Absolutely Education Spring 2022 by ABSOLUTELY Magazines

EDUCATION SPRING 2022 • £5

SPRING 2022

Focus on Bassett House THE PREP THAT OFFERS LEARNING FOR LIFE

Creative POWER

Z E S T. L O N D O N

WHY LEADING INDEPENDENTS ARE I N V E ST E D I N S M A R T A R T S T E AC H I N G

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PLUS READ ON... One simple switch that boosts literacy CAPITAL GAINS How London schools bring added beneﬁts

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

CON T R IBU TOR S Where every pupil creates their own story.

Ben Garrod

Evolutionary biologist, author and TV presenter

Ben Garrod is Professor of Evolutionary Biology and Science Engagement at University of East Anglia, and also a children's author and TV and radio presenter. In Making of Me, he talks about his schooldays in Great Yarmouth, his passion for the natural kingdom and a memorable moment for him – also for his hapless science teacher – involving a very large and recently deceased shark.

At Framlingham College we celebrate every individual. We are academics, actors, musicians, expeditioners, sports people, innovators, scientists, ruminators, decision makers, story tellers, teammates, artists, fun lovers, nurturers and thought provokers.

Fiona Henderson

Head of Middle School, King's InterHigh

VISIT US AT AN UPCOMING OPEN MORNING: Senior School Saturday 19 March 2022

Senior School & Sixth Form

Fiona Henderson comes from a fine art background and is an arts educator with over 20 years’ experience, including a spell as Faculty Head at an ESF school in Hong Kong. She talks in this issue about the innovative approaches used to teach art and design online to students of King's InterHigh – and the student engagement that emerges from this global teaching and learning setting.

Saturday 30 April 2022

Prep School Bank Holiday Monday 02 May 2022

Book via our website

framlinghamcollege.co.uk/openmornings or email admissions@framlinghamcollege.co.uk

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James Hodgson Head Master, Bedford School

Educated at Wellington College and Durham University, James Hodgson spent a couple of years with Ernst and Young before studying for his Classics PGCE at Cambridge (where he was also a cricket blue). He taught in Sydney and at Magdalen College School, Oxford before joining Bedford School. In this issue, he talks about potential benefits for boys' learning and confidence in a single-sex teaching environment.

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YES, IT’S A CRYING SHAME…

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

T: 01483 279000

E: info@hurtwood.net

hurtwoodhouse.com

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

CON T R IBU TOR S

John Southworth Principal, MPW London

John Southworth read Engineering at University of Leicester and then an MSc in Defence Technology at Cranfield. Before joining MPW, he was Director of Co-curriculum at The Perse School and Principal of Lansdowne College. He is current Chair of the Independent Schools Association (ISA). In this issue, he talks about MPW London's new boarding options and its bespoke approach to 14+ education.

FROM DRONES TO ROCKETS From rocketry to bee-keeping and dozens of activities in between, every boy can discover something that fires their interest beyond the classroom. In this way, not only are enthusiasms formed that can, and often do, last a lifetime, but the impetus to try something new and different is created, perhaps even something that demands the all-important step out of their comfort zone. That is a wonderful preparation for life after school.

Arrange a visit: admissions@tonbridge-school.org tonbridge-school.co.uk

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Sarah Wilson

Headmistress, Heathfield School

Sarah Wilson studied Geography and PE at Brunel and was awarded both a First and a Bergman Osterberg award for her dissertation. Formerly a competitive gymnast, she is Vice Chair of the GSA Sports and Wellness committee. In this issue, she discusses why 'attitude' is such an important element in young people's development and success.

Manan Khurma

Teacher, engineer and founder of Cuemath

Manan Khurma trained as an electronic and communications engineer at the Indian Institute of Technology, Delhi before switching over to his first passion – mathematics – by developing training programmes and then founding Cuemath. He says maths is a human right, has personally taught over 10,000 young people and, in this issue, discusses why it's so important to teach this core subject in a way that inspires.

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Founded in 1594 Coeducational

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Entry at 10+, 11+ and Sixth Form Fee Assistance available at all entry points Battersea Rise, London, SW11 1HS

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We l c o m e

From the

EDITOR

here is no doubt that the impacts of lockdown will be played out over years, not months. While all the school leaders I’ve spoken to in recent months are largely optimistic about young people’s resilience, they highlight a similar issue: children not quite at the stage you would expect. This is not an academic concern (although there are undoubtedly areas to address on that front), but a social one. There are the Early Years children who lack communication skills and ease with others, and the teenage cohorts not quite up to speed with behaviour ground rules. None of this is cause for alarm, but it does reinforce those vital extra elements school life brings: the company of peers and the space and time to connect and develop as people.

the arts bring in spades, and in Creative Flow (page 72) we talk to a range of independents about how they use creative subjects to grow hearts and minds, as well as transferable skills. All this starts from the ground up, so it was a pleasure to visit Bassett House School (from page 25) and talk to Headmistress Kelly Gray and her team. This long-established and forward-thinking prep works hard to develop children’s knowledge and mindset – and has an ambitious new curriculum for tomorrow’s world. The sense of community at the school is palpable, and it shows in the progress and quiet confidence of the cohort. A sense of community is easier when you come together physically, so how does an online school build it? Smart Arts (page 86) explores the approach of King’s InterHigh, which delivers remote education to a global pupil base. Its exciting arts curriculum spans everything from Creative Media,

“SCHOOL BRINGS VITAL EXTRA ELEMENTS: THE COMPANY OF PEERS AND THE SPACE AND TIME TO CONNECT AND DEVELOP AS PEOPLE” With life returning to our cities, we explore what a London education brings in Capital Gains (from page 42). Schools talk about the wealth of cultural enrichment on tap, but also the value of connections with business and NGO leaders who are so generous with their time. Their input helps young people to understand how the world works, envisage possible pathways and set personal goals. Long may today’s leaders step up to the plate to fuel tomorrow’s dreams – young people need them more than ever right now. Development as people is something that

Photography and Music to Drama – technology supports live classroom work and students’ achievements are impressive. Head of Middle School Fiona Henderson says: “Successful outcomes come down to ownership and ensuring students feel connected”. Technology now enables a rich education – but success, as always, relies on dedicated teachers and a strong sense of connection.

Libby Norman EDITOR

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CONTE S PR ING 2022

upfront

14 SCHOOL NEWS What's going on in the world of education

23 ARTS STARS A Francis Holland West End show and a talented young author from Highgate

FOCUS

26 LEARNING FOR LIFE We visit Bassett House, a London prep with an exciting approach to learning for tomorrow

36 TUNE IN, TURN ON Turn on the Subtitles is campaigning for a simple switch to improve literacy

PREP

42 CAPITAL GAINS

72 senior

With the London 'buzz' returning, we speak to schools about the benefits of a capital education

72 CREATIVE FLOW

52 HAPPY PARENTING

Leading independents tell us why arts matter and how they encourage them

We meet Nadim Saad and get some tips for a happy and confident family life

86 SMART ARTS

68 MIGHTY OAKS

King's InterHigh's impressive arts offer is delivered online to a global cohort

Knightsbridge School's growing forest

89 SMASHING CHOICES Mayfield Head of Sixth Form considers why the school's girls buck the trend on science choices

91 GREAT ADVENTURES Cranleigh School discusses the life-enhancing confidence and transferable skills provided by CCF

94 FRESH THINKING MPW London's pathways for 14+ students include an exciting boarding option

98 MOOCS

109 TUTOR TEST We co-opt a student to road test Cognita Tutoring's new online teaching

116

113 DAY IN THE LIFE QE's Head Girl and Head Boy discuss a busy day in their life at the school

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NTS

126 EDITOR

Libby Norman  A DV ERTISING M A NAGER

Nicola Owens 

COMMERCI A L DIR ECTOR

James Fuschillo 

A RT DIR ECTOR

Pawel Kuba 

SENIOR DESIGNER S

Mike Roberts Sam Scott 

MIDW EIGHT DESIGNER

Carmen Graham 

JUNIOR DESIGNER

Kai Nicholls 

FINA NCE DIR ECTOR

Jerrie Koleci 

CR EDIT CON TROL M A NAGER

Alexandra Hvid  DIR ECTOR S

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

Alexandra Hunter 

M A NAGING DIR ECTOR

Sherif Shaltout

26 SCHOOL's OUT

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116 SPRING BOOKS From a fabulous history of the world's cities to a rediscovered Paddington to treasure

123 STAGE FRIGHT A preview of the new 'Macbeth' for schools at Shakespeare's Globe

124 MAKING OF ME TV presenter, author and evolutionary biologist Ben Garrod on his Great Yarmouth schooldays

138 LAST WORD Hawkesdown House School Head Sarah Gillam discusses her educational philosophy

F RO NT COVE R

BASSETT HOUSE PREP SCHOOL 60 Bassett Road London W10 6JP 020 8969 0313 bassetths.org.uk Photo: Millie Pilkington

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Your daughter is unique and so is Heathfield. As well as providing an excellent academic education and top-class pastoral care, we guide your daughter to understand her personal strengths, live her ambitions, and develop as the best possible version of herself. Our education goes far beyond exam results – individual talent and spirit is celebrated throughout the school. Live life like a Heathfield girl.

