Absolutely Education Summer 2023

EDUCATION

FOCUS ON

Malvern College

FUN AND LEARNING IN THE GREAT OUTDOORS

MINDSET Growth

HOW SPORTS AT OUR TOP INDEPENDENTS TEACH IMPORTANT LESSONS FOR LIFE

PLUS

PET THERAPY From dogs to ponies, four-legged companions bringing joy to school life

Dame Jacqueline Wilson on the pleasures of adding to a classic children’s tale

Every Heathfield girl has an irrepressible spirit. Uniquely hers, it drives her passion, voice and character. As well as providing an excellent academic education and top-class pastoral care, Heathfield identifies your daughter’s distinctive strengths and encourages her to live her ambitions, embrace her spirit and talent so that she develops as the best possible version of herself. Live life like a Heathfield girl.

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Dr Zoe Williams

GP, TV medic and author

A familiar face on TV, Zoe Williams is a GP in London. A er graduating from Newcastle University, and while working as a doctor there, she appeared on Sky's Gladiators, and she has also played rugby for Blaydon women's team. In this issue, she talks about her new guide to help girls grow up happy and healthy. Photo: Charl Marais

Keith Metcalfe

Headmaster, Malvern College

Keith Metcalfe is an alumnus of Monmouth School and Downing College, Cambridge. He joined Malvern in 2019, following a period as Deputy Head of Harrow. In our Focus feature he talks about the learning and sporting opportunities afforded by the College's challenging and exciting programme of outdoor pursuits that sit alongside traditional school sports.

Revd Janneke Blokland

Chaplain, Hurst College

Dr Janneke Blokland is Hurst Chaplain, associate of the College's Senior Management Team and Director of Staff Wellbeing. Alongside her MA in Theology, she has a doctorate in Physics – her scientific interests led to spells at CERN and Berlin’s Fritz Haber Institute. In this issue, she talks about ways of fostering community spirit and a sense of belonging.

Richard Parker Head of School, International School of London (ISL)

A Cambridge History graduate, Richard Parker joined ISL in 2017 as Principal, prior to which he held the role at ISL Surrey. In his teaching career he has held leadership roles at schools across the world, including Hong Kong and Brunei. He discusses a new IB programme for Middle Years focused on personalised and real-world learning.

Jacqueline Wilson

Author and former Children's Laureate

Dame Jacqueline Wilson is the author of over 100 books, including The Story of Tracy Beaker and Vicky Angel. She took A-level English at the age of 40 (grade A) and was elected an honorary fellow of Corpus Christi College, Cambridge in 2012. She talks about the honour and pleasure of taking on the next instalment of Enid Blyton's The Magic Faraway Tree Photo: James Jordan.

Chris Ramsey Headmaster, Whitgi School

Chris Ramsey was educated at Brighton College and Cambridge. A modern languages specialist, he taught at Shrewsbury and Wellington, served as Deputy Head at Cranleigh and led at both King’s College Taunton and King’s Chester before taking on the headship at Whitgi . In the wake of the debate about maths to 18, he considers whether we should also prioritise foreign languages.

TRANSFORMATIVE AMBITIOUS THRIVING

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From the EDITOR

Summer brings more time outdoors, a sense of freedoms to come and, of course, plenty of sport. This issue celebrates some of the wonderful things that games bring to school life. Our Focus feature describes the exciting outdoor pursuits programme at Malvern College. The College is located within the spectacular Malvern Hills. This means that, beyond all the usual school sports (where Malvern certainly shines), pupils can take to the hills to run, cycle, ramble and participate in an exciting set of challenges. These challenges are memorable events – rites of passage – as young people build

had the most catching up to do. But much good work is going on in schools and across wider society to counter that deprivation. We look at the wonderful work of Coram and its Beanstalk volunteer reading programme, now in its 50th year (page 30), and speak to Playing Out about its grassroots campaign to get children playing outside together in their own neighbourhoods. This is oldschool self-directed play and powered by the imagination of young minds (page 50).

Dame Jacqueline Wilson could not help but recall her own childhood imagination when she took on the challenge of adding to Enid Blyton’s Faraway Tree series. She says the project was a joy, and she found herself wearing two hats – both a professional writer and her six-yearold self who loved the original stories so much

confidence and resourcefulness and have fun. Find out more on page 26.

We explore the benefits beyond the physical in Healthy Competition (page 64), as four schools tell us what they see as the extra skills, for life, classroom and socially, that sport delivers. And, on page 78, Reed’s School in Surrey explains its unique ‘foundation with a school’ approach to widening opportunity, and its close links with former tennis scholar Tim Henman and his foundation.

Children have faced many challenges over the past three years and, arguably, it has left the very young at most disadvantage. It is the children who missed out on earlyyears social interaction and play who have

she invented her own lands to explore. Read about her delightful return journey on page 96. When it comes to magic, many of us have witnessed the benefits pets can bring to people within care home settings, so I’m intrigued to see their increasing presence in schools. The wellbeing they generate, is something rather wonderful. In Pet Therapy, from page 40, we find out more about some of the stars bringing happiness and pleasure to pupil (and sta ) working days. Should pet therapy be considered for every school in the land? You decide.

Libby Norman EDITOR

“THE LOVE, SENSE OF CALM AND WELLBEING SCHOOL PETS GENERATE IS SOMETHING RATHER WONDERFUL, BRINGING MAGIC TO PUPILS’ LIVES”

CONTE

21

26

30

Coram Beanstalk's volunteer reading scheme is celebrating its 50th birthday

64 HEALTHY COMPETITION

Four schools on the benefits sport brings beyond physical fitness

71 TALKING LANGUAGES

The Head of Whitgift on why we might want to prioritise learning foreign languages

A

61

The Principal of Broomwood on why we need to give children more sport

72 PULLING TOGETHER

Kew House School Boat Club may be relatively new, but it's going from strength to strength

78 FOUNDATIONS OF STRENGTH

The partnership between Reed's and Tim Henman Foundations that is widening opportunities for young people

89 COMMUNITY MODEL

Hurst College Chaplain on the ways in which the school builds a spirit of community

90 ASK THE EXPERTS

Our experts answer questions on school fees planning and yoga benefits for children

93 DAY IN THE LIFE

Head Girls of St Catherine's, Bramley describe their day

EDITOR

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Malvern College OUTDOORS

FRONT COVER

MALVERN COLLEGE College Road, Malvern, WR14 3DF malverncollege.org.uk

Up Front

MODEL DEBATE

East Anglia schools took part in a two-day Model United Nations conference at Felsted School.

Page 18

Football star

ACS International School Hillingdon student Izzy Edwards has been signed for Greater London WFL Division 1 North side, Brentford FC and is now in the Women’s B team. Izzy, who is in Year 11 and is playing for the Bees as a defender, joined the club following support from ACS Hillingdon’s Elite Performance Pathway. She says: “Signing for Brentford Football Club is a dream come true.”

PHOTO SUCCESS

King's Ely Year 11 student

Ella Martin has had her photography recognised in two awards. She was Highly Commended in the Khadija Saye Photography Award category at the Boarding Schools' Association Supporting Excellence Awards. She also won a prize for portraiture in Norwich University of the Arts' Beyond the Frame competition.

Wisden entry

Former Malvern College pupil Olly Cox was named Schools Cricketer of the Year in the Wisden Cricketers’ Almanack Cox, pictured above with Jonny Bairstow, was awarded the accolade for his First XI performance in 2022. He scored 1,392 runs, averaging 69 runs per innings, including four centuries. He has signed with Worcestershire CCC.

NATURE BOOST

The OVO Foundation Nature Prize has given funding to 25 schools across the UK to help students and communities carry out special projects. Winning schemes include hydro-veg kits at a Nottinghamshire school with no green outside space, a sensory garden for a County Durham college and a red squirrel sanctuary in the grounds of a Highlands primary.

NETBALL TRIPLE

Three Hurst College teams qualifi ed for the 2023 National Schools Netball Finals. The U14s won the county round, were regional runners up, and made the quarter fi nals to take seventh place –also receiving silver at the Inspiresport Sisters ‘n’ Sport National Cup. Hurst U16s took the bronze in their group in the semi-fi nals, while the U19s took seventh place in their group in the quarter-fi nals.

“Books must come from their time and of their time. If not, you are free to pick another book”

SIR

SALMAN RUSHDIE

PHOTO: WISDENCLARE ADAMS

“King's Ely student Ella Martin has been recognised in two photography awards”

Olympic moment

Hazlegrove Prep pupils held a real Olympic Gold Medal when Peter Wilson MBE revisited his old school to open The Wilson Centre, the Somerset school's renamed Learning Support Unit (LSU). A gold medallist in double trap shooting at the London 2012 Olympics, Peter Wilson also won silver in the team double trap at the 2011 European Championships.

GREAT DEBATE

Forfar Education, which has eight schools and nurseries across the UK, is running an inter-school debating event. The fi rst competition was held at Park School, Bournemouth and with debates between its pupils and those of Cameron Vale and Horris Hill. Topics up for debate included 'does homework promote learning'.

Somerset arrival

Sandra Reynolds has become Chief Operating Offi cer at Taunton School. She joins from a multi-academy trust in Wiltshire to lead the operational side of the Somerset day and boarding school. She takes over from Nikki Miller, who was a fi nalist in last year's TES awards for ‘Best School Business Leader’.

LINGUISTICS GOLD

The Leys, Cambridge pupil Edward S achieved a gold award in the fi rst round of the 2023 UK Linguistics Olympiad Advanced Paper and has qualifi ed for round two. Two other Leysians achieved bronze awards. In all, 14 pupils at the school sat the tough paper, solving problems in languages including Albanian, Lardil and K’iche’.

FEMALE INSPIRATION

Wakefi eld Girls High School is hosting the #empowHER conference in late June. The event is for girls aged 10 and is led by women from the business world. The Chair is WGHS old girl and head of marketing for Amazon and Prime Video Lizz Wainwright, and participants include Sophie Browning from Nestlé, Faith Ridler of Sky News and Kanika Kapur of Sanofi .

“I DON'T THINK THERE'S ANYTHING SPECIAL ABOUT MY BRAIN... I JUST HAD THAT LITTLE PUSH IN THE RIGHT DIRECTION AT THE POINT IN TIME WHERE IT MADE THE BIGGEST DIFFERENCE.”

SOMETHING THEY SAID

DR HANNAH FRY

SIMONE BILES

“I’d rather regret the risks that didn’t work out than the chances I didn’t take at all”

Nestlé, and of risks

Bard staging

Shakespeare’s Globe put on a BBC CBeebies Shakespeare production, with four live shows of Twel h Night in front of audiences of school children over half-term. This new production follows last year’s sell-out As You Like It (pictured). These Shakespeare’s Globe performances introduce the dramatist to younger audiences – both comedies will be available to watch via BBC iPlayer and CBeebies.

NEURODIVERSITY TALK

Year 10 students at Stephen Perse Foundation in Cambridge enjoyed a talk by jewellery designer Harriet Kelsall about her life and career as a dyslexic individual, as part of Neurodiversity Week. Kelsall, a bespoke designer and jewellery industry spokesperson, explained strategies she’s learnt and common misconceptions around neurodiversity.

BEST COSTUME

Eastbourne College

Year 10 student Isaac Lee is Joint Winner of this year’s Royal Opera House Design Challenge with his The Queen of the Night costume for The Magic Flute. He wants to be a fashion designer and says: “I was really shocked when I heard the results as this competition meant so much to me”.

Top Story

Speakers’ corner

A St Paul’s Girls’ School team has won the English-Speaking Union’s Schools’ Mace debating competition 2023. Eppie, Maya, Haya and Anya beat 11 other semi-fi nalists at Dartmouth House at the end of March in a competition which has featured over 114 heats and 345 schools. The King’s School, Worcester’s team were runners up.

SOMETHING

NEW BUILD

Dulwich College’s new Lower School development is on track for topping out in September and opening to students and staff this November. The new threestorey building will use 60% less energy than a typical building of its type and house a library over two fl oors, IT and robotics suites, and offi ces.

Swim success

In a fi rst for Repton School, two pupils are part of the high-performance swimming programme, representing Team GB at the European Junior Swimming Championships in Belgrade. Hannah Bowley will compete in 200m Breaststroke while Laurie Devine will compete in Freestyle. Director of Swimming Ash Morris will also head to Belgrade in July as part of the GB coaching team.

HEAD ARRIVAL

Mark Snell succeeds Huw May as Headmaster at Eaton House Belgravia in September, joining from Wetherby School. He arrives in its 125th anniversary year and at a time when Eaton House Schools is celebrating a ra of outstanding exam results and school offers for pupils at Eaton House Belgravia and Eaton House The Manor.

THEY SAID

“I DON’T SEE THAT FIGHT SO MUCH ANY MORE. I’VE SEEN MY KIDS GROW UP ONLINE AND IT MAKES THEM LAZY, THEY SETTLE WITH THAT, THAT’S THEIR WORLD”

TERRY HALL

UN EVENT

Some 300 pupils and staff from across East Anglia joined a two-day Model United Nations conference at Felsted School. The MUN event gave pupils aged 11 to 18 the opportunity to take on the roles of international diplomats. Discussions included debates on global co-operation to prevent pandemics, the right to protest, cryptocurrency regulation and technology sharing for space projects.

NEW HEAD

Tom Quilter becomes Head of Bickley Park School in September 2023, joining the Bromley prep from Newton in Battersea. He says: “Following the results of an outstanding inspection, it is clear the school is in an extremely strong position, well primed and excited for the future. I can’t wait to be part of the community and take the lead in the next chapter”.

PHYSICS SUCCESS

Daniel, a School Vice-Captain at Latymer Upper, has made it to the top 100 entrants in the 2023 British Physics Olympiad. Record numbers participated, with over 6,000 students from 440 schools around the world entering the first round. Having achieved a ‘Top Gold’ in round one, Daniel achieved a Silver Award in the second round.

Ealing arrival

St Benedict’s School, Ealing, has appointed Joe Smith as the new Headmaster from September 2023, taking over from Andrew Johnson. He joins from The Oratory School, Reading, where he has been Head since 2017. ”I am really excited to be joining the St Benedict’s community this summer. Andrew Johnson leaves a fine legacy,” he says.

Forest fun

As part of Old Buckenham Explorers, a forest school with a difference, Year 3 students at Suffolk prep Old Buckenham Hall have been working on their tree identification skills, map reading, orienteering, basic shelter building, fire safety, food preparation, first aid and swim survival. Wellbeing is integrated for OBEs, with ‘wellbeing walks’, discussions and mindfulness activities.

Leadership lessons

Heathfield School’s Leadership and Equality Symposium brought together female politicians, diplomats, business leaders and heads of charities from Uganda, Vietnam and the UK. Organiser Rushi Millns, the schools’s Director of Careers and Outreach, extended the invitation to schools from across the Home Counties for a day exploring current equality and female leadership issues internationally.

SCHOOL CELEBRATION

Kevin Sinfield OBE shared his thoughts with the Queen Ethelburga’s Collegiate (QE) community as keynote speaker at speech day. This annual event celebrates achievements and talents across the four schools of the QE Collegiate. Kevin discussed highlights of his career, from his debut at Wembley at age 11 and raising £7.5m for motor neurone charity MND to recently taking on the role of England’s Rugby Defence Coach.

SOMETHING THEY SAID

“ NEVER SAY NO TO AN IDEA – YOU NEVER KNOW HOW THAT IDEA WILL IGNITE ANOTHER IDEA”

STANLEY KUBRICK

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Girls enjoying success

“The quality of the pupils’ academic and other achievements is excellent... The school successfully meets its ambition to empower pupils to become independent thinkers and fearless learners.”

ISI Inspection Report 2022 Visit

INDEPENDENT DAY SCHOOL FOR GIRLS AGED 4-18

Read ON

National Literacy Trust Patron Queen Camilla visited a Bristol school to open its new library

Literacy and cultivating a joy of reading are subjects close to the new Queen’s heart, and in her first solo engagement since the Coronation, HM Queen Camilla visited Shirehampton Primary School in Bristol to open its new school library. This was the first in a series of 50 special primary school libraries to mark the 2023 Coronation.

The Coronation Libraries Project highlights the vital importance of primary

school libraries in developing a lifelong love of reading, and the libraries are being created across the UK this year and next in collaboration with Primary School Library Alliance partners, including Bloomberg.

The reading spaces are being established in communities where children are least likely to have books at home. Many of these communities live in areas the Queen visited when she was Duchess of Cornwall and in her role as Patron of the National Literacy Trust. Each library or reading space is being refurbished, restocked and two members of sta will be trained to manage it and deliver a range of reading activities for the whole school. A commemorative plaque will also be placed in each library.

Shirehampton Primary School’s new Coronation library is also the 500thlibrary to be transformed as part of the Primary School Library Alliance campaign – a crosssector collaboration addressing the issue of library provision in primary schools. On the day of the Queen’s visit, other attendees included representatives of National

Literacy Trust, Penguin Random House, Arts Council England, Oxford University Press, Chase, Bloomberg and The Portal Trust.

For this special event, the Queen joined Shirehampton pupils, as well as pupil librarians and school librarians from 10 other schools involved in the PSLA library transformation programmes, for a ‘draw your dream library’ workshop. It was led by National Literacy Trust’s Lucy Starbuck Braidley, and with input fromformer Children’s Laureates Cressida Cowell and Malorie Blackman. The pupil librarians then accompanied The Queen to their new Coronation library, where Horrid Henry series author Francesca Simon and pupils were taking part in an interactive reading session.

The Queen was presented with the Coronation Collection – a selection of 23 books voted for by over 12,000 children across the UK in celebration of the Coronation – before unveiling a plaque to o cially open the library space for current and future children to enjoy and develop a love of reading.

“Astonishingly,one in seven state primary schools does not have a library,” says National Literacy Trust CEO Jonathan Douglas. “Spaceslike thesewill have a transformative e ect on these schools’ reading – for pleasure, culture and a positive, lifelong impact.”Former Children’s Laureate, Malorie Blackman adds:“Libraries are places of inspiration, and our children deserve nothing less.”

TOP HM Queen Camilla visited Shirehampton Primary’s new library

LEFT The Queen joined pupils for a special workshop

PHOTOS: JO HAYCOCK / NATIONAL LITERACY TRUST

SPOR T for CHANGE

The Knight Frank Schools Triathlon helps young people support charities they believe in and achieve as a team

At the end of April, 853 pupils from 29 local schools gathered at Croydon’s Royal Russell School to swim, cycle and run as fast as they could and raise funds for charity. This was one of eight such events over April and May in the Knight Frank Schools Triathlon series.

