy Johnson. Tapping into both student interests and the future direction of careers, study of sustainability and the environmental impact of human activities is also prioritised. “A-level Biologists benefit from a residential trip to learn ecological and environmental sampling and study skills from the experts at the Field Studies Council. These trips help our students view science in a wider context.” The Science team at Heathfield have been raising the profile of physics and engineering-related careers in recent years. Activities have included STEMKarts – with racetracks set up in the Sports Hall for a spot of high-energy racing with battery-operated go-karts. The fun is accompanied by serious science related to electric car technology, aerodynamics, design and sustainability. “This year we are entering the F1 in Schools UK competition and are planning to take a group of students to visit the McLaren Technology Centre,” adds Lucy Johnson. There are plenty of extracurricular STEM-related activities through the year – from wildlife watching with motionsensor night cameras to dissection club and designing siege weaponry. Every year, the school hatches ducklings and one of the most coveted Science Club positions is duck monitor – caring for and teaching the brood how to swim. “Science really does come to life at Heathfield!” says Lucy Johnson.

Malvern College

alvern College, which sits in Worcestershire’s Malvern Hills, has a superb science setting in its state-of-the-art Science Centre, complete with multiple labs and prep rooms and a lecture theatre. With a full range of traditional science subjects on offer, there’s also a ground-breaking approach that brings STEM applications into the real world. Young scientists at the school are asked to put their entrepreneurial hats on for the annual FY Challenge, which sees teams of budding scientists and inventors produce and market their own cosmetics brand. This is a challenge grounded in real-world industry because the UK health

“Malvern College’s FY Challenge sees teams of budding scientists and inventors produce and market their own cosmetics brand”

and beauty market is currently estimated to be worth £36 billion. With that in mind, Foundation Year (Year 9) students are tasked to look for an elusive gap in the market. Malvern College sees this as a great example of inter-departmental working and sharing best practice, since Chemistry, Business, DT and Maths are all thrown into the mix – along with English, for good measure. The multi-day project this year kicked off with an insight into starting up an ethical cosmetics company, with a guest lecture by Old Malvernian Vicky Charlesworth, founder of JAYA Beauty. Further business acumen was then shared by teachers from English, Economics and Business who gave talks on ‘the analysis of advertising messages’, ‘what makes a good brand for a business’ and ‘pitfalls to consider when advertising in a different country’. With target market identified, the challenge progressed to the Chemistry department where raw materials were waiting to be transformed into a skin cream and lip balm. The critical and most challenging part of the manufacture was to make an emulsion of the correct consistency to be used as a skin cream. Beeswax and natural oils were carefully combined to form an emulsion, and essential oils were then added for fragrance. Once satisfied, the UV absorbance properties of the AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 97

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Where every pupil creates their own story. RATED ‘EXCELLENT’ - ISI INSPECTION REPORT (OCTOBER 2022)

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At Framlingham College we celebrate every individual. We are academics, actors, musicians, expeditioners, sports people, innovators, scientists, ruminators, decision makers, story tellers, teammates, artists, fun lovers, nurturers and thought provokers. Our location in the heart of rural Suffolk creates a special atmosphere – of freedom and rootedness, of space to think and room to grow. And from here, our horizons are global. Our extensive bus network runs daily across Suffolk including express services to Cambridge, Norwich and Colchester.

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“DOYRMS students manufactured and tested WiFi antennas for Infineon Technologies, ensuring they were delivered on time and to client specifications”

ABOVE & TOP Lab work and live engineering at DOYRMS

product had to be thoroughly tested. When the product had been manufactured in the lab, pupils return to the DT department to design and create their logo, packaging and pointof-sale display. The financial underpinning of their business plan was guided by the Maths department, who took the teams through costing and forecasting their business model. The project, which happens every year over three days, compresses what it takes to bring a new product to market. From initial inspiration to the R&D process, pupils must also consider the realities of sales. Every year, pupils produce a short video for social media, and an advert for the overseas market, while the final showcase pitch sees pupils present and respond to rigorous grilling in a Dragons’ Den-style session. This annual challenge is included in all Year 9 timetables because it has proved to be an exercise that pupils find inspiring and exciting. Not only does it allow them to apply real-world scenarios, but they also develop presentation skills and learn to work as part of a team while honing high-level STEM skills. And who knows where this knowledge might lead them?

Duke of York’s Royal Military School

t DOYRMS in Kent, students (known as Dukies) have the option to study Engineering, Product Design and the Sciences, including Computer Science, across GSCE, BTEC and A level. The school’s recent £24.9 million refurbishment included the creation of state-of-the-art science labs and engineering and design classrooms. Students have access to equipment such as 3D printers, laser cutters, a chip forge and brazing hearth. The school is supported by industry sponsors the James Dyson Foundation, Secondary Engineer and Infineon Technologies, and all three contribute teaching resources to build a real-world understanding of engineering and STEM practices. Recently, students manufactured and tested WiFi antennas

for Infineon Technologies, ensuring they were delivered on time and met client specifications. Students also go on lots of science and engineering trips. Recently, this included visiting CERN in Geneva. Activities outside the classroom and working with science and engineering institutions add invaluable real-life scenarios and hands-on experiences. The school has an extensive cocurricular programme, with over 80 weekly clubs and activities, many of them covering science and engineering. Inspired by James Dyson’s story, the school works on the basis that engineers and scientists share common characteristics – thinking outside the box and perseverance. Teachers across subjects work together to ensure DOYRMS students’ understanding stretches across subject areas. Theories and knowledge learnt in the science classroom are often put into practice in engineering lessons, and vice versa. With leading industry sponsors in the mix, students here take part in real-life challenges and create STEM products – some of which have even gone on to be used in industry and developed further. There’s lots of support from the school’s careers team, who help children unlock their interests and strengths when considering future opportunities. Many students from the school have gone on to study engineering, design and the sciences at leading universities, while some have secured professional apprenticeships with companies such as Amazon in fields such as Mechatronics Engineering. The school prides itself on ensuring students are equipped with as much information as possible to make informed decisions about their future pathway, be it further study, apprenticeship or employment. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 99

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ABOVE Maker-doer approaches at DOYRMS

“Engineering-related projects at Pangbourne include the design and manufacture of an electric car, but also classic car restoration projects”

Pangbourne College

t Pangbourne College in Berkshire, live science means plenty of time for practical work. The outdoor classroom is a recent addition. Head of Science and Physics Dr Katerine Richard says this is particularly useful for experiments such as ‘whirling bung’ and messy jobs such as planting peas. “We place great emphasis on practical equipment being ‘old fashioned’ – rulers, stop watches, and

RIGHT & BELOW Science investigations are fostered at Pangbourne College

so on – through to cutting edge,” she says. “Pupils need a range of ways of interacting with the taught content.” This flexible approach extends to learning opportunities beyond the classroom. There are wholeyear-group trips to broaden everyone’s exposure to science. “At the other end, we provide opportunities for specific classes, groups of pupils or individuals – from external competitions or speakers invited to chat and answer questions with a single class to going out to support teaching of science in primary schools.” There’s a vibrant extracurricular programme designed to work alongside

academics. Opportunities develop up the school, starting with Science Club for Year 7 and evolving into CREST Awards and the STEM Ambassador programme in Sixth Form. Pupil ambassadors support the Science Department and the school’s annual Science Week. There’s lots of joined-up departmental thinking at Pangbourne – for instance a joint KS3 Science and Geography trip to see wind turbines and solar farms at work, followed by a sustainability survey at a nearby town. Students also acquire strong practical skills via the Design Technology facilities. The large mixed media workshop develops basic hand skills in lower years, with increasingly sophisticated applications taught as students progress. The aim is to get their critical thinking to the stage where they can tackle a design and manufacture task from ideation to production. Fun DT-inspired and engineeringprojects at the school include the design and manufacture of an electric car and classic car restoration. Everyone is looking forward to the national competitions promised in the future by the school’s emerging Electric Car Club. This four-wheeled challenge is a shining example of science being brought up to speed and into real life. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 101

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DIVERSE THINKING Michael Truss, Principal of Concord College, argues that young minds are best served by living and studying in a community of diverse academic interests

spend a lot of time talking to mystudents about the importance of making connections between different fields of study. At Concord, we’re fortunate to have hundreds of brilliant students, and like many students today, they are often already highly motivated to pursue challenging careers. We educate future doctors, engineers, economists, entrepreneurs and architects amongst many others. It goes without saying that such careers are most readily accessible to those with outstanding qualifications. But what separates the good doctor, engineer or architect from the future superstar or leader in their field? I am convinced that the best – the very best – are those who have interests across a range of disciplines. The doctor who has read widely and has an understanding (or an appreciation) of different areas of study is a better doctor. The economist who has learnt the lessons of history is a better economist. Every teacher – and every school student – knows that the most memorable or exciting

“The most memorable or exciting lessons are the ones that go beyond the curriculum, often into unexpected territory”

ABOVE Concord College winning team at an Imperial College London schools challenge

lessons are the ones that go beyond the knows what connections can be made between curriculum, often into unexpected territory. their fields, what inspiration comes from These almost always involve a realisation that discussion with an exceptional mind trained seemingly unconnected things are connected. in a different discipline? The temptation to Such realisations can inspire careers. specialise early is understandable; indeed, Consider the college structure at the specialism by choosing A levels is necessary Universities of Oxford and Cambridge. and advantageous, but doing so in the company A student will attend lectures with other of others specialising in diverse fields, students doing their subject or course, just like attending academic, and extra-curricular any student. But unlike just about anywhere societies together offers the best of all worlds. else, they live, eat and have tutorials in their My experience with students here has own college: a smaller, academically diverse only served to strengthen my view. Concord community. There they are surrounded by is roughly the size of a larger Oxford or perhaps only a few hundred students, all Cambridge college. We are probably best doing a wide range of courses known for our STEM provision The diversity of conversations and yet we curate a rich and surrounding each student within diverse curriculum. Our artists, this environment is critical. It historians and linguists are fosters inquiry and intellectual as successful as our medics arguments that go way beyond and engineers. Why? Because the contents of any single they get to work alongside academic course. The very able each other in an environment (and very fortunate) student that rewards rigorous hard of physics able to sit at dinner work while understanding MICHAEL TRUSS between a medieval historian the benefits of seeing and Principal and a philosopher is at a huge using connections between Concord College advantage in the future. Who fields. It’s truly exciting. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 103

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We believe that every child has immense potential that, in the right environment, Co-educational

can be uncovered, nurtured and realised.

excellence in the heart of Berkshire.

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wellingtoncollege.org.uk

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CREATIVE THINKING The Head of Maida Vale School on a long-overdue realisation that creative subjects help to fuel the UK economy and build rewarding careers

ABOVE Art and music at Maida Vale School

ast June, the Conservative government published a sector strategy for the creative industries. In his foreword to the report Rishi Sunak wrote: “These industries generate £108 billion a year, employ over 2.3 million people in every corner of the country. And there is a real sense of energy in the sector, which has grown at more than 1.5 times the rate of the wider economy over the past decade”. An eclectic list followed of Great British Creative Products: Ed Sheeran, Football Manager (the console game, rather than the archetype), the National Theatre and Adele amongst others. This told us something about the PM’s music and gaming habits but was also a welcome indication of the pride the UK should feel in its creative industries. STEM subjects have been the zeitgeist since Michael Gove spoke to the Royal Society in 2011. In that speech he said: “Asia has a massive trade surplus, holds the fate of the dollar in its hands, enjoys surging growth and is developing schools, technical colleges and universities which are dramatically outpacing our own”. TikTok,

“Schools have an opportunity to re-energise, restore and reconstitute the creative curriculum”

AliBaba and Shein were coming to get us. So, Dusty Springfield amongst others – recorded. In schools piled into resourcing STEM subjects September 2024 we will be launching a course which led to STEM degrees at university in Games Development and Coding, alongside which were ‘sought-after’ by employers. Music Technology and our current A-level But this focus began the gradual denudation Music. Our aim will be to have a game designed of the creative landscape in school music, art and coded by a Sixth Form student, with and drama. The Education Policy Institute’s music written by another Sixth Form student, analysis of 2023 GCSE results shows fewer recorded in Maida Vale Studios (#Radio3 grades awarded for creative arts subjects Sound of Gaming) by an ensemble, and with than STEM subjects. Against the background Deputy Head Mr Toby Fisher on bass guitar. of the government’s ‘sector vision’, and the We welcomed our first Sixth Form cohort realisation that UK Plc needs songwriters, this year, and as we grow, we plan to ensure sound technicians, dancers, game designers, the range of subjects and pathways on offer graphic designers and will become the broadest among costumiers as much as it needs London independent schools. aeronautical engineers and Many students will still choose pharmacologists, schools have traditional subjects, and certainly an opportunity to re-energise, STEM and the humanities are restore and reconstitute popular at MVS. But for those the creative curriculum. who want to practise musical Maida Vale School is only theatre, then Performing Arts a ten-minute walk from the and Productions Arts is the former BBC Maida Vale pathway. And then a career in the MAGNUS BASHAARAT Studios where a panoply of creative industries – songwriting Head rock royalty – David Bowie, for Ed Sheeran or onstage at Maida Vale School The Beatles, Led Zeppelin and the National – awaits. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 105