OPEN MORNING Saturday 7 May 9.45am to 12 noon To book, email admissions@heathfieldschool.net

Day, Weekly and Full Boarding for Girls 11-18

heathfieldschool.net | +44 (0) 1344 898343

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Up Front DULWICH ECO WEEK P . 17 TONBRIDGE PHYSICS CHAMPS P . 21 ARTS STARS P . 23

MAGIC MOMENT GORDON'S MAGICAL WHOLE-SCHOOL PRODUCTION Page 14

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Poetr y pleaser Schoolchildren and Chelsea Pensioners enjoyed a Poetry Together tea party at the Royal Geographical Society. Founder Gyles Brandreth and HRH The Duchess of Cornwall joined the event, which was organised by Dukes Education. Poetry performances were followed by tea and Victoria sponge cake made to The Duchess of Cornwall’s own recipe.

N E W A R R I VA L Day and boarding school DLD College London has appointed Dr Sarah Watson as Vice Principal (Academic). She joins from the International School of Geneva, prior to which she was Head of College at King George V School, Hong Kong. Dr Watson said:

“I am excited to have this opportunity to be a part of the wonderful community at DLD College London.”

Mag ic f lute

FA I RY TA L E TRIUMPH

King's Ely flautist Lauren Booth has secured a place at the Junior Guildhall School of Music and Drama. The Year 11 student is the fourth King’s Ely student recently to earn a place, with two students studying Voice and a further success in Recorder and French Horn.

Disney classic 'Beauty and the Beast' came to the stage at Gordon’s School, Surrey with three sell-out performances. This whole-school musical, complete with outsized teapots and talking clocks and candles, showcased the talent of the school's Drama Department, both on stage and in the production team.

G I R L S' B I RTH DAY This year is the 135th anniversary of Sydenham High School GDST, which opened its doors to 20 girls in February 1887. Founded by four pioneering women – remembered in the school's House names – Sydenham High overcame early prejudice to grow into a thriving through school for some 700 pupils.

“There are all these people on the ground doing real work: the teachers, the healers, the preachers. So why do we admire the people in the public eye so much?” LITTLE SIMZ

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UPFRON T / NEWS

Culina r y addition Hallfield School in Birmingham marked the launch of a state-ofthe-art food technology classroom by inviting Michelin-starred chef Andreas Antona of Simpsons Restaurant to the opening. The ribbon-cutting ceremony was followed by a pizza-making session.

WO O D L A N D C E L E B R AT I O N St Benedict’s has planted 120 trees to mark its 120th anniversary. Wild cherries, supplied by the Woodland Trust, were planted in the school grounds and also at a partner primary school in a ceremony attended by pupils from St Benedict's Eco Society. Parents have donated almost £700 to Restore our Planet’s ‘Trillion Trees’ project.

YO U N G ENGINEERS Two Mayfield Sixth Form girls have been awarded prestigious Arkwright Engineering Scholarships. Christina submitted detailed proposals on seabed infrastructure to reduce coastal erosion, while Elizabeth won her scholarship for a computer chip-aided method of reducing cot deaths. They will be sponsored and mentored in order assist them in their projects, university study and career planning.

HEAD APPOINTMENT Queen Anne’s School, the Berkshire day and boarding school for girls, has welcomed Elaine Purves as its new Head. A language teacher by training, and previously Head of St. John’s International School in Belgium, Elaine Purves has also led Rossall School and Ipswich High School and spent five years as Deputy at the Royal High School Bath.

Co - ed developments After admitting girls into Lower Prep and Lower Sixth in 2021, St Columba's will welcome its first cohort of 11+ girls this September. The St Alban's school has opened a new Sixth Form Centre with improved music, sports and IT facilities, along with an additional studio theatre.

“Every child deserves to grow up knowing their potential and feeling conﬁdent that they won't fall at the ﬁrst hurdle – that they cope with life's setbacks” THE DUCHESS OF CAMBRIDGE

SOMETHING THEY SAID

“Education's purpose is to replace an empty mind with an open one” MALCOLM FORBES

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DISCOVER YOUR TALENT AT CRANLEIGH WEEKLY BOARDING WITH EXCELLENT ACADEMICS SUPPORTED BY A FULL PROGRAMME OF MUSIC, SPORT, ART, DESIGN AND DRAMA. REGISTERING NOW FOR 2023 AND 2024. ADMISSIONS@CRANLEIGH.ORG OR WWW.CRANLEIGH.ORG | 01438 276377

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UPFRON T / NEWS

PA D D L E S Q UA D Dauntsey's canoeists are training in earnest for the Devizes to Westminster Canoe Race, also known as the DW and the 'canoeists' Everest'. This 125-mile race over Easter weekend has been held since 1948 and is the longest canoe race in the world. Dauntsey's has entered a team for the past 40 years and this year's squad are fundraising for MIND. The school is dedicated to developing its adventure education curriculum.

Jurassic thrill

C A M P C O U R AG E

Pupils at Felsted School in Essex had the opportunity to travel into a Jurassic landscape using green screen technology and making videos of themselves with dinosaurs, as part of a workshop with a team from Teach Rex. As well as starring in videos that brought prehistory to life, the children had the opportunity to interact with a T-rex called Jam.

Laura Hall, Head of Queen’s College Prep in Mayfair, has brokered a partnership with the Royal Marines Reserves as part of a revised curriculum. Year 5 and 6 girls have visited Wandsworth Barracks for boot camp-style fitness, followed by abseiling, shelter building and close combat training. Lt Colonel Oliver Todd said: “They proved themselves to be confident, courageous and, most of all, resilient”.

CHARITY BOOST Conifers School in West Sussex is championing three smaller charities that support mental and physical health as part of its ‘pay it forward’ initiative. The South Downs prep will run fundraising and awareness events with men’s suicide prevention charity James’ Place, assistance dog provider Canine Partners and The Sussex Snowdrop Trust, which assists local children with life-limiting and life-threatening illnesses.

HEAD ROLE Katharine Woodcock takes up the role of Headmistress of Francis Holland School, Regent’s Park in September 2022. Currently Head of Sydenham High School, her career includes spells at Oakham School and Queen's College. Charles Fillingham, current Head of Francis Holland, becomes Executive Head of Solihull School.

Top Story

Green theme Dulwich College held an Eco Week in November just after COP26 ended to champion both eco awareness and sustainable change. From 'loving our leftovers' to reuse and recycle initiatives around the school, it was all hands on deck to create positive change. Students also got involved in practical local improvements for the whole community, including building bug hotels.

SCIENCE FORUM Benenden Sixth Formers and STEM Ambassadors Molly and Annabel hosted a virtual panel discussion about the production of the Oxford AstraZeneca vaccine with top female scientists who worked on its development. They chaired an event that attracted hundreds of students from Kent and Sussex schools.

SOMETHING THEY SAID

“The creative process is not controlled by a switch you can simply turn on or off; it’s with you all the time” A LV I N A I L E Y

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The Best of Both Worlds Wells is a vibrant city surrounded by stunning countryside.

We’ve got it all!

Co-educational day and boarding school Nursery - Pre-Prep - Prep - Senior - Sixth Form

Find out more: http://wells.cathedral.school/relocating Or contact admissions@wells.cathedral.school The Liberty, Wells, Somerset BA5 2ST

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UPFRON T / NEWS

Fencing tr iumph

ARTS HEAD ArtsEd has a new Head, Matthew Bulmer, who took up his post in January. The Chiswick day school and sixth form recently took took ownership of brand-new studios, classrooms, and communal spaces. Bulmer has a background in theatre and extensive experience in the independent education sector. Most recently, he was Director of Performing Arts and a member of the Senior Leadership Team at Brentwood School in Essex.