Devised by the charity Restless Development, the Knight Frank Schools Triathlon has become among the UK’s largest fundraising events for children – and a great way for them to participate in sport and support causes they care about. This

year, more than 7,500 pupils have taken part to raise almost £1m and support more than 80 charities.

The children who take part are aged between 7 and 13 and they take both the training and the fundraising seriously. The triathlon is designed so that all abilities can participate, and distances vary according to age group. For instance, Years 3-4 team members will each cycle 1000m, while at Years 7-8 they cover 2000m.

Every team member commits to a fundraising target of £100 (so a team target of £400), but at Royal Russell, top fundraiser and Champion of Change medal recipient Albane, 10, raised over £1,700 together with her team, Flying Falcons. Not every team can reach these sums, but the achievement and sense of doing something really good makes it incredibly popular among children. Oakham, Cranleigh, Sevenoaks, Charterhouse and Clifton College, Bristol were among the triathlon venues this year, but new schools are queueing up to o er facilities and support to grow the Knight Frank Schools Triathlon series.

Since 2015, thousands of young people have swum, cycled and run their hearts out. When you include this year’s triathlons, funds raised by these brilliant 7-13-year-olds add up to some £3.4m. For Restless Development – which focuses all its international charity work on youth-led initiatives – this is a perfect example of why we can and should put our faith in young people to lead on positive change.

schoolstriathlon.org

LEFT Triathlon at Royal Russell School in Croydon

BOTTOM Top fundraiser Albane and her team received a special award

Focus

GREAT ADVENTURES

Thrilling outdoor pursuits at Malvern College and The Downs Malvern

See page 26

PHOTO: NORMAN MAYS

“This year the challenge has been set to cycle, canoe and sail from Malvern College Switzerland back to Malvern College UK completely self-supported”

Outdoor ADVENTURE

The Head of Malvern College Keith Metcalfe describes its outdoor pursuits programme for senior and prep schools, making full use of a spectacular setting in the Malvern Hills

Following every Olympics, schools up and down the land scrutinise medal tables to see if any of their alumni featured on the podium. It’s a huge achievement and an accomplishment to boast about, but are there pupils missing out if they find their fitness, ambition and competitive spirit veer away from the more traditional sports?

If a school’s sporting pedigree were to be judged by the shelves of trophies and silverware, Malvern College would inevitably rank highly. With an illustrious history of sporting achievements that has produced a string of well-known names in the fields of rugby, cricket and racquet sports, our sporting reputation is one we

wear proudly. We o er a comprehensive sports programme designed to foster a passion at all levels, from enjoying a gentle knock-around through to regional and national competition. But the College’s unique position, nestled in the Malvern Hills, opens up a realm of opportunities far beyond the confines of field or court.

We – and our sister Prep The Downs Malvern – are situated in an Area of Outstanding Natural Beauty, and the surrounding hills provide the perfect playground and outdoor classroom. With a pupil age range of 3-13 in prep and 13-18 in senior, the appeal of escaping the classroom to pedal, climb or explore the local countryside engages nearly all pupils at some point in their time here. This bridges the gap between pupils who enjoy organised sports

LEFT Cricket against the backdrop of the Malvern Hills

BELOW Headmaster Keith Metcalfe

and those who seek adventure. Encouraging teamwork, leadership, problem solving and independence, we o er a unique outdoor pursuits programme that arguably goes far beyond the acquisition of sporting skills. Challenges grow as our pupils grow.

The willingness to take part in outdoor activities and embrace new things starts early when pupils are at our sister prep school, The Downs Malvern. Situated up and over the other side of the famous hills, The Downs Malvern shares an equally breathtaking backdrop. In Reception, leaping into puddles is as much a part of the curriculum as recognising phonics.

As part of their Saturday Hobbies programme, prep pupils make use of the

rural 55-acre site. Activities include Outdoor Explorer, cross-country running and mountain biking. These sessions have been a runaway hit at The Downs as they are taught by external coach, Gareth Richards. Gareth has built a wealth ofexperiencein mountain biking; not only is he an accomplished mountain biker and highly experienced coach

himself, but he is also the father of current Commonwealth Games gold medallist rider, Evie Richards. When she isn’t competing or racing at various world championships, Evie has joined pupils for a masterclass ride-out. The opportunities get even more exciting and enriching at senior level. Led by Jay Watts, the College’s Head of Outdoor Pursuits, our programme o ers downhill mountain biking, hiking and water sports. Beyond the pleasures they bring, Malvern pupils have the opportunity to take part in a range of unique events. ‘Hunted’, for example, sees pupils take to the Malvern Hills and try and evade detection by sta , search teams and sni er dogs to be in with a chance of winning money for their chosen charity. ‘Lost’, on the other hand, drops young people 50 km away from school, requiring them to find their way back using just their own skills and initiative.

In the summer of 2021, a group of ten students took part in a Malvern to Paris challenge. Over 21 days the group travelled 850 kilometres via bike, kayak, boat and paddle board, raising

“The Downs Malvern also has a breathtaking backdrop. Leaping into puddles is as much a part of the curriculum as recognising phonics”

ABOVE A canoeing challenge

LEFT Malvern College’s historic main building

PHOTO: MAX NUTBEEM

thousands for charity in the process. When they spoke about their expedition afterwards, there was very little reference to specific cycling skills or paddle boarding expertise, but a lot about their personal development, how they had grown as individuals and as a team, and in their wider skillsets. This year, the challenge has been set to cycle, canoe and sail from Malvern College Switzerland back to Malvern College UK completely selfsupported. The demand for places to take part in the challenge has been immense.

A Malvern education intends to develop in each of our pupil’s qualities, such as resilience, collaboration and risk-taking. Outdoor sports, alongside traditional sports, o er another way to develop these attributes, as well as a range of valuable transferable skills in a tangible way – a way that shows them just how much they can achieve when they set their mind to it. A full programme of outdoor pursuits should never be seen as a substitute for traditional sports. Like all the best sporting rivalries, when they can both compete, everyone’s a winner.

At a Glance

THE DOWNS MALVERN

Founded: 1900

Head: Andy Nuttall

Gender: Co-ed

Number of pupils: 170

Day or boarding: Boarding (from 7+) and Day

Ages: 3-13

Points of entry: 3+, 4+, 11+ and in-year admissions (subject to availability)

Admissions: Non-selective. Interview and reports (where applicable). EAL requirements may apply in senior years. Early registration is advised.

Religious affiliation: Church of England, all denominations welcome

Fees: 2022-23 Boarding (per term) £5,460£8,435. Day (per term) £2,650-£6,370

Address: The Downs Malvern, Brockhill Road, Malvern, WR13 6EY thedownsmalvern.org.uk

MALVERN COLLEGE

Founded: 1865

Head: Keith Metcalfe

Gender: Co-ed

Number of pupils: 655

Day or boarding: Boarding and Day

Ages: 13-18

Points of entry: 13+, 14+, Lower Sixth and occasional in-year admissions

Admissions: Selective. Standardised testing, reports and interview. Early registration is advised.

Religious affiliation: Church of England, all denominations welcome and many festivals celebrated.

Fees: 2022-23 Boarding (per term) £13,900£14,675. Day (per term) £9,325-£9,660

Address: Malvern College, College Road, Malvern, WR14 3DF malverncollege.org.uk

ABOVE Border Shield rugby match

RIGHT

The Downs Malvern pupils running in the hills

LEFT Pupils enjoy a great set of outdoor pursuits

READING LIGHTS

Coram has a long history of supporting children, and its Beanstalk volunteer reading programme celebrates its 50th birthday this year

Coram has long been a champion of children. From the foundling hospital established by Thomas Coram in 1739 and the unique Coram’s Fields children’s park opened in 1936 to its vital education work today, via three charities. While Coram’s Life Education & SCARF programmes deliver brilliant PHSE and Shakespeare Schools Foundation brings the bard into young people’s lives in relevant and refreshing ways, Coram Beanstalk builds readers and improves educational and life outcomes.

The overall approach of Coram Beanstalk remains the same as the day it was founded. “The beauty of it is it’s absolutely the same model,” says Events and Social Media Manager Kate Loynes. She has been working with Beanstalk for around 17 years and is closely involved with the network of “amazing” volunteers who bring the joy of reading into young lives. “The volunteers are quite extraordinary at adapting to the child – they themselves are just incredible because they persevere and work wonders,” she adds.

The charity was founded as Volunteer Reading Help by Susan Belgrave, who enlisted a small group of friends as volunteers. Susan Belgrave had seen the impact of literacy issues in the 1960s as a School Care Worker, and she was also influenced by her time abroad – especially by volunteer reading schemes in New York. She persuaded the powers that be to let her train up volunteers to go into schools and provide 1:1 reading support. Initially it was just two schools in North Kensington, but its impact meant word spread and the charity and its volunteers grew. It adopted the name Beanstalk on its 40th birthday and joined the Coram family in 2019.

Today, Coram Beanstalk works in around 2,500 schools and it estimates that it has supported some 220,000 young readers over the years. While its model remains the same, there are subtle di erences in approach, informed by research. “Now we have a slightly di erent approach because all the evidence supports the fact that if a child is choosing to read, not just

having the ability to read, their brain does something remarkable,” says Kate Loynes. In other words, it is about wanting to pick up a book and wanting to read.

“When you go from being able to decode words and read them in a slightly stilted way to being able to read fluently and wanting to devour books, something changes in the way you can deal with

ABOVE Beanstalk volunteers work 1:1 to inspire children to want to read

everything,” she adds. Indeed, there is evidence that being a confident and committed reader has greater impact on a child’s future life success than their socioeconomic background. “So, the way our volunteers work is very much encouraging children to find the value and the joy of reading, rather than necessarily teaching them to read.”

This in itself can be a challenge – but a rewarding one. Perhaps the biggest testament to the persistence

and ingenuity of volunteers at Coram Beanstalk (and to the many librarians who are their rock) is that they go the extra mile to track down the perfect book to turn a reluctant child into a keen reader.

There’s the child who only wants books with trains or the one who has to have a precise balance of words to pictures. But the Damascene conversions happen and then light up the chat groups and social media feeds where volunteers support

each other, inspire each other and share successes. “They can’t wait to tell you all these breakthrough moments – a child who won’t pick a book for weeks and then suddenly walks in and says, ‘I think I’d like to read this one’.”

Volunteers come from all walks of life and span all ages. Recently more young people have come on board, perhaps due to changing working patterns, more flexibility – and more desire to help others. The majority are 40+ and with a

“THERE IS EVIDENCE THAT BEING A CONFIDENT AND COMMITTED READER HAS GREATER IMPACT ON A CHILD’S FUTURE LIFE SUCCESS THAN THEIR BACKGROUND”

span up to 80+. What unites this diverse group of volunteers is the joy in what they are achieving with each child. “They are all really engaged and enthusiastic, they wouldn’t do it if they didn’t love it.”

Partly due to the pandemic, more training of volunteers happens online, but always with two face-to-face sessions. “We say you can do pretty much all of it in six weeks, assuming you’re available to join

sessions,” says Kate Loynes. Once trained and DBS checked, there’s a network of support to ensure volunteers are placed within the right school and it’s all working out. There’s a great support network –local volunteers often get together for co ee and there are WhatsApp groups for sharing ideas. There’s also a Volunteer Portal with resources, ideas and further training and CPD opportunities.

Volunteers typically work with children aged from 3 to 11, adapting the programme to age and stage – but the majority of young readers fall within the 6-11 age range. Each volunteer commits to at least one session a week and they will be assigned three children for 1:1 sessions within a school.

“It’s up to the school, but sometimes they get the same child the following year because the school knows this is becoming incredibly beneficial for a child who perhaps previously would never put their hand up in class,” says Kate Loynes. Building a love of reading invariably turns into something even more inspiring. Volunteers find that a book leads to a wider discussion – so they take in an atlas or an interesting article sparked by a conversation weeks ago. Kate Loynes says Coram Beanstalk volunteers help with reading, but also with engagement, as children are inspired to find out more about their world and own their interests. “It’s not necessarily just about the reading, but the reading can make such a di erence in terms of a child’s confidence, their general wellbeing and their whole attitude to school.”

Coram Beanstalk beanstalkcharity.org.uk

LEFT & BELOW Coram has two other education projects to bring Shakespeare and life skills (PHSE) into schools

“CORAM BEANSTALK WORKS IN AROUND 2,500 SCHOOLS AND IT ESTIMATES THAT IT HAS SUPPORTED SOME 220,000 YOUNG READERS OVER THE YEARS”

This is where you light your fire find your magic learn to love your mind

Bryanston is a leading co-education boarding and day school in Dorset for pupils aged between 3 and 18.

bryanston.co.uk/yourplace

IB ELIEVE

IN DOING THINGS DIFFERENTLY

Explore a different approach to academic excellence for children aged 3–18 years. One that unearths talents, celebrates individuality and helps students go on to the best universities in the world.

Places for 2023 entry are strictly limited. Apply now at southbank.org

Choosing INNOVATION

Last year, the Times’ Education Commission published a report on the current state of schools in the UK, setting out a 15-year vision for change based upon the views of educationalists and drawn up in consultation with business leaders, scientists, civic leaders, and cultural figures.

Given the challenges exposed in the education sector by the pandemic, the report could not have been better timed. A radical education shift is needed to ensure that all children can reach their full potential, both inside and outside the classroom, and develop the resilience necessary to lead happy and fulfilled lives.

The report covered themes already central to the essence of Warwick School’s priorities, recommending greater support for wellbeing, a wider range of extracurricular activities, increased funding for debating, music and drama, and wider access to in-classroom technology.

Warwick School is the proud winner of the Independent Boys’ School of the Year Award 2022, which recognises our parallel commitments to tradition and innovation.

From September 2023, Year 8 will be pioneers of the first UK school-accredited course in Design Thinking. McKinsey’s 2018 report suggests that Design Thinking

is one of the skills most highly sought after by employers. It is increasingly recognised in the business world as central to innovation. The report found that 70% of employers feel the need for a curriculum shift that accommodates the contemporary workplace, emphasising the areas of creativity and entrepreneurship.

Our Design Thinking course was developed in collaboration with Warwick University’s Business School and consultancy firm Sprint Valley. The award allows pupils to learn the skills of design as a supplement to their Design Technology course, and as part of our work in developing a future-ready curriculum. Pupils are encouraged to hone their creativity, to be compassionate, curious, and collaborative in their thinking. They will develop their ability to prototype and respond to feedback, skills that are

increasingly required in the world of work. Innovation is not limited to teaching and learning. The independent sector is leading the way in pastoral care by researching and integrating best global practice to prioritise the wellbeing of young people and allow them to flourish. Warwick’s vision is to be the most caring boys’ school in the country. This year we launched our Wellbeing Hub, which is a physical space where pupils can go at a time of need to receive support from caring and highly trained sta , and a gateway through which pupils can access specialist support best suited to their individual needs – including counselling and life coaching.

At Warwick School we are immensely proud of our long and rich history. However, we also understand the increasing need for a forward-looking approach that will ensure pupils are fully equipped to deal with 21st-century life.

JAMES

BARKER Head Master Warwick School

James Barker, the Head Master of Warwick School, reflects on why innovation in education is more important now than ever before

“Year 8 will be pioneers and our Design Thinking course has been developed in collaboration with Warwick University’s Business School”

Personalised LEARNING

The International School of London (ISL) has been o ering the International Baccalaureate programme to all its students (from age 3 to 18) for almost 50 years, and our students benefit from the consistently personalised learning approach we o er, as they are encouraged to find ways to follow their individual passions.

This September, ISL will be launching an adaptation of the Middle Years Programme (MYP) for Grade 6 students (equivalent to Year 7 in the British system) that aims to increase the focus on product-based learning and create a tailored approach for each student. The revised curriculum will be more interdisciplinary than before, with students carrying out research and building to a final output using the full spectrum of academic subjects together, rather than learning subjects in separate silos.

This approach requires students to apply conceptual and procedural knowledge to real-world scenarios, in contrast to traditional didactic instruction. It is a hands-on approach that enhances students’ collaborative skills, problem-solving skills and learning motivation. This productbased learning aims to equip students with contemporary competencies, making their learning relevant to real-world situations.

Working in interdisciplinary teams will allow students to go at their own pace, pursue their own interests and build their

strengths, as well as receiving targeted support and guidance as needed. For some parts of the school week, year-group classes will be merged, with multiple subject teachers joining these larger groups to collaborate across disciplines.

For example, students will experience one full day per week of STEM teaching and another full day of Humanities, during which time they will be able to explore more deeply those areas that motivate and stimulate their learning. In addition, students will continue to make the most of the rich and varied learning opportunities on o er in their real-world surroundings: London.

The ISL academic leadership team has been working with Lucy RycroftSmith, a curriculum expert and Cambridge mathematician, to develop the new curriculum, ensuring that all learning modules expected in each Grade are covered, but taught in such a way as to contribute to the output of each unit. In this way, students will learn

through the creation of a final product or presentation, using student-centred teaching techniques that give more autonomy –allowing them to ‘play to their strengths’.

As Olli-Pekka Heinonen, Director General of the International Baccalaureate organisation, recently commented: “Students…need to become independent learners, to challenge what they are learning and why, and to problem-solve with courage and imagination. It is not either knowledge or life skills, it is both, in a way that is meaningful to the students in the world they have inherited”.

ISL Is passionate about giving students the scope to pursue their interests and research areas of study that will motivate them to perform to the highest level. This change to our curriculum will be a breakthrough in understanding how traditional ‘school subjects’ interact in the real world – and the new approach will give our students the tools to approach and solve genuine issues that will arise in their future lives.

RICHARD PARKER Head of School International School of London (ISL)

The Head of the International School of London on how its enhanced IB Middle Years Programme is set to o er truly personalised and real-world learning

“This change to our curriculum will give our students the tools to solve genuine issues that will arise in their future lives”

ABOVE International School of London student

PET THERAPY

Wellington College

PET THERAPIST: COCO

Variety: Chocolate brown Springador (Springer Spaniel-Labrador cross)

Coco joined Wellington College in September 2021 and she's based in the Modern Foreign Languages department with her owner, Head of MFL Dr Rachelle Kirkham. Coco attends all Spanish lessons, greeting students when they arrive and then lying quietly in her bed until the end of class, when she gets up to say goodbye to them all. She can do commands (sit, paw, down, high five, etc) in three languages. Alongside her human pals, she has a lot of toys – Paddington being her favourite – which she's keen to show to everyone. Coco has her own email address at Wellington, where students and sta can request a personal visit.