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BOARDING FOR ALL How the Oakham School House structure is designed to benefit pupils as they grow

s the home to a uniquely balanced community of 1,000 pupils – 50:50 boarders and day pupils and 50:50 boys and girls – providing exceptional pastoral care is at the heart of Oakham School life. Children who live in the local area enjoy the company of students from international backgrounds (19% of students represent nearly 40 different countries) and this social harmony forms the basis of Oakham School’s friendly, down-to-earth atmosphere. Key to ensuring that all pupils have the best and most age-appropriate support throughout their time at the school is the House structure. At Oakham, all pupils, day and boarding, belong to a House. Each of Oakham’s 16 Houses is led by a Housemaster or Housemistress and supported by a qualified team of pastoral staff. They provide pupils with the care and support they need to develop intellectually, physically, emotionally and spiritually. This thoughtfully refined House system is at the heart of what makes the school such a stimulating place to live, work and learn. A significant characteristic of the House system here is that pupils do not remain in the same House throughout their whole time. Children change House as they change. This is because the school recognises that different-aged children require different types of care – and benefit from age-appropriate environments. Sarah Gomm, Deputy Head Pastoral, explains: “To have a strong and supportive

ABOVE Pupils at Oakham School BELOW In the kitchen at Lower School

“Boarders must feel like their House is their home – and with a team of adults to whom they can turn” community, you need to have a good structure. We must ensure we support the children’s specific pastoral needs at each stage of their education. “Boarders must feel like their House is their home. Pupils all have a team of adults to whom they can turn and feel nurtured, safe and supported. Our House arrangements are such that you have that level of support for each child”. Oakham’s Lower School houses pupils aged 10-13 in its own dedicated campus, Jerwoods. Just a stone’s throw from the rest of the School, it has a distinct identity and feel. All pupils in the Lower School are members of one of four Lower School Houses, whose boarders stay in the comfortable and homely surroundings of Hodges. Head of Lower School Boarding, Tom Banham, explains: “We have co-educational areas, including a lounge, a family kitchen,

a snug and a games room. There is a great dynamic; it is like living in one big family of brothers and sisters. Our dedicated team looks after the children seven days a week, ensuring we meet their needs and provide age-appropriate support and guidance”. Pupils moving up into the Middle School at Year 9 then join a new House. There are six Boarding and four Day Houses, each with its own identity and traditions. Tim Dixon-Dale, Senior Housemaster, says: “Alongside enjoying an excellent education, boarders have a lot of fun and benefit from social events, camaraderie and support from resident House teams, matrons, and older pupils who mentor the younger ones”. In Year 12, pupils can step up to become House Prefects and take on leadership roles. These pupils then become mentors for the school’s younger students and lead ‘House Families’, comprising children from all the year groups. In Year 13, pupils move into Round House (girls) or School House (boys). These two Houses are close to Oakham’s town centre, making trips to local cafés and shops more accessible and reflecting the additional freedoms afforded to our oldest pupils. This structure helps prepare young people for life beyond school. Many pupils describe this environment as a great stepping stone in preparation for life at university. AUTUMN 2023 | A B S O L U T E LY E D U C A T I O N | 107

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Daniel Machin, Principal of Queen Ethelburga’s Collegiate, discusses the importance of preparing its international community to be ‘future ready’ in a world of study opportunities 108 | A B S O LU T E LY E D U C AT I O N | AUTUMN 2023

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ABOVE Queen Ethelburga’s Collegiate students

t QE, our primary goal is to prepare our students, both British and international, for their educational journey and, ultimately, the challenges of university study. This means equipping them with the skills and mindset to thrive in an ever-changing world. One of the most common concerns voiced by our international students is whether their English competency is good enough to excel in university studies. Within the Collegiate, we recognise the significance of strong English language skills in achieving academic success. To address this, we provide comprehensive English Language lessons that are tailored to meet the individual needs

of each student and the requirements of IELTS examinations, a critical component of university admissions. Our students are immersed in a culturally diverse environment with classmates from 60 different nationalities, promoting language proficiency and cultural understanding. We also emphasise critical thinking throughout our academic programmes. Our students are taught not merely to learn information for exams but to approach problems with curiosity and a keen analytical eye. We encourage independent learning and the exploration of creative solutions, preparing them to face the challenges of higher education with confidence. Reserving opinions and a concern about

engaging in debates is a common trait among some of our international cohort. At QE, we understand the importance of honing communication skills and encourage participation in debates and discussions. Our Personal Development programme, for example, covers personal, social, health and careers education, providing a platform for students to develop and articulate their thoughts and opinions. Moreover, our focus on critical thinking extends to presenting extended research from multiple sources. We train our students in research methods and equip them with the tools to organise and present information effectively. Through collaborative learning and individual guidance, we ensure that they AUTUMN 2023 | A B S O L U T E LY E D U C A T I O N | 109

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can confidently evidence advanced critical thinking in their assignments and projects. Choosing the right university and course can be daunting, and our international students often seek more help in making this crucial decision. Our dedicated Careers Department provides personalised support to each student, with experienced careers advisors helping students explore various universities and courses that align with their academic interests and career aspirations. Individual appointments with our careers advisors offer guidance in making informed decisions and navigating the complexities of university applications. All our students are allocated a senior member of academic staff to act as a UCAS supervisor, overseeing their entire application process. Although we have an enviable academic track record across both of our secondary schools, success is not solely defined by exam grades. We believe in nurturing a sense of belonging and community, where students contribute actively to the Collegiate’s development through service and student leadership roles. Our extensive enrichment programme of stretch and challenge activities encourages students to take on opportunities that foster personal growth and character development. We also offer Performance

ABOVE Learning together at QE

Sport Pathways to those students who are talented and committed to their sport, which allows students to access the highest levels of coaching, bespoke strength and conditioning packages and nutritional advice. Our Queen’s Academy and Academy of Performing Arts also allow talented students to indulge their creativity. These programmes are run seven days a week and give students the chance to build up their experiences in music, dance, drama, fashion, photography and art, among other options.

“Our ambition with all that we offer is to inspire lifelong learners who make meaningful contributions to society”

Our ambition with all that we offer is to inspire lifelong learners who make meaningful contributions to society. By providing a dynamic and enriching learning environment, we empower our international students to embark on university journeys with confidence and a thirst for knowledge. We are also aware that students who are studying away from their homes need the highest level of care and support. Within the Collegiate this support comes in two forms; the first through our Pastoral and Boarding teams, who can offer 24/7 care for our students. These teams are highly trained professionals who are experts in their fields. They have full-time roles focused on the welfare and wellbeing of the students on campus. We have a comprehensive support programme that is led by both staff and students so that students can confidently access any support that they may need. Alongside this, we also have our team of International Liaison Officers, who speak a variety of different languages to provide families and students with the opportunity to discuss any issues in their native language where possible. They ensure that our staff are trained in issues such as culture shock and homesickness, so that we can all try and give wraparound care to our international community. We do all of this as we believe that happy students will feel more confident in their studies. With many years of experience in working with students from across the globe, we take a holistic approach to preparing our international students for university. From fostering English language proficiency and critical thinking skills to providing guidance in university choice, we strive to equip our students with the necessary tools for success. Through a diverse and supportive community, we instil a passion for learning, curiosity, and confidence, enabling our students to thrive in their academic pursuits and in life beyond.

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Prior’s Field is a school where the spirit is creative and enterprising - it champions girls’ individual talents.

Achievement in all its forms is alive and kicking in every part of their school day. Tatler Schools Guide

Good Schools Guide 2022

Registered Charity No. 312038

PRIOR’S FIELD - THE PLACE TO ACHIEVE! Full, weekly and half-weekly boarding options - 11+,13+ and 16+ entry Discover the place to achieve - scan the QR code for our 360 ̊ virtual tour or please visit our website to book your tickets to our next Open Event

01483 810551 www.priorsfieldschool.com

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Visit Shrewsbury Boarding and Day School for Girls and Boys aged 13-18

Independent Senior School of the Year Boarding School of the Year Excellence in Creative Arts

WINNER

Independent School of the Year 2020

WINNER

Community Outreach Award 2020

Start your journey now at:

shrewsbury.org.uk/open-days or contact: admissions@shrewsbury.org.uk | 01743 280 552 AD SHREWSBURY.indd 112 Shrewsbury School - A4 Full Colour Advert - June 2023 Final.indd 1

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INDIVIDUAL APPROACH Brighton College’s Director of Admissions on how a happy school life supports success

t Brighton College we know that young people who are happy are young people who thrive. And we believe the best way of achieving a happy and content community is to ensure that everyone feels valued for who they are. We want our pupils to be first-class versions of themselves, not second-class versions of someone else, and we place great emphasis on kindness, acceptance and mutual respect. The College regularly achieves the best A-level and GCSE results of any coeducational school in the country, allowing us to help pupils reach the global university of their choice. We support pupils through every step of their university application process, with a dedicated Sixth Form team who are experts in delivering successful outcomes, and with a number of bespoke programmes that prepare for university entrance tests and interviews. Around 20% of our pupils are offered places at Oxford or Cambridge every year, with over 650 offers received annually from Russell Group universities. American and Canadian universities increasingly represent a highly desirable option for well-rounded and motivated pupils. Brighton College’s wide-ranging educational offering makes pupils wellsuited to the holistic US admissions process, and Brighton College pupils take up places at a range of North American universities each year. We offer a wealth of activities – 150 per week – with options as varied as

“We want our pupils to be first-class versions of themselves, not second-class versions of someone else”

dissection club, the TED Talk appreciation society, beach volleyball, programming, stand-up comedy, Rubik’s Cube club and a huge number of sporting clubs – there is something for everyone. We understand that this leads to pupils being happier both inside and outside the classroom, allowing them to achieve their academic potential. Dance is hugely popular, and with a brand-new dance school and worldclass theatre, the arts will continue to thrive at the College. Our award-winning Chamber Choir were thrilled to win the UK National Choral Competition this year, and will be performing at the Royal Albert Hall in London alongside the Royal Philharmonic Orchestra. We are among the leading sporting schools in England, where our sporting talents regularly achieve regional and national honours. Our ethos is very much about sport for everyone, and we cater for all pupils. We are proud to offer a genuine home away from home for our pupils, allowing an excellent education alongside a truly fantastic life at school. With six modern boarding Houses and state-ofthe art facilities, boarders form warm ABOVE Pupils at Brighton College

relationships with those in their House families, and events are held that join the Houses regularly, ensuring a wide group of friends are made across school. Every boarding pupil takes full advantage of the facilities within the College and there is a full and exciting boarders’ activities programme on offer each evening and every weekend, so boarders enjoy life to the full. These activities ensure every child’s experience is educational, social, busy and, importantly, fun. The happiness and welfare of each of our boarders is of the utmost importance to everyone in our boarding community. We pride ourselves on providing our pupils with a safe and supportive environment, and our pupils make friends and memories in their boarding Houses that will last forever.

ANTHONY MERRETT Director of Admissions Brighton College AUTUMN 2023 | A B S O L U T E LY E D U C A T I O N | 113

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Potential is Our Passion

Eaton House Schools are proud to have provided an exceptional education to our pupils since 1897. Based on two large sites in Belgravia and Clapham, our single sex schools for boys and girls are non-selective* and yet achieve outstanding results. We feed into Westminster, Eton, St Paul’s, Wycombe Abbey, St Paul’s Girls’ School, Winchester and other fine schools, winning many scholarships, awards and prizes each year. Wellbeing is at the core of this well-rounded education. Each child is supported as an individual so that they can flourish both academically and socially. Finding the potential in each child is our passion.

New open house dates available now, visit bookopen.day to book. Speak to our Head of Admissions, Miss Sam Feilding, on 020 3917 5050, or visit www.eatonhouseschools.com for more information. *Non-selective at 2+ and 4+ entry.

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School FOR LIFE Katharine Woodcock, Headmistress of Francis Holland School, Regent’s Park, on beyondthe-timetable education that builds skills for life

he landscape of education is changing – and the speed of this change is accelerating – yet the way in which we assess the extraordinary achievements of our pupils has not. GCSE and A-level results still open important doors, but examination results are not the only important outcome of a 21st-century education that should be considered relevant. Character education, emotional intelligence, soft skills, creativity, a love of learning, digital literacy, to name but a few, are important for a holistic and well-rounded schooling. A curriculum for life is now integral to ensuring that pupils leave school with the requisite toolkit to thrive. This curriculum puts as much emphasis on the importance of what happens within the classroom and academic results as it does on what happens outside the classroom. At Francis Holland School, Regent’s Park, we strive to be strong in every area, be that music, drama, sport or the arts. Our sense of

“Every girl should be visible, celebrated for her individual strengths and not moulded into something she isn’t”

ABOVE Katharine Woodcock with FHS Regent’s Park pupils

community and inclusivity comes from the belief that every girl should be visible, celebrated for her individual strengths and not moulded into something she isn’t. Lifelong friendships are forged at FHS, not just within year groups but across the years. All aspects of school life afford pupils with ways in which to develop selfconfidence and self-discipline, empowering them every step of the way. We want them to be curious and foster a lifelong love of learning, but also to be future ready and future proofed. A balanced and enriching co-curricular programme will only serve to enhance an education, tapping into talents and passions, whilst academic enrichment deepens knowledge, broadens horizons and provides invaluable time for critical thinking as well as healthy debate and discussion. The launch last year of our Hale Lecture Series, named after our first speaker and the first female President of the Supreme Court of the United Kingdom, Baroness Lady Hale, enables our students to lead panel discussions on a range of important topics, whilst also bringing students together from a range of different schools. Sixth Form electives, our bespoke global horizons programme, financial and digital literacy sessions and opportunities to invent, innovate and design are all

examples of how education today is not only timetabled subjects, but also schooling for life. The values, culture and ethos of a school are also paramount and our four pillars of knowledge, compassion, perseverance and spirit underpin all that we do, ensuring that we are character building. Creativity and empathy lie at the heart of what it means to be human and we want our pupils to be the difference we need right now in the world: to be kind to themselves and others, to give back. Our Help Fund, which supports our chosen charities, encourages our pupils to do just this, and is complemented by our partnerships and outreach programme. Our goal is that pupils leave FHS with leadership, problem-solving and lateral thinking skills that set them apart, while also knowing the importance of compassion and humility in all that they go on to achieve. The landscape of education may be changing but it is a privilege and an honour to help the minds of tomorrow embrace this change, giving them the best possible springboard to future success and happiness.