Study leader Dr Elodie Nevin will become the new Director of Studies at St Catherine’s School, Bramley from April. A linguist with a PhD in German literature, Nevin moves into the role with a comprehensive knowledge of the school after 14 years as a language teacher, Head of German and Oxbridge Co-ordinator.

D R AG O N WISDOM Dragon’s Den star Sarah Willingham visited Roedean in East Sussex to speak to pupils about her own journey to success. The Brighton-based entrepreneur, who spent her twenties expanding Pizza Express and Planet Hollywood before setting up Bombay Bicycle Club, told pupils that she defined success as achieving not only her business but also her life goals.

Millfield fencer Steffi Berndt De La O has won the prestigious International Fencing Epee Cup. The competition took place before Christmas in Dubai. Steffi, a Millfield Sports Scholar, was presented with the trophy by The Crown Prince of Dubai, His Highness Sheikh Hamdan Bin Mohammed Bin Rashid Al Maktoum. The Somerset school offers recreational and competitive fencing to students of all ages and has a purpose-built fencing salle.

S H OWC A S E AWA R D Colchester High School has become a Microsoft Showcase School, one of only 53 in the UK. Part of Cognita group, the school has invested substantially in EdTech skills and devices. Headteacher Gracie Langrick says: “We were especially delighted that Microsoft recognised how the school’s use of technology has given pupils a ‘voice and choice’ in their own learning”

“Pupils have a voice and choice”

T ime tea m G LO B A L PROJ ECT A Grade 11 student from ACS International School Egham has received a global award to support his project in Rio de Janeiro. Daniel, 17, supplies food and hygiene baskets to over 5,700 families across the city. The award will enable him to expand Project Cestou, tackling some of the systemic issues facing communities in the city.

The 1st Eight at The Leys School in Cambridge was the fastest crew in the Novices’ time trial at the Fairbairn Cup. Originally organised for the University of Cambridge by Jesus College Boat Club but now open to all comers, this annual race covers a 2,700m course along the Cam between Jesus College Boathouse and Fen Ditton in the ninth week of each Michaelmas term.

SOMETHING THEY SAID

“Acting isn’t a game of pretend. It’s an exercise in being real.” SIDNEY POITIER

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UPFRON T / NEWS

Jubilee trees

PHYSIC S CHAMPS Tonbridge School, Kent has picked up ‘Top in the UK’ in the International Physics Brawl, organised by Charles University. Two teams from Upper and Lower Sixth competed in the online global challenge, which tests Physics and problem-solving ability. The Upper Sixth boys also achieved 34th out of 188 teams – this places them them among the top fifth worldwide by age category.

Students at St Dunstan’s College, south-east London, have marked the start of the Platinum Jubilee year by planting new trees on the school grounds. Over this year, students will plant more than 70 trees on the school’s two sites in Catford. Headmaster Nicholas Hewlett says: “Our whole community, along with future generations, will be able to enjoy the new trees across our two sites”.

R I S H WO R T H C E L E B R AT E S Rishworth School in West Yorkshire is celebrating successes by a current and former pupil. Year 10 student Cara Davies stole the show and came away with first prize in the Calderdale Rotary Young Musician Competition, while Old Rishworthian Tom Inman – who left in 2021 – has made his professional rugby league debut for Warrington Wolves against Salford Red Devils.

AC A D E M I C CENTRE

NEW LEADER

Habs Boys in Elstree, Hertfordshire is on target to complete its £20 million academic hub for the Senior School. The buildings will house 46 new classrooms for core subjects, as well as a drama studio and breakout areas for study. The buildings are due to open to Habs Boys’ students during the 2022 summer term.

Hazlegrove Prep in Somerset has appointed Ed Benbow as Headmaster from September. He is currently Deputy at Cothill House. A Maths teacher by training, he’s also a keen rugby, cricket and hockey coach. This is a return to home turf for Benbow, who grew up near to the school.

Top Story

Mindful fun

Hockey triumph

Blackheath Prep celebrated Children’s Mental Health Week with yoga, Dress to Impress day, Mindful Monday and Talking Thursday. The focus was on encouraging pupils to ask for help and know where to get it. The school has a raft of innovative wellbeing initiatives already in place, including an in-school pupil counsellor post, in partnership with Place2Be.

Framlingham College’s U16 girls have taken the National Champions title in the England Hockey Indoor National Finals. The Suffolk school’s winning U16 squad, made up of Anna C ©, Sophie B, Emily H, Alex PS, Beth G, India N, Poppy DR, Loulou F, Alicia P and Maya C, clinched the title after a nailbiting final against Repton.

SOMETHING THEY SAID

“No matter what you do, you have always got to have self-belief. When you’re starting off, it’s a very lonely place” JA M A L E DWA R D S

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S N IO ON AT D C N LO LO E N TO RE SE G LO C

THE WORLD NEEDS NEW THINKING. GET READY. COME AND SEE OUR SPACIOUS CAMPUSES. We offer a world class international education that builds each child’s resilience, creativity, self-belief and knowledge. Now more than ever we ready our students for a world that demands a new kind of learning – and a new kind of citizen. • Girls and boys aged 2–18 • Day and boarding • International Baccalaureate (IB) and Advanced Placement Programme (AP) • Bursaries available at all UK schools for students aged 11+ 13+ and 16+ • Safe door to door busing from London and surrounding areas • Top UK and global university destinations

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UP FRONT XXX / ARTS X X / XNEWS XXXX

Arts STARS

The arts take centre stage, with a triumphant West End show for Francis Holland pupils and a rising-talent Highgate author S H OW T I M E AT FRANCIS HOLLAND

Francis Holland students lit up the West End stage with ‘Made in Dagenham' In February, students from Year 7 to Year 13 at Francis Holland School, Sloane Square took to the West End for a performance of the musical Made in Dagenham. Staged at the Adelphi, one of Andrew Lloyd Webber’s family of six iconic theatres, this was also the place where the first ever theatrical performance of the show happened in 2014. The first day the girls were even able to rehearse in the theatre, all previous rehearsals having taken place in the school hall. The performance attracted an audience of over 500 to watch the show about the Ford sewing machinists’ strike of 1968 to fight TOP for equal pay and conditions. Francis Holland pupils took to the West End stage Amazing props included a real-life Ford car, sourced and LEFT transformed by the FHS Art Graphic novel author Theo Behe worked with Tom Muzzell

and Facilities Departments, for the musical number 'Cortina'. FHS is renowned for its performing arts and puts on 12 productions a year, ranging from classic drama to physical theatre. Notable alumnae include Sienna Miller and Emerald Fennell.

YO U N G H I G H G AT E AU T H O R P U B L I S H E D

A Highgate School student Theo Behe is set to become a published author It’s not often that a student project gets transformed into a book, but that’s what has happened to Highgate School student Theo Behe, 14. His story, Johnny Recruit, is out as a graphic novel this spring through independent publisher Markosia, and with gripping illustrations by Tom Muzzell. Theo was inspired by the heroic wartime exploits of Bert Houle, his great uncle and a Canadian RAF flying ace. The idea grew out of a primary school project, and his familiarity with the graphic novel format enabled him to develop a strong story line. Set in wartime Canada, England and Germany, Johnny Recruit has a teenage hero who, when he learns his uncle has been captured, sets out to save him. Theo will be Markosia’s youngest ever published writer. By coincidence, both Theo and Tom Muzzell had a great uncle Bert who served with distinction in the War. Theo says of his Uncle Bert: “He made our family proud, so I wanted to write some fun adventures around him”. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 23

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INDEPENDENT BOYS’ SCHOOL OF THE YEAR

Bedford School is part of the Harpur Trust

Explore an award-winning education for your son.