Coco has a natural aptitude as a pet therapist, says Rachelle Kirkham, and has been in training since she was eight weeks old. She still has regular training visits from experts at CAL (Canine Assisted Learning) and it's hoped she will move from ‘assistance dog in training’ to fully qualified school

assistance dog this summer. "There are lots of assessments both for Coco and me as handler."

So what does Coco add to school life? "She has the best role in the school – basically to help everyone feel happy! Her role is primarily to support the wellbeing of our students by o ering sessions where they can come and play, cuddle or stroke her and talk through things that are on their mind," says Rachelle Kirkham. "Coco is always pleased to see everyone and it takes us a long time to get anywhere."

It's not just students who request meetings. Coco is a regular in sta departments (particularly IT and the Library}. Rachelle Kirkham says there's lots of evidence about the power of stroking a dog to relieve stress – and there's an added benefit in a boarding school, where students may sometimes miss their own animals. Coco is especially useful to students during Year 11 and 12 oral exams. "She goes and sits next to them, puts her head on their lap or paw on their knee and it really helps them at a time of high stress."

As to the joy she brings: there's no question about it. “Even on my worst days, seeing Coco never fails to make me smile and brighten my mood,” says one student. "Coco is the absolute best thing about Wellington,” adds another.

Animals bring joy, calm and even improve learning outcomes. Absolutely Education spoke to schools about their pets' therapy superpowers

RIGHT Hanford has lots of animals to love and care for

“Hanford girls head to the stables to help with the ponies, visit the guinea pigs, feed the chickens or walk a dog round the grounds”

Wells Cathedral School

PET THERAPIST: RIO

Variety: Huntaway-Collie cross

Rio is a rescue dog from Bath Cats and Dogs Home who loves nothing more than spending time with people, chasing tennis balls, eating salmon and ear-scratches. Although he had a di cult start to life, his new owner soon recognised his strengths of calmness and balance. Pets as Therapy had Rio assessed as a therapy dog – he passed with flying colours.

Fully qualified, he started visiting Wells on a weekly basis back in 2017 and has been a star member of visiting sta ever since. "Rio is a huge part of the Prep sta ; his presence is so calming," says one member of the team. "The security of his presence and the calmness he brings to all is wonderful. He is also the best listener."

Sta say that the minute Rio enters the classroom, pupils' demeanour changes. After the initial excitement of seeing him, the atmosphere in the room becomes calmer thanks to his presence. They say the children love to sit on the bean bag and read to Rio and he is extremely pleased to lie next to them, listen to their stories and watch their confidence improving. Sta have noticed that Rio also seems to sense when a particular pupil might be having a challenging day and will make a beeline – going to lie by their feet as they complete schoolwork. Alongside his prep duties, he has special visits with a pupil in the senior school who uses this

time as a form of therapy. Rio especially enjoys the weekly 'Walking with Rio' club, where a group of pupils explore walks around Wells, enjoy the fresh air and learn about responsible dog ownership. He also accompanies sta to Claver Morris, Wells' prep boarding house, which is a lovely experience for all boarders, but especially those who might be missing their own pets at home.

Pupils at Wells see Rio as part of school life and a great source of comfort. As one puts it: "When I first see Rio I feel so warm as he’s so flu y and happy – I love dogs so much." Another adds. "I love dogs and especially Rio. I am so happy I still get to see him, even when I am in the senior school. I feel calm and happy when I am with him."

Hanford School

PET THERAPIST: NUMEROUS

Variety: Includes ponies, guinea pigs, dogs and cats

Pet therapy has long been in the mix at Hanford. There are too many names to list, with some 25 ponies, many dogs, one pig, two cats, five guinea pigs and a growing population of chickens (five chicks hatched just recently).

The Dorset boarding school has always been a destination for pony-mad girls, but also welcomes non-riders, who might like to learn or just enjoy pony company. The sheer variety of animals at the school means something for everyone. The animal companions they share their lives with

“Wellington resident Coco has picked up language skills and can do all commands – sit, paw, down, high five – in three languages”

ABOVE Rio has a calm nature and loves ear scratches

BELOW Coco has her own email address at Wellington

are a huge part of pupils' enjoyment, and remembered years down the line. Old girls become misty eyed at the memory of their animal friends – and especially the experience of riding before the start of the school day. "I can still remember the excitement of being woken early for a morning ride and having breakfast in riding clothes afterwards!" says alumna Arabella. "My favourite part of school life," adds Harriet.

All the pupils have part of every day left untimetabled. It is their time to do as they choose, whether it's reading a book, playing a game, climbing a tree or building a den. In fact, that's when many of them make a beeline for the animals, heading to the stables to help with the ponies, visit the guinea pigs, feed the chickens or walk a dog around the grounds. The school says it's important that young people not only get the benefits of the animals, but also understand the responsibilities that come with having them around – and that includes mucking out, cleaning out and exercising.

But the extra support they bring is also recognised. "When we have exams and I am feeling super stressed, I run and hug a pony and it makes all the di erence," says one pupil. "The guinea pigs are adorable, so cute and gentle. It is fun to go and visit them with your friends and have a chat – there's such a cosy atmosphere in the stables," says another.

Francis Holland School

PET THERAPIST: KANGA

Variety: Hungarian Vizsla

At Francis Holland

School, life is made happier by Kanga, a trained therapy dog who belongs to the school's Lead Counsellor Zoe. She has been at FHS for four years, having begun her training as a pet therapist when she was just a puppy. She is considered a key member of the team at ContemPlace, the school's counselling service, working alongside five therapists within the Wellbeing Suite. Students and sta can visit her during the school day for a chat, a pat or to tell her their worries.

Vizslas are renowned for their a ectionate nature, says Zoe, and have earned the nickname 'Velcro dogs' for their loyalty. Kanga is happy to spread her a ection wide and many girls will come to lie down next to her for a few minutes to boost their mood. Zoe says stroking an animal helps create a sense of calm – particularly useful for any student who is feeling anxious. This helps girls 'reset' their emotional state and the rest of their day becomes much more manageable.

At the beginning of the academic year, Kanga helps pupils starting at FHS to settle in. She's on hand for everyone from Reception children missing their parents to

Year 7 girls feeling overwhelmed by the step up to secondary school. A side benefit is that many friendships are forged when children gather to meet the resident pet therapist.

During exam periods, she is also on hand to save the day, helping to soothe anyone finding the stress too much. One especially popular therapy service is 'walk and talk', where girls take a short stroll round Chelsea with Kanga and a counsellor – often that's all it takes to restore perspective.

Sta say Kanga o ers a good way for some students to explore the idea of counselling. They drop-in to see her and then find themselves opening up to one of the counsellors. They have realised that if you're stroking a dog you don't have to look the person you are talking to in the eye –making it much easier to broach di cult subjects. For all the children at FHS, Kanga is a reassuring confidant. "I love Kanga's ears – they're so soft and they listen to all the worries I tell them," says one. "Visiting Kanga is the highlight of my day. She is unfailingly calm and peaceful," adds another.

“At the start of each school year, Kanga's therapy role at Francis Holland is particularly valuable as she helps everyone new settle in”

ABOVE

Pony time at Hanford

RIGHT Kanga is valued by all the pupils and sta at Francis Holland

PASTORAL REACH

My child’s confidence to approach a di cult situation has flourished. They appear to now know that, successful or not, there is always a way forwards.” I have taken this quote from a recent email from a Dragon parent. This particular sentence struck a chord as it has made me question how we measure the impact of important pastoral work.

Pastoral care is at the heart of our school and is an ever-evolving entity, but is it possible to measure something seemingly intangible and, if it isn’t, how can we ensure that the pastoral care we are providing is the absolute best that it can be? Having asked myself and my colleagues this very question, there were three main points that came to the forefront.

First, it is important to remember that pastoral care is part of every result –entrance exams, future school interviews, scholarships, relationships, discussion and debate, demonstration of values, to name but a few. Academic goals and pastoral care intertwine on a daily basis.

The second point that arose was around legacy and impact. As Maya Angelou said: “People will forget what you said, people will forget what you did, but people will never forget how you made them feel”. When supporting pupils, whether as a

teacher or a parent, we can recognise the impact we can have on a child’s day, perhaps providing a space and time where they can feel seen and heard.

The third point was around character development and emotional intelligence. Our PSHEE/RSE curriculums, as well as assemblies and tutor time, are the gamechanging moments where we can support pupils in building positive character traits.

Promoting these personal development skills is critical, and every school can encourage emotionally intelligent individuals who are able to positively influence the future relationships they will have, the industries they’ll contribute to and the way in which they treat the world around them – long after their time at school.

Behind every child is not simply the teacher who imparts knowledge but the teacher who builds connections, settles their nerves and

fosters confidence, lesson by lesson. The world is moving on from the belief that children should learn what they need to, sit the exam, get the desired result, then on to the next thing. Education is not a race, but a journey, and we continue to design curriculums that are holistically driven and in line with our aim: to inspire, encourage and develop free-thinking, confident young people.

So, back to our original question. Maybe it’s not possible to measure pastoral care in the sense of data capture and ticking boxes, but when, together with our Dragon parents, we stand back and look at the children in our care and feel pride as we see them navigating emotionally testing situations openly, confidently and without fear of making a few mistakes along the way, that is when we know we are on to something that really works. Perhaps that is how we can truly measure our success.

Dragon School Deputy Head Pastoral Kath Harvey considers how we measure and judge pastoral impact within our schools

“Education is not a race, but a journey, and we design curriculums to develop free-thinking, confident young people”

KATH HARVEY

Deputy Head Pastoral Dragon School

ABOVE Dragon School Pupils

GAME CHANGER

There are moments in the development of a school where a relatively simple change to the curriculum can have a dramatic e ect. Moving from a single-sex to a co-educational sports programme at Ravenscourt Park Prep School (RPPS) was one such moment.

RPPS is a co-ed school on the border of Hammersmith and Chiswick and located on the south side of Ravenscourt Park. We are very fortunate to have access to the park’s facilities, including bookable grass spaces, tennis and netball courts and an Astroturf.

We used to follow a traditional sports programme from Year Three. Boys participated in football, ruby and cricket while girls played netball and rounders. If girls wanted to play football and cricket, they had to join clubs outside school – and an increasing number were doing just that. If we were going to meet the needs and interests of our pupils, we needed to make a change.

In 2016, I put the case for change to the Headmaster Carl Howes and he agreed. The new programme was launched in September 2017. For Years Three and Four, all sports were now played together. There were blocks of time allocated for netball, rugby, football, rounders, cricket and cross-country. After feedback from the children, hockey was added for Year Four. Children in Years Five and Six were given the opportunity to select the sports that they wanted to play each term, and the number of fixtures against other schools increased.

Initially, there were concerns that it would be challenging to find other schools willing to bring along co-ed teams, and also that increasing sporting disciplines would reduce specialist coaching time. Neither concern has been realised. Many local schools have been delighted to provide mixed teams, or to permit our co-ed teams to play rugby against all-boys teams. As for sporting achievement, our U11 Netballers recently qualified for the IAPS finals for the second time in two years. Other teams are frequently placed in local tournaments, so we have not seen any diminution at the top level. What of the other benefits? Children now participate in a minimum of three fixtures per

term, so all represent their school in a team. We have seen a mutual respect for the sporting interests and abilities among the children –playground football involves boys and girls, as does shooting practice at the netball posts. This attitude is also reflected in the classroom – there is never any fuss if boys and girls are partnered up to work on a collaborative task.

With last year’s Euro triumph for the Lionesses, and runner-up positions for women’s cricket and rugby teams in the 2021 World Cups, there has never been a better time to make these sports available to girls. This has also coincided with the emergence of national successes in ‘non-mainstream’ men’s sports. And, in this increasingly co-ed world, why not involve boys and girls together in sport until the age of 11?

ABOVE Sport at Ravenscourt Park Prep

“We have seen a mutual respect for the sporting interests among the children – this attitude is also reflected in the classroom”

Chris Bryan of Ravenscourt Park Prep School discusses the positive benefits, on and o the sports field, of a 2017 move to co-ed sports

CHRIS BRYAN

Head

of PE and Games

Ravenscourt Park Prep School

“Street play requires no expensive entry fees or kit, no enormous planning – and children love it because it is self-directed”

OUT to PLAY

How many times have you heard talk about the way things used to be when it came to play? In that far o world – before soft play and activity centres were even a thing – children would just head outside and get on with it. This is where Playing Out came in, back in 2009, when two mothers in Bristol got into a discussion with friends about the frustrations of finding a safe local space for their young children to play. The two friends, Alice Ferguson and Amy Rose, decided to do something and, with the help of neighbours, they embarked on a simple but groundbreaking experiment.

Applying using existing powers around temporary road closures for street parties they persuaded Bristol City Council to let them close their own road for a few hours, just for children’s play. Everybody loved it, residents young and old gathered on the streets – they were on to something. “It was a really successful way to animate the street with children and it captured the interest of the local press and Bristol City Council as an idea,” says Playing Out’s Streets Development O cer Lucy Colbeck. Captured is probably an understatement – it energised. Other Bristol streets started asking for the same thing, Bristol City

Council drew up a simpler way of enabling streets to close and soon there was a ripple e ect, nationally and even internationally. Playing Out was born as a movement to give children the right to play on home turf (or, rather, tarmac). Today its aims are o cially supported by 94 councils across the UK, although many more are receptive. Internationally, it has sparked a plethora of street play models across Europe and as far afield as the US, Australia, India and Japan.

The reason everybody loves the idea is that it is fundamentally a simple one. It empowers local communities to reclaim their area, just for a while, in order to let children do the most natural thing in the

Playing outside on the street where you live is a campaign with momentum – and it’s not only good for children, but for parents and neighbourhoods

world. It requires no expensive entry fees or kit, no enormous planning (apart from the closure of the road, cul-de-sac or other chosen space) and children love it. They take their own toys outside, many learn to ride a bike on their own road and they meet other children. Often, older residents without children come out to watch, socialise or help steward. “There is something quite magical about it. People feel quite buzzed after it. It’s very much for everyone,” says Lucy Colbeck.

HOW IT WORKS

Playing Out remains a small grass-roots team based in Bristol and, while it’s on hand to o er advice via its website, newsletters and guides, Playing Out schemes are community generated – activated by and for residents. Schemes are best started with conversations among neighbours. “We always say the best champion is a parent who’s doing it for themselves,” says Lucy Colbeck.

From there, residents win over others and persuade their local council or authority to give its blessing too. It’s important to note that a play street does not exclude anyone who lives there, so residents can drive home or away during a session. It’s all stewarded in a light touch and sensible way by the adults involved (whistles to start and stop play and a steward to walk in front of arriving or departing vehicles). A taster session is often the best way to see how the idea works. Many streets and

neighbourhoods that have tried it become play streets regularly and this can be a year-round activity. Rain and cold do not deter well wrapped children from play (far from it) and adults can watch them getting pink cheeked in the fresh air while they enjoy a mug of hot chocolate and a chat with neighbours. In summer, of course, it’s hats and suncream for all.

If it sounds old-school idyllic, then that’s because it does seem to inspire old-school camaraderie. Neighbours get to know each other; children make new friends – and it’s all free. For children it’s also about getting a sense of the neighbourhood where they live. “Children have become almost invisible on our streets and their lives have become very packaged up – they are delivered from one place to another,” says Lucy Colbeck.

FREE PLAY BENEFITS

Playing Out has lots of research evidence on its website about the benefits of this style of free play. The consensus among academics is that there is huge value for children in its spontaneity. “It’s so important for their development to come into contact with the unpredictable nature of the world. It’s their first step in engaging with other adults, other children, challenges that help them develop.”

Alliances, make believe and peer-to-peer learning all happen on the street, as children make friends and find older children who will look out for them. They learn about sharing

and collaboration, and how to stick up for themselves and each other. Researchers have also pointed to the fact that children engaging in free play are being active without even realising it – valuable in an era when obesity and mental-health challenges are front of mind. Some play street organisers worry that younger children will get confused when the road opens again. Lucy Colbeck says that all evidence suggests not. Indeed, the careful stewarding to indicate when it’s safe to play may even increase children’s awareness of road safety and how to behave around tra c.

Playing Out has seen a big shift in attitude in areas where there are regular play streets – and welcomes it. “There are cul-de-sacs and quiet streets where over the years the culture has changed so much that the children play out between sessions and go and knock on the door to get each other,” says Lucy Colbeck. “That’s our end goal. We don’t really want play streets to exist. We want to see a world where children can just play out, but play streets are a really important part of that.”

* To find out if your council supports play streets, and how to organise your own play street, visit playingout.net

“Children engaging in free play are active without realising it, valuable in an era when obesity and mental health challenges are front of mind”

ABOVE & BELOW

Play streets in action –children organise their own games and activities

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.

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.

SOFT SKILLS

Ewducation is evolving. As educators, we must focus on helping to develop the strengths that will determine the success of our children. It is for this reason that we must focus on teaching not only academics, but also soft skills that will enable our children to thrive in the world. The World Economic Forum’s 2020 prediction of the top 25 skills needed globally by the year 2025 included resilience, flexibility, critical thinking and creativity.

Exam results, league tables and university acceptance percentages are all pressures that schools have to contend with to demonstrate their success. But children’s time in school should be about much more than working towards a final test. We need to promote the key skills, the character traits – both interpersonal and cognitive – to help create well-rounded individuals, ready for their journey through life. We also need to provide a broader curriculum, as we know that young people who have a well-rounded education are more likely to thrive.

In prep schools, from the moment children start their education journey, these attributes are being developed. Initially this happens through play and then, more explicitly, through lessons, assemblies and extra-curricular activities. It is about adopting a holistic approach, one which nurtures confidence, communication skills and self-reflection.

It is our job as educators to prepare children for their futures – futures in roles which may not even yet exist – so the character learning is just as important as the knowledge. Surely, to be able to communicate and articulate your knowledge and ideas is just as important as the knowledge that you hold? The World Health Organisation suggests soft skills should be prioritised for the promotion of mental health, and this has never been more important than it is today. The postpandemic picture remains complex and uncertain, so we must help children become fully equipped to deal with the challenges they will encounter throughout their lives.

Teaching soft skills is firmly embedded within Eaton House Schools’ curriculums. We provide children with hands-on learning, a chance to solve problems for themselves, to think critically, to take risks, to make mistakes and experience failure. We encourage every child to be persistent, resilient in their learning, and to be confident to tackle whatever life throws at them.