K AT H A R I N E WO O D CO C K Headmistress FHS Regent’s Park AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 115

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Online & LEGAL We teach children how to stay safe online, but what about staying legal? Absolutely Education speaks to online media law expert Dr Holly Powell-Jones

ABOVE Always online, do our children know their responsibilities under the law?

eeping our children safe online is a big concern, but while we worry about cyberbullies and predators, there is another real and present danger – breaking the law. This is where Dr Holly Powell-Jones comes in, delivering training to young people to help them understand both the legalities and the ethics of their digital and online lives. It’s important stuff that tends to get forgotten in the rush to protect young people. We hear stories of adults caught out by actions or attitudes – that long-buried tweet, ill-judged post or online interaction leading to loss of reputation or job, even a criminal record. But, as Holly Powell-Jones reminds her young audiences at the start of training, in UK law the age of criminal responsibility is just ten. If this is a jaw-drop moment for young people, then so is some of what

follows because Powell-Jones takes them through offences and potential consequences. It’s carefully designed to enlighten, not alarm. She presents a range of different scenarios before asking young people to assess what if any law has been broken. “This is specifically teaching the law, and that means I always try to reference real-life examples,” she says. What is critical to the training is that it is delivered from a legal rather than moral perspective. “It is an opportunity to have a morally neutral conversation, which is very interesting,” she says. For instance, when it comes to sexting, she takes the view there is no point simply preaching abstinence. “I don’t think that’s very helpful, given how prevalent we know image sharing is among teenagers,” she says. “What is useful is to go in in a morally neutral way and just say, ‘this is the law, this is how the law is worded, this is how the law has been interpreted’.” AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 117

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While the training comes in from an impartial perspective, it does inspire deeper conversations. In fact, this is an opening that schools and their pupils welcome and often use as a springboard. “Being able to have a conversation about the law and the legal framework is a really solid foundation upon which you can then discuss all sorts of other sensitive subject matter,” she says. “Wider philosophical discussions around how to behave online and even at what age young people should be allowed to do different things.” Powell-Jones has a long track record in this area. Originally a broadcast journalist, she began delivering law and ethics workshops to schools in 2013. This received funding from Surrey’s Office of the Police and Crime Commissioner and was delivered in collaboration with Eagle Radio. In the first year alone, she delivered training to some 9,000 Surrey pupils and the project ran until 2017. During this time, she also completed a PhD at City University investigating children’s perceptions of the criminal, legal and social risks of misusing social media. What her PhD concluded is not surprising. “There’s no consensus among young people in terms of what

ABOVE Ignorance of online law is a wider social problem, says Powell-Jones

ABOVE Young people are often shocked by the legalities around online interactions

is a criminal risk, what is a legal risk. My caveat to that is I don’t think if I did the same research among adults, I would have necessarily got a different result,” says Powell-Jones. “Whenever there’s a panic it gets focused around children and young people, but it’s a symptom of something that’s a wider social problem. And I think that ignorance of the law online and on social media is a wider social problem.” One common misconception, she says, is that there are not enough

laws to cover online crime. “One of my biggest bugbears is people going out there and saying to the public: ‘we don’t have any laws about social media, it’s a wild west’. We don’t need more laws – we need to use the ones we’ve got.” Powell-Jones suggests the Crown Prosecution Service’s ‘CPS Guidelines for Prosecuting Social Media’ is a useful search term to see the reach of the law into online and digital life. Schools and parents may start off misunderstanding what her training is about but tend to sit up when they discover just how many laws await the unwary and uninformed. For instance, there’s the risk of breaking the Malicious Communications Act or the Defamation Act or being liable for distributing indecent images or breaking the revenge porn law that was introduced in 2015. Don’t forget the Copyright, Designs and Patents Act – that’s the one that causes the most shock. “Copyright is always the most controversial area of media law I do in schools. Everyone is outraged,” says Powell-Jones. “I think a lot of young people think that Google image results is just a buffet. I do try and explain it in parallel with offline theft – as in, if I go into a shop and nick a pair of trainers it’s theft even if I tell everyone where I got the trainers from.” What we say in jest to each other online – under that term ‘banter’ – is the most controversial area for young people. “The area that tends to get the most debate and disagreement

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is racism online and other forms of offensive material, such as grossly offensive jokes. I often get young people saying: ‘I’m not really sure that’s legal but people don’t go to prison for that’. And then I have to say, ‘well, yes they do – and I have a series of case studies’.” Children and teenagers may not see the potential pitfalls in some legal territory, but they have a strong grasp in other areas. “I’m always delighted and surprised by the ability of young people to have very sophisticated conversations around permissions, consent and ownership, exceptions to the law or what they think are reasonable defences or exemptions. I think young people are way more media literate and more sophisticated

in terms of their awareness of this than many adults. It is because they have grown up in a media saturated world.” Understanding the law is not the same as sticking to it. “My PhD findings showed a change in perception of risk as children get older,” says PowellJones. She believes one factor here is that young people become desensitised because they see so much that breaks the law, seemingly with impunity. Which is where well-timed discussions become useful in building understanding and analysis. “What happens then is that teenagers have a conversation about whether the law is right,” she says. “They are thinking critically as citizens about what they would maybe change about social media laws.”

Powell-Jones would like to see way more responsibility among both the media and the tech giants (also employers) when it comes to mining young people’s online past. “It’s a case of giving young people more power to delete their history,” she says. Maybe one day soon an ethically savvy younger generation will tackle that unpleasant legacy of today’s digital childhoods. But in the meantime, legal awareness gives back some agency. “Embedding social media law into young people’s education is going to empower them – and it is also going to mean that they are safer.” Dr Holly Powell-Jones onlinemedialawuk.com

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HOLISTIC THINKING The Headmaster of Kew House on the ways in which the GCSE diet can be enriched with a holistic and interconnected learning approach

GCSE result performance, but to provide the best education for their pupils. At Kew House School, we have our own Gardener Award (GA) scheme. By mapping the content of the core curriculum, coalescing around five themes; enterprise, perspectives, wellbeing, community and creativity, our pupils gain a coherent insight into topics as they meet them across subjects – either simultaneously or as part of their spiral curriculum. They are still prepared for their subject GCSE exams, but gain a greater interrelation understanding of the issues.

ABOVE Kew House School pupils

‘

olistic education’, where do we start? The concept has ancient roots in Greek pedagogy, was championed in the early 20th century by Jan Smuts in Holism and Evolution and carried forward by the writings of Abraham Maslow with the concept of ‘selfactualization’ in the latter part of the century. The idea of a broader, fuller, interconnected treatment of a young person’s educational pathway is a striking counterpoint to the linear, subject-silo, test-of-recall basis of the Victorian Education system that we in England are yearning to adapt, change or just throw away. The momentum of educational discussions during Covid, exemplified by the Education Commission convened by The Times, has stalled. For now, we are stuck with GCSEs, but we are not alone in testing young people at this age. Cambridge University research reveals that only seven countries globally with

“It is a strength of independent education that we can innovate and move in the direction that we feel is best for our pupils”

comparable excellence in national education, We are not content to rest there. We do not externally assess 16-year-olds. The add curriculum time in the ‘GA’ strand focus on examination assessment is one to deliver statutory elements, but also strand of the deeper discussion regarding teach skills and values in the context of the efficacy of our education system in the areas they are meeting in their core preparing our children for their world. curriculum. Finally, we bring this all The response to the challenge at national together with the students using an online level is stymied in the vested interests of exam platform to register their own additional boards and mired in the political cycle, with engagements and successes: volunteering, education a football, rather than a jewel in music exams, extracurricular activities. the eyes of the political classes. This has left At each Key Stage, the GA teacher independent schools to go it alone in creating moderates the pupils’ achievements, with innovative curricula to broaden, various forms of assessment, deepen and interconnect the including presentations, strands of their pupils’ learning. interviews, group tasks Bedales School, from its origins, and competitions. We then was innovative, but not alone award a GA qualification at in creating its own curriculum the appropriate level. It is with Bedales Assessed Courses a strength of independent (BAC). More recently many education that we can other schools have attempted innovate and move swiftly to create innovative, holistic when we are not being lead WILL WILLIAMS diets for their pupils. at the national scale, and go Headmaster in the direction that we feel Kew House School These attempts have not is best for our pupils. been made, to avoid the glare of AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 121

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MEASURING VALUE The Head of Royal Masonic School for Girls on why newspaper league tables are not the wisest measure of school performance

ach year, newspapers publish annual ‘League Tables’ of how UK schools performed in the summer’s GCSE and A-level examinations. Most headteachers are not fans – and this includes headteachers of schools at the top of these lists. It’s not that we are concerned about where our school is positioned (and I write having worked at a couple of schools that were always placed highly in such lists). It is that, as Heads, we know that league tables based on a school’s raw grades (counting how many A*s were achieved at A level or 9s and 8s at GCSE) only really tell us how academically selective a school is. Schools that are more academically selective at age 11 and 16 will invariably be the schools that sit at the top of league tables of raw results each year. No s..t, Sherlock! Many Heads see their publication in newspapers as unhealthy and unhelpful, an insidious part of a culture that encourages parents to equate the ‘best’ schools with those that have the most A*s or 9s. It is a culture that has even, on occasion, led to less able but hardworking pupils not being entered for examinations by their school because this is the crudest lever to pull in order to climb such league tables. A more accurate, and healthier, way of assessing the academic progress of students in a school is the ‘value added’. The Centre for Evaluation and Monitoring

“Value-added data enables schools to receive just as much credit for a less able pupil who achieves higher than expected grades”

ABOVE Kevin Carson with RMS for Girls pupils

(CEM) was established at Durham department reviews written every September University in 1983 and is the largest in schools. From our CEM data this year, I educational research unit in a UK university. can see that RMS sits on the 92nd percentile CEM works with UK schools, colleges, of all schools and the 87th percentile of education authorities and government all independent schools for value-added agencies to provide scientifically performance. In other words, we add more grounded research that monitors every value academically than 9 out of 10 schools. school’s academic performance. CEM’s value-added data enables schools Students sit baseline tests for CEM and departments to receive just as much at ages 11, 14 and 16. Having amassed 40 credit for a less able pupil who might have years of this assessment data, CEM is been expected to attain a Grade 4 but able to give each child a scarily accurate achieves a grade 5 or 6 at GCSE as a more predicted grade for every subject and can able pupil expected to attain a Grade 7 who then standardise each school’s achieves a grade 8 or 9. This is actual results in order to tell just how it should be, of course. us how far above or below the Value added is the most predicted grade a student is. important metric because it From this, CEM can provide reflects the extent to which evidence of how much value all pupils are achieving their each school adds academically. potential. Unfortunately, it Every independent school is not what is published in that I have worked at over your Sunday newspaper each two decades uses CEM data year, so perhaps we should KEVIN CARSON internally to assess its own all be questioning what Headteacher academic progress at both value is actually added by Royal Masonic School school and department level. looking at newspaper league for Girls It is a standard aspect of the tables of raw results. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 123

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Riding

HIGH With a location in prime Sussex horse country, Hurst College is expanding its riding and training opportunities for pupils – from grassroots up

onies and children can be a sparkling mix, and Hurst College is well aware of the value of riding in building confidence and skills – alongside sporting prowess. The school has a huge advantage here – it is just down the road from Hickstead, home of the All England Jumping Course. Indeed, the school relationship with this worldfamous centre began many years ago; it held the first annual Hurst College National Schools Jumping Championship in 1964. There have always been good and very good riders at the school, and the arrival of Head of Equestrian Tracey Pargeter some 18

months ago has seen opportunities step up. With vast experience and a background in The Pony Club, plus a strong commitment to growing all levels of riding, she is developing equestrian opportunities through the school – and the numbers are growing. "We've got all abilities. Starting off with grassroots with the children in the Prep right up to the older children – and some competing and even representing Great Britain." The number of riders competing is particularly good news. The school fielded over 20 in the National Schools Equestrian Association (NSEA) championships last October, where previously there had been eight competitors. Recent school achievements have incorporated CCF

RIGHT Hurst College is in prime equine country, and with a long tradition of nurturing young riders

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SENIOR / FE ATUR E

"It's not all about riding – it's the whole package I'm trying to get across. It's learning how to look after horses"

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ABOVE Hurst riders at Windsor with the Duke of Edinburgh and King of Bahrain

"Riding is a sport children can do well and achieve in. I don't mean by winning or getting to the Europeans, but by achieving their personal best" (a strong element here). The school was invited to nominate one pupil to go to the Cadet Forces Military Equitation Competition at Windsor last year. "At this competition they were shown how to ride a military horse if they were on parade. They then had to ride one of the military horses and be judged," says Tracey Pargeter. "Harriet Birkby won this for Hurst out of 20 pupils!". She was equally thrilled when a school military service team competed at the Royal Windsor Horse Show in May. It not only won its section but also came second overall – and with awards presented by both the Duke of Edinburgh and the King of Bahrain. Training takes place at the school every Thursday afternoon, with a focus not just on jumping but elements such as dressage and flatwork. Also included are talks and training

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sessions by elite riders to explain more about the hard work involved in competing and getting to the top. The children have had the opportunity to visit Shane Breen's stud, both to see the foals and to find out about artificial insemination of horses. "It's not all about riding – it's the whole package I'm trying to get across to them. It's learning how to look after horses." There's been a fascinating visit from an equine vet and – during a pony camp held over four days in April – insights into the 'hard graft' of stable management and other important aspects of being a responsible rider and owner. At the moment, Hurst riders need their own pony or horse – some pupils stable them at nearby liveries but a lot more ponies turn up on a Thursday afternoon.