Open Events on Saturday 23 April and 7 May BEDFORD.indd 1

Boarding and day for boys aged 7-18

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Learning for

LIFE

Bassett House School is a London prep known for its well-rounded education – and now with a fresh vision for giving children skills for tomorrow’s world. Absolutely Education visits to ﬁnd out more LIBBY NORMAN

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FOCUS / BA SSET T HOUSE

RIGHT Creative and performing arts are a school strength BELOW Bassett House’s Notting Hill neighbourhood is a real London village

“It doesn’t matter which school you’re in as a child, you still need somebody to catch you – to notice you and to catch you”

he first thing that strikes you about Bassett House School is its neighbourhood. Tucked away in that Notting Hill enclave between Ladbroke Grove and Latimer Road Tube stations, not far from Portobello Road, this is – in classic estate-agent speak – a London village. But in this case that’s the right description. Thriving local shops and cafés, tree-lined roads and tended front gardens speak of a community that cares. “I think that’s one thing that makes us quite unique – we really do feel like this village school in London,” says Headmistress Kelly Gray. The school encompasses three sites, all within a short walk. There’s the handsome four-storey Upper Years building at 60 Bassett Road. This is the original site, opened in 1947. A school-purposed rebuild happened in 2001, but from the outside it’s entirely in keeping with its stately Victorian neighbours. Just around the corner in St Helen’s Gardens is the recently opened Early Years building, with bright play and learn areas plus basement drama and music facilities for the whole school. This faces St Helen’s Church

and St Helen’s Hall. The Hall is where assembly, gym and lunch happen, and with classrooms, garden space and art room. The fact that pupils share turf with the local church and are on first-name terms with its vicar – known to all as Reverend Steve – adds to Bassett House’s welcoming atmosphere. Kelly Gray says it’s the first thing prospective parents remark on. Gray joined as Headmistress in September 2021 and brings a breadth of experience unusual within the independent sector. She was previously Deputy at Ecole Française de Londres Jacques Prévert, where she spent five years, but her career spans leadership and teaching roles across state schools. This includes an early stint at an inner-city Leeds school. “That was a baptism by fire, and the place where I really learnt my craft – you had to.” Her very first teaching role was in Slough, at another school where families struggled to make ends meet. She moved from there to Thomas’s, Kensington. The contrast was stark, but it revealed a truth that Gray still holds dear. “I realised from jumping across that it doesn’t matter which school you’re in as a child, you still need somebody to catch you – to notice you and to catch you.” SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 27

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ABOVE The new Early Years’ building has cosy play and learn spaces

This fits perfectly with Bassett House’s philosophy. Catching children young and nurturing their enthusiasm for learning was its founding principle. It started out, quite literally, from the ground up – a six-pupil Montessori nursery within a family home. This was 1947, the year Maria Montessori’s London training centre opened, putting it in the vanguard of modern educational thinking. “Bassett House was talking about a child-centred curriculum long before the Department of Education,” says Gray. “We still have that Montessori approach in the early years.” It has grown into a thriving prep and pre-prep, but the constant is its ability to produce well-rounded and engaged learners. “What they do brilliantly at Bassett House – they did it long before I came – is to take the children’s natural talents and inquisitiveness and then polish those to a high shine.” Joining Dukes Education early last year gave Bassett House added might. Now it is part of a family of 17 London independent preps and seniors (plus five outside the capital) and 25 nurseries. This brings a formidable hive mind to resources,

“We are committed to giving that sense of awe and wonder, creating those neurological pathways needed to make memories for life” training and – critically – through-school options at 11+. “There’s this huge sense of comradeship and wanting to help one another,” Gray says. “There’s no hoarding of resources – of expertise or of staff – it’s all there for the greater good.” The CPD training Dukes offers runs the gamut from first aid to the university-accredited Senior Leadership Programme that she recently embarked on herself. “The CPD programme is world class and offered at no extra cost, which means you can use those resources to benefit the pupils.” Pupil benefits is something taken very seriously here – from wraparound care and after-school fun to ‘Club Croissant’ twice a week for the school’s native French speakers. The cohort is a “melting pot” culturally, with parents from across the UK, Europe and beyond. This enriches school culture but,

says Gray, there’s a core element they share. “These are all parents who are passionate that their children receive the very best education, but in a school that is a greenhouse, not a hothouse.” The “greenhouse” approach is at the heart of the Bassett House teaching style. “Our role is to foster a lifelong love of learning, not stymie it from the word go. If you turn them off learning by 11, the chances are you turn them off for life,” says Gray. “Children perform best when they have a rounded, grounded and balanced diet of all of the things they love and need.” The school believes in maximising learning connections. “Life doesn’t come in little boxes of discrete subjects. There are all these crosscurricular opportunities – something our teachers do really well. They squeeze the juice out of that learning so they

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FOCUS / BA SSET T HOUSE

ABOVE Headmistress Kelly Gray RIGHT Bassett House offers small classes and lots of one-to-one time

have made every moment matter.” This opportunity to light the spark happens in many ways. “Children make potions as part of their literacy learning, watch chemical reactions and carve up hearts as part of their science. It’s about creating that spark for learning and engaging in conversations that continue out of school.” It’s not only about showing links, but also presenting ideas in ways that stick. “Of course, we have this really robust and rigorous curriculum underpinned with a strong progression framework of spelling and grammar. That’s a given, but it’s not what children remember,” says Gray. “I’ve seen the Fire of London taught via textbooks and worksheets. Then I’ve taught it myself by building a model village, setting it alight and having the Fire Brigade come and talk about the conditions that made it spread so quickly. And that’s the kind of teaching that – if you’ll excuse the pun – lights the fire in children. We have a staff committed to giving that sense of awe and wonder.

They create those neurological pathways needed to make memories for life.” The school uses London culture as a classroom – be it checking out the Magna Carta at the British Library or immersive learning at the Science Museum Wonderlab. Bassett House’s curriculum is renowned for Arts teaching and enrichment. “Creativity is something Bassett House does really well.” A tour of the art room shows exceptional work but, more than

LEFT Sport is co-ed – encouraging respectful and equal relationships

that, a spirit of bold experimentation. There are lots of chances to make music and drama happen in its regular shows and performances. Even the staff join in, for the staff pantomime is a much-loved annual tradition. “The children just love seeing us make fools of ourselves!” Kelly Gray says it’s important to do things children can relate to – things on their level. Recently, knowing there was a pyjama party for younger pupils, she surprised them. “I sneaked pyjamas and slippers into school, put them on and walked into their classroom saying: ‘did someone say pyjama party?’. They loved it. Five minutes out of my day, but small things have a big impact.” Hot Chocolate Fridays are another case in point. Randomly selected pupils from different year groups are invited into the Head’s office. Other teachers drop in, quite a lot of biscuits get eaten and everyone chats. Gray says it’s remarkable how much children open up in these encounters. “They create strong foundations, helping to ensure that if something is bothering a child, they are willing to approach any member of staff.” Of course, any successful relationship between school and pupil requires buy-in from the whole family. “Our number one aim is that the children go on to the very brightest future. It’s quite a bold aim, and if you’re going to achieve that it requires a partnership.” To ensure SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 29

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REVISION FROM HARROW SCHOOL ONLINE Harrow School Online Tutoring is here to support during the revision period by offering revision courses for International A Level and A level Maths and Physics and International GCSE and GCSE Maths and Physics over Easter 2022 or ongoing tutoring sessions.

Our revision courses are normally £750. We are offering full bursaries for the course running Monday 4 April 2022 - Thursday 14 April 2022.

To find out more visit harrowschoolonline.org/revision Untitled-1 1 Harrow_ad_v1.indd 1

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FOCUS / BA SSET T HOUSE

RIGHT that, the admissions process is The House system made transparent. Interested and peer mentoring parents can dip their toes in via support children a Zoom event. From there, they BELOW book a parent tour. “I conduct Bassett House nursery pupils tours personally. Other than making sure that the teaching and learning here is excellent, there’s no more important job than finding out what they are signing up to – and what that ‘Bassett buzz’ is all about.” This partnership extends to working together for a smooth 11+ journey – always a front-of-mind concern for prep parents. “The conversations start early,” says Gray. Year 4 teachers start to assess the best fit for each individual pupil and the Senior School Fair each autumn is a chance for all families – but especially Year 3 and above – to see options and meet prospective schools informally. Parents and pupils are also invited to talks by senior school Heads, forums that are about demystifying the process. “Our children go on to great London schools – Godolphin & Latymer, St Paul’s, Queen’s College – but our goal is to get each and every child into the right school for them. Our Form 5 and 6 teachers are incredibly knowledgeable about schools in the area, not just academically but pastorally. Parents appreciate the conversations, the candour and the complexity of our teachers’ understanding.”