When we consider our school curriculum and what is important for our children, we cannot help but reflect on traditions and consider what has been in place in the education systems of the past. However, as leaders we must be brave, we must be bold and we must be forward thinking if we truly want to provide the best for our pupils, and in doing so, fully equip them for life.

Individual facts and figures may not always be remembered, but the soft skills will remain with children for life. After all, as Albert Einstein said, “Education is what remains after one has forgotten what one has learnt in school”.

CLAIRE FILDES

Headmistress

The Headmistress of Eaton House The Manor Girls’ School on how education is evolving and why we must focus on helping pupils develop soft skills

ABOVE Headmistress Claire Fildes and pupils from Eaton House The Manor Girls’ School

Eaton House The Manor Girls’ School

“We provide children with a chance to solve problems for themselves, to take risks, to make mistakes and experience failure”

GUIDE girl s’

Nobody ever said growing up was easy, but these days it can be particularly tough – especially for girls. That’s where Dr Zoe Williams came in, with a desire to create a new guide for the 9+ age group – not just focusing on the physical changes of puberty, but the social and emotional pressures of 21st life. You Grow Girl! The Complete No Worries Guide to Growing Up is the result.

Zoe Williams is a well-placed voice of authority, a London GP, with day-to-day experience of the issues young people encounter. She is also a familiar and trusted medic on our screens, including slots on BBC and ITV shows. Her schedule includes roles with the Royal College of General Practitioners and British Society of Lifestyle Medicine. Oh, and she’s a former rugby player (Blaydon Women’s RFC) and appeared as ‘Amazon’ on Sky 1’s Gladiators. By anyone’s lights – but especially if you’re a girl growing up – that last bit adds up to pretty cool.

She is clear about the challenges girls face today – and they go way beyond the

physical changes that make puberty such a confusing time. “It was really important to me to make sure we included topics that young people are not only interested in but should be aware of,” she says. The book gives all the sound advice you’d hope for (looking after your body and healthy eating), but also covers o everything from building body confidence to being empowered to speak up when something doesn’t seem right.

Williams thinks that the information children are exposed to in real time makes trusted sources and sound guidance more important than ever. “If I think about myself, I had limited access to information.

I could ask my parents, my teachers, find a book or magazine or ask my friends. Whereas now young people can find information on anything online. And they may get good sources of information, or they find information that is incorrect or misleading or dangerous,” she says.

She believes young people today are more attuned to the society in which they are growing up. “I think when we were young, we didn’t feel war and global issues were any of our business, whereas young people do now – and rightly so. They are not just feeling the weight of their personal experience of growing up on their shoulders.”

While You Grow Girl! focuses mostly on supporting children through their own individual journey, it also provides inspiring case studies and guidance to reflect these bigger-picture concerns. These include topical issues such as poverty (food insecurity and period poverty). Williams felt it was important for the book to acknowledge and support people with the most challenging lives. “People who are experiencing poverty

“Young people are not just feeling the weight of their personal experience of growing up on their shoulders”

A working GP, and a familiar face on TV, Dr Zoe Williams has written a new book designed to guide girls through the physical, mental and social trials of growing up

LIBBY NORMAN

Dr Zoe Williams

PHOTO: CHARL MARAIS

benefit, but actually poverty a ects all of us, so the more aware we are the kinder and more supportive we can be as a society.”

The book provides thought-provoking, analysis around bullying. “It’s not just about the person being bullied or the bully, we all have the responsibility and an ability to support both the bully and the person doing the bullying. It’s important, at a deeper level, for young people to feel, empowered and to know they have the permission to speak out and do the right thing.”

Sex, mental health and consent are all covered in a sensitive and age-appropriate way, but also with that ‘dip in’ tips and pointers approach that is so useful in helping young people absorb information without feeling overwhelmed. Williams is also excellent on inspiring case studies, including drawing on her own recollections as she was growing up. She gives a great account of how she learned to improve her own body confidence

on Gladiators and o ers advice on adopting a gladiator name and stance in testing situations. “All evidence based,” she says. “Your body language in, say, an interview or a situation where you don’t feel that confident can make a huge di erence to how you come across.”

Body confidence is a major issue for girls as they grow, and she delivers insights about this by talking about her own teenage insecurities and her game-changing moment – in the communal showers after her first competitive rugby game. She had prepared for anything, bringing along a bikini. Then everyone just stripped o and got in the shower. “And there was this sudden realisation that nobody cared what I looked like,” she says. “Everyone is di erent, there is no normal. I wish I could go back and tell my younger self that, and that’s why I’m telling the young people reading my book.”

She thinks that, as adults, we have a duty

to approach the whole business of dispensing advice to young people with care, and also due respect for their intelligence. “We have to give young people credit for the knowledge they already have,” she says. On areas such as consent and sexual identity, she suggests young people are often more aware than we realise, arguably a bit more savvy on some things than we adults.

“As a parent, teacher or grown up, it’s about saying: ‘you know what, you might know more than me on this. I’ll share what I know, and I’d really appreciate it if you’d share what you know, and then maybe we’ll both end up with more knowledge and be empowered’. What a wonderful thing to do, rather than the parent, the teacher or the doctor always being the educator and the young person always being the recipient of knowledge.”

“Everyone is di erent, there is no normal – I wish I could go back and tell myself that, and that’s why I’m telling the young people reading my book”

You Grow Girl! The Complete No Worries Guide to Growing Up by Dr Zoe Williams is published by Wren & Rook, £9.99.

ABOVE & LEFT

Zoe Williams’ guide balances sound health information with inspiring tips and case studies

Exercise BENEFITS

Kevin Doble of Broomwood, a group of London prep and pre-preps, on how sport teaches the important lessons in life and why our children need more of it

Iwas talking with parents the other day about preparing for 11+ entrance exams in London. Their children were being educated at state schools and they were incredibly anxious about the competitive system they had entered. The high standard required of candidates applying to many of our independent senior schools was taking a toll on the whole family.

One mother explained that she had a network of tutors providing extra support so that her son could reach the academic level needed. It transpired that his entire week was taken up with studies beyond the school day and there was little time for anything else. My heart sank. I passionately believe that a proper education – not to mention a proper childhood – should involve physical activity, including access and exposure to a wide range of sports. It is easy to become so obsessed with planning for the future, that we forget our children are living their childhoods now: give them the present of the present!

At Broomwood, our boys and girls enjoy a co-ed setting until the age of eight when they move to our single-sex

ABOVE Fun on the field at Broomwood

prep schools. We believe this gives them the chance to mature academically at their own rates, but at the same time, they do come together for selected sports and a whole range of learning and social activities beyond the classroom. When it comes to sport, we are ambitious for them in the broadest sense. Of

course, we want them to win trophies and tournaments (and they do), but we also want to instil in each of them a love of physical exercise, regardless of gender or ability. We are in the process of increasing the number of sports sessions in school, but this is not the trend nationally. A recent report by the Education and Training Inspectorate found that 74% of primary schools are unable to provide the minimum government requirement of two hours a week. Playing football, sliding in the mud and twenty seconds later becoming a hero teaches our children valuable life lessons: teamwork, camaraderie, self-discipline and tenacity. Even those who do not see themselves as ‘naturals’ can improve immeasurably when they are well coached. The satisfaction on the faces of girls and boys who realise they can do something beyond what they thought possible is a joy to see.

Schools should be taking

the lead here, providing exposure to a wide range of di erent sports and inclusion for all. Boys shouldn’t be discouraged from trying sports traditionally associated with girls, like netball or lacrosse, and although girls are beginning to achieve considerable international success, with sports like football through the Lionesses, there is still much to do at grass-roots level.

Much has been written about the e ect the pandemic had on our children. Teachers across the country have noticed a deterioration in behaviour and a decline in classroom engagement and emotional health. I would argue that a large part of the problem is connected with the denial of sporting engagements. It is critically important for the wellbeing of our children that we bring back balance in their education. Sport, and proper physical exercise, is the way to do it.

“It is easy to become so obsessed with the future that we forget our children are living their childhoods now –give them the present of the present!”

KEVIN DOBLE Principal Broomwood

From playtime to Plato

Two schools. One transformative education.

HEALTHY COMPETITION

We all know that sport is good for us physically, but it can also develop a whole range of mental skills – including a positive outlook on life Absolutely Education spoke to four leading independents to find out why sport is a winner on and o the field

Oakham School

Oakham School is well known for the scope of its sports o er, with 30 di erent options. While the choice is fantastic, it’s about more than that. Director of Sport Iain Simpson says: “We focus on developing skills that can be taught progressively at every age group and at every level, including commitment, self-regulation, and organisation. These skills are equally beneficial for those aspiring to compete at the highest level as they are for those who we hope will follow healthy and active lifestyles throughout adulthood”.

There’s a strong awareness that sport teaches much more than rules of play. “Challenge and failure are intrinsic to competitive sport,” says Iain Simpson. But the sta here see this as an important step on the road to success. “Performance evaluation, emotional control, self-regulation, utilising support networks and planning and organisation skills are the real detail behind getting back up and going again.”

Of course, sport is also a wonderful place to build teamwork, so Oakham builds that in – everything from ‘player of the match’ to awarding School Colours to athletes at Speech Day.

Fielding teams from A to F, it also ensures lots of healthy team building via interhouse competitions where every pupil can win points for representing their House.

Beyond timetabled sessions and competitive fixtures, there is additional coaching in core sports throughout the school year. For those who might have a future at elite level, there are specialist coaching sta to provide tailored support. “We work hand in hand with external professional sporting bodies in di erent sports to help our students who are on performance pathways to manage their

time,” says Iain Simpson. There’s education, too, on all aspects of managing the important detail, from nutrition to preparing for the inevitable failures. “In terms of mental preparation for the challenges and risks of high-level competition, we view deselection from a squad or being cut from a programme as a normal part of progression.”

With sport also an intrinsic part of the cocurriculum, Oakham aims to help all its young people find physical activities they enjoy well beyond school. “We have always known that sport plays a crucial role in the development of young people, but a better understanding of the mechanisms of this development enables us to structure cohesive and coherent programmes,” says Iain Simpson. “As well as developing skills such as teamwork, strength and flexibility, we aim to help our pupils discover a sport that they love, enjoy the social aspects of sport and enhance their wellbeing.”

Emanuel School

At Emanuel School in Battersea, sports are designed so everyone has the opportunity to represent the school in a competitive match in each term. Extracurricular is also vital to widening enjoyment and participation. “Pupils can select what they take part in. Clubs include our performance sports but also participation in engagement sports such as table tennis, dance, swimming, water polo, tennis and basketball,” says Director of Sport Kerry Smith.

Beyond the obvious physical benefits, she says sports build a whole raft of transferable skills. “Pupils are often exposed to challenging situations on the field and o the sports pitches. Through sport, pupils have to work as a team to find a solution to a challenge, or as individuals to overcome obstacles.” These benefits also spill over into social development. “Relationships built through sport are enduring and can filter into relationships in the classroom.” She believes the positive mindset sport develops also transfers to daily life. “Success in sport can boost a pupil’s self-confidence, which will only help them in their daily challenges – academic, social or emotional.”

The focus at Emanuel is on celebrating participation as much as success. Numbers are reviewed at the end of each term so engagement can be increased. “Our main

RIGHT Emanuel School netball BELOW Athletics teamwork at Oakham

“Success in sport can boost a pupil’s self-confidence, which will only help them in their daily challenges – academic, social or emotional”

OPEN MORNING SATURDAY 16 SEPTEMBER

We are an ‘excellent’ rated independent, co-educational boarding and day school for pupils aged 11 to 18, nestling in 230 acres of outstanding Berkshire countryside.

Providing a challenging academic curriculum, we offer co-curricular opportunities for sport, art, music, drama and adventurous training. We help every pupil to fulfil their potential and develop the confidence, values and skills needed to make a positive difference to the world.

Book your place: www.pangbourne.com/visit. Alternatively, our Admissions Team is available to answer your questions.

Email: admissions@pangbourne.com or call: 0118 976 7415

A community where you can flourish

aim has to be to make sport fun. If we are engaging pupils in physical activity, they will more likely commit to the competitive side of it as well,” says Kerry Smith. The school also celebrates the process involved in building a team or performance. “Successes in individual and team sports are celebrated in assemblies and via sta briefings, as well as on social media and via our communication channels. Our sport scholars are rewarded with seminars from significant figures in the sporting world.”

For the most gifted, there is recognition that the path ahead can be tough. Emanuel has a mentor system in place alongside extra training and nutrition support. “Our Sports Scholars touch base with a member of the department regularly throughout the year and discuss the challenges they are facing in sport.”

Mentorship between pupils is also encouraged, with older students helping out at after-school clubs and captains chosen not just for prowess but because they are positive role models. The sports team also encourage young people with advice on accessing out-of-school sports clubs. Kerry Smith has no doubts sport does far more than build our bodies. “Sports participation provides pupils with self-discipline, including commitment to training and adherence to rules. It develops pupils’ resilience to challenges and builds confidence. These skills will serve them well in life after school.”

TASIS The American School in England

For the past five years there has been a ‘no drop’ policy for all students at TASIS who would like to participate in the sports programme. The team here, led by Director of Sport Marc Butler, say that this ensures that all students can sign up for a sport in the knowledge that they will be supported through the programme.

The Surrey through school, which welcomes over 50 nationalities, o ers everything from co-ed lacrosse and golf to soccer, futsal, golf and Ultimate Frisbee. “An important focus for our coaching sta is to create positive relationships with the students in their teams and consider the person before the athlete,” says Marc Butler. “This frequently opens up discussions about other aspects of the school day, and provides the opportunity for coaching sta to support students in identifying how drawing upon both their negative and positive experiences through sport can help with academic, social and/or mental health issues they may be facing.”

Sporting success is celebrated in many ways. The gymnasium has banners on the walls, photos of triumphs and a healthy trophy cabinet. But, says Marc Butler, it’s not just about winning – however good that feels. He says there’s an important element in role models and sports ambassadors, and it’s also vital to celebrate the whole team e ort. “A great example of this takes place following the conclusion of the endof-season sports tournaments, where a guard of honour is formed by students and

sta to welcome teams back to campus.” This is to recognise the e orts of every individual and the value of school spirit.

Alongside the many positive examples o ered by team and individual success, the sta go out of their way to make sport a welcoming social and learning experience. For those heading for the top of their game, there’s a dedicated Athlete Development Coach to provide personalised/bespoke coaching sessions. Marc Butler says that while TASIS values the sporting edge that can bring for the most able athletes, it’s equally important to enable students to carry on through school-led programmes to maintain social ties and mental wellbeing.

“Some students want to develop skills, win trophies, or participate in competition,” says Marc Butler. “Other students want to feel part of a social group, improve fitness or just have fun enjoying something they like.” While ensuring a full suite of sports opportunities to embrace every sporting persuasion brings its own challenges, Marc Butler and the TASIS sports team have no doubts about the long-term benefits participation in school sports brings. “The benefits to those involved can be truly life changing.”

“Some students want to win trophies, while others want to feel part of a social group, improve fitness or just have fun”

RIGHT & BELOW Sport at TASIS England

BOTTOM Rugby at E manuel School

Sydenham High School GDST

Sydenham High School incorporates its original AngloSaxon motto, ‘Nyle ye drede’, (‘fear nothing’) into sport as well as academic life. “You learn more by losing by two points than you do by winning by thirty points.” says Director of Sport Jenny Matthews. The focus at the through girls’ school is to encourage pupils never to be afraid to try anything, and especially not to be afraid of failure.

There’s a ‘sport for all’ policy within the PE Department to encourage all pupils to join in recreationally and competitively. Sports teams are created on a no trial basis, giving every girl the opportunity to represent her school. This approach is reflected in Sydenham High’s annual sports awards, which span every year group and level, while House Sports Days ensure that each girl takes part in football, netball or hockey tournaments. “For those who show a particular aptitude for a sport or pursuit, we o er a huge range of opportunities through our Sports Scholarships and High Performance Programme,” adds Jenny Matthews.

She and the team at Sydenham High believe sport is a perfect way to learn how to move forward. “Competitive sport gives pupils the opportunity to develop the psychological skills essential to building resilience.” Alongside the awards that mark the big wins and achievements, the team here try to ensure every victory is recognised – it might look small from the outside, but they know it can represent

a huge achievement for that individual. There’s a busy social media feed for the Sports Department and announcements of successes and progress are also made in assemblies and at sta briefings.

Sport is also a vibrant extracurricular activity, with football, cricket, rowing and basketball in the mix alongside tennis and athletics. The school is a keen competitor in regional and sometimes national leagues in sports such as hocket and netball, including GDST national tournaments.

For the most able, including Sports Scholars, there’s access to a mentor, bespoke training advice and half-termly workshops from elite professional athletes, as well as nutritionists. The aim is to help athletes realise their potential and achieve the right

balance between sports training, academic and social life. On this year’s programme, sessions have included a workshop on ‘Body Change: Training though puberty’ and a talk from a physiotherapist about injury prevention and rehabilitation. Recently, the programme welcomed back two notable Sydenham alumnae, netballer Ally Housley and cricketer Kira Chathli.

Sydenham High has no doubts that sport, at whatever level, is an essential.

“Participation in sports inside and outside of school has a host of benefits for body, mind and soul,” says Jenny Matthews.

“Girls are encouraged to try new things and challenge themselves, as well as enhance their overall health, which in turn has a positive impact on their mental wellbeing.”

“In sport, performance evaluation, selfregulation, utilising support networks and planning and organisation skills are the real detail behind getting back up”

LEFT & BELOW Sydenham High School has a strong focus on sports opportunities for all

Co-educational excellence in the heart of Berkshire.

We believe that every child has immense potential that, in the right environment, can be uncovered, nurtured and realised.

wellingtoncollege.org.uk

Talking LANGUAGES

At a time when the Prime Minister is talking up the value of maths ‘to the age of 18’, it is worth thinking about other subject areas where more, if not all, school leavers should have some proficiency. Another, surely, is modern languages? Once pretty universal at GCSE, across all schools, numbers have tumbled, and for German, even French perhaps, study at 16+ is pretty much the preserve of the independent sector. What should our students know and understand in terms of languages, and at what ages?

Well, in the age-old battle for British educators to instil a love of and desire for language learning – fuelled, as we all know, by the prevalence of English across the world –we language teachers (I was – I don’t say am – one) have not made life easy for ourselves

School, where we ran a (for then) radical programme entitled Languages For All. Every sixth former had to study a language, either for A or AS level or as an ab initio (‘get by in’) course, or simply undertake some further study in the language they had done to GCSE. And every boy did indeed do some language.