This means that pupils effectively enjoy their own in-school pony club training sessions with their friends and fellow pupils. And, of course, pony mad boarders get to see their much-loved steeds. Equestrian is something the UK does really well, so heartening to see hard work to develop the next generation of potential eventers, Olympians, racehorse and stud owners. But for every level, Tracey Pargeter sees a huge value in equestrianism. "I've noticed this over many years. For children who aren't doing as well as they could at school, for whatever reason, it definitely helps them. You can praise them, and they can feel good at something." Self-confidence in one area tends to build confidence across the board. She's seen this among some of her youngest pupils already. "I've BELOW Training focuses not just seen huge improvement from on jumping, but important a little girl last year with a new skills such as flatwork, pony – she was terrified to come dressage and care of horses off a lead rein at first. Well, she's jumping round the course now, a year on, and the improvement is amazing. It's so rewarding to see. "Riding is a sport children can do well and achieve in. I don't mean by winning or getting to the Europeans, but by achieving their personal best," she adds. "We do quite a lot of team competitions. Sometimes you have a good show and sometimes you might be the one in your team who knocks poles down or doesn't get the best dressage score." Children become team players through this process, and pick up great lessons in resilience. "As a team, they all encourage each other, and they know sometimes they won't do well and sometimes they will – it's what happens in life."

11/10/2023 20:30

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11/10/2023 05/10/2023 20:30 14:04

SENIOR / PA RTNER SHIP

MAKING MUSIC The newly arrived Executive Music Lead at Warwick Schools Foundation on the excitement of a role in a place where music and culture are celebrated

eginning a new job is always an exciting adventure and my transition from being a Senior Deputy Head in Leicestershire to taking on the newly created role of Executive Music Lead at Warwick Schools Foundation has been no exception. Warwick is a town steeped in history and culture. Its vibrant arts scene and its real sense of community has meant that, from the moment I arrived, I knew I was stepping into a world where the power of music was not only acknowledged but truly celebrated. This was evident in the job description, which resonated strongly with me: ‘Access to high-quality music-making opportunities is an essential ingredient in the formation of young people’s lives’. What makes this role special is its truly philanthropic nature. There is a genuine ambition to build a connected local, national

“Music goes beyond notes; it instils discipline, teamwork and creativity and brings with it opportunities to explore wider culture” and global community, to share our wonderful facilities widely and to open up the fantastic opportunities provided for our students across the local community. There is a true emphasis on partnerships. We all know that music education thrives when it is woven into the fabric of a community. As much of my time so far has been spent building relationships with stakeholders outside of the Foundation as with the five Directors of Music and their respective music departments inside. A recent initiative here has been the highly successful formation of ‘Warwick – A Singing Town’. In partnership with local schools in

ABOVE Music at Warwick Schools Foundation

the CV34 postcode area, this provides a team of choral entrepreneurs who enthuse pupils in these schools and build a love of singing. Secondly, there’s a partnership with colleagues from the Priory Medical Centre and local social prescribing team, connecting people to existing choirs and setting up new ones where required. Finally, there’s a partnership with other local choral groups, raising awareness and joining together. We are also very fortunate to have The Orchestra of the Swan in residence with us – my office is beside theirs on our campus. It has been fascinating to hear first-hand the highs and lows of running a professional chamber orchestra and this partnership provides wonderful opportunities for pupils and residents. For the Swan’s first concert here this autumn, we will be joined by pupils from local primary schools for an open rehearsal of the orchestra. We also have the first cohort of students from our three senior schools learning the art of conducting with Rebecca Miller – including directing a group of musicians from the Swan. There’s also the launch of Swan Youth Orchestra for school-age musicians in the Warwickshire,

Coventry and Solihull music hubs. Music goes beyond notes and scales; it instils discipline, teamwork and creativity and brings with it opportunities to explore wider culture. It fosters a deep sense of belonging and has a significant, positive impact on psychological wellbeing. My time in my new role has already been a harmonious adventure, where every note played, every partnership forged, and every student inspired reminds me of the incredible potential that music holds. The future for Warwick’s musical community shines brightly, and I’m so excited to be playing my part in shaping this.

S T UA R T T H O M P S O N Executive Music Lead Warwick Schools Foundation AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 129

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Talking

SENIOR / TALKING HEAD

HEAD

Progressive VALUES Andrew Fisher, Head at Frensham Heights, on what makes a progressive education so relevant to today’s world

hen Frensham Heights was established in 1925, as one of the first Progressive Schools, it was setting new standards by being coeducational, with no religious affiliation and with an emphasis on student involvement. In addition, it was pacifist in response to the First World War. In 1925 it was ‘radical’, and yet it catered for an extraordinary generation of students and many went on to work in the arts and in entrepreneurial endeavours. Soon after WW2, the school accepted 50 German refugee children, most of them Jewish survivors – so half of pupils were Home Counties and half had seen unimaginable horrors. The world that students face now is still living with the consequences of historical issues. This world, their world, is in constant flux – and the challenge for the education

“It’s as if the world has caught up with our founders – values they embodied in 1925 are now recognised as crucial in a child’s education”

ABOVE & BELOW Student life at Frensham Heights

system is to adapt to support them as There is nothing I like more than a group they move into adulthood. Is a model of students meeting me to debate further which requires uniformity fit for purpose? change to the school or questioning the Should we not value open mindedness, way in which we operate. Their student creativity and passion? It’s almost as if the voice leads to real change and is never world has caught up with our founders. considered as immature or ill-informed. We believe deeply in responsibility, in We ‘measure’ our students’ ten life skills how we as individuals behave towards alongside their academic progression. each other and respect the world around They value the personal development goals us. Leadership requires integrity, morality they set, developing a digital passport they and living as an example to others – our can then take into future employment. school does not give hierarchy to children, We pursue a cross-curricular model of it expects leadership. As a progressive teaching and learning which pushes aside school, we continue to offer an environment divisions between subject areas. Our children that challenges education norms. We learn outdoors, have time for reflection and encourage our pupils to take responsibility are able to discover that they are dancers, or for themselves. So, for example, Frensham polymaths, or artists – they are the children Heights does not believe in who will become the essential detentions as an effective adults of the future. There way of managing student was a time when ‘progressive behaviour. Our students schools’ were derided for being have greater equality with too soft, too unstructured, but their teachers (we are all that freedom and bravery in on first name terms); they education has never been more are open and challenging important. (as they should be), as well as being educated in all the ANDREW FISHER Andrew Fisher was Head at performing and creative arts Head Frensham Heights from 2004to encourage an appreciation Frensham Heights 2018 and returned to oversee the of their own potential. planned transition between Heads. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 131

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SENIOR / INSIDER

SPORTING LIFE The Director of Sport at Kent College, Canterbury outlines the ways in which the school provides sports opportunities for all and also brings on young talent

ent College is a school steeped in sporting history. We have a reputation for delivering a strong sports programme as part of our diverse and varied school curriculum. We see sport as an integral part of a student’s life here and understand the important role it plays – at both the elite and participation ends of the performance pyramid. Our department seek to instil a positive attitude towards exercise with a firm understanding of its importance towards building both physical and psychological health. We prepare and deliver regular, high-level, progressive coaching and skills development to all students across all ability levels. We offer a diverse range of activities and opportunities across all year groups – including termly masterclasses – and work to develop key life skills such as leadership, communication, decision making and teamwork. The Sports department provides the talented athletes here at the school with a performance pathway to play at the highest level through our Elite Programme. Kent College sports facilities include a sports hall, gym, squash courts, an AstroTurf for hockey and tennis, and extensive sports pitches for football, rugby and cricket. We also have a Riding Centre and offer horse riding lessons, and the opportunity to take part in competitions, as part of our sports programme. The major sports for girls in autumn and spring are hockey and netball, while boys play

“We offer a range of sporting opportunities and work to develop life skills such as leadership and teamwork”

ABOVE Kent College hockey coaching from Olympian Ali Brogden

football and hockey. Major sports for boys and girls in the summer term are cricket, athletics and tennis. For exceptional hockey players (boys and girls) training is available for indoor and outdoor hockey, with one-to-one coaching and support. Our expert coaches include hockey player Ali Brogden, who represented team GB in the 2016 Rio Olympics, and Kent cricketer Darren Stephens. KC takes its commitment to offering a varied set of sporting opportunities seriously and many students take part in cross country running over the winter, and athletics events in the summer term. There are facilities for trampolining, badminton, volleyball, basketball, yoga and body strengthening and conditioning in both our gym and at Kent University. A full calendar of fixtures against schools in the south-east of England and further afield, plus sports tours, give all of our pupils the opportunity to expand their sporting horizons. Recent hockey tours have included Berlin (indoor hockey), and Holland (Euro Hockey tournament). Supporting our high-performing athletes to reach their potential is extremely important. We have a number of athletes who represent

the college at both national and international level. Sports scholarships are awarded at three entry points on the basis of individual assessment by the Director of Sport and recommendation to the Executive Head. The elite programme at Kent College supplements the academic timetable and is available for our main focus sports. This is designed to develop individuals’ talent by delivering a more comprehensive training schedule. As part of the programme, we include the support and training that professional athletes receive in order to maximise performance and reach their goals.

LI N D E N LO C K H A R T Director of Sport Kent College AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 133

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WHY S T U DY

BUSINESS

SARAH TOTTON The Leys School Cambridge. Business Studies Lead. Studied Business at University of Sheffield and PGCE Secondary Business at Warwick. Beyond teaching, worked as Executive Assistant to the Head of Workforce for NHS East of England and Project Manager for the Association of Directors of Public Health.

From start-ups to global corporations, the world badly needs smart thinkers and doers to create, innovate and generate prosperity. Two experts in the field give their elevator pitch for why Business is a subject worth studying, and where it can take you

EDWARD FRY Reed's School, Cobham Business and Economics teacher. Studied Business Management at Kingston University and has a Master’s in Teaching and Learning. He is most fond of Business Strategy and enjoys teaching students the skills of enterprise and how best to develop their inner entrepreneur.

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SENIOR / CHOICES

BUSINESS FAST FACTS What makes Business so brilliant? ST: Businesses underpin the success of economies around the world. In an increasingly connected world our interdependence for economic growth has come to the fore and demands our attention. Future economic success will be driven by individuals who possess a deep understanding of business principles and practices. EF: The business world is increasingly dynamic as it grapples with an everchanging external environment. Students of Business are provided with the opportunity to develop critical thinking, problem solving, and time-management skills, all set within topical business scenarios. What made you choose it? ST: I connected the importance of choices that individual business owners make having a ripple effect on the macrocosm of their society. EF: I really enjoy helping students develop skills they’ll be able to use in real life. Enhancing their career capabilities is one of the great joys of teaching this subject. Also, I’m a big Dragons’ Den fan!