“It’s more crucial than ever that we teach young people adaptability, tenacity and those other vital life skills”

The best onward path can’t happen without the right support during the prep journey. “If a child isn’t happy, they cannot learn,” says Gray. “Everything we do at Bassett House is wrapped in this blanket of safeguarding.” The male Head of Sport and PE also heads up pastoral care and is, she says, “wonderful” at ensuring all children are supported. He’s had great success opening channels for boys – who usually find it harder to ask for help – by running a weekly ‘communication station’ before school to help with any communication or anxiety difficulties. “It’s so important that boys understand themselves and can articulate how they feel.” Not every young child can articulate their problem, and that’s why Bassett House has a pupil plan in place as soon as children join that stays with them through to Year 6. There are pastoral check-ins at least once a week with form teachers where children talk about how they are feeling. Termly pastoral audits involving teachers and senior leaders discuss every child. The children’s own buddy and house systems are valuable extra layers of peer-to-peer support. Gray says COVID and global uncertainty have brought greater recognition among educationalists that pastoral care must be pre-emptive, not reactive. So too teaching and learning, and Bassett House is redesigning its curriculum to meet tomorrow’s challenges. “Our new curriculum that we’re building right SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 31

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FOCUS / BA SSET T HOUSE

RIGHT Bold experiments are encouraged in Art BELOW Bringing global awareness to life in Geography

now is all about skills for future leaders. At the very heart are those rigorous and robust frameworks that make sure pupils’ core subjects are rock solid,” says Gray. “But politically, culturally, environmentally, economically, this is a changing world for children – an uncertain future. It’s more crucial than ever that, as educationalists, we keep evolving, and that we teach young people adaptability, tenacity and other vital life skills.” The framework that Kelly Gray and her team are weaving through every part of life at Bassett House covers off six main

“Our children go on to great London schools – but our goal is to get every child into the right school for them”

strands. Alongside Creativity and Digital Literacy, it includes Global Citizenship – building links with local and global schools and fiscal awareness through projects such as The Fiver Challenge. Skills for Future Leaders includes sports and service leadership, as well as areas such as school councils, a lecture programme and Doctor and Lawyer for the Day activities. Emotional Intelligence is already embedded, with clear guidance on areas such as respect (for instance, sport is co-ed so that children build respectful relationships). In the new curriculum, there is added focus on debating the big issues (whistleblowing, Black Lives Matter, for example), as well as local and family challenges in the wake of the pandemic. Sustainability is another strand, with a school eco-council, focus on incorporating COP26 goals into school life, plus Green and nature-led activities. Kelly Gray has no doubts that this big-picture approach is the right one for a generation facing a future of uncertainty. “As much as anything, it’s about teaching them how to be a human being in this world – it’s as fundamental as that. We had a Year 6 leavers’ event not so long ago and one young man, who’s gone on to great things now, said: ‘At Bassett House they teach you English and Maths but, more important than that, they teach you how to be yourself’. I don’t think I could put it more eloquently myself.”

At a Glance Bassett House Prep School FOUNDED: 1947 HEAD: Kelly Gray, since September 2021 GENDER: Co-ed NUMBER OF PUPILS: 109 DAY OR BOARDING: Day AGES: 3-11 POINTS OF ENTRY: 3+, 4+, and occasional in-year admissions ADMISSIONS: Non-selective. Early registration advised from birth. Offers on a first come basis. Any questions, contact registrar@bassetths.org.uk RELIGIOUS AFFILIATION: Non-denominational FEES: Preschool, per term, mornings only – 1,856-£3,160 (occasional/regular afternoon attendance available); Pre-prep, per term – £6,320; Prep, per term – £6,585 ADDRESS: Bassett House School, 60 Bassett Road, London W10 6JP bassetths.org.uk

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IBELIEVE

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FOCUS / INSIDER

WORKING TOGETHER The Managing Director of Gardener Schools Group makes the case for co-educational schools in helping to prepare young people for future life and work

he ethos of the Gardener Schools Group (GSG) promotes a nurturing environment – we encourage a growth mindset, instil resilience and stress the importance of empathy for others. Underlining our philosophy is the belief that boys and girls should be educated together. Whenever I meet potential parents at our schools I tell them, ‘The world is co-educational’. We live in a time where the role of sex and gender has never been more keenly felt. When a child starts school, one of the most important things they do as a four-year-old is socialise by playing with others. Learning how to interact, listen and be emotionally intelligent is part of their journey. Why remove half the population? If you want children to feel naturally comfortable with other people, this should begin at school. Many arguments against co-education are made by girls’ schools. Girls do better in

“Attending a mixed school prepares you for university and work – it is our job to consider the future our children will be living in” STEM (Science, Technology, Engineering, Mathematics) subjects, for example, in single-sex schools. Acknowledging this, it is important to promote these subjects to girls specifically and to stress they are not ‘boys’’ subjects. Another argument is that girls and boys learn in different ways. This, however, is overly simplistic. Everyone

THEO BREHONY

ABOVE Students at Kew House School, part of the GSG

learns differently, regardless of sex. This learning could be kinetic, visual, aural or a combination. We ask our teachers to know their pupils and differentiate their teaching approach to suit individual needs. If you create a culture of equality and tolerance from the start, if you value the individual, if girls are perceived as leaders and ‘leaning in’ is a natural part of learning, everyone benefits. I cannot say for certain, but the problems highlighted across schools by Everyone’s Invited may have been on a lesser scale if this had been the starting point. Increasingly schools are moving from single-sex to co-educational. Winchester College’s Sixth Form is one of the latest to do so. Latymer in west London has been co-ed for some time now although, surprisingly, in the capital there has been a dearth of co-ed senior schools in comparison to the rest of the country. In the last eight years, the GSG has responded to a growing demand from pupils and parents and founded two coeducational senior schools in Kew and Maida Vale. Other school groups like Thomas’s Schools are following a similar co-ed model.

Nurseries are typically co-educational. Why do some pupils then go on to single-sex schools until university? Certainly, attending a mixed school will prepare you for university and work life in a way that single-sex schools cannot. There are, of course, remaining bastions of single-sex education and some of the best schools are among them. That said, it is our job to consider the future world our children will be living in. At Gardener Schools Group, we firmly believe a pillar of success for all young people will be the ease with which they relate to others.

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FOCUS / LITERACY

TUNE IN,

TURN ON Turn on the Subtitles (TOTS) is campaigning for what could be a gamechanger for children's literacy. And all it takes is one small adjustment – read on Wo r d s L I B B Y N O R M A N Illustration KAI NICHOLLS

hat if you heard that one simple act, costing no money and seconds of your time would improve your child’s reading? That’s what the Turn on the Subtitles (TOTS) campaign is all about, improving children’s literacy. Here in the UK, doing this is simply a matter of turning on same language subtitling (SLS) so that they absorb words while they are watching their favourite shows. TOTS founders Henry Warren and Oli Barrett MBE both work in education. Warren is former Director of Innovation for Pearson and a specialist in education

technology – current projects include African education platform Watobe. Barrett describes himself as a ‘serial founder’ and his projects include Tenner, the schools’ enterprise challenge, and also – in earlier times – being part of the launch of Bob the Builder. TOTS came into being when Barrett sent Warren an email link to an article in The Guardian. This cited research about the benefits for literacy when you turn on TV subtitles. Returning to the article a few nights later, Warren noticed that one of the people cited was a professor in Hawaii. “I thought, ‘well it’s a late night here, it will be a reasonable time in Hawaii – I’ll give him a call’. So, I rang this somewhat bemused professor and proceeded to grill him. He was very patient with me. And by

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A B OV E Turning on subtitles means children read without knowing it

the end of the call, I was thinking, ‘If these numbers work this is insanely powerful’.” The professor in Hawaii told Warren that the person he really needed to talk to about subtitles was Dr Brij Kothari, based at University of California, Berkeley but often in India. Henry Warren tracked down Brij Kothari in an Indian village working on a randomised control trial. Over a crackly line, Warren found out more, then pushed for research evidence. “Immediately I regretted that because I remembered that I don’t actually know the difference between good and bad academia.” What turned up was a whole lot of evidence. “I had this mountain of papers and no idea

“Everybody has the same kind of reaction, a head-slap kind of reaction – an ‘of course this works’ reaction”

what to do with it.” So, Henry Warren had a chat with Dame Julia Cleverdon and the team at the National Literacy Trust and passed the mountain on to them. Six weeks later they came back to say this evidence was remarkable – and why did no one know about it? This was exactly what Henry Warren and Oli Barrett had been thinking. There’s lots of evidence to prove why subtitles work, but here’s one blinding example to capture the impact. Official statistics here in the UK tell us that children watch an average of 12 hours of television a week. (Warren suspects that’s a conservative estimate.) Let’s say it is 12 hours of TV per week. Once you put subtitles on, your child will, over the course of one year, read the equivalent of all the Harry Potter books, all of Lord of the Rings, all of the Narnia books and the complete His Dark Materials trilogy. And they won’t even realise. “That’s why it works – it’s sheer immersion,” says Warren. One key here is the fact that children are watching high-value content – things they love – and so are receptive to learning. Subtitles have an impact on all ages, but they are especially powerful in the earlier stages of reading acquisition. Another fact is that we can’t avoid reading the subtitles