Another is that modern languages are not for any student with learning di culties, especially dyslexia. Again, not necessarily true: Wellington insisted on all students studying French to GCSE, and even those who struggled rose to the challenge.

Three years ago, partly to try to prove to myself that I could still do it, I started to learn Arabic. And here I discovered the transformational role Artificial Intelligence can play. Duolingo and Busuu both respond to the learner’s progress, prompt you to practise and, in the case of the latter, put you in touch with native speakers who can help you.

with dull GCSE specifications and sometimes patronising textbooks. Students don’t even want to talk to adults about their home life and holidays in English, let alone Spanish. So, despite excellent work by the likes of John Claughton and Ste an Gri ths and their excellent ‘Wollow’ programme, language study still su ers from some misconceptions.

The first is that studying languages is di cult and therefore not for all. Well, it depends on where you set your sights. My first job in teaching was at Shrewsbury

Many also accept the myth that ‘hard’ languages are beyond children’s capabilities. At Whitgift, we find the opposite. Setting the expectation that all students will master some Korean, Japanese or Mandarin bears fruit – they actually like the challenge. As an all-boys’ school, we are also able to disprove the myth that boys, specifically, don’t like languages.

So, I would put language learning, at some level, alongside maths as something which should be part of every senior pupil’s experience. It’s both humbling (in that it genuinely puts the learner into someone else’s shoes) and exciting. To have a Moroccan actually answer a question I’d asked in Arabic was probably the high point of my recent holiday.

School

As with all things, the key is to aim high. Don’t avoid ‘di cult’ languages, don’t assume less ability than pupils have and, above all, find topics which excite them. Holidays, family and future plans out, culture, film and revolution in!

CHRIS RAMSEY

Headmaster Whitgi

With the study of maths to 18 being debated, Whitgift Headmaster Chris Ramsey suggests we might also look at prioritising modern languages

“Setting the expectation that all students will master some Korean, Japanese or Mandarin bears fruit – they like the challenge”

Kew House School's rowing programme, started in 2018, is building sporting prowess and club spirit from the ground up – and it's aiming for gold

“There's no greater feeling than doing one rowing stroke and travelling x metres in one body movement”

Kew House School Boat Club is a rookie in rowing terms, but it’s growing from the ground up and training girls and boys to give of their best, have fun and maybe take the sport a whole lot further. It was established in 2018, and with a firm pledge to o er rowing to all pupils as a school sport. Every afternoon, Monday to Friday, rowing is one of the sports options, so all senior year groups can take to the water and learn about the teamwork and skill involved.

Kew House is, of course, in prime territory on the Thames, as this West London stretch is home to a plethora of competitive rowing teams and clubs – and with a long history of achievement. “We’re literally in the middle of the rowing bubble, where everyone’s rowing – there’s a lot of action on the river,” says Paddy (Patrick) Graham, Head of Rowing.

At Year 7 and 8, access to rowing is kept at once a week. This is, says Paddy Graham, to ensure longevity and avoid burn out. “Children at that age are very focused on wanting success,” he says. “But we have a progressive pathway.” Those boys and girls that take to rowing (and many do) have the option from Year 9 to get involved in the life of the Kew House School Boat Club (KHSBC). This means rowing sessions at weekends and after school. This moves things up several gears over time, and by Year 11 boys and girls can participate in the full club training programme. This means seven training sessions a week, including an early-morning row and weekend river meets.

There’s no doubt that training with KHSBC involves commitment, but for many pupils at Kew House it becomes a passion – Paddy Graham says it can be an addictive sport.

“They fall in love with the social, physical and

mental aspects of rowing,” he says. “There’s no greater feeling than doing one rowing stroke and travelling x metres in one body movement, one where you are using all your muscles, plus improving cardiovascular endurance.”

He is at pains to explain to pupils who enjoy rowing that this is a sport with longevity – o ering opportunities at elite, club and more casual level through university and long afterwards. “It can become part of daily routine. I know because I, and everyone I rowed with at a young age, still have to have some form of physical structure around our adult lives. So it’s something that stays with you for a long time,” he says.

Building a rowing culture from scratch is, he adds, about much more than action on the water. “Something personally that I’ve loved in creating this boat club is that it’s such a community sport.” Kew House

ABOVE Kew House girls rowing on the Thames

Creating a world of opportunity

At ISL our students have access to the whole of London as their classroom. The diversity and interculturalism of the city is reflected in our school, where students use their individuality and passions to explore, design and create their learning in ways that motivate them to achieve success.

Shaping stories since 1972

parents are firmly on side and have been huge supporters of both the fundraising required for kit, and the social aspects that come with getting involved and cheering on their child and the home team from the riverbank.

Many parents attending for the first time are amazed at how much their child has developed their rowing skillset – and all the teamwork required for rowing success. Bear in mind that boats have to be got down to the water and readied for the race and the team doing the rowing all pull together before the racing proper can even start. Parents have expressed delight that their teenager has finally found a sport they really love. This includes the less obviously sporty children who suddenly find their place as part of the crew or discover a gift for strategy and leadership as rowing cox.

For the school, rowing has been a tremendous addition to sporting choice – co-ed, part of local Thames-side heritage and something the whole school can get behind. “Rowing really showcases how resilient and robust children can be, and how willing they are to push themselves to their absolute limits for the team. That’s been a great success story for Kew House,” says Paddy Graham. “We wouldn’t have been the success story without a supportive parent body,” he adds.

The KHSBC Summer House Regatta, taking place in June, is hugely important and a day when everyone can celebrate achievement, teamwork and club spirit. “It’s the one event where the whole boat house gets together, from year 7-13. Boys and girls and all the parents are there.” There’s even a parents’ rowing event. There have been other wonderful social events and fundraisers, including a dinner in January, and these have enabled the recent addition of senior eight boys’ and girls’ boats.

The school is working hard to spread the oars wider to grow participation across its local community, including working with Chiswick Senior to get its boys and girls onto the water. Building a boat club from scratch and making rowing part of PE choices has opened pupils’ eyes to broader sporting possibilities. “We’ve always said we don’t see this as the ceiling of their achievement. We want them to be successful after Kew House and be representatives of the sport and Kew House School Boat Club,” says Paddy Graham.

Recently, the school had its first try out of a junior girl as a potential for Team GB –KHSBC is aiming high for club and school.

“Kew House School boys and girls would love nothing more than to qualify for Henley Royal Regatta. That’s their aim, they are gunning for it and one day they will do it.”

“Rowing really showcases how resilient and robust children can be, and how willing they are to push themselves for the team”

LEFT Parents have been enthusiastic KHSBC supporters, fundraisers –even rowers at school events

BELOW All pupils have the opportunity to be part of the team

North Bridge House

North Bridge House is on a constant journey of getting to know every child as an individual, realising their unique potential through a rich and diverse academic and co-curricular programme at every school stage.

‘Personal challenge with tailored teaching in a nurturing setting’ Good Schools Guide

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SIXTH FORM CHOICE

The Director of Admissions at Wellington discusses its soon-to-open Sixth Form Centre and its approach to ensuring breadth of opportunities for its 16+ pupils

With a new Sixth Form Centre and Sixth Form House set to open in 2024, the co-ed facilities for 16-18-yearolds at Wellington College are going from strength to strength. New facilities focus on providing the independence and choice that pupils crave at this stage of their education.

Wellington welcomes around 50-60 new pupils into the lower sixth each year, taking the annual sixth-form cohort to 250. This includes at least 10 Prince Albert Foundation fully funded scholars and around 20-25 new international pupils. The new Sixth Form House and Sixth Form Centre is designed as an uplifting, sociable environment – more akin to the university experience – ensuring

new and existing pupils integrate e ectively. It includes a cafe and event spaces downstairs and a modern workspace upstairs, along with careers, higher education, IB and Head of Sixth form o ces. The new co-ed Sixth Form House o ers boarding places for 30 boys and 40 girls across the two sixth-form year groups.

Wellington is distinctive in that it o ers both A-levels and the International Baccalaureate (IB) Diploma, and with an exceptionally wide range of subject choices. Notably, there is a 50/50 split among pupils taking A levels and the IB Diploma. Sixth formers are often able to decide finally what they will study when they arrive, and such is our flexibility that some pupils begin doing A levels before deciding to swap to the IB.

Our vision is to support pupils to become well-rounded global citizens, acquiring skills beyond exam results that future employers look for. We o er world-class sporting, music, arts and drama opportunities. The College holds the Artsmark Platinum Award, houses a West End-standard theatre and o ers over 600 music lessons each week. There are 150 clubs and societies and over 25 di erent sports are played, with national and international success.

The choices academically and on the co-curricular side are wide ranging, and this really appeals to pupils at age 16. We

find that new sixth form pupils throw themselves into many aspects of school life with great enthusiasm. Wellington also provides a pioneering wellbeing programme, and new arrivals often express surprise at how accessible and caring our sta are.

Another vital element of sixth form life is preparation for the next step. Wellington has a US university programme and each October there is the chance to visit US universities. In 2022/23, alongside 17 Oxbridge o ers, Wellington pupils had 20 o ers to top US universities – including Yale, UPenn Wharton, Brown, Columbia, Cornell and Stanford. As pupils begin to shortlist potential future career paths, ‘Welly Connect’ provides LinkedIn-style networking opportunities with over 5,000 members.

Having fun is vital to wellbeing at this age and there are plenty of opportunities to make memories, including the numerous trips o ered to sixth formers. These range from subject-based excursions to servicebased travel to scuba diving trips. Our aim is to ensure that pupils leave us on a high after an exhilarating and rewarding two years, ready to embark on exciting futures and realise their full potential.

ABOVE The new Sixth Form Centre at Wellington College

“The Sixth Form House and Sixth Form Centre is an uplifting, sociable environment – more akin to the university experience”

“This symbiosis between Reed’s School and Foundation is one that is unique and brings benefits to the whole community and beyond”

Foundations of STRENGTH

Reed’s School was founded as a charitable orphanage in 1813 by Rev. Dr Andrew Reed. It was originally named the London Orphan Asylum, during a time when ‘asylum’ meant a place of sanctuary. Reed believed all children, regardless of circumstances, deserved access to a good education to break the cycle of disadvantage. This charitable ethos remains; we are a foundation with a school, not a school with a foundation.

Although now an independent school with 800 pupils set in Surrey, the Andrew Reed Foundation supports children who have su ered the loss of one or both parents and experienced some of life’s worst traumas. Each year, the number of Foundation pupils supported is approximately 70. Coming to Reed’s gives them continuity, support, care and, most importantly, the hope for a better future for themselves and their families. They, in turn, bring something very special to the Reed’s community and the Foundation’s ethos comes

through everything that is done at School with understanding and compassion. This symbiosis between School and Foundation is one that is unique and brings benefits to the whole community and beyond.

In addition, through the work of our Outreach programme, the reach of the Foundation is extended to children in the state sector. Today, over 40 state primary and secondary schools in economically deprived areas within London and the south east are part of this programme and some 1,800 children are hosted at Reed’s – engaging our sta and pupils to deliver enrichment activities using our facilities. Much of this work would not be possible without the strong partnerships developed over the last few years with a broad range of partners to ensure the Foundation supports the most deserving children. This includes local authorities, youth groups, children’s charities, social mobility organisations and other charitable foundations. This, of course, includes the Tim Henman Foundation – an organisation that we are very proud of, having been founded by one of our alumni.

The forging of meaningful relationships is not only important externally but internally too. Working with state-school teachers, charities and families directly, there is in place a bespoke and caring Foundation application process for bursaries. By the time the children join, a tailored support plan is already established covering their social, emotional, and academic needs. It’s the holistic approach that Reed’s provides which enables our Foundation pupils to integrate into everyday school life and

Reed’s School describes its unique position as a ‘foundation with a school’ and its important work with former pupil Tim Henman and his charitable foundation

BELOW Tim Henman (top right), pictured in 1990 during his time at Reed’s as a tennis scholar

have opportunities to shine and flourish.

Reed’s unique ‘Circle of Support’ ensures no child falls through the net. Every member of sta is empowered to take on a duty of care that complements the education on o er and ensures that every child’s time at Reed’s is as fulfilled as it can be. Emphasis is on collaborative teamwork, regular communication and shared strategies.

It is this unique model that Tim Henman – a former tennis scholar at Reed’s and loyal and active ‘Old Reedonian’ – was able to see for himself. Tim is so grateful for the scholarship he received from the school in recognition of his sporting talents that he wanted to provide the same opportunities for children, regardless of background. So, when the Tim Henman Foundation (THF) was established in 2015, he felt it was important that the charity worked with the Reed’s Foundation because of their shared values: that every child deserves the right to fulfil their potential. Today, THF provides targeted funding for six

Reed’s Foundation pupils to attend the school and experience the same opportunities he was able to receive.

This educational focus is very much part of the three key strands of the Tim Henman Foundation: sport, education and health. Naturally, as a sportsman himself, he and the team at THF fully understand the benefits sport can bring to young people. The physical benefits are clear to see, and the mental health benefits of regular participation in activity are increasingly valued. Benefits also reach further by increasing confidence and resilience. The THF believes that young athletes should have the opportunity to pursue their sporting aspirations, which is why they provide support in the form of funding and mentoring to those with goals of reaching an elite or professional level.

Like the Reed’s Foundation, the THF understands the important work that community-based organisations do for young people. However, one-third of these

organisations don’t have enough reserves to cover even three months of running costs (source: Sported Foundation, Parliamentary written paper), yet the coaches, teachers and mentors act as important role models. THF partners with these organisations to make sure these essential sport and education opportunities continue to be available.

Tim Henman Foundation also runs initiatives to support and provide opportunities for young people who have special educational needs and disability. Working with SEND units within schools and special needs schools is an important part of their strategy. There are substantial financial barriers to getting the required specialist support or additional opportunities that young people with special needs and disabilities deserve. Families face, on average, extra costs of £581 a month and for almost a quarter (24%) of families with disabled children, extra costs amount to over £1,000 a month (source: scope.org.uk). By delivering programmes specifically for those with SEND, the Tim Henman Foundation ensures these youngsters have the support they need to be happier, healthier and to thrive.

Both Foundations exemplify commitment to providing education and support for children who have faced significant challenges in their lives. With a rich history rooted in charitable values, the Andrew Reed Foundation continues to nurture a symbiotic relationship between the school and the wider community; the support of the Tim Henman Foundation is crucial to this aim. Fostering partnerships and implementing outreach programmes allows the impact to extend beyond immediate beneficiaries and, through shared values and dedication, these organisations create a brighter future for all.

“Tim Henman Foundation provides targeted funding for six Reed’s Foundation pupils to attend the school and experience the opportunities he received”

ABOVE THF helps children to fulfi l their potential

BELOW Tim Henman at Reed’s

ALL THE TALENTS

Teaching is the most incredible profession, as all teachers know. Ensuring that every single pupil is challenged to develop both socially and academically is a responsibility that all teachers must face. This is regardless of background, ability, talents – a personal approach is fundamental.

Each school across the world will have selected those who are deemed ‘gifted and talented’, to use an older pedagogical phrase. These more obviously able pupils will naturally benefit from extra provision and care so that they reach their potential. But what if this recognition of ability was cross-curricular too?

What if schools celebrated not only those who obviously excel academically, but also those with talents in individual subject areas or even socially – emotional intelligence, say, or entrepreneurial thinking? It could result in more acceptance across a school, as well as bringing out the leaders of tomorrow in all fields.

Naturally, high-quality teaching is the facilitator to this somewhat utopian vision. We all have them – pupils who display those aspirational qualities. Teaching to the Top is a phrase that some pedagogical experts fundamentally disagree with. Perhaps it is to do with the fact that it seems somewhat divisive at first glance. But setting a high expectation

across a curriculum and allowing a good deal of personalised plasticity in teaching methods means that pupils can benefit from highly structured and planned lessons to enable them to reach those higher bars. Teaching to the top really should say Challenge for All –and this should extend beyond the classroom. Pangbourne College is a National Association for Able Children in Educationaccredited school and holder of a NACE Challenge Award. We recognise that by daring our pupils to regularly engage in more challenging work, and to dream of possibilities that they did not think were feasible at the outset, we challenge all. Ultimately, the impact across our whole community can only be beneficial. Those

more able pupils from across disciplines then become role models. They set the bar higher for others in the school, also having a knock-on e ect for the rest of their class.

Some in education fear that perhaps some pupils could get left behind if teachers challenge every pupil, every lesson, but I disagree. It removes glass ceilings and equips pupils with the confidence and desire to drive themselves forward. When this is coupled with first-class pastoral care, exciting co-curricular opportunities and a caring community, I believe that this recipe only results in success.

If we celebrate each pupil for their talents, loudly and proudly, and adopt a mentality that focuses on exceptional teaching every day, that utopian vision is not too far away. No school will get it perfect at first but, with a collaborative e ort, the generation of tomorrow will thank us for it.

JACK

Head of Scholars Pangbourne College

The Head of Scholars at Pangbourne College on encouraging all pupils to aim higher and aspire for more

“What if schools celebrated not only those who excel academically, but also those with entrepreneurial thinking?”

SIMS

ABOVE Pangbourne College students

IN CONVERSATION WITH

Magnus Bashaarat

Head of Maida Vale School

Magnus Bashaarat believes that education must evolve to meet the needs of today's students and tomorrow's workplace

NORMAN

Magnus Bashaarat may be 'new boy' at Maida Vale School, having taken over the reins at the start of the summer term, but he's an old hand at leadership. This is his third headship in a career notable for its breadth and including senior roles at Eton, Stowe, Milton Abbey and Bedales. He's also a longstanding ISI school inspector and a Governor of University of Winchester. With this rounded view of educational settings, he remains convinced that variety

and choice are positives. "I've got a catholic (small 'c') approach to education – I think all sorts of di erent school settings will suit di erent students and their parents at di erent times," he says. "We've got three young-adult children ourselves, and at one stage all three went to di erent schools because we thought that would be the best for them." He has seen the best of both traditional and modern, citing Milton Abbey and Bedales as places where he witnessed truly innovative teaching approaches.

"That's one thing that attracted me to Gardener Schools Group and Maida

Vale School – it is positioned as a newthinking, innovative school in London."

London still veers towards the traditional – many single-sex independents and with a strong focus on a tough process for senior entry. Bashaarat describes the 11+ selection in the capital as "ruthless" (and many parents and teachers would agree).