Transferable skills and knowledge acquired? ST: Business students develop a diverse skill set. Financially literate, they also become skilled communicators, critical thinkers, problem solvers and decision makers. EF: Students gain a whole suite of sought-after transferable skills including numeracy, communication, data handling and entrepreneurial skills. FAMOUS BUSINESS STUDENTS: Mick Jagger, Cate Blanchett, John Grisham, Kevin Costner, Konnie Huq 5 TOP SPOTS FOR DEGREES: Warwick, Bath, Leeds, Loughborough, London School of Economics WHERE BUSINESS BRAINS HANG OUT: Home Grown in Marylebone – members' club for the entrepreneurial set, and with actual Dragons among its ambassadors homegrownclub.co.uk

"Students of Business develop critical thinking, problem solving, and time-management skills – all set within topical business scenarios" What pathways does it open? ST: Employers seek well rounded individuals who have the skills and attributes to excel. Business courses are designed to develop these skills and the confidence to tackle new challenges. Whether choosing a university course, exploring apprenticeship schemes or diving straight into working life, Business is a great foundation. EF: Business is a pragmatic subject which can lead to a variety of pathways. Business students can expect careers in any of the key functions of business such as Marketing, Human Resources, Operations and Finance. School leaver and degree apprenticeships have also become popular in recent years. 2 things students may not realise Business covers... ST: Infographics, a picture says a thousand words while a chart in a financial paper can create a perspective that may doom a business or propel it to glory! Cartoons – Dilbert is a personal favourite. EF: Business ethics – acceptable behaviours within business, such as fairness, respect and integrity. Also Corporate Culture, the values that characterise an organisation and guide its practices. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 135

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SENIOR / INSIDER

TELLING STORIES The Head of English at St Swithun’s on the powerful wellbeing and creative beneﬁts of enabling young people to tell their stories

“We could argue that this is a generation who have a better idea of ‘story’ than ever before; all we need to do is give them the opportunity to ﬁnd their voice”

ABOVE A student at St Swithun’s School

ast September I was asked to be a guinea pig for some coaching training. The idea was to pick something unemotional for a demonstration session. Languishing on my ‘to do’ list because it felt too big to tackle was this: ‘start a national conversation about writing for wellbeing’. Thirty minutes of very effective coaching later and St Swithun’s was set on a course to start a social enterprise beginning with a national writing competition: Write Well. No one in this wonderful profession can fail to be moved by the current challenges our students face and the need to support their wellbeing. I have always been a die-hard academic when it comes to my teaching, wedded to the sanctity of my literary classroom space and the power of Shakespeare and Iris Murdoch to ‘wipe away all tears’. But over the 20 years I’ve been teaching, I find myself embracing pastoral support and powerfully convinced of the value of our award-winning Positive Education model, where learning is underpinned by a focus on feeling good, doing good and functioning well. Research shows that the decline of writing as

a pastime amongst the young has reached a crisis point; most children just don’t put pen to paper anymore by choice. But perhaps our students just have a new version of this in the powerful sense of their online presence and the need to constantly define themselves. The nomenclature of the digital universe has abducted the lexicon of ‘story’ as something that must be told in soundbites and short videos – but the fact remains that most of our students are powerfully connected to the idea of their own narrative: Who am I? What have I experienced? With whom do I share this? Our school assemblies are frequently framed around the retelling of personal experience – what it’s like to live with autism, to undertake the Three Peaks Challenge or travel to Turkey for aid work. These moments mesh our school community in ways that create immeasurable positive outcomes – successes we can’t add to league tables and university entrances, but we see in the smiles and laughter in our corridors, in students supported by friends – even in the refugee who pours out the tale of her lost homeland in her class presentation. In fact, we could argue that this is a generation who have a better idea of

‘story’ than ever before; all we need to do is give them the opportunity to find their voice. Our competition was born during a lockdown online book launch for Debora Harding’s memoir Dancing with the Octopus when she explained the moment she found her narrative voice. It was when her daughter encouraged her with the phrase: “You have a story to tell”. Debora’s story was one of trauma and survival but the fire from which the phoenix rises isn’t always one of brokenness; it can be cleansing, hopeful, reflective, desperate, joyful, adventurous and even the small voice of perseverance. Whatever it is, we have to be here and be ready to listen. I have never lost the rush of emotion I felt in that first coaching session when I realised just how much I believe in the power of personal story telling as a tool for wellbeing. In setting up the competition and the social enterprise we hope will sustain it, we are celebrating the importance of the voices of our young people as they tell us what it is like to be them – and teach us who they are.

N AO M I A N S O N Head of English St Swithun’s School AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 137

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SENIOR / INSIDER

IB BENEFITS Kirsten Crossland of Marymount International on why the International Baccalaureate (IB) is so successful in helping students build future skills

t a recent open day, one of our students stood up in front of an audience of prospective parents and spoke about how she was inspired to enter the world of biomedicine and molecular genetics. She told them that she had moved from GCSE to the IB, and that this had helped her find her calling and opened her mind to the possibilities for higher education and beyond. With recent news surrounding curricula adjusting to a more baccalaureate-style of education, the IB Diploma seems to be gaining the attention it deserves. Students select six subjects, two of which are language subjects, and one a mathematics stream. Performing arts is an optional stream, and the sciences and humanity subjects are compulsory. This exciting, broad curriculum surrounds three core requirements: a research piece and dissertation of 4,000 words known as the Extended Essay; involvement in a form of creativity, activity and service; and study of a philosophical subject, the Theory of Knowledge. Equipped with the skills learned from their vast choice of subjects, students complete the Diploma with an education that has prepared them for life beyond senior school years. Gone is the need to learn how to critically analyse subjects only at tertiary level; Theory of Knowledge prepared them for that. IB graduates are not fazed by writing sizeable pieces of work either; they are experienced in planning, researching, evaluating, drafting and

““Students complete the IB Diploma with an education that has prepared them for life beyond their senior school years”

editing as a result of their work with of subjects, doors remain open to ABOVE Students at their Extended Essay. What about students, and previously unimagined Marymount being involved in the community, routes can suddenly become options. London you might ask? IB students are We have seen many students come willing and able to find ways to through our halls over the last 45 years better serve their fellow man, keep of IB teaching. The young women themselves healthy and, ultimately, maintain who make up our alumnae often come back to their journey as compassionate citizens. share their achievements, and their stories only Today’s senior school students will probably support our decision to use the International be retiring around the year 2080, and it is Baccalaureate as our curriculum. Our students likely that they will have had three different have gone on to contribute meaningfully to their careers. Some of their jobs have not yet been chosen careers. From sustainability consultants conceptualised, never mind created. The and human rights lawyers to working for adaptability they will require to be successful education in conflict zones, they represent the is incredibly important. By allowing them richness an IB education is able to provide. to question the ‘why’ and the ‘how’ of their world, we are encouraging them to take ownership of their education and future life. Studying six subjects also allows for more options and opportunities at tertiary level. Some teenagers may not realise that, brilliant as they are at visual arts, mathematics is the underlying pathway for them – or vice versa. As individuals, we go into education to make these KIRSTEN CROSSLAND choices and ultimately end up making our own way and travelling our own individual path. Director of Communications By not limiting learning to a small number Marymount International School London AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 139

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Ask the EXPERTS Our experts answer your questions on 11+ preparation, managing fussy eating and helping an able child achieve their academic ambitions

SUNNY GARCHA Lead Practitioner for Mathematics, Wolfthorn Knight Tuition

I'm worried about my son's confidence, especially in maths. He tends to panic during tests and we have the 11+ coming up. I'm keen to give him extra support without adding unduly to his stress, so what can you suggest?

Ask any parent who is going through 11+ preparation with their child, and they will undoubtedly speak of the considerable stress and pressure associated with it.

“If children have a fuller understanding, it enables them to confront questions with conﬁdence”

The content, in the most part, is challenging children on mathematics and English and is largely beyond age-expected learning within their schools. I am often asked, 'when should my child begin preparation for the 11+?' The answer is dependent on each child, their development and application to learning. With the mathematical content of the exam, there is a risk of coaching children to successfully answer typical questions associated with say, percentages, area of compound shapes, and so on. As such, they may blindly engage, but do not have strong foundations. However, if children have a fuller understanding of the subject, it enables them to confront widely varied questions with confidence. Importantly, the learning has a lasting effect that can continue to

accelerate in secondary school. For this, children need to have a strong base before entering the final year ahead of the examinations. Another advantage to starting early is that it lifts some of the pressure and allows children to develop and master concepts at their pace. With English, there is a need to develop reading and writing skills and have a strong vocabulary, again beyond age-expected learning. The design of the 11+ is heavily weighted towards children who are enthusiastic readers. My answer to any parent is to encourage a passion for independent reading at the earliest possible stage. As a teacher of Mathematics, I have seen children thrive under guidance and prosper without the pressure often attached to exam preparation. Working with

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SENIOR / A DV ICE

ALISON PEACHAM Nutritional Therapist and Health Coach

My young son has become a fussy eater and I'm concerned about what will happen when he starts school. Do you have any advice for improving his relationship with food and making family mealtimes less stressful? Don’t worry, you’re not alone. Most parents of young children can relate to having fussy eaters at home. Children frequently have an issue with the appearance, taste, smell, and texture of food and the way it is presented. Refusing foods and picky eating is all part of a child’s development. It’s a way of exploring their environment and asserting their independence. It will get better. Food preferences evolve as they grow.

children in Years 4 and 5 comes with considerable responsibility but will promote learning far beyond primary school. If the discipline of learning is established early, we – along with the parents – have helped to develop motivated and independent learners. Another common question is, 'would one-to-one be more beneficial than group tuition?' Again, this depends on the individual child, and the closer we are to the exam, the more beneficial this can be. But if tuition has started in a timely manner, say early in Year 4, small group learning mirrors the environment they will face later on in school. Also, children are often inspired by group working – especially when they are with others who are motivated to do well.

Make mealtimes enjoyable, regular, relaxed, and social occasions. Serve your child the same meal the family is eating, but in a portion size your child will eat. Don’t worry about mess made on tables or drinks spilled. Encourage your child to try tiny tastes of new foods (all the family should join in too) and you could do this away from main meals to avoid pressure of expectation (e.g., as a starter, or a tasting game). Praise your child for every small effort to touch, taste or take a small bite. If your child is fussing, ignore it as much as you can. Giving attention to fussy eating can encourage your child to keep behaving this way. Don’t pressure them to eat food. Set a time limit for meals as anything that goes on too long isn’t fun. If your child hasn’t eaten the food, take it away – but don’t offer more food until the next planned meal or snack time. Make healthy foods fun whenever you have the time. Cut sandwiches into interesting shapes, arrange the food to form a face, or let your child help prepare some of the meal. Be patient and persistent and keep offering foods that have been refused before. It may take ten to 15 goes before they even try a taste of a food they previously refused. Keep experimenting with different strategies, and most importantly stay positive. Over time, you can help your child develop a healthier relationship with food and make mealtimes less of a battle. alisonpeachamnutrition.co.uk

“Picky eating is all part of a child’s development. It’s a way of exploring their environment and asserting their independence”

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SENIOR / A DV ICE

NATHANIEL MCCULLAGH Managing Director, Simply Learning Tuition

My daughter is doing well at school and has her mind set on a highly competitive course and university. How do I find the right tutor to support her high ambitions?

It is great to hear that your daughter is ambitious. A successful academic career requires hard work, and there is no substitute for genuine passion for learning. That said, one-to-one tuition with a qualified, experienced tutor can certainly help her excel – 84% of our tuition students get the results

“Tutoring should ﬁt into your life, not make it more of a hassle – ﬁnding a tutor through an agency can save time and worry”

they need, and three-quarters improve by one to three grades. If she hasn’t yet taken her GCSEs, this should be the first focus – universities will see these grades when she applies. From there, she will need strong predicted grades at A level or IB to receive an offer, and equally strong results. That’s before considering her personal statement and, potentially, admissions tests and interviews. Matching her with the right tutor(s) will be crucial to support her. There are several key things to look out for: Experience and references – Look for a tutor with at least 100 hours’ previous experience and a track record of success. You should also ensure that the tutor is familiar with the specific exam board your daughter is following, or course she is applying for. A good tutor should have several references or referee details. It is worth following these references up, especially if the tutor has not been provided by an agency. Commitment – Most tutors should commit for at least one academic year or until your child’s exams. They should also agree to the same lesson time(s) each week. Tutoring

should fit into your life, not make it more of a hassle. Finding a tutor through an agency can save you time and worry. Agencies should have vetted the tutors themselves so you don’t have to, and, vitally, should know the tutors personally so that they can recommend the person who will work best with your child. Value – Tutors’ prices can range from £10 to more than £100 per hour (this is usually indicative of their experience, and we encourage you to check this). A tutor at the higher end can seem expensive but might be better value for money. Ten hours with a very experienced, vetted tutor compared to many more hours with an inexperienced tutor is often better value. Fit with your child – Years of experience have confirmed to us that successful tuition is so much more than the cold steel of academic expertise. Effective tuition relies on the tutor’s natural ability to mentor, generate trust and become a role model. Ideally, your daughter's tutor will become a trusted partner who will support her in the pursuit of her academic ambitions. simplylearningtuition.co.uk AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 143

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Sixth Form JACQUELINE WILSON PORTRAITS: JAMES JORDAN

SIXTH FORM 2:0 P . 146 UNIVERSITY CHALLENGES P . 155 WIDENING ACCESS P . 166 DAY IN THE LIFE P . 169

STRONG FOUNDATIONS Sixth Form life at Mayfield Page 161

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Sixth form 2:0 Times are changing, and so are 16+ priorities. Sixth Forms are responding with innovations in learning spaces and ambiance. We speak to two London schools

ixth form used to be more of the same, only harder. There was the odd concession, such as a common room where you could culture mould in unwashed coffee cups and a general easing of the ‘eyes front’ classroom approach. Something truly radical has emerged in recent years, as schools respond to Gen Z’s needs and future work and life ambitions. At Emanuel School in Battersea, the newly extended Sixth Form Centre reflects increased student numbers over the past five years. But there’s a bigger evolution, says Head of Sixth Form Julia Johnson. “We seek to cater to the interests and passions of this diverse, bright and ambitious group of young people.” The new building, opened in October 2022, is a three-storey space overlooking the playing fields. It’s for the sole use of sixth formers, which is an “an important privilege”. She says much thought went into the design. There’s a lecture space for talks by students and visiting speakers, quiet

areas for private study, seminar spaces in which groups hold meetings. The building also houses key staff offices, including the Director of Higher Education and Head of Careers and Employability. Unique touches include a huge abstract mural in the café painted by a recent leaver. “This embodies for me the importance of our students having ownership of the space,” says Julia Johnson. Students were involved during redevelopment and afterwards, with the sixth form council meeting staff regularly to provide feedback on décor and layout. The council also worked to develop a code of conduct for all who use the spaces. “Students have also enjoyed putting forward bids for items to enhance their enjoyment of the space, from the easily achieved (pot plants and a board games corner) to the rather less practical (darts boards and a full-size snooker table),” says Julia Johnson. She says students were clear about what they wanted, with comfort and quiet top of the agenda, along with space for collaboration. Resulting designs, such as the