– eye tracking research across all age groups has shown it’s impossible not to take in words. Think about that and you can see why subtitles could be a gamechanger, not just for UK families but globally. “We know what impact low literacy levels have on children longer term. We know that if your literacy levels are low when you leave school you are three times more likely to be incarcerated, three times more likely to be hospitalised, even three times more likely to die young. It literally is a case of life and death,” says Warren. Getting the word out about the impact of subtitles became just that for Warren and Barrett once they’d had the green light from the National Literacy Trust team. “Initially, we thought, ‘well this is not really our thing – we’ve both got day jobs – but what we can usefully do is synthesise this evidence base and hand it over to the broadcasters’. So, we did all that and also published a letter in The Guardian, and waited, and then... nothing happened.” Warren and Barrett decided to step up a gear. After meeting again at a conference, they escaped to a café in High Street Kensington and scribbled out ideas, including a campaign name, ‘Turn on the

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Subtitles’ or TOTS. They decided to give it a year or so, alongside their day jobs, with a three-pronged approach. “The first element has been to tell parents about this and raise awareness about subtitles among the general population. We knew that most people didn’t know anything about this – I certainly didn’t and I’ve been in education for 20 odd years,” says Warren. “And everybody has the same kind of reaction, a head-slap kind of reaction, an ‘of course this works’ reaction.” Another prong of the campaign has centred on persuading broadcasters to make same language subtitling (SLS) the default for all programmes aimed at children aged 6 to 10 – they can help for other ages, but this is the key target group. The third seeks to inform governments and politicians, so that they can then use their influence. The awareness-raising campaign for parents launched last year. Stephen Fry

“Over a year, your child will read the equivalent of all the Harry Potter books, all of Lord of the Rings, all of Narnia and the complete His Dark Materials trilogy” fronted it and other high-profile figures backing it included Sandy Toksvig, Lenny Henry and Sanjeev Bhaskar. TOTS’ campaign attracted 37 million impressions on Twitter, front-page coverage on Reddit and stories in most of the major press. “The launch went remarkably well, considering we had a budget of about £80 for the whole thing,” says Warren. From there, broadcasters began to get on board. Sky was the first – meaning children can now watch their favourites, such as

SpongeBob SquarePants and Scooby-Doo, with subtitles built in. Netflix is running a pilot, Amazon has committed to one and the BBC has been undertaking research. A number of major education players – Pearson, GCSE Pod, Oak National Academy and Twinkle – have been getting the message out to schools and backing the campaign. TOTS has also been doing a lot of work with YouTube (important because of its popularity with young audiences). It is working to get the user experience element on YouTube changed – manually generated subtitles, not auto subtitles are critical here – and also has its own channel in conjunction with Moonbug Literacy. “That is going gangbusters,” says Warren. “Just short of half a billion views a month currently. It’s hard to say exactly how many children we’re impacting, but conservatively we’d say about 400 million.” When it comes to political might, a major breakthrough so far is India, where the government has changed the law so that by 2025 half of linear broadcast content (traditional live TV) will have to be subtitled. TOTS is continuing to talk to the major broadcasting players – especially those in the United States, where the reception has been very positive. It would also like to do more awareness raising across Africa, where Henry Warren already works and knows the huge hunger for literacy and education. “We’re talking about 1.4 billion people, and at the moment literacy levels are quite low across the piece, but linear TV is growing very fast.” Ultimately, the goal of TOTS is to give the power of subtitles to as many children as it can. So, what can UK parents do to help? Tell your friends about the TOTS campaign but, even more importantly, make that simple adjustment to your own children’s TV and tablet watching. “All you have to do is go to services they watch – Netflix, Amazon Prime, BBC iPlayer – and turn on the subtitles,” says Henry Warren. “You only have to do it once. It is, quite literally, the most impactful ten seconds you’ll ever spend as a parent.” turnonthesubtitles.org

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CAPITAL GAINS London is a hub for culture, civic life and business, so going to school here brings added value. We explore some of the beneﬁts of a capital education LIBBY NORMAN

ABOVE North Bridge House pupils

ometime around March 2020 it felt as if the world was tilting on its axis from urban to pastoral. All talk was of a move to the country, the pursuit of open spaces and a quiet life of baking sourdough. But, as life settles back onto a more familiar plane, the streets of our first city are looking busy again. London schools and their pupils carried on through the worst of pandemic times, and educators did a superb job keeping pupils feeling secure, as well as intellectually stimulated, in a city that suddenly felt unfamiliar because of the silence. It is worth remembering that many of our top national performers – both independent and state – have long been located in the capital. These schools tap into more than the obvious resources – there are some surprising advantages when you're close to the heart of the metropolis. So, as the buzz returns to London, we gather perspectives on what a capital location brings to enrich school life and learning.

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PR EP / FE ATUR E

CULTURE ON TAP

When you go to school in London you're never too far away from a cultural treasure. For Prince's Gardens Preparatory School, the treasure chest is positively spilling over. Located in a quiet square in Kensington, it is only a five-minute walk (even for the smallest pupil) from the Natural History Museum, Science Museum and V&A. This means that trips to the great national museums are not an occasional expedition but a regular and immersive experience that can be fitted into an afternoon. The team at Prince's Gardens use this ever-changing display of themes and objects to inspire all sorts of learning activities – and say it's especially useful for bringing a subject under discussion to life. It also helps to embed classroom teaching because an adventurous afternoon outing makes any topic come to life in fresh ways. Recent examples include a visit to the V&A to support a Year 1 topic on Islam. Children looked around the Jameel Gallery and focused on ABOVE Prince’s Gardens masterpieces such as the Ardabil Prep pupils Carpet. Then they went back to class to create their own versions BELOW RPPS Head of this ancient masterpiece. Carl Howes Year 5 pupils recently headed to a lesser-known repository, the National Army Museum in Chelsea, to momentous time in global history. explore its exhibits and get deeper insights For Ravenscourt Park Preparatory into their topic of World War II. They were School (RPPS), located in west London able to analyse artefacts and discover what and part of the Gardener Schools Group, the objects were used for – all enhancing WWT London Wetland Centre and the their understanding of the realities of a Royal Botanic Gardens at Kew are a stone’s throw away, allowing pupils to take science and nature lessons out of the laboratory and into the real world. To enrich the RE curriculum, pupils have visited the Gurdwara Sri Guru Singh Sabha Southall, the Buddhapadipa Temple in Wimbledon, and St Paul’s Church, Hammersmith. While the school regularly makes the short journey to the major London museums, galleries and theatres, this quarter of London is its own distinct 'cultural village'. For instance, when it comes to theatre, the Lyric Theatre in Hammersmith is within walking distance and other brilliant local hubs – including the Rose Theatre in Kingston and Orange Tree Theatre in Richmond – offer a wide range of drama opportunities. Local is also something that North Bridge House taps into. The six schools in the group, covering nursery to 18, are in north London cultural hotspots – Hampstead, Canonbury and Regent's Park. This makes them close to all the major London museums and galleries but also means stellar places on their doorstep. This is something that North Bridge House takes full advantage of. Its pupils in Hampstead can walk in the

“Trips to the great national museums are not an occasional expedition but a regular and immersive experience that can be fitted into an afternoon” footsteps of literary and artistic giants just by taking an enrichment walk around the neighbourhood (just count the blue plaques), and with Burgh House, Keats House Museum and many other gems to tap into for study and cultural enrichment. North Bridge House Canonbury has developed strong links with the Estorick Collection (a local gallery specialising in modern Italian art) and recently Year 12 not only went to see a new exhibition but took a special tour narrated entirely in Italian. Younger pupils also used the same exhibition to inspire their artworks. This 'insider's viewpoint' is one of the great bonuses of London school life – special relationships are formed and, be it a local or national cultural institution, these can be used to enhance students' learning experience and cultural awareness. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 43

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Hawkesdown House School

A Preparatory & Nursery School for boys and girls aged 2 to 8, Kensington W8

Please contact the School Office to arrange a private tour with the Headmistress 27 Edge Street Kensington London W8 7PN 020 7727 9090 admin@hawkesdown.co.uk www.hawkesdown.co.uk

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LEFT North Bridge House has central locations RIGHT Cultural learning for Ravenscourt Park Prep