"There's a pathway that most students follow that is highly focused on a narrow range of academic outcomes." He senses a change coming, as we increasingly recognise that GCSEs and A levels are not doing everything needed to prepare

LIBBY

ABOVE Magnus Bashaarat and MVS pupils

young people for their future lives. "Increasingly, parents are realising that there's a great cost for children from that approach," he says. "And I keep meeting entrepreneurial 40-somethings, and they don't want to employ people with A levels and degrees only. Yes, they are very good on paper, but only in a narrow and academic way."

So Maida Vale School arrived in north-west London at a good time to widen families' choices, even though no school would have chosen to open in the heat of the pandemic. "There's a real yearning here for a co-ed alternative to the schools that currently exist, and for a school that really does have an honest, holistic focus on pupil development and progress rather than that narrow A* to B top line."

Gardener Schools Group is underpinned by a strong educational philosophy. Having the wider group of four Heads makes it collegiate, and Founder Maria Gardener still contributes as occasional teacher at all four schools. There is also the steady growth approach for MVS, following a

trusted model established by sister senior Kew House. Gardener has a clearly stated pastoral approach across all four schools, with an open door to parents. On the open-door policy, Bashaarat cites his own childhood experience of being dropped o at boarding prep by parents who expected no further educational input until the end-of-term report. Schools are very di erent now, but there's still a tendency to have a more visible pastoral and family presence in prep years. Bashaarat believes it's just as important to keep the open communication

in senior schools, and more so post pandemic. "What young people are going through, the world they are growing up in, does seem more arbitrary, scarier and less predictable than five or ten years ago. And there seems to be more at stake, more riding on it, so even more important for that connection – that pastoral support – to be there during adolescence."

Another big Maida Vale plus for Magnus Bashaarat is the school itself. "It's an amazing building in an amazing location," he says. "The building itself was a technical college, so it has the idea of making and doing at its heart. In the basement there's the DT Suite, which is a phenomenal resource, and on the top floor there's Art and Drama, and everything in between is part of the creative philosophy." He taught English before moving into leadership roles and remains a passionate advocate for the power of poetry and drama to open hearts and minds, so no surprise that the new Head sees creative outlets as a vital part of MVS' remit. "Young people need to be encouraged to express themselves by making and doing and acting and writing and painting. Creative doesn't mean it has to be done in the art room – it's the idea of creativity in the broadest sense.

"At the moment, in theatre and music on a national scale, there are all sorts of challenges in terms of funding for the creative arts. And yet we know the creative industries are hugely important to the nation's economy, especially in London. I think that's something that has to be spelled out to young people – the importance

“The onus is on schools to proliferate sixthform study options – and lead students on to really fulfilling pathways”

ABOVE Maida Vale School chess match

BELOW Food preparation class

of creativity –and not only for imagination and wellbeing but for the nation's economy."

Whether young people are gravitating towards arts, sciences, business or something else, they need good guidance. That starts with the right subject choices. "What we're keen to develop at Maida Vale is breadth," he says. "It's very important that students in Year 12 have got a really interesting choice of subjects, so that their pathway to university and beyond is identifiable and is going to be meaningful for them. And it doesn't have to be university. If there is, say, a KPMG apprenticeship pathway for someone who is really good at maths and has already decided that the apprenticeship route is for them, then we have to resource that."

Wearing his other hat – that of Governor of University of Winchester – he sees a shift coming in university approaches that needs to be understood by schools. "School leavers are becoming much more discerning about what they want to do," he says, pointing out that UCAS recently predicted a million plus degree students by 2030. "You have got to have meaningful degree-course outcomes for those million students who are all going to be paying quite a lot more

money." He thinks the 'all things' model of university is set for reform. "I can see universities becoming a lot more specialised because they can't o er all courses to all people. They simply can't be those sorts of comprehensive destinations anymore."

Relating that back to the choices young people at MVS will face, especially as it opens its Sixth Form in September, the new Head says it's about school advisors being aware of the marketplace and the best options out there – including going beyond that 'prescribed' Russell Group list that independents traditionally favour (and then use as a marker of their excellence). "Say the best course in Digital Games Design is at Northumbria University, then if you're a certain type of student interested in games design you shouldn't be reading Geography at Newcastle just because that's what everybody does."

In other words, Magnus Bashaarat believes that schools must focus on the individual and their best route to happiness and career success. "The onus is on schools to proliferate sixth-form study options with what is new and innovative and appealing to students – and will lead them on to really fulfilling degreecourse pathways," he says. "So let's be bold, but also let's see the reality of the educational marketplace. It's a really exciting and varied place and it's all about understanding how to get on the right course at the right place – and with the right school subject choices."

“The world young people are growing up in does seem more arbitrary, so even more important for that pastoral support to be there during adolescence”

ABOVE Design Technology (DT) Suite

BELOW

Drama is already a strong suit at MVS

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COMMUNITY MODEL

Life for our young people is becoming increasingly complicated. Developing technology has had significant benefits in society at large, and particularly education, not least because it has enabled new forms of community to take shape. It also poses real challenges for our young people as they develop as members of diverse groups.

One of the key aims at Hurst is to provide pupils with an awareness of the world in which they live and how they can become valuable contributors to the communities in which they belong. Apart from teaching pupils how to be safe in their environment, we aspire to foster a sense of belonging that shapes their developing identities. Our hope is that, by the time they leave as young adults, they know who they are, what their values are, and are equipped to embark on their further journey in life.

We are acutely aware that the time children and teenagers spend at school will be one of the most important formational experiences. Therefore, we model those values and instil an awareness of belonging and commitment. Members of sta – teaching and support teams – are encouraged to see Hurst not just as a workplace, but as a community. The sta dining hall and common room are open to all and provide an opportunity to meet. Outside of work, sta participate in social activities. Many colleagues cycle or run together and, with others, support local events such as the Brighton and Mid Sussex marathons.

Pupil wellbeing is at the centre of everything we do, with the house system as a pastoral focal point. Each student belongs to a house which becomes their home for the time they are at school. In this way, they are not only supported by their house parents and tutors but also by their peers. Each house has a small group of student guardians who are a listening ear and lead on wellbeing initiatives. The role has become increasingly important in all year groups from the Junior Prep School all the way through Senior School and Sixth Form.

Students are not only encouraged to play a part in the Hurst community, but also within the local community. One example is the Reading Buddies programme. One afternoon a week, 50 students (aged 16 and 17) visit local primary schools to help children

develop their reading skills. In this way, our pupils participate in the life of the local community and develop relationships with children from a variety of backgrounds.

Another example is Community Action Day, when students and sta demonstrate the Hurst ethos of ‘Work hard, do good and engage’ by clearing gardens and grounds at sports clubs, Scout halls and churches. Throughout the year, there are occasions when current and former pupils, sta and parents interact, making our community truly inter-generational.

Through all these opportunities, we endeavour to provide each member of the Hurst community with a sense of belonging and purpose. We also hope that these opportunities inspire our pupils to achieve their personal bests and to enable others to do so as well

“We are acutely aware that the time children spend at school will be one of the most important formational experiences”

The Chaplain of Hurst College on fostering a sense of belonging across the whole school community

JANNEKE BLOKLAND Chaplain, Hurst College

BELOW

The Chapel at Hurst College

ABOVE

Hurst pupils help younger children with reading

Ask the EXPERTS

Tanna Lifestyle Financial Planning

QWe are starting to plan a savings pot to pay for future school fees. Can you advise on some areas to consider?

AEvery parent I speak to wants to give their children the best education – and often this also extends all the way to wanting to assist with the increasing cost of university.

Everything you save is going to need to work very hard. The average cost of school fees per child is now £20,480 a year for day pupils, and £34,790 a year for boarders

(source: Schoolfeeschecker 2022). It is prudent to factor in at least 5%

fees increase per year, plus other expenses such as school trips and uniforms. A good rule of thumb is to build in an additional 10% per year.

The scale of fees and commitment can seem daunting, but private education can be a ordable provided you plan properly and give yourself as much time as possible to save. Here, financial advice can be useful in helping you to make the right choices about the most tax e cient way to achieve your goals.

In general, parents looking to fund school fees fall into three camps: those who have a lump sum to invest; those who can pay from their income and parents who are planning ahead. Building the kind of capital you need is best done over a number of years. One such option is using your annual ISA allowance, which means you can save up to £20,000 a year before tax – £40,000 if you’re a couple. Once you have used your ISA allowance/s, you can also save up to £9,000 into Junior ISAs a year for each child.

However, putting money into a savings account, or a cash ISA, is unlikely to give you the returns needed. Investment in stocks and shares, including Stocks and Shares ISAs, provides the potential to outperform cash holdings, especially

over the medium to long term. Like all stock market investments, it can carry more risk, but has the potential to give greater growth over time.

Points to note are that the value of any investment will be directly linked to the performance of the funds selected and the value may fall as well as rise. This means you may get back less than the amount invested. An investment in equities does not provide the security of capital associated with a deposit account with a bank, building society or a Cash ISA. Also remember that the favourable tax treatment given to ISAs may not be maintained in the future if there are changes in tax legislation.

In considering your options, taking expert financial advice is a wise move to determine what level of risk you feel comfortable with. Doing your homework and seeking out trusted, expert advice from a financial advisor is always the key to long-term investment success. And what better investment could there be than in your child’s future?

To receive a complimentary guide covering wealth management, retirement planning or Inheritance Tax planning, email Dipen.Tanna@sjpp.co.uk

“Private education can be a ordable provided you plan properly and give yourself as much time as possible to save”

Our experts answer your questions on school fees planning and yoga for a calmer family life

VICTORIA TSO

QMy son is so full of beans we're looking for ways to channel his energy positively and help him to focus on why it's good to relax. I've heard yoga can help – can you advise?

AYou are absolutely right that yoga is a super tool for helping children channel their energy and to help them self-regulate. Yoga not only has physical benefits, such as building strength, balance and coordination, it also improves quality of sleep and is great for children’s mental health. One

of the greatest powers of yoga is that, by moving our bodies into the specific poses, we build our mind-body connection and children can let out their energy but also calm their minds. It means that even the bubbliest children are able to really settle into relaxation at the end of practice. There are lots of great yoga classes for children popping up (just check the instructor is properly trained in children-specific yoga) but it’s also great to practice at home. Yoga can be practiced anywhere with little or no equipment – and alone or in a group – this makes it hugely empowering. I recommend teaching children the sun salutation sequences as a warm up. They usually really enjoy these flows, and they help to stretch and warm the body. You can then move

on to whichever poses your child enjoys most. Balancing poses such as tree pose and warrior 3 are great options for building focus, while grounding poses such as child’s pose and legs up the wall pose can help children feel peaceful and safe. It is really valuable to share breathing techniques with children, which can also help them regulate their emotions. The wood chopper breath is really easy to do and very energising while the Humming Bee Breath helps soothe the vagus nerve, calming children down. For further inspiration, there are resources over on my website to help parents and teachers share yoga with children.

innerchildyogaschool.com

“By moving into specific yoga poses, we build our mind-body connection. Children let out energy but also calm their minds”

Children’s yoga teacher and founder of Inner Child Yoga School

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Day in the life

Danai and Mia, Head Girls of St Catherine's School, Bramley, talk us through a day in their lives

6:30 – Wake up, get breakfast and pack my school bags before getting the coach to school.

8:45 – Following a brief catch up with the Headmistress and my co-Head Girl Mia, we head to Assembly, where Dr Puech, Head of Physics, shares her story of running the marathon and how she learnt to stop comparing herself to others and celebrate her achievements.

10:25 – After an hour of Latin exploring unpredictable Catullus poems, I head to the Common Room for some hot chocolate with toast, a highly anticipated part of my daily routine. Then, I join other Sixth Formers to chat, before moving to Mechanics in Maths. It is very di erent from my other lessons as I never know what memorable analogy my class will come up with to help us retain new information!

12:00 – Next, my year comes together for SCOPE – the St Catherine’s Ongoing Programme of Enrichment. This term we have attended lectures

about university applications and how to become the most resilient version of you.

1:00 – Lunchtime means a rush to avoid the queues. Next, I head to ‘Babble & Biscuits’ with the Year 7 girls to provide informal support as they settle into School life, try new clubs and navigate new subjects. Then I head to the fitness suite for my weekly workout.

14:15 – History, where I learn about the Tudors and all the misconceptions I’ve believed about Henry VIII since my childhood.

16:30 – Time for Technical Theatre Club! Whether it's planning the next school production or just programming lighting and sound for our upcoming musical Annie, there is always plenty of laughter.

18:30 – I catch the late coach home and unwind with my family before completing homework, along with some wider reading, before turning in for a long sleep.

7:30 – I walk to breakfast from the boarding house. Then I make an iced caramel co ee in the common room, busy with girls getting ready for the day ahead.

8:45 – A brief catch up with the Headmistress and Danai before assembly. This is generally split into two parts: the first being a current a airs topic. Then we hear presentations by students.

10:25 – After chemistry, learning how matter behaves at the smallest level and trying my best not to spill any acids on the bench, I head to the Common Room in The Six (my boarding house) for toast and a trip to my snack drawer. Then on to Psychology – not one of my A levels but a subject I take to broaden my knowledge.

12:00 – I have a production meeting for Annie. This is our Lower 6th musical, directed, choreographed and delivered solely by us. No teachers involved!

12:45 – It is a privilege to be able to go to lunch 15 minutes early as a Sixth Former – essentially this means no queue! I spend the rest of my lunchtime playing lacrosse and relaxing in The Six.

14:15 – It's triple Drama, which I love because I get to express myself in a way that I can’t in other subjects and let my creative juices flow.

16:30 – I rush over to the Prep School to volunteer at Cat Club, our after-school care for the younger girls. An enjoyable hour playing games, drawing or making mud pies with the girls before Cantores, a senior choir run by Mr Greenfield. He surprises us every week with new warm up exercises before going over repertoire for upcoming concerts.

18:30 – Dinner is followed by homework. Then it's the gym or practising my singing for grade 8 before my roommate and I unwind and go to sleep, to be ready for the day ahead.

Danai Mia

I found my character at The Leys

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“If a child was a genius and could write splendidly, they are the sort of adventures I think a child would make up... anything can happen”

Magic REVIVAL

LIBBY NORMAN

Take one revered author and ask her to take on the next chapter of a classic children’s tale and the result is bound to be magical. For Dame Jacqueline Wilson, being asked to add to Enid Blyton’s classic The Magic Faraway Tree series was also something personal. This was the very first chapter book the former Children’s Laureate read by herself – she recalls placing her finger on every word to spell things out. But soon the stabilisers were o . “Enid Blyton does have the ability to suck her child readers in and I think by the time I finished the first chapter I’d forgotten I was reading. I was just in this world and wanting to know what happened next.

“As soon as I’d read that first book, I managed to read another two, and for a long

time they were my all-time favourite books.” So much so that when she was confined to bed with a bad case of measles and under doctor’s orders to rest her eyes, Jacqueline Wilson would always request one or other Faraway Tree adventures be read to her by her father.

“When there was nobody around to read to me, and I was forbidden to while I was ill, I did truly make up my own magic lands and pretend to be meeting all these magical creatures. So now, at the other end of my life, to be able to invent them properly, and hopefully professionally, has just been a joy.”

The Magic Faraway Tree: A New Adventure stays true to the spirit of magic lands where anything can happen, but with Jacqueline Wilson’s own imaginative stamp. “It’s pointless trying to change the whole concept of the story that works so beautifully,” she says. “There were two things that I

For Jacqueline Wilson, being asked to write a new The Magic Faraway Tree adventure was a fantastic challenge and an opportunity to revisit her own childhood

LEFT Dame Jacqueline Wilson

asked for: one was could I invent my own modern children? I could see this amazing magical world through their own eyes, and initially a reluctance to believe in a fairyland world – apart from the littlest sister Birdy, who I got very fond of.” So, our explorers Milo, Mia and little Birdy are three children of today, albeit on a countryside holiday with their parents close to the Enchanted Wood, still containing that magical tree.

Jaqueline Wilson also asked for new lands for them to explore. “Please, I don’t want to revisit Enid Blyton’s fantastic lands because she’s done it all so splendidly. What I want to do is invent my own!” As you’d expect, she set about this task with great relish. “So, then I thought, children of a certain age, what are they interested in? Well, we’ll have to have some unicorns because, good lord, you can’t go past a toy shop without many di erent unicorns peering out at you. And we’ll have to have a little bit of suspense and danger with dragons.

“And then I thought, I want something jolly and funny with the Land of Bouncy Castles. Also, I’ve got a land called the Land of Princes and Princesses. I know nowadays some people look askance at the idea of children wanting to be princes and princesses, but I thought we could have some fun with it. So, Mia, she is very much attracted to the tasks a prince might do like jousting, but little Birdy, my goodness, she’s like all the little children that dress up as Princess Elsa.”

For Jacqueline Wilson fans (and there are legions), it might be surprising to see an author, admired for her knack of creating great stories grounded in reality switch to pure magic mode. So was this a challenge? “It was a lovely challenge. And it came at the right time at the beginning of the pandemic,” she says. “Even though I love to write books about

children going through hard times I thought: ‘well, we’ve all been going through hard times, so how about a little holiday from hard times and having some tremendous fun?’.”

Adventure is a huge element of Blyton’s original tales, along with fearlessness and courage among young heroes and heroines placed in unexpected, sometimes dangerous, situations. Jacqueline Wilson says it is a positive thing for children to experience challenges through fiction. “We have to teach our children to be very careful and not to try running across the road or talking to strangers, but in their imagination you can, in a safe way, stimulate all the bits that want excitement and adventure.”

She has huge respect for both Blyton’s output and her creativity. “She wrote over 600 books for children. How she managed to keep it up I just have no idea.” And in The Magic Faraway Tree, especially, she believes you can see just how brilliantly Blyton tapped into children’s mindset. “They were actually extremely original books. If a child was a genius and could write splendidly, they are the sort of adventures I think a child would make up. They are the sort of adventures where anything can happen.”

She really does not mind if parents and grandparents approach the new book as Blyton or Wilson fans. “Though I’ve got a healthy ego, at this stage I really don’t mind if people think, ‘oh, it’s another Enid Blyton book’, forgetting that she would be a very elderly lady now!”

She believes the concept behind The Magic Faraway Tree – incredible lands, fascinating characters and wonderful experiences – is as engaging today as it was when the first book was published in 1939. “These are exciting books that can stimulate a child’s imagination and they are really not hard

work – and I think that’s the joy of them,” she says. “A text being easy to read for quite young children is a huge bonus because it’s at that stage of around six or seven that either a child launches o and can read practically anything as they grow through their childhood or they get a bit stuck and say, ‘reading’s boring’ or ‘I can’t do it’.”