ABOVE Julia Johnson with Emanuel School students

cushioned study booths for four students, have proved very popular, as have the ‘boardroom’ type tables, portable flip charts and whiteboards. “These were in constant use as the A levels approached and students wanted to explain concepts and test each other during their revision.” It goes without saying that the new building has lots of sockets and excellent wireless connectivity. Light and location are both critical and, informed by World Health Organization findings on how green space improves mental health, each floor has sofas beside the floor-to-ceiling windows that overlook the playing fields and common beyond. The café is located at the heart of the ground floor and is a hub. “It has a crucial

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“Emanuel sixth formers have enjoyed putting forward bids for items to enhance their space, from the easily achieved (pot plants) to rather less practical (fullsize snooker table)”

pastoral role,” says Julia Johnson. The fact that the Sixth Form Centre offers work, eating and social spaces is important – so too the direct access to careers advice. Head of Careers and Employability Eloise Maclean believes its vital. “It has enabled me to provide every pupil in the lower sixth with a one-to-one careers meeting and to offer a drop-in service,” she says. There’s a board where she publicises internship and other opportunities, while the lecture space is also useful for the school’s extensive programme of HE and careers events. Emanuel’s Sixth Form Centre adds up to a thoroughly forward-looking space, helping young people work hard, stay social and be prepared for the onward journey.

Eaton Square Sixth Form – part of the wider London Park Schools group within the Dukes Education family – has been deliberately designed as a transition between school and university. It feels more adult and with additional freedoms, but also plenty of ongoing pastoral care. Head of Sixth Nathan Mountford says the design reflects emerging trends in contemporary workplaces and university settings, with “dynamic breakout areas” throughout to give flexibility in learning and meeting. “Central to our academic environment is the library, which, aside from being a sanctuary for quiet study, doubles as a venue for students to receive academic mentoring,” he adds. Spaces have been designed to encourage AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 147

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ABOVE Eaton Square Sixth Form offers spaces for collaboration and discussion

“At Eaton Square Sixth Form, the ‘Ideation Room’ is a student favourite – with whiteboard desks, state-of-the-art digital tools, and specially designed zones for brainstorming” group working – it’s all part of a much wider mission to use every part of this wonderful Georgian building to enhance learning for students and fire up their ability to collaborate. “A favourite of our students is the ‘Ideation Room’,” says Nathan Mountford. “This cutting-edge space boasts whiteboard desks, state-of-the-art digital tools, and specially designed zones for brainstorming.” Cleverly, this is seamlessly integrated with the university and HE advisory section. He says student feedback has been and remains crucial. “We rely on pupil voice to adapt and refine our facilities, ensuring they align with their needs and aspirations.” The ‘Ideation Room’ was one of their suggestions. They have also voted to green up the spaces, resulting in many more plants throughout to make the environment healthier and homelier. “Investing not only in academic facilities but also in wellbeing enhancements, such as the integration of greenery,

underscores our commitment to holistic student welfare. In short, while we draw from contemporary trends, it’s our students’ insights that shape our facilities’ evolution.” All teaching spaces are designed to prepare students at Eaton Square Sixth Form for what comes next, with rooms that enable seminar-style working – these are small-scale for personalised and bespoke learning. Breakout spaces are also utilised for teaching, says Nathan Mountford. “Here, students can delve into more nuanced discussions, mimicking the seminar-like sessions they’ll encounter at university.” Technology is never far from any modern sixth form environment and digital resources are much in evidence, along with smart boards and dedicated projection areas to foster more dynamic sessions. The trusty common room space is here – a place for social and down time and seen as critical for student independence

and wellbeing. “This space isn’t merely an area to relax; it’s pivotal for students’ mental health, allowing them to unwind, bond, and build relationships outside the confines of a classroom,” says Nathan Mountford. There’s a student-led common room committee to keep things on track with facilities, layout and standards, he adds, “truly making it their own”. Students at Eaton Square have access to playing fields and also a local gym. But, says Nathan Mountford, the social connectivity element is seen as even more critical. “They frequently organise movie nights and wellbeing evenings, fostering a sense of community.” There are regular coffee mornings and lunches to act as a bridge between Year 12 and Year 13 students. “These gatherings aren’t just for the students – they also provide an invaluable opportunity for senior staff to engage with them in a relaxed setting.” With bespoke facilities at schools such as Emanuel and Eaton Square, the sixth form feels like it has come of age. This has to be good for both the wellbeing and success of an age group that faced more social deprivation than most during the pandemic and will encounter so many challenges in the rapidly shifting landscape of higher education and workplace. AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 149

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One of the best schools in the world For 100 years

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SCHOOL BRIDGE

Tim Head, Deputy Director of Admissions at Wellington College, on the changes sixth form life brings, and what students can expect

ife in the Sixth Form is very different to a student’s previous experience. Chief among the changes is their ability to choose which subjects they want to study, but smaller class sizes, greater freedom over uniform, and a collaborative relationship with their teachers create a bridge to higher education. And perhaps that is the best way to see Sixth Form life – as a genuine bridging post between school and university and adult life beyond. Most students will find their experience of the classroom changes quite significantly, with the smaller average class sizes ensuring a more bespoke and personal involvement with a greater emphasis on discussion. At Wellington many of the classes adhere to the Harkness method, with students and teacher seated round an oval table – the students effectively running the session having researched a topic in order to answer a specific question posed to them before the lesson.

“The two years between taking GCSEs and leaving school are perhaps the most formative of all in a young person’s journey to adulthood”

ABOVE & BELOW Wellington College students

In addition to the communal areas in their boarding houses, our students are soon to enjoy a new Sixth Form Centre – a threestorey building with social space on the ground floor, spilling out onto a new courtyard. On the first floor, pods for small group study and individual workspace for up to 100 will give somewhere to study beyond the library and their rooms. The first and second floors will bring together the Careers, Universities and Higher Education Departments, as well as office and meeting space. This multi-purpose facility, scheduled to open in 2024, will enable all Sixth Formers to meet, relax, work and plan for life beyond Wellington – all in one place. Specialist advisers ensure that Sixth Formers receive application guidance – from choosing courses and universities to personal statements. In the Lower Sixth, pupils undergo a full UCAS induction programme and have the opportunity to attend the annual University Fair held on campus – attended by universities and with the opportunity to speak directly with admissions tutors. Specific days are dedicated to UCAS preparation and university visits. There is also a US University team, giving guidance on Stateside Universities and SATS, as well as welcoming Admissions Officers from

a variety of institutions. Wellingtonians are also supported by a Careers and Higher Education Department that oversees work placements and gap year opportunities. The Wellington Community Office matches Sixth Formers with relevant Old Wellingtonians and parents who can offer advice and work experience. Perhaps the biggest change for all sixth formers is the sense that they are more actively involved in the day-to-day running of the school and decision-making process. Whether it be taking on responsibility for running student-led clubs and societies or becoming part of the pupil leadership team, they are encouraged to understand that the very best way to lead is to serve. The two years between taking GCSEs and leaving school are perhaps the most formative of all in a young person’s journey to adulthood, and all the very best schools are alive to the need to provide a richly dynamic Sixth Form curriculum, both in the classroom and beyond.

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Historical Boutique Hotel

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Château Brachet, once the home of Doctor Léon Brachet, a prominent figure in 19th-century Aix-les-Bains society, offers 15 uniquely themed rooms and suites set within a lush 6-hectare park. Its gastronomic restaurant, led by Chef Bertrand Jeanson, caters to discerning connoisseurs. Guests can enjoy an 18-meter outdoor pool, as well as tennis, padel, pétanque, croquet, badminton, and volleyball courts. The estate also features an “Executive Golf” course spanning over a hectare in a serene, peaceful environment.

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POWER OF MUSIC The Director of Music at Queen Anne’s School on why Music A level is a sound choice for building skills and diverse career pathways

“The UK’s music industry, contributing £4 billion to the economy in 2021, is one of our biggest export industries”

ABOVE A Queen Anne’s School Music student

n the ever-evolving landscape of education, the value of A-level Music should not be underestimated, offering students a unique and enriching path, not only to academic success but also a fulfilling career. The skills acquired during A-level Music studies span a wide spectrum, making it an exceptional preparation for life’s challenges and further education. Music at this level is a gateway to honing analytical skills that are essential across various domains of life, as students undertake in-depth analysis of the intricate world of complex musical compositions and learn to dissect scores and extract pertinent details. This skill becomes a valuable tool for problemsolving and effective data management. In an increasingly data-driven world, this ability is an asset in any career path. Universities worldwide recognise the value of this subject when reviewing applications. Even in seemingly unrelated fields such as medicine it is recognised. It gives students good ‘soft’ skills, including

empathy, teamwork and discipline, that are indispensable in healthcare and many other professions. It also challenges students to delve deep into their studies, fostering a love for learning and discovery. A recent study has ranked A-level Music as the sixth most challenging subject, underscoring its intellectual rigour. Engaging with such demanding coursework prepares students for the requirements of higher education and the professional world. It cultivates resilience and determination – qualities that are vital in any career.

SCHOL ARS H I P AWAR DS Music scholarships for Sixth Form not only celebrate outstanding musical talent but also dedication to learning and a commitment to contribute to the musical community. Schools such as Queen Anne’s recognise this dedication and offer an array of performance opportunities, support, and a nurturing environment. With more than 45 concerts and events throughout the year, including at prestigious locations such as Westminster Abbey – and with opportunities

on international tours – scholarship students receive a well-rounded musical education. Beyond musical proficiency, A-level Music equips students with the essential skill of managing performance anxiety and tension. This skill is not confined to the stage; it is a transferable asset in the professional world, enabling individuals to handle high-pressure situations with grace and confidence. The qualification does not just lead to a career as a performer or teacher, it opens doors to a whole range of careers in business, events management, studio production, television, film and gaming industries. The UK’s music industry, contributing £4 billion to the economy in 2021, is one of our biggest export industries. Recent graduates from Queen Anne’s School have secured scholarships at esteemed institutions – including Berklee College of Music in the USA – and gained admission to prestigious universities such as Oxford, Durham, Southampton, Trinity College of Music, and the Guildhall School of Music and Drama in London. Music A level is a path to a harmonious and promising future. Its importance should never be underestimated.

J O H N PA D L E Y Director of Music Queen Anne’s School AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 153

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A co-educational independent school for 11-18 year olds

who you are matters

Maida Vale School proudly boasts state-of-the-art facilities and is delighted to announce the arrival of its first 6th form students in 2023. Book an open event by visiting www.maidavaleschool.com/openevents www.maidavaleschool.com t. 020 4511 6000

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Talking

SIX TH FOR M / TA LK ING HE A D

HEAD

UNIVERSITY CHALLENGES Chris Ramsey, Headmaster of Whitgift, on some of the opportunities and challenges in Higher Education choices for today’s students

all-round applicant – the embracing of sport and music and drama in a way now foreign to Oxbridge. And access, it goes without saying, to some of the greatest minds and thinkers. Perhaps the leading academic working in translation, David Bellos, is no longer at Manchester, but Princeton. The tradition of Liberal Arts and the broader degree plays a part too – and perhaps a bolder, more confident generation. I’d like to think so. Oxbridge (and UCL, Imperial and many other selective universities) are, of course, fabulous institutions. But Oxbridge has a very simple problem: static student numbers,

ABOVE Chris Ramsey with Whitgift students

he new school year began, predictably, with a heatwave – and just as predictably, with university Open Days, the (new look) UCAS form to fill in and choices to make for our Upper Sixth students. Within the independent sector, Higher Education choices have traditionally been, well, very traditional. ISC research over the years from 2010-2020 showed almost all of the school leavers from HMC and GSA schools choosing a tiny proportion of available courses at a small proportion of (mainly famous) institutions. Indeed, the only movement in the statistics for some years was the occasional swap in first choice university between Bristol and Exeter. And on the (probably still ubiquitous) Honours Board, the gold standard has been the Oxbridge offer. But perhaps no longer. The steady growth in applications to US universities has been well-documented, particularly at the most academically selective schools. Here at

“One student turned down a Cambridge Computer Science place in favour of the University of Michigan – apparently, it is the place to be for coding”