SPACE TO ROAM

While London is busy and built up, it's unusual for any city for its multiple parks and green spaces. And some of the best of them are on the doorstep for North Bridge House. Hampstead Heath is well-used by its Hampstead schools, which also have an exceptional sports hall on site, while Regent's Park is playtime location and sports 'home ground' for fixtures for North Bridge House Prep Regent's Park, as well as being handy for the Canonbury Senior. Pupils also make use of the other exceptional activity spaces that London offers – for instance, Canonbury pupils go white-water rafting and mountain biking at world-class London 2012 Olympics facilities in the Lea Valley and Prep pupils play cricket at hallowed Lord's. Ravenscourt Park Prep has a generous

playground and sports hall, but alongside Kew Gardens and London Wetlands Centre, it has privileged access to a plethora of exceptional west London green spaces, not least the borough flagship Ravenscourt Park right next door. This Green Flag park offers 20 acres of space to roam in its walled gardens, wildlife and play areas and paddling pool. There's even a beach

“Pupils go white-water rafting at The London 2012 Olympics site and play cricket at hallowed Lord’s”

here for the summer. School sports, including tennis and basketball, can take place in the park, along with fun events such as whole-class picnics. Prince's Gardens Prep has Hyde Park – one of London's finest green spaces – right on the doorstep, but also an amazing two-acre private walled garden that is the pride of the school. Safe and secluded, and with shade from fine old trees, it is used for forest school for the youngest pupils and play and learning throughout the year for everyone. Children keep wellies at the school so that every day can be an outdoor day. The garden is a resource for everything from Stylist Club (using natural materials to create fashion) and Gardening Club, to birdwatching, painting and science and nature lessons. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 45

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LEFT Special visitors at Ravenscourt Park Prep RIGHT Prince’s Gardens Prep pupils get outside

REAL-WORLD IMMERSION

One huge advantage for all London schools is the free flow of ideas and access to a huge breadth of resources, thanks to privileged access to so many expert voices in civic and business life as well as a huge variety of easily accessible places to explore. This is something that touches London schoolchildren from their very earliest years – whether it's taking a school trip round the corner to buy seeds and plant pots (something North Bridge House Nursery pupils do), learning an instrument guided by a recent Royal College of Music graduate (Prince's Gardens Prep) or hearing from leading journalists and TV presenters as part of journalism week activities (Ravenscourt Park Prep). This is where the 'buzz' of being in the capital comes into its own. Put simply, it's easier to find willing experts to enrich school learning if they happen to live and work close by. At Ravenscourt Park Prep, the team make full use of the wealth of resources close by. For example, as part of its entrepreneurial week activities, small business leaders have talked to Year 6 pupils about turning an idea into a viable business. The school finds the huge concentration of business and university expertise a real asset when it comes to developing educational themes and presenting information in engaging and salient ways. Prince's Gardens Prep runs special career assemblies with guest speakers as part of 11+ preparation, inviting members of the parent body and experts the school has reached out to. The menu of careers discussed is diverse, just like the student and staff body, enabling a truly international perspective – and a

sense of limitless possibilities – to be introduced at an important time in young people's lives and educational development. Similarly, North Bridge House Schools’ careers forums for Prep and Senior pupils tap into the expertise of the parent body – their wide-ranging jobs and connections give students a broad vision of local, national and global opportunities. The net can be cast even wider via alumni. A famous art dealer attending a careers fair and then treating pupils to the sight of a real Picasso or Hockney as part of insights on working in the commercial art world is an unforgettable way to imagine possibilities beyond the more obvious career paths. With all London schools, the exposure to so many influences builds awareness. North Bridge House Schools believes that this also helps to open young people's eyes to interests they can take further and sustain for life, not just careers. Litter picking in nearby parks may seem a small act in support of the local community, but also inspires children to think further about topics such as resources and environmentalism – even develop their own advocacy skills. Prep School pupils also have a collaboration with ZSL London Zoo, enabling them to go behind the scenes, talk to experts in zoology and consider what more we can all do to conserve wildlife and preserve our environment. Then there's resilience – something that is front of mind for all parents and educators since the pandemic. It's a hard one to quantify, and there's no doubt that London students' immersion in a fast-paced environment exposes them to more ‘noise’, but it also gives them added awareness of

“Privileged access to so many expert voices in civic and business life is something that touches London schoolchildren from their very earliest years” others, perhaps more independence and certainly a sense of the big wide world beyond the school gates. This, in turn, can help to build something every child needs: a growth mindset. "In order to believe that all pathways are open to them, a child needs to see that ‘people like me can do that’. This means that schools need to ensure that the topics that they teach, the books in their library, the displays in the corridors and the speakers that they invite into school, all reflect a fully diverse society," says Carl Howes, Headmaster of Ravenscourt Park Prep. "The beauty of being in London is that it makes it possible to do this really well, thanks to the richness and diversity that the city offers.”

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ABOVE The switch to offering outdoor classes was inspired by students

Great outdoors

Sutton High Prep School is taking class outside, with a new purpose-built space inspired by its pupils’ desire to connect with nature

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ome rain or shine, Sutton High Prep School, Surrey will teach all pupils outside in a purpose-built outdoor classroom at least once a week. This change was inspired by its children, who said that walks they took during lockdown had made them calmer, happier and more able to concentrate. They also said that they wanted lessons that connected more with the environment and nature. Sutton High Prep has begun the multimillion-pound extension to its buildings informed by these design ideas from its 4 to 11 year olds. “Just prior to the pandemic, we initiated a teaching programme called Brains Matter, in which every morning children were asked to chart their emotional barometers and understand how and when their moods change and why. We also had weekly assemblies about how the brain works,” says Headteacher Anne Musgrove. “This stood the girls in great stead when the pandemic hit because throughout lockdown, they were able to notice when they felt better and why – and it was invariably when they

ABOVE Teachers are exploring how outdoor elements can be used to enrich the core curriculum

“Small adjustments – wellies have now become part of the school uniform – accommodate the switch to outdoor learning” were outside, immersed in the environment.” This knowledge translated into action when physical school returned. “When pupils returned to school and we were at the beginning of our planning stages for the extension, it became clear that they were now unhappy with being stuck inside all week. Combined with the obvious mitigations to the spread of Covid that being outside presents, along with the benefits of increased exposure to natural sunlight and vitamin D, it seemed like the obvious thing to pivot more towards outdoor learning,” adds Anne Musgrove. The plan is that at first children will all have at least one lesson a week outdoors. These will happen in all weathers so small adjustments – wellies have now become part of the school uniform – accommodate the switch. While they are there, they will also be able to learn plant and wildlife names, conservation skills and meteorology. “As teachers research how they can use the environment to enrich more formal teaching, from maths and biology to history to art, they will use it more frequently.” Sutton High Prep believe this extension is a golden opportunity to positively contribute towards children’s health and wellbeing. With some sobering statistics being delivered in the aftermath of the pandemic, this makes

sense. Other factors contribute to good health too – being in the great outdoors is an antidote to children’s sedentary lives. The Look Out, as it will be known, will be an outdoor terrace that accommodates up to 24 children. The floor will have a graphic paving system for outdoor maths, while planters will feature fruit and vegetables grown by the children and a compost making facility will be close by. The building project, to be completed in September, will also include more indoor classrooms, but only natural materials will be used to replicate a feeling of being in nature as much as possible. As part of that, the school is moving away from bright colours and increasing focus on more calming decor that includes plants and greenery. Indoor classrooms will open directly onto a newly planted woodland area, with free flow between the areas. “As 20th century educationalist Margaret McMillan, who was light years ahead of her time, once said: ‘The best kept classroom and the richest cupboard are roofed only by the sky’. I think it took the pandemic to make us think more about these words,” says Anne Musgrove. “The result is an education that incorporates and works within nature because that’s what makes pupils happy.” SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 49

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ART SPARK Hollie Slaughter of Lyndhurst House Prep discusses art's value in developing not only practical skills but also understanding of our own emotions

he arts are a part of our daily lives at Lyndhurst House. Whether it is admiring the displays around the school, appreciating, and talking about art in assemblies, making art during art lessons and club activities or dropping into Creative Space during morning break, here everyone is involved. Art is an important part of the curriculum at our school, and we also believe it makes life more manageable, tolerable and enjoyable. It offers us a chance to make sense of the everchanging world around us, giving us freedom to express ourselves and develop a deeper understanding of our emotions – whether we are five or 55 years old. There is no ‘one size fits all’ approach to our break times here at Lyndhurst House. A creative act such as crafting or drawing can help focus the mind. While many of the boys cannot wait for their chance to kick a football with their peers, others feel much more refreshed by the calming effects of painting or other creative arts, and we value that. Creative Space runs every morning break, allowing our boys an opportunity to come in and draw, paint, sculpt or get crafty. We have had a blast learning how to use sponges, sticks, bubble wrap, bottle