It has been a pleasure to revisit her own first steps as a reader and an inventor of stories. “In a way, I was two people all at once – I was the professional writer seeing how I could do it and make the book myself and yet be true and respectful to the amazing Faraway Tree books. But also, there was a bit of me that was that six-year-old who loved that world.

“The very idea of inventing new things for Silky and Moonface to do and new lands for the children to experience – it was just a joy to do.”

The Magic Faraway Tree: A New Adventure, by Jacqueline Wilson, is published by Hachette Children’s (£7.99).

The Magic Faraway Tree®, Enid Blyton® and Enid Blyton’s signature are registered trade marks of Hodder & Stoughton Limited. All rights reserved. Illustrations by Mark Beech © Hodder & Stoughton Limited, 2022.

“There was a bit of me that was that six-year-old who loved that world and the very idea of inventing new things for the children to experience – it was just a joy”

BELOW Jacqueline Wilson

LEFT Mark Beech’s lovely illustrations bring the cast of characters to life

PONY EXPRESS

Holly Hopkinson author Charlie P. Brooks has made school author visits irresistible by bringing a central character – Beanstalk

LIBBY NORMAN

There’s no more exciting way to bring a good read to life than an author visit, except perhaps an author visit that includes a miniature Shetland pony starring in the actual book. But, as Charlie P. Brooks has discovered, the author will be totally side-lined. “What happens is that I immediately get upstaged and have to try and get their attention. I can see them looking longingly out of the window at the pony.”

Beanstalk is, he says, “surprisingly good” and without that pony mean streak immortalised by Thelwell. She enjoys going out for a ride in her miniature pony box, accepting the attention of enthusiastic children with the graciousness of a naturalborn star. Schools know they are on to a winner with pupils, although there is always the practical issue of live ponies being not even remotely housetrained. Ever resourceful, many get around this

by putting down cardboard or, when the weather’s fine, finding a good outdoor spot for the pony fan club to assemble. Children, of course, see things from a refreshingly open-minded perspective. “She did an enormous poo the other day, which absolutely thrilled her audience,” says Brooks.

The current flurry of pony visits is down to the launch of the third book in this successful series for the 8+ age group, The Super-Secret Diary of Holly Hopkinson: Just a Touch of Utter Chaos. Brooks and his four-legged muse Beanstalk have visited schools from Shrewsbury to Sherborne, spreading joy and lifelong pony obsessions in their wake.

Holly is an old-school comic heroine with hilarious Mrs Malaprop tendencies. “She does take her writing quite seriously. I think she thinks she’s a modern-day Samuel Pepys. She chucks a few words in, just to underline the fact she’s a serious writer. And, as you know, she normally gets them wrong.” Originally this was intended as a means to get a belly laugh

– to meet her adoring young fans

RIGHT Charlie Brooks and Beanstalk

out of parents, but Brooks finds that children are much smarter than we give them credit for. “Actually, it turns out children are more than capable of getting the joke.”

Children are tough judges of books that they don’t relate to – anecdotally, boys can be more reluctant to warm to female central characters – but Brooks says boys and girls respond equally positively to Holly’s madcap mind. “I’m always at pains to say to the children: ‘do I look like someone who is going to write a book for girls?’ Holly is a really engaging character. Once you introduce them to the book, they can come through that.”

The cast around Holly does a lot of heavy lifting when it comes to winning round all reading persuasions. There’s a pleasingly hapless family relocated from London to the sticks after dad loses his

job, and a magic pocket watch that usually delivers unexpected results in the hands of well-intentioned Holly. And then there’s Beanstalk. The great joke here is that Holly’s grandpa (“the worst farmer in the county apart from Jeremy Clarkson”, says Brooks) had a carthorse in the original draft. “Then HarperCollins said, ‘wouldn’t it be great if you could take the carthorse round to schools’. I looked at them and said, ‘are you mad, that is going to be a nightmare?’.” And so it was that the Beanstalk character morphed into a carthorse foal who turns out to be a miniature Shetland pony – one of many epic farming fails by grandpa.

There’s a double joke in all this for adults in the know because of Brooks’ successful career as a jockey and racehorse trainer, and his close associations with farming and the land. He still breeds a few horses and writes a racing column for The Telegraph. “Stick with what you know is probably where I started,” he says.

“And so, Holly’s mum having quite a high-powered job, doofus dad losing his job. That wasn’t a huge stretch for me to imagine. I’m both Holly’s dad and Holly’s grandpa I suppose – the worst aspects of both!” Even the magic pocket watch was inspired by a timepiece his own grandfather gave him, and which still sits on his desk today.

Brooks’ original motivation for writing The Super-Secret Diary of Holly Hopkinson – described in a delightful HarperCollins short film in 2021 to launch the series – was

his desire to write books he could read out loud to his own daughter. She, as it turns out, is also an able helper when it comes to dreaming up literary ideas and has become a trusted critical reader. “Super critical,” says Brooks. She is also helping him with his next series, now well down the production line, about a sni er dog that loses its sni . This will feature another real Brooks family member –beloved setterpoo Mildred. Too early to start planning school visits yet but, should Mildred the setterpoo agree to go along to meet young fans, the author will, once again, be completely upstaged. Charlie Brooks, it has to be said, is a man who doesn’t seem to mind that at all.

The Super-Secret Diary of Holly Hopkinson: Just a Touch of Utter Chaos by Charlie P. Brooks is published by HarperCollins, £12.99. The audiobook, read by Claudia Winkleman, is published in August, £8.49.

“Brooks and Beanstalk have visited schools from Shrewsbury to Sherborne, spreading joy and lifelong pony obsessions in their wake”

TOP Sherborne Prep pupils were delighted to meet a four-legged star from the novel

MUST READ

TOP SUMMER

Sheep Can't Bake, But You Can!

by Sarah Walden

Illustrated by Mr Griff

NOODLE JUICE, £12.99

Sheep and his friends join young chefs on the journey to learning key cooking skills and delicious recipes. As you'd expect, there are traybakes and muffins, but also a masterclass in perfect shortcrust pastry, divine cheesecake and breadmaking – and with dairy and gluten free options, too. Useful guidance on essential equipment and getting started are included, along with simple step-by-step instructions. And there are some yummy recipes – from Key lime pie to stromboli.

From fun guides to maths and baking and a pair of Georgian girl sleuths to vicious villains and a grumpy dragon, our pick of great reads for the long summer ahead

4+

That's Mathematics

by Chris Smith

Illustrated by Elina Braslina

MAMA MAKES BOOKS, £12.99

Written by Scottish Teacher of the Year and musician Chris Smith, this book is based on the lyrics of the Tom Lehrer song. The book came about thanks to a lockdown musical tribute to the American satirist (and mathematician) that Smith devised with friends – it went viral. This is fun and practical maths, with questions, lots of everyday examples and exercises for young readers to try to deepen knowledge and understanding. There's a useful glossary and parents' notes section at the back.

THE LIZZIE AND BELLE MYSTERIES: PORTRAITS AND POISON

by J.T. Williams

Illustrated by Simone Douglas FARSHORE, £7.99

The second in a mystery series by J.T. Williams (the first was shortlisted for the Waterstones Children's Book Prize), this period pleaser is set in Georgian London. Williams based the action around two real Londoners of that era – Dido Belle and Ignatius Sancho – and our heroines are united by a love of detective work. This time, the girls set o on the trail of a stolen painting, only to discover a tangled web of conspiracy and corruption spreading out across the streets of the capital.

WELCOME TO OUR TABLE

by Laura Mucha and Ed Smith

Illustrated by Harriet Lynas

NOSY CROW, £14.99

This foodie celebration explores what is on the menu for breakfast, lunch and dinner across the world. From baguettes to biryani, there's a terrific spread, and with information about how staples such as maize, rice, bread and noodles appear in di erent guises. Spices, herbs, vegetables and fruits are in the mix, and with information on meat, dairy, fishing and future foods. Fascinating facts –what's in a lunch box around the globe and di erent types of ice cream – are gourmet details children can savour.

8+

THE MYSTERY OF THE MARSHES

by Mark Dawson and Allan Boroughs Illustrated

The third of the 'The After-School Detective Club' books reunites Lucy, Max, Joe, Charlie and Sherlock the dog. Max is horrified when he has to go on a weekend camping trip for his Duke of Wellington award – only made bearable when his pals agree to join him. They make a friend called Byron and camp out in woods near his home. But then Byron disappears, and it's almost as if he's been kidnapped by a UFO. Dawson writes adult thrillers too and this gripping middle-grade read includes classic whodunnit twists.

by Cath Howe

On the island of Egg, a group of young puffins are in training for a search and rescue team. There's Muffin, following in her father's footsteps and anxious not to let him down. Young Tiny has eyesight problems but is determined not to let that stop him, while Forti seems over-confident but is really just desperate to impress. This opener to a new series for young readers combines an engaging cast with lessons about teamwork, resilience and finding your wings.

Illustrated by Ella Okstad WELBECK FLAME, £6.99

5+

by Ben Mantle WELBECK FLAME, £6.99

THE SWING

by Britta Teckentrup PRESTEL, £19.99

Britta Teckentrup's beautiful illustrations and poetic text mark her out as one of the most distinctive voices in children's literature. The Swing tells a story about the passage of time, friendships and memories, using a swing on a hill overlooking the water as its centre. It's a book to read aloud to children and let them return to as they grow – and her richly detailed collage paintings of the swing and the characters who pass by make this a book to treasure.

A Calamity of Mannerings

by Joanna Nadin

Illustrated by Emma Block

UCLAN PUBLISHING, £8.99

Billed as the perfect choice for I Capture the Castle fans, Joanna Nadin's new coming-of-age novel is set in the Roaring Twenties and follows the lives of the eccentric Mannering sisters. They live in Radley Manor with grandma and a pet sheep, and in a state of genteel poverty since their father's untimely death (survived the War, run over in Whitehall by a dustcart). It's written in diary form by Panth, and her dramatic turn of phrase and yearnings for high-life experiences – romantic ones especially – make this a satisfying romcom with an endearing female cast.

INTERVIEW WITH BLACKBEARD & OTHER VICIOUS VILLAINS

by Andy Seed

THE STORM CHILD

8+ by Gabriela Houston

UCLAN PUBLISHING, £7.99

Gabriela Houston's The Wind Child duology concludes with this fast-paced adventure about Mara, the granddaughter of the God of Winter Winds. Having defied the laws of gods and men, she and Torniv, her shape-shifting friend, are on the run. Their enemy is Koschei the Deathless, who will stop at nothing to destroy them. Inspired by the ancient folklore and vast forests of Eastern Europe, and the author's Polish homeland, this is a gripping yarn about all-powerful beings and monsters, and with positive messages about courage, friendship and loyalty.

Andy Seed had a lot of fun creating this set of entirely fictional interviews with celebrated baddies through time. Subjects include the infamous pirate of the title (unsurprisingly, his first answer is: "Arrr", although not for the reasons you might think). Others in the mix include Emperor Nero, Guy Fawkes, Vlad the Impaler, Bonny and Clyde and fearsome female pirate Zheng Yi Sao. You find out what happened next to each of them, plus there are maps, illustrations and a quiz and glossary at the back.

Illustrated by Gareth Conway WELBECK CHILDREN'S BOOKS, £7.99

8+

Editor's pick

Kate on the Case: The Headline Hoax

by Hannah Peck PICCADILLY PRESS, £7.99

The third in this illustrated series about a female newspaper reporter and her sidekick mouse Rupert, The Headline Hoax sees Kate invited. to the HQ of The Lookout Post to help her idol, reporter Catherine Rodriguez. But when she gets there, this dream assignment turns sour. She discovers that all is not as it should be because someone is tampering with stories and the famous paper might even be forced to close.

Ably assisted by Rupert, will she solve the mystery, catch the culprit and make the scoop of the century?

ALBI, THE GLOWING COW BOY

by Georgia Byng

Illustrated by Angela Cogo UCLAN PUBLISHING, £7.99

Under the light of a magical milk moon on a quiet farm near Stonehenge, a boy calf is born. Albi has no idea just how special he is. A few miles away lives Rufus, a human boy who has no friends and no one who loves him – he will do anything to find the family he never had. And so each of them embarks on an incredible journey that will span continents and reveal a world they never imagined – and perhaps explain the special connection between them.

LUMA AND THE GRUMPY DRAGON

by Leah Mohammed

Illustrated by Loretta Schauerl WELBECK FLAME, £6.99

Timir may look like a puppy most of the time, but every so often Luma's pet turns into a baby dragon – a perfect starting point for a book to engage young animalloving readers. There are two stories here to introduce our characters. In the first, Timir gets very grumpy when Luma's friend comes round to visit and decides to cause trouble. In the second, our duo set out on an adventure to track down another missing dragon. Easy-to-read text and fun illustrations bring both tales to life.

Silver Linings

by Fiona Woodcock GREENWILLOW BOOKS, £12.99

A book made for reading out loud, Silver Linings tells the story of Pip and Parker, next door neighbours who are such great friends they don't even need to talk to communicate. Parker always sees the silver lining and knows just how to console Pip when her crayon breaks or rain threatens to stop play. But when Parker makes a mistake and feels sad, will Pip be able to do the same? A simple text and lovely drawings tell a story of friendship and looking on the bright side.

4+

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

Coram creates better chances for children. Our specialist reading charity, Coram Beanstalk has supported over 250,000 children over the last 50 years through dedicated 1-2-1 reading support. Find out how you can help children get back on track to a bright future at coram.org.uk

1.Now the whole school is reading: supporting struggling readers in secondary school. Ofsted Report. *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.

“Reading is more important than any other thing.”

Jacob*

Creative FLOW

With the long summer to come, two books are o ering insights and inspiration to help young people find their creative zest and go for it

Creative spark is something we all want to nurture in our children. But how do we give them the tools and the courage to have a go? This is where two new books, aim to help. Both authors came at this from the standpoint of ‘what is the book that would have helped me at this age?’.

For Joe Haddow, it was about giving children creative licence. “When I was much younger, at about the age this book is aimed at [8+], I thought art was something you draw and paint and stick on the wall. And I also thought you had to be good. And when I say that I mean trained and then told that: ‘you are an artist’.”

Haddow is most definitely into the arts in its widest sense, with a day job as producer of Radio 2’s wildly successful Book Club and a passion for (and collector’s knowledge of) art, as well as a lifelong obsession with music – especially drumming. Even so, he says he wishes he’d realised in his younger years that art encompasses so much more than stu on the walls or formal training to pass exams and then go pro. “I just love the idea that we can be creative, as kids, as adults, whenever we want – for no reason whatever.”

Art is Everywhere helps children to see the creativity all around them. Also, it aims to help them recognise this is something they can do for themselves and always have an opinion on. That includes not liking everything that other people revere. Haddow nails his colours to the mast early on by using the Mona Lisa as an example, telling his young audience that this is not the Louvre picture he’d give wall room to. Indeed, the mysterious lady is rendered sporting a rather fetching moustache (ably drawn by illustrator Ellie Hawes) to prove the point. Haddow then contrasts that with one of his favourite contemporary artists, Jon Key, explaining why he loves his artworks and his style.

From there, Art is Everywhere pulls out other strands – from comedy to dance to music to acting – with examples including Tim Minchin,

Rosie Jones, Banksy and Matthew Bourne. There are sources for each name featured so children can find out more – then maybe find their own milieu as a maker and a lover of art.

Laura Dockrill is well known as author of children’s and young adults’ books, but it was the postpartum psychosis she experienced after the birth of her son (shared in the brilliant 2020 book What Have I Done?) that underpins her new writing guide for young people.

You Are A Story was first suggested by her editor. “I’m not going to lie to you, I thought ‘that sounds very audacious’,” she says. “I don’t have the qualifications or the skills to write about writing.” She is, in fact, an old-timer as a successful performance poet and author – also attuned to young people’s psyches through book events and workshops. Nonetheless, she didn’t come to writing via the standard pathways herself and was easily able to recall her own sense of what a writer was. “When I was at school, the only writers we studied were dead men. I never thought I’d have a chance to be a book with a barcode on the back of it because I thought, ‘I’m a live girl’.”

That recollection was one of the book’s inspirations, along with the therapy that writing What Have I Done? became. For that groundbreaking book, with her baby nestled against her shoulder, she had started with small bursts, but these became chapters, and she ended up with 250,000 words written on her phone. The process was profoundly therapeutic. “I would physically feel my recovery – filling up, like a cup. I could feel myself coming back,” she says.

She could see how this same power could work for young people – so often struggling to express themselves, to be heard. “Then, I just tried to imagine my 12-year-old self and thought: I’m just going to write for them.” And the book does, chapter by chapter, explaining the process but also encouraging young people to recognise that their voice counts. Dockrill knows writing is really important – she thinks it helped save her – and she wants to pass on the tools and the strength.

There’s advice on finding your voice, seeing and playing with material and lots of practical tips to keep at it and believe in the worth of what you are doing. “Quite often it’s just them thinking they are not important, their opinion is not valid, that nobody will care,” she says. The book sets out to show them the reverse is true. “Thank god we can communicate – how fortunate we are – if we don’t mind having that really vulnerable and open conversation. I think that needs to be shared more and encouraged,” says Dockrill.

“The quietness of writing is so crucial for our health,” she adds. “It’s broader and more creative than that, actually. It could be playing an instrument or dancing or boxing or cooking. It is whatever it is that gives you peaceful one-on-one time. And that’s the thing with mindfulness, we think that it means meditation, but it just means checking in with yourself.”

Art is Everywhere by Joe Haddow (UCLan Publishing, £7.99).

You are a Story by Laura Dockrill (Hot Key Books, £7.99).

“I just love the idea that we can be creative – for no reason whatever”

BELOW Joe Haddow and Laura Dockrill

INTRODUCING SCHOOL SURF & WELL-BEING TRIPS

School’s Out

Sophie Holland

The casting director of shows such as The Witcher and Young Wallander on school days in Buckinghamshire, her passion for reading and finding her own path

Where did you go to school?

I went to primary school in Haddenham. Then my secondary school was in Princes Risborough and my sixth form was in Great Missenden – so school days were spent in Buckinghamshire.

What were your schools like?

They were all pretty run of the mill state schools, to be honest. I don’t remember them having a leaning towards any speciality. I was probably aware that we weren’t as well-equipped as the grammar school down the road, but the teachers were kind and invested in the kids.

Did you love your school days or hate them?