Whitgift, growth has been steady, but really hit home to me only last year, when one of our school captains turned down his Oxford (Languages) offer in favour of Stanford. According to the Times Higher Education rankings, seven of the top ten universities since Colleges, rightly in my view, retain the and 13 of the top 20 are in the States (three residential, tutorial vision despite steeply and three in the UK) so this is perhaps hardly rising applicant numbers. Quite simply, it gets surprising. And, of course, the universities tougher every year. Is there social engineering? increasingly being considered by discerning I still think the jury is out, although ‘access students are not only in the US. McGill and courses’, competitions from Toronto in Canada are being which our students are talked of more, and rightly so. excluded, and contextual data This year, to me even more use are definitely edging out startlingly, one of our students many great independently turned down a Cambridge educated candidates. Computer Science place in Maybe it is a simple shift. favour of the University of As the UK forges a more Michigan. Apparently, it is independent path, our young the place to be for coding. people are becoming more Why? The prevalence of CHRIS RAMSEY international, broader-minded, scholarships is a big driver, as is Headmaster braver, more independent. That the well-known American and Whitgift School has to be a very good thing. Canadian admiration for the AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 155

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SIX TH FOR M / INSIDER

CAREERS FOCUS The Head of Careers at St Catherine’s School, Bramley, on how its programme helps students gain the edge in a competitive and constantly shifting work landscape

aced with an increasingly competitive and constantly changing job market, careers education in schools must be forward thinking, multifaceted and able to respond to the challenges faced by our young people as they leave school. Encounters with a range of different careers and opportunities is one facet of this. St Catherine’s is committed to providing students with opportunities to hear about many different spheres of industry, through careers seminars, lectures, trips and events that raise awareness of the opportunities available to them. Having a stable careers programme integrated into the curriculum and tailored in an age appropriate and coordinated fashion means students gain the advice and support they need at the correct stages of their academic journey. In Years 7 and 8, girls attend end-of-term lectures during which they hear from a variety of alumnae about their pathways into their chosen careers. In Year 9, our students attend weekly careers lectures given by different professionals from our parent and alumnae body. Our aim is to broaden their knowledge of opportunities. Recent examples include print design at Sweaty Betty, paramedic science, publicity management at Netflix and engineering careers. In Years 10 and 11 students attend careers seminars to show the breadth in a specific sector – for instance ‘careers in the world of theatre’ and ‘careers with an environmental impact’.

“Our seminars have encouraged students to consider jobs which they may not have even heard of or thought about before”

ABOVE Pupils from St Catherine’s School

These have encouraged our students to consider jobs which they may not have even heard of or thought about before. The network of alumnae, parents and friends available through the St Catherine’s Association community means students have a huge resource available to them.

TR AN S FE R AB LE S KI LL S One of the key challenges being highlighted by employers is the skills gap in the workforce. It is for this reason that it is becoming increasingly important for students to develop and recognise the soft skills which make them work ready and improve their chances of gaining employment. The ability to demonstrate soft skills such as teamwork, resilience, leadership, critical thinking and emotional intelligence will set them apart in securing their career goal. A student who is committed to her sports team not only demonstrates teamwork but also leadership, commitment and communication. By learning a musical instrument and playing in orchestras or bands, a student demonstrates commitment. The student who successfully juggles their

schoolwork with many other activities also demonstrates resilience, time management and organisational skills. Our students are encouraged to think about how the things they are learning now are also teaching vital skills for later life. The problemsolving and critical thinking abilities required to succeed academically can also help them when posed with a problem in the workplace – and set them apart. As a result of this focus, St Catherine’s is confident that when a student completes Sixth Form they will be properly equipped for the next stage of their journey – and can succeed, whatever the future careers landscape and job market may look like.

C AT H E R I N E TAY LO R Head of Careers St Catherine’s School, Bramley AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 157

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SIX TH FOR M / OPINION

COMMUNIT Y STRENGTH Matthew Doggett of Worth School on why community is such an important element of sixth form years

hether a student remains in the same institution for sixth form or chooses a fresh start somewhere else, the concept of ‘community’ for this 16-18 age group has, arguably, never been more vital in terms of instilling core values to last a lifetime. The social, emotional and academic pressures facing sixth formers can lead them into the trap of focusing exclusively on their own needs, which is neither healthy for the individual nor pleasant for those around them. The good news is that the start of Year 12 is an optimum time for educators to intervene. The change in educational context can neatly disrupt habits, allowing opportunity for kind and outward-looking character traits to develop and take hold, in addition to the grit and determination required for academic success. At Worth School, Community is one of our six values alongside Humility, Silence, Worship, Stewardship and Service. These values form a firm foundation for the education we provide. Without these elements, education could be reduced to a mere set of skills, rather than the formation of mind and spirit to prepare young people for a secure, fulfilled and happy life. Embracing a sense of community – and the generosity and altruism which follow – is not just a desirable trait. Selfless acts improve psychological wellbeing, and this

“Selfless acts improve wellbeing, and this is particularly effective for the 16 to 18 age group – longterm benefits have been recorded”

is particularly effective for the formative 16 to 18 age group, for whom long-term benefits have been recorded. We have found that a powerful way to inspire our Sixth Form with this outwardlooking direction is through our Leadership Formation programme. Introducing this course to Year 12 has been revolutionary. Every student is invited to take part (and nearly everyone does) and students benefit from a challenging year-long programme. It includes workshops, listening to the experiences of guest and internal speakers, reflection essays and personal portfolios of what they understand a leader to be. Crucially, this prevents the competition to be a prefect in Year 13 from being purely about popularity. From our Head Boy and Head Girl through to the subject-specific prefects, students are awarded their positions on their true leadership merits. Although not all of the students can become prefects the process is attractive, nonetheless. Everyone is rewarded for their efforts with the appropriate grading (distinction, merit, pass) and formal certification but, most importantly, we instil ABOVE Worth School pupils

in them values and a moral compass that will guide them now and beyond school life. Each individual will have learnt to become a servant leader: grounded and looking to support the community that they represent while honing life-changing skills in communication, resilience, understanding and compassion. For young people who focus intensely on their own goals, it can be a seismic shift to take responsibility for their role in other people’s lives. It can be too easy to overlook the needs of others and the skills required to enjoy happy, healthy, relationships with those around us. Community and altruism are integral to every young person’s development – put to work properly, the transformative power is clear.

M AT T H E W D O G G E T T Assistant Head (Sixth Form) Worth School AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 159

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ABOVE Mayfield School students

Making the GRADE

John Doy of Mayﬁeld School on the importance of A-level study, both for grades and the many experiences that equip students for life and career

he Education Secretary upset a few people when she told sixth form students disappointed by their results that “they won’t ask you anything about your A-level grades in 10 years’ time”. As a successful (or even not so successful) student it must have been a bit of a kick in the teeth: if A levels don’t matter, what have the last two years all been about? As a Head of Sixth Form, it’s enough to bring on an existential crisis: if A levels don’t matter, what am I even for? As we all know, Sixth Form is about so much more than A levels. This, of course, doesn’t mean that they are unimportant, or indeed that employers will completely ignore them once you’re in your 30s, but perhaps now is a good time to ask ourselves, what does a good Sixth Form experience really look like? Well, first, and with apologies to Gillian, A levels do matter. All Level 3 qualifications are an essential stepping-stone for students’ next stage of education, training or study. They form the core of the Sixth Form Curriculum and, whisper it, quite a lot of teachers and students quite enjoy them. What truly makes a Sixth Form experience special, however, is the freedom to choose all the other things that complement or provide welcome relief from, your chosen subjects. At Mayfield, we offer three strands of curriculum enhancement that we think equip

“A levels form the core of the Sixth Form Curriculum and, whisper it, teachers and students enjoy them” students with the rich and varied diet they need to be ‘ready for the needs of the age’, to paraphrase our foundress Cornelia Connelly, a remarkably progressive Victorian nun. Another of her guiding principles was ‘actions not words’ and it’s this maxim that gives shape to our volunteering programme. All girls in Year 12 are expected to take part in service activities, whether that’s listening to reading in the local primary school, working with our local outreach charity to support the elderly, or supporting the schools that use our school for retreats or confirmation support. We also run an enrichment programme where students can opt to do weekly slots, including culinary skills, film making, leadership, event organising, and farming. These are opportunities to enhance CVs and personal statements, or simply to learn new skills or develop new passions. Our ECA programme sits alongside

these two strands, offering cricket, football, hockey, netball, tennis, plus more niche clubs like Dungeons & Dragons, or DJing. We have a thriving Medical Society and Dissection Club, as well opportunities to learn coding, build robots and enter the British Science Association CREST Awards. There are also weekly Life Skills lessons, with activities such as changing a tyre and self-defence, plus weekly sessions called Critical Religion, where students are invited to ponder ethical and philosophical questions through the lens of faith and religion. Throw in the leadership opportunities afforded by our mentoring programme and prefect system and you can see that we are building a picture where perhaps the reason “they won’t ask you about your A-level grades in 10 years’ time” is because you’ll be too busy talking about all the other things you learnt during your time in Sixth Form.

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“READING IS MORE IMPORTANT THAN ANY OTHER THING.” Jacob*

Approximately 1 in 4 children leave primary school unable to read at the expected level.1

When children have fallen behind in reading by the age of 11, the impact can last for the rest of their lives. Their wellbeing, confidence and self-esteem are impacted, educational opportunities are severely diminished and job prospects negatively affected. For almost 300 years, Coram has created better chances for children. Founded in 1739, we are the first and longest continuing children’s charity. We have evolved from the eighteenth century Foundling Hospital, to a modern and dynamic group of specialist charities. Coram’s specialist reading support charity, Coram Beanstalk works tirelessly with teachers, parents and carers to stop our children falling behind. Coram Beanstalk’s volunteers provide one-to-one reading support in weekly 30-minute sessions with the children most in need.

Over the last 50 years, Coram Beanstalk has given children the opportunities they need to thrive supporting over 250,000 children to build confidence and find joy in reading. The cost of living crisis is having a devastating impact on children’s learning. It has been reported that one in five parents and carers are spending less on books and one in six parents say their children are struggling more in school than a year ago.2 Last year, the generosity of people like you helped us to provide children in need with specialised support. You can create better chances for children who have fallen behind.

Help create better chances for children at coram.org.uk

1. Now the whole school is reading: supporting struggling readers in secondary school. Ofsted Report. 2. Parents and carers spending less on books as cost-of-living crisis impacts families across Britain. National Literacy Trust. 27/02/2023 *Images, names and some of the details of the children mentioned have been changed to protect their identities. Funds will be used where the need is greatest Coram Campus, 41 Brunswick Square, London WC1N 1AZ Phone: 020 7520 0330 fundraising@coram.org.uk www.coram.org.uk The Thomas Coram Foundation for Children (registered charity no. 312278) was established by Royal Charter in 1739.

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COOL co-learning Sibford School Sixth Form discusses how rethinking its Sixth Form spaces – with the design input of students – positively impacts the 16+ learning experience

ibford School educates children from Nursery through to Sixth Form over a 50-acre rural campus on the edge of the Cotswolds. Located just over an hour from Central London, it was founded by the Society of Friends in 1842. The Quaker ethos of respecting, nurturing, and valuing the individual remains fundamental and underpins what is regarded as a Sibford Education today.

ABOVE Sibford Sixth Form spaces were reinvented

“We are a supportive community, with small classes and attentive staff that offer individual support in making successful post 18 applications. Although we are primarily a day school, full, weekly, and occasional boarding gives further flexibility to many families of children in our Sixth Form,” says the Sixth Form Co Head Helen Gormley. In 2022, the school invested substantially in a Sixth Form centre refurbishment. The aim was to create a space that better worked for students – one providing AUTUMN 2023 | A B S O LU T E LY E D U C AT I O N | 163

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ABOVE & BELOW Colours and spaces are designed for harmonious co-working

a balance between collaborative working areas and individualised workspaces, also catering for the individual needs of each student. The project was undertaken with TaskSpace, a company well known for innovative education interiors, and has been designed to inspire and engage both students and staff. It was imperative that Sixth Form students were heavily involved in the design process. They made a variety of valuable contributions, such as selecting their preferred furniture items and colour palette. All students learn in different ways, so to ensure that all learning styles are catered for, the Sixth Form Centre provides a range of study areas, both independent and collaborative. This means that students can select their

preferred method of learning – be it soft chairs, sofas, desks or café tables. It also means that groups can naturally share and extend their learning together. “We are proud of our recent extensive Sixth Form refurbishment. This is an incredible working space for our students to learn and grow as individuals,” adds Helen Gormley. “Independent study is the key to success for any Sixth Form student, so having a space where students feel encouraged and motivated to work independently is so important.” Social time is critical for the full enjoyment of Sixth Form life as it facilitates positive working relationships and creates friendships. So, to ensure that all students can

make the most of their educational experience, the renovation includes a modern, university-style café. “The Centre has been designed in a way that encourages a university style of learning and a seamless transition into professional life beyond Sibford,” says Co Head at Sibford Sixth Form Darren De Bruyn. “We look at Sibford as an environment that taps into the individuality of a student. It is a place where staff understand the needs and aspirations of each student,” he adds. “This intimate and supportive space is a platform that allows students to be the best they can be – whatever their interests and strengths are and wherever their dreams and aspirations take them.”