Truly, I really think I only came into my own once I’d left school. It didn’t help that I didn’t live near any of the schools I went to, so weekends could feel quite solitary. I’d come back on a Monday or after a holiday and feel like I’d missed out a wee bit in terms of hanging out with my friends. That always made me feel slightly on the outside looking in. But I also think this led to my total love of reading and stories. I could and still can read for hours.

What were your favourite subjects?

That’s easy, Drama. I LOVED those lessons. It all felt like play to me. If we had a double period of Drama I was thrilled.

Who was your favourite or most memorable teacher and how did they influence you?

Awww, Madame Dunford – my form tutor and French teacher. She was pretty no nonsense but created an entirely safe space and made the whole class feel like a family. She was generous and kind and treated us

all like adults in the way of always being respectful, giving us autonomy and never making us feel like the children we were.

Where was your favourite place at school and what did you do there?

Ha, the fields at the back of Princes Risborough because a whole gang of us would gather out there. During the warmer months, it would be us all lying in the sun having a laugh, sharing gossip about who was snogging who and who had broken up.I definitely wasn’t the most cerebral student they had but I LOVED the social aspect of school.

What beliefs did your time at school give you?

School taught me that the path forward is an individual one. That progress for you is di erent than progress for someone else. Which meant, I guess, that even if I wasn’t the best at maths (I definitely wasn’t, I had to take my Maths GCSE twice!) my own (soft) skills would and could be just as valuable in the future.

What was your proudest school moment?

I’d come in from Haddenham Middle

“I WAS TOTALLY BUSTED FOR USING A WORD NOT DEEMED LADYLIKE – I GOT MUCH SMARTER ABOUT CHECKING WHERE THE TEACHERS WERE AFTER THAT”

PHOTO: MICHAEL SHELFORD

School to Princes Risborough with very little confidence both socially and academically,and I remember Haddenham had been asked to write a kind of introduction – a ‘handover’ I guess. I also remember thinking that it wasn’t exactly glowing. Then, the first year at PR I won what was called a ‘Progress Award’. I’d developed more confidence academically and also formed quite strong friendship bonds. I feel like they’d seen it and acknowledged it, which was hugely validating and encouraged me to keep moving forward. It came at a pivotal time.I also won a book token and, well, you already know how I feel about books.

What was the most trouble you ever got into at school?

I once got totally busted for using a word which was not deemed ladylike (to be honest, I’m amazed that only happened once). I was given a detention and had to

stay after school with a litter picker and a bin bag and clean the field. I got much smarter about checking where the teachers were at any given point after that.

Were you ever ‘too cool for school’? Obviously.

What is your most vivid memory, looking back?

I’d won the role of Princess Jasmine in the Aladdin pantomime. I vividly remember stepping out on stage when my mum was in the audience – and so was the boy I was going out with at the time – and completely missing the note on one of the songs, so it sounded like I was choking. That one really stayed with me.

What other key influences shaped you growing up?

Aside from my love of reading, I was

obsessed with sci fi TV shows – things like Farscape and Babylon 5. It was the idea that the world is bigger than we can possibly imagine and that everyone can find a place in it. It makes me look at rule bending in a really di erent light –something to be embraced, never chastised.

What challenges are coming up next for you?

I’m super excited to see what projects are around the corner. I feel so lucky to have worked on some big worlds like The Witcher and Wednesday, but I’m always looking to try di erent genres.

How would you sum up your school days in three words?

Vibrant. Energetic. Curious.

* The Witcher Season 3 will be released on Netflix in July.

PHOTO: YELLOW BELLY

CLUB Confidence

any families have a whole host of regular commitments –from after-school swimming and running meets for children to gym memberships for parents – so why not add mindfulness to the routine? That is the thinking behind Happy Confident Club, a just-launched subscription from the Happy Confident Company.

The company, founded by Nadim Saad, is already known for its work with UK schools (almost 150 and counting) and its mindfulness journals and cards to help children build emotional intelligence. The club is, says Chief Creative Strategy O cer Jo Chadwick, a logical next step in widening its mindfulness teaching. “We’re coming at this in a preventative and a child development and family development way,” she says.

One of the current problems the club seeks to address is that children’s emotional and wellbeing issues are often addressed at the worst possible time. “Parents and teachers tend to talk to children about their feelings when there’s a problem or when they perceive

Mthere to be a problem,” says Jo Chadwick. “For children, talking about feelings shouldn’t feel like something you have to do when you’re feeling quite overwhelmed.” In other words, the upset and angry child is in a bad place, so hardly in a position to make sense of the jumble of emotions they are feeling.

Talking about feelings from a good place is where Happy Confident Company came in, so the club builds on existing knowledge. This is a regular subscription, costing £9.99 a month, and brings together a raft of resources and expertise. There’s Happy Confident Me TV (HCM TV), a fun and engaging 10-part series on the ten powers children need to flourish, and with a bit of age-appropriate neuroscience in the mix. It is presented by

broadcaster Emma Willis and with input from children. Willis loved the idea from the start and her approach is very frank, and only loosely scripted. Similarly, the testimonials and advice from children who appear in the series are first-hand accounts – usefully, a variety of age ranges appear.

There are printable children’s activities to boost confidence and self-belief and ‘Top Tips and Quick Hacks’ – simple ideas to implement on a daily basis, such as breathing exercises, a rmation and tapping. Families also get a hefty discount on existing products such as Feelit! cards and the journal series.

It’s the extra support services built into the subscription that may seal the deal for parents. These include a Family Connections Monthly Webinar hosted by Nadim Saad on how to address common struggles and perennial issues. Then there are the regular online drop-in sessions with Happy Confident Co expert advisors, including Lulu Luckock, Kelly Hannaghan and Dr Maryhan Baker. These will tackle the tough stu – from ADHD to inclusion and friendship issues. There are plans to go out to the ‘coal face’, bringing headteachers on board to answer parents’ questions at certain points in the year (the company already has two former teachers on its advice team).

The Happy Confident Company’s new club is designed to bring the benefits of mindfulness into the heart of family life

Jo Chadwick says that webinars and drop-in sessions are designed as a responsive and ever-growing resource, always informed and shaped by subscribers. “Nadim is very keen that members feed back on what they want. We will be adapting and evolving as we go, based on the needs of our members.” Evolving resources will also include a bank of articles that can be searched within the subscription – enabling families to tap into expertise from trusted voices and avoid the horrors of a late-night Google search for information. “What we’re really hoping to do is distil the very finest information and the most proven information, from a neuroscience perspective, from a parenting perspective and also from an education perspective,” she says. “Not based on one person’s way, but the ways that really work, the ways that are really grounded.”

One of the benefits of any club is that feeling of solidarity and the team aim to help families engage in an empowering way. “We are weaving emotional literacy through everything that we do, and that’s something that will really come to the fore through the subscription,” says Jo Chadwick. The club’s design as a whole-family a air is important. “If we as parents can’t join our children on the journey it just feels like another arduous task for the child – another expectation of them.”

Underpinning the club is the very simple idea that daily mindfulness is not a big fuss, just a simple routine that helps children to find the words for their feelings and to focus on what makes them happy. “We are opening up those conversations and teaching children the nuances between their feelings in a fun and engaging way, so when it comes down to it and there is an issue or a problem, they have the language to help themselves.”

happyconfidentme.com

“Online dropin sessions with expert advisors will tackle the tough stu – from ADHD to inclusion”

ABOVE The new club is designed as a whole-family a air

SARDINIA

ti amo

How our writer fell for the beautiful Italian island

ROB MCGIBBON

My two previous holidays to Sardinia did not go well.

The first was in 1977 as part of an annual exchange with a French family. I was 12, lonely and lost to the language of my hosts and the country, so two weeks in paradise felt like hell. But then I fell for a pretty Italian girl with a perm.

One problem – she was 15 and I looked about 10. Oblivious to the fact that I had no chance, I researched the vocab’, then blurted out the immortal words in the hotel’s junior disco: “Ti amo!”. I love you, no less. I deserved a passionate kiss for courage, but she muttered “Grazie,” and patted my arm as if consoling the recently bereaved. Sardinia unfairly su ered for this rejection.

I ventured back there in 2014 with my wife, Emma, and our son, Joseph, but this trip was ruined by a rotten apartment in the middle of nowhere. We spent most of the week in the car getting lost. Sardinia got the blame again.

But today my love a air with this jewel of an island has finally blossomed. I am stretched out on the netting at the bow of a 1927 wooden sailing boat called Pulcinella. Our energetic and chatty deckhand Leonardo has just released the burgundy sails and we are gliding across the most exquisite turquoise sea I have seen this side of the Maldives.

Joseph, now 14, is next me and staring out in silent awe at the islands of La Maddalena Archipelago in the far north. Emma is sipping chilled Vermentino local white wine beneath a canopy. This is the last day of our holiday and, without doubt, Sardinia has delivered la dolce vita dream. Mama mia, where to begin?

In summary, Sardinia has everything: perfect weather, endless sandy beaches, crystal-clear water, delicious cuisine and a friendly welcome wherever you go. It is blessed with charm, authenticity and variety. You can slump under the sun and do nothing, or you can venture o to explore local culture and discover something historical or rustic. Amazingly, all this is just two hours from Gatwick.

We have been in the embrace of Delphina, one of Sardinia’s most respected hotel groups. It was founded in 1992 by two Sardinian friends – Francesco Muntoni and Salvatore Peru –

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and is still run by both men and their families. Today, it has eight properties scattered across the north. It repeatedly wins a clutch of awards in the annual travel biz Oscars, not least the prestigious 2022 title of World’s Leading Green Independent Hotel Group.

All hotels are run on 100% eco energy and follow an impressive list of planet-friendly initiatives. There is no greenwashing here. Delphina is also driven by using all things Sardinian, from local food and sta to the handwoven wicker bins and rainbow rugs that add splashes of colour throughout the hotels. Even the tiny bright mosaic tiles that are carefully inlaid everywhere are hand-painted and kilned locally.

Our trip began with two nights at Cala di Falco, one of Delphina’s smaller hotels on the famous Costa Smeralda. Its simple

tranquility is an ideal place to quickly decompress from London stress. The sea is just across a track from the pool and the lively town of Cannigione is a 15-minute stroll. Perfect for an aperitif or dinner.

From here, we drove north to the oasis of luxury that is Valle dell’Erica, a fivestar resort in the Gallura region. This sits discreetly in 28 hectares of unspoilt hillside studded with huge grey granite boulders and swathes of wild flowering bushes and herbs.

Erica is bordered by the most gorgeous coastline that looks out to the islands of the archipelago and Corsica. Our first few days drift by in easy, self-imposed seclusion. We hit La Licciola beach most mornings, then retreat in the afternoons to one of the many swimming pools (all salt water), or the spa. Then we have one last sun-downer dip in

the small private pool by our luxury duplex room on the hill before changing for dinner.

One recurring treat at Erica is undoubtedly the food. From day break to nightfall, it is sensational and never falls short. Instead of tables of pre-prepared food, there are multiple chefs on hand to cook freshly and to order for you. Whether it is the huge catch of the day, langoustines, fillet steak, lamb chops, pasta, seared tuna or octopus, nothing is too much trouble. These aren’t bu ets, they are banquets.

It is hard to tear yourself away from the dell’Erica resort, but we did set o exploring on many occasions. We visited Porto Cervo, the mecca for glitz where superyachts drop anchor, browsed the street markets at Palau, and wandered among the stone houses in the old village of Aggius.

An unforgettable day for me was hiking with Jospeh at the most northerly point of the island at Santa Theresa Gallura –stupidly, during the midday sun. We picked our way over and between enormous shapes of granite that looked like dinosaur vertebrae until we reached the sea. There, we dipped our tired feet in the cool water and sluiced our burning faces, to then gaze at the coast of Corsica seven miles across the Straits of Bonifacio. Wonderful.

It had taken me 45 years, but it felt good to put my hand on my heart and say: Sardinia – ti amo!

delphinahotels.co.uk

“Without doubt, Sardinia has delivered the la dolce vita dream”

of Erica's salt water pools

PORTUGAL DELIGHTS

A trip through Portugal, from lively Lisbon to uninhabited beaches

SANDY CADIZ-SMITH

Lisbon, Portugal’s vibrant and picturesque capital, is uniquely made up of seven hillsides overlooking the magnificent River Tagus. They stand guard over the city’s winding cobbled alleyways and are topped by terraces known as miradouros which provide the perfect viewpoints to get your bearings. As Europe’s second oldest capital (after Athens), Lisbon has a rich and somewhat dramatic history, including being decimated by earthquake, tsunami, and fire in 1755. It prides itself on its resilience and being home to some of the world’s greatest explorers, including Vasco Da Gama and Ferdinand Magellan.

The first stop in our two-centre villa stay is Prior Paradise in the stylishly peaceful Lapa neighbourhood, known as Lisbon’s embassy quarter. The elegant four-storey townhouse is surrounded by greenery, from its beautiful courtyard with a tinkling fountain to the terrace and plunge pool at the front. Blooming multihued bougainvillea cascades down the walls, and the sweet scent of jasmine fills the air. The

villa has five bedrooms, four bathrooms and a high-ceilinged, light-filled interior with white polished wooden floors. There’s an on-site butler, and all other services can be organised on demand. It's a chic urban sanctuary that makes the perfect base for exploration.

Lisbon is a great city to wander around, though you’ll need to be prepared for a healthy dose of exercise with all those hills. One enjoyable alternative was to explore by motorbike and sidecar with Bike My Side (bikemyside.com). We whizzed through the streets taking in the sights and stopping to learn about the city’s history and traditions. We felt like celebrities as people photographed us at every turn – these sidecars are a show-stopper. Full of Lisbon knowledge, we returned to the comfort of our villa, where pre-dinner cocktails and our private chef awaited with dinner. The perfect end to the day.

For our next destination, we took the short drive to Setubal and an even shorter ferry ride to Comporta, a stunning coastal town that is also a protected nature reserve. This is an unspoiled part of Portugal – we definitely felt we were treading the road less travelled. Here, the biggest rice paddies in Portugal

criss-cross the landscape, nesting storks pepper the skies, and the most stunning of unspoiled (and uninhabited) beaches await, backed by pine forests and dunes. We stayed at Herdade Da Comporta, a secluded 17-acre estate down a dusty road through rows of the flu est pampas grass. It is the ultimate beach enclave, with six separate bungalows decorated in muted shades and natural materials. We spent relaxing hours in the enormous garden (there are loungers, sofas, and chairs around every corner), taking long walks on the secluded beach, just five minutes away through the dunes and even galloping along the sands on horseback with the wind in our hair. Our private chef provided the most sumptuous breakfasts, with the large table covered in local treats, including delectable orange cake – yes, cake for breakfast. We also enjoyed a cookery course and ate delicious soup, seabass and traditional pastel de nata we helped to create. The villa has its own vegetable garden, and there’s also plenty of tasty local produce and wine. We visited Adega da Herdade la Comporta for a tasting – it was so good we couldn’t resist taking some home. We also ate out at a couple of the local restaurants, one of them, Sublime, a short walk along the beach from our seaside sanctuary. Herdade da Comporta is a hidden gem of a discovery any explorer would be proud of…so don’t tell too many people.

FACT FILE

How to get there

We flew on TAP from London Heathrow to Lisbon. TAP offers daily connections from London Heathrow, London Gatwick and Manchester to Lisbon. The Luxury Travel Book offers a carefully selected collection of luxury holiday properties, unparalleled personal service, and personalised luxury experiences for customers looking for a home away from home. Their experts will tailor each holiday to the customer’s needs. They can provide everything from bespoke travel itineraries to personally-tested experiences and a number of in-home concierge services. The company prides itself on speaking directly to each customer to finalise the details for their perfect getaway. theluxurytravelbook.com

“The ultimate beach enclave, decorated in muted shades and natural materials”

ABOVE & RIGHT Herdade Da Comporta is set behind a beautiful beach

LEFT Lisbon – a city of seven hillsides overlooking the Tagus

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60

seconds with

Jane Gandee

The Headmistress of St Swithun’s School in Winchester on her background and educational philosophy

What is your background?

I went to a state girls’ school, and this was followed by reading French and Spanish at Cambridge University, and lots of netball, athletics, cross county and football. After graduating I flirted with accountancy before taking up a teaching role. Initially, I was at Lord Wandsworth, followed by Oakham, Queenswood and City of London Girls’ –and now my role here at St Swithun’s.

What excites you most about your role at St Swithun’s?

First, I love having the opportunity every day to combat the stereotypical nonsense about girls and women that is still so prevalent even – or perhaps especially – in 2023. Everything we do aims to give our students the opportunity to develop interests and personal characteristics to reflect their unique character rather than some outdated notion about how women should think and behave. Secondly, I love seeing young people emerge from their chrysalis to become butterflies.

What is your academic philosophy?

Most importantly it’s: ‘everybody can’. By that I mean that with the right structure in place and the right attitude, everybody can improve. Secondly, it’s important to understand that things will always go wrong at some stage, whether in the classroom or elsewhere, and we simply need to learn from this. After all, there would be no point in coming to school if we could already do everything perfectly.

Can you tell us about one pivotal moment in your career?

When I was unsuccessful in my first headship application, I received the feedback that I spoke so fast in the interview that some of the governors had trouble understanding – useful feedback that I try to remember to this day. Similarly, I was unsuccessful in an application for deputy head, but went on to get a far better

role at a school to which I was more suited. That ‘failure’ led directly to my current role.

What is St Swithun’s School’s approach and what sets it apart?

As an accredited High Performance Learning school, we are serious about education and committed to the belief that all students can make improvements – but we proceed with a lightness of touch. We certainly have rules, but we break them if we need to because we are guided by the

needs of individuals. We have created our bespoke Positive Education programme to encourage students to use their best qualities to deal with their worst moments. We don’t sugar-coat life, but we teach students to laugh their troubles away. We embrace eccentricity and we encourage people to be who they want to be – in all their glory.

What makes a great student?

A great student keeps asking why? They are never complacent about their knowledge. They are open to advice and happy to take risks and learn from things that don’t work out first time. They understand the power of focused practice and they are kind to others. They laugh.

From your experience, what makes a great school environment?

It’s a place where students feel safe and are gently nudged to try new things, whether problem-solving, entrepreneurship, public speaking, abseiling, fire-walking or standup comedy. A great school environment understands the importance of fun.

“Our Positive Education programme encourages students to use their best qualities to deal with their worst moments. We teach students to laugh their troubles away”

ABOVE Jane Gandee

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Experience. An Oakham Education.

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