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11/10/2023 20:40

WIDENING ACCESS Theo Boyce, Head of Oxbridge Applications, describes its partnership with The Access Project to help talented students receive the support needed to gain offers from top universities

ABOVE Mentoring and support often transform applicant outcomes

“Working with The Access Project helps us deliver on our belief that students with the potential should have access to the information and support to apply”

ccess surrounding education in general, but in particular top universities such as Oxford and Cambridge, is a hot topic for very good reason. Talented young people exist everywhere, in all walks of life and from all backgrounds. However, opportunity, or lack thereof, still plays a crucial role in determining access to higher education, and students from disadvantaged backgrounds remain significantly underrepresented at top UK universities. Widening Access so that talented students can receive offers from their dream

universities, regardless of their background, is the shared goal of Oxbridge Applications and The Access Project. Oxbridge Applications – an educational consultancy specialising in UK university applications – has given free one-to-one support to thousands of students through access programmes since our founding in 1999. The Access Project, founded in 2008, is a charity supporting students across London, the Midlands, and West Yorkshire through a combination of tuition and in-school mentoring. The Access Project journey begins for students when they apply to the Oxbridge Society, a specially designed project aimed at helping those from disadvantaged

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ABOVE The Access Project supports talented young people

“Disadvantaged students who go to top universities quadruple their chances of becoming socially mobile – Oxbridge Applications’ support here is life-changing” backgrounds make a successful application. Applicants are accepted onto the extracurricular programme based on a combination of GCSE attainment and social demographic criteria, ensuring that the brightest students most in need of additional support are selected. The impact of The Access Project’s work speaks for itself: 93% of its students applied to top universities (compared to 58% of statistically similar peers), 82% of whom received offers from top universities (compared to 51% of statistically similar peers), and 53% of whom obtained a place at a top UK university (compared to 33% of statistically similar peers). The Access Project has selected Oxbridge Applications as a partner to help its Oxbridge Society students with their course choices, personal statements, admissions test, and interviews. In providing full and open access to our resource packs, The Access Project’s mentees also gain comprehensive information and statistics relating to their chosen Oxbridge course and the admissions process more generally.

“The OA team are currently reviewing some of our Oxbridge Society students’ personal statements where they have been leaving constructive yet really encouraging feedback on how they can improve these,” say The Access Project’s Senior Programme Officer Chloe Thacker and University Events and Student Enrichment Manager Ellie Edwards. They add that the students, “have been enthusiastic about it and recognise it as a great opportunity for them to get quality Oxbridgespecific feedback to hopefully greatly improve their chances at securing an interview”. Working together with The Access Project helps us, as an organisation, deliver on our belief that students with the potential to apply to top universities should have access to the information and support to do so – this partnership enables us both to turn this vision into a reality.

Nathon Sansom, former Chief Executive of The Access Project, echoed this sentiment in saying: “We know that disadvantaged students who go to top universities quadruple their chances of becoming socially mobile – so Oxbridge Applications’ support here is incredibly important, and life-changing”.

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SIX TH FOR M / STUDEN T LIFE

Day in the life Flora and Imani, joint Head Girls of Channing School, talk us through a day in their lives

Flora 7:00 – Wake up and make

12:25

sure I have anything I need for school, including my sketchbook!

– Lunchtime! The first 35 minutes are just for eating, socialising and winding down.

7:50 – Walk to school. I

13:00 – It’s Gallery Girls,

could leave later but enjoy spending time with my friends before lessons – maybe finish last-minute homework or do a bit of vocab revision.

8:25 – Form time. Catch up

with the year belows and how they’re feeling, share advice, answer weekly questions and complete our activities. It's time to check in with our form teacher, who is our rock.

8:50

– Off to Spanish to practise speaking, revise the topics we’re learning and play a few games.

10:25 – Break time. Grab a quick snack and meet the Officer team to catch up on upcoming events and any new ideas they would like to implement.

10:45 – Up to the art rooms

to work on my paintings.

my History of Art club where we discuss important questions in the world of Art History.

13:40 – Off to the National Gallery to see one of the paintings we’re studying. One of the great things about going to school in London is all the incredible places right on our doorstep.

15:55

– Rush back for Spanish Debating where we’re discussing the morality of bullfighting.

16:30 – Musical rehearsal

and this year we’re doing Chicago. Lots of singing and dancing – quite the workout!

18:00

– Home for a snack before homework and dinner.

21:30

– Finished everything on my list for today, so I head to the sitting room to watch some TV with my siblings before bed.

Imani 7:15

– Get up and pack my bag. Most important item is special Channing stay-hot mug so I can take advantage of the sixth form centre coffee maker.

Clueless and talk about how it subverts the male gaze.

12:25

– Lunch on the grass looking out over London.

7:50 – Time to set off for school. 13:00 – Time to run the KS3 Feminist Society session – we cover internet-based misogyny, 8:25 – Assembly: we throw ourselves into 'Jubilate', everyone’s favourite hymn, though sometimes we struggle to get our claps in the right places.

8:50

–English Literature and The Duchess of Malfi, a cracking Jacobean tragedy. Corruption, deception and death – what’s not to love?

10:45

13:40 – Maths makes a nice change from essay writing, and we discuss old bands with our teacher in between taxing bits of trigonometry.

15:10

10:25 – Grab a bit of coveted flapjack and head to a meeting about whole school reading.

a bleak but pertinent topic.

– PE, I opted for yoga this term. After challenging stretches, the last ten minutes are spent in guided meditation.

15:55

– Off to help KS3 pupils at Maths Drop-In – a great avenue for different year groups to interact and get along.

– Free period: I only have two per week so make the most of them! Channing is surrounded by coffee shops, so I head to one to work or read.

– Tea and a biscuit before starting homework.

11:35

20:30 – I stop work

– Enrichment. I opted for Cultural Theory and today we watch a bit of

17:30

to read and watch some comfort TV before bed.

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CITY WEEKENDS SUSSEX SCHOOL DAYS

THE BEST OF BOTH WORLDS WORTH Ages 11 to 18 – Boys & Girls – Day & Boarding (including ﬂexi)

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FIND OUT MORE

11/10/2023 20:41

Autumn Books BURIED TREASURE REVEALED P . 170 A TALE OF TWO ROBOTS P . 180 DRAWING ON HOPE P . 182

FANTASTIC FINDS The Fleeing Elephoenix, one of the amazing creatures discovered in Raoul Deleo's Terra Ultima. Page 174

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T r e a s u r e

TRAIL Robin Scott-Elliot’s Finding Treasure Island weaves a gripping narrative around the boy and the handdrawn map that inspired the epic 19th-century tale

obert Louis Stevenson’s yarn about sea travels and pots of gold is so embedded in culture that it pretty much defines how we visualise pirates and buccaneers. Robin Scott-Elliot has long been a huge Stevenson fan, but this one’s not his favourite. “I love Kidnapped, which I read several times as a child,” he says. “Treasure Island suffers because it has become – a bit like Strange Case of Dr Jekyll and Mr Hyde – so well-known it is like a cliché. You know, the pirate with one leg, ‘Arrgh’...” What piqued Scott-Elliot’s interest though was reading about the origins of Treasure Island. It all began on a holiday in Braemar, in the Scottish Highlands,

LIBBY NORMAN

when Stevenson’s American-born stepson Sam (aka Lloyd) was sitting staring out of the window at the rain. “Boredom, that’s how Stevenson began to write the story,” he says. “He drew this map. I just loved that idea – it really caught with me straight away and I thought, ‘that’s a really good starting point for a story’.” The familiarity of the situation was not lost on him. “This is great for anyone who has grown up in Britain – or who has been on holiday in Britain – when it pours with rain and you’re there, staring out of the window.” Finding Treasure Island – written for the 8-12 age group – is constructed as if it were Sam’s missing memoir. In true adventure style, there’s a mysterious meeting in Paris uncovering the long-buried text. The story itself centres on a map, plus there’s treasure

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treaties – if you look for them, they are there and they are great stories to tell.” Weaving real history into a novel presents its own issues though – where does the real person stop and the fictional hero begin? In researching the novel, Scott-Elliot learned a lot about Sam Osbourne. “The real Sam is a very interesting and quite sad character,” he says. Sam’s father was a larger-than-life figure who would disappear on goldrushes and other wild adventures. “There’s one story about him – they were told he had been crushed to death by a bear, which was a great way to go but turned out not to be true and he popped up again.” His mother Fanny was also a strong personality, with her own successful magazine writing career, and she eventually tired of her husband’s wild ways. She left US shores for Europe, meeting Robert Louis Stevenson in Paris. “She was also a really divisive character – a lot of Stevenson’s friends couldn’t stand her. I don’t think she was particularly maternal, and his dad wasn’t particularly paternal, so I think Sam latched on to Stevenson.” Later, Sam would travel with his stepfather and write books with him – also one about him. Scott-Elliot found the book in an American university library. “He clearly worships him.” All of this larger-thanBELOW LEFT life history couldn’t The real Sam, aka be fitted into Finding Lloyd Osbourne BELOW Robert Louis Stevenson with King Kalakaua of Hawaii

“I see Sam as a character who’s desperate to fit in. He’s desperate to find a family and a place” to hunt down in the Highlands hills and a charismatic girl called Jen who ignites Sam’s spirit of adventure, and ultimately gives him courage and resolve. Scott-Elliot, a sports journalist for some two decades, was inspired to switch to writing children’s books by his two daughters. He’d started out with a book

for adults and they begged him to write something for them when he’d finished. He always used to invent stories for them anyway – often on long car journeys from London up to visit relations in Mull. Now Scott-Elliot and his family live in Helensburgh and his daughters are teenagers. He still runs plots by them. “You have to be able to get a story into a sentence or a short paragraph and if you can’t get it into that then the story has probably not worked. I say to them, ‘I’ve got an idea’, and they usually roll their eyes, but then they listen. You can tell, even as you’re halfway through, if it works.” His passion for telling stories is matched by his interest in the less welltrammelled bits of history. “The stories that are beyond kings and queens and

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ABOVE The book is set in the location where Treasure Island began BELOW Robin Scott-Elliot

“Boredom, that’s how Stevenson began to write the story. He drew this map – I just loved that idea” Treasure Island, but it’s there as a context and certainly shaped the novel’s young hero. “When you’re a teenager, whatever your life as a teenager, you still have an optimism,” he says. “I see Sam as a character who’s desperate to fit in. He’s desperate to find a family and a place.” Sam’s love of the Scottish Highlands – and his yearning for adventure – makes a convincing fictional prelude to the adventurous real life to come. This story encourages readers to find out more. Scott-Elliot has included archive pictures of the real Sam Osbourne and the stepfather he so adored. “The dream for all my stories is that when children finish, they think, ‘I’d like to find out a little bit more about this’.” Certainly, there’s a whole lot more to discover. Readers might also go on and read Treasure Island or Kidnapped – even Jekyll and Hyde. “One of the extraordinary things about Stevenson, and why perhaps he wasn’t

put on the pedestal he deserves, is that he wrote for children as equals. And he was one of the first writers to do that.” Scott-Elliot began imagining his story about the boy staring out of the window shortly before lockdown. He had planned to visit the real cottage where Stevenson began Treasure Island (you can stay there, it’s now a holiday cottage), but fate intervened. There was, however, a curious coincidence as he and

everyone else sat at home staring out of windows. “When lockdown started one of the first things the BBC put on their education website was an audiobook of Treasure Island,” says Scott-Elliot. “There were two adult versions already up on BBC Sounds.” This, he believes, sums up Stevenson’s gift as a storyteller. “Stevenson has got more people into reading in the last century than certainly any other Scottish writer – and he’d be up there with most British writers.” As for that hand-drawn map that led on to Treasure Island, it is who knows where. Actually, Robin Scott-Elliot has a theory on that. He believes it might be languishing somewhere in an American university library, just waiting to be uncovered by a modern-day treasure hunter. Finding Treasure Island, by Robin Scott-Elliot is published in November (Pokey Hat, £7.99)

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Co-educational independent school for ages 11-16

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TOP AUTUMN

M U ST READ From an imagined continent and an adventure in search of a bear to rampant school robots and the marvellous migration of Arctic terns, our pick of inspiring autumn books

Tuchus & Topps Investigate: The Attack of the Robot Librarians by Sam Copeland and Jenny Pearson illustrated by Robin Boyden and Katie Kear

P UFFI N , £7.9 9

ollowing The Underpants of Chaos, Agatha and Lenny (aka Tuchus & Topps) team up again to solve a school mystery. With lasereyed robot librarians in charge of school discipline, plus pedal powered desks and strange goings on in the cellar, something is up. And just what has sinister tech company Minerva Industries, led by one Pamela Stranglebum, got to do with all this? Aided by their gargoyle chum Gregor, our junior detectives are on the case.

TERRA ULTIMA The discovery of a hidden continent by Raoul Deleo, Compiled and introduced by Noah J. Stern BIG PIC TURE P RE SS , £25

Winner of the Dutch Golden Paintbrush Prize in 2022, this extraordinary book charts a new continent – Terra Ultima – where species such as the Large Eyed Mouse Carp, Six Legged Ladybear and Fleeing Elephoenix roam free. Not only do we have magnificent illustrations, but also detailed text charting the expeditions to this virgin territory. It's a wonderfully executed flight of fantasy and everyone will have their favourite amalgamated animal. Definitely a book to be treasured through childhood and beyond.

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BOOK REV IEWS