“Art allows our boys to have a deeper understanding of their emotions and be open to innovative ideas and fresh experiences”

ABOVE Art at Lyndhurst House Prep

tops and pretty much anything to create abstract expressionist work. We have learnt what colours complement each other and which ones muddy our work. We have also learnt how to make incredible pour paintings with the most beautiful and intense patterned and textured outcomes – we even got into the swing of things and splatter painting using a pendulum hung from the studio ceiling. Our Painting Club is rooted in art history. For instance, the boys learn about the original abstract expressionist Jackson Pollock, as well as the lesser-known wild and wacky ways of modern-day painter Callen Schaub. Once a week, budding artists gather for Art Scholarship Club during lunch break and determine their own theme to pursue. The club is designed as an exploratory space for boys who are particularly interested in visual art – seeing it as a firm basis for their future studies – and who are committed to improving and developing their art understanding and skills. The Art curriculum is carefully crafted

here, ensuring boys learn various drawing, painting, sculpting, designing, printing and mixed media techniques. We also ensure we expose them to essential knowledge and cultural capital. Art adds meaning and helps us understand our world, therefore it is an integral part of our philosophy at Lyndhurst House. It allows our boys to have a deeper understanding of their emotions. It increases their self-awareness and also enables them to be open to innovative ideas and fresh experiences.

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HAPPY PARENTING Parenting is not child's play, as Nadim Saad would be the ﬁrst to admit, but his company has strategies and tools that make it a whole lot easier. We ﬁnd out more LIBBY NORMAN

adim Saad is recounting the experience of a friend – he’s laughing. “So, this guy works for a major international bank, and he’s managing a team of around 100 people. Then when he arrives home after a day at the office, he’s faced with this two-year-old going, ‘NO, Daddy!’.” The feisty non-compliance and implacable conviction of a tiny toddler overwhelms one great big adult – an all-too-familiar scenario played out in homes up and down the land. Here, in a nutshell, is one of the biggest issues for parents. We may be at the top of our game in our professional lives and know exactly how to manage complex situations at work, but that doesn’t translate to family life. Most of us come into parenting feeling almost as innocent as the newborn placed in our trembling hands, and the sense of responsibility – the feeling of not being equipped – overwhelms nearly all of us at some point. This is where The Happy Confident Company comes in. Nadim Saad and team have taken strategies proven to work in business and applied them to parenting. This has some very obvious benefits when you’re explaining the principles. “Anyone who has worked in a business environment, worked as part of a team, immediately thinks: ‘I have to do this as part of my job – It’s so logical –

how did I do anything different?’,” he says. Saad speaks to lots of parents – working with corporates, schools and individuals – and very often one of the first comments he hears is: ‘now you’re going to make me feel guilty’. Guilt is common, but we have bigger issues to contend with. We all come to the business of raising a brood with baggage. Our tendency is to replicate the approaches from our own childhoods, and that includes tactics our parents used on us that never worked. This is also one reason parenting remains an all too frequent battleground among couples. Saad says that three quarters of couples have conflicts around parenting style and, guess what, in over half the arguments the issue centres around discipline. Some parents TOP get into ‘good cop, bad cop’ roles The Happy Confident that make both sides unhappy Company’s Nadim Saad and children confused. ABOVE It’s worth understanding a FEELIt! helps children understand emotions do that OK so why would I do little more about Nadim Saad’s anything different’,” he says. own experiences as a parent as There were several things these have underpinned The Happy that led to Saad’s decision that he Confident Company’s approach. The wasn’t doing OK. First were watershed father of three children, he’s refreshingly moments with his children that set seeds of honest about his past failings – describing doubt. This then sparked further exploration himself as the authoritarian one in the family of parenting theories. Ultimately, he began dynamic. His style was, he recalls, similar working on his own patterns of behaviour to the strict approach of his own childhood. (including undertaking Hoffman Process He also didn’t have much faith in parenting therapy), to reappraise his approach. “I manuals. “I was the kind of guy who thought, ‘I

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realised all my reactions were creating a lack of safety for my children. When you can be this loving parent one minute and then suddenly switch to shouting it causes issues.” What happens when parents are inconsistent – individually or as a couple – is that children don’t know where the solid ground is. Then they don’t feel safe. Developing that sense of safe ground – via tools and strategies that can be used as a family – is what The Happy Confident Company does. With psychologists as part of the team, it has developed parent-child online courses. There are journals designed for young children up to teenagers with exercises to help them express themselves, build self-belief

and regulate feelings. Then there’s a brilliant game called FEELIt!, suitable for wholefamily play, that helps young children learn the names of different emotions. It employs the approach of ‘name it to tame it’ coined by psychiatrist Dr Dan Siegel. Now similar principles are being developed as a FEELIt! programme currently being piloted in schools. Saad believes families change outcomes by changing behaviour patterns. So, what are some business-style strategies that help? First is giving children a sense of agency over their own lives through choices. “It’s giving children the impression that they are driving their own lives but with our help, coaching and support,” he says. This strategy is all

about questions. “Replace commands as far as possible with questions. With younger children (from as young as 18 months), you can present simple choices. Would you rather leave the park in five minutes or ten minutes?” Of course, as they grow, these choices become more complex, but always framed by parents. Another thing Saad recommends is to give children a sense of responsibility for their behaviours. “About 95% of what we say to our children on a daily basis is something we’ve said hundreds of times before. So instead of telling them every time to wash their hands before coming to the table, you ask them, ‘have you done what you were supposed to do before coming to the table?’.”

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Devonshire House Preparatory School

Outstanding prep and pre-prep in Hampstead, with its own nursery Open Mornings: Thursday 28th April and Tuesday 10th May 2022 To register for an open morning please visit our website or contact Admissions

Tel: 020 7435 1916 Email: enquiries@dhprep.co.uk Website: www.devonshirehouseschool.co.uk DEVONSHIRE_HOUSE_ABS_ED_SPRING_APR22.indd 1

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BELOW The journals help young people to express their feelings and develop self-belief

So what about when children don’t do as asked? “You can remind them. Then you can add a consequence, but they choose the consequence,” says Saad. (Interestingly, children usually come up with much harsher punishments than parents would.) What’s important here is that they are not being berated or cajoled but shown how to do the right thing, what happens when they don’t and the route to better outcomes. “There are a lot of parallels with business leadership,” he says. “It’s about creating a sense of purpose.” He adds that children invariably want to be good – and crave parental approval. Another great tool for ensuring a more harmonious life at home is regular family meetings. Rather like business meetings, these discuss the successes, the challenges, and then the strategies for tomorrow. “First

of all, it’s about feeling good as a family – sharing compliments and appreciating each other – and then problem solving,” says Saad. “Everyone, even from the age of three, can come up with ideas for how to deal with things better as a family.” One thing all these family strategies do is improve children’s sense of connectedness, which is vitally important to their sense of safety. They also help to minimise meltdown moments – what Saad describes as ‘fight or flight’ mode. The well-timed and appropriate question or calm discussion reconnects a child with the thinking part of their brain. “Our role as parents is to connect our children to their pre-frontal cortex, the part which continues developing until the age of 24-25, because that’s what allows long-term thinking, that’s what enables them to become more responsible.” Nadim Saad believes we are moving towards a much fuller understanding of what children need, and the pandemic has shone a light on the importance of open discussion of feelings. He hopes the pilot of FEELIt! in schools builds on this systemic shift. And his response to all those guilty parents out there is simple. “Don’t go down into the guilt cycle. Let’s all do the best we can – everyone doing the best they can at every moment.” With The Happy Confident Company’s approach, we now have tools and strategies to do even better. happyconfident.com

“MOST COUPLES HAVE CONFLICTS AROUND PARENTING STYLE – IN OVER HALF THE ARGUMENTS THE ISSUE CENTRES AROUND DISCIPLINE” SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 55

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Young MINDS How Herne Hill School’s Early Child Education expertise shapes futures EVE HERBERT

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PREP / PARTNERSHIP

One-off Covid hardship bursaries available for autumn 2022 Reception applicants. See website for details, under ‘Admissions’.

LEFT Ngaire Telford

esearch published by Durham University in December 2017 established that Reception is the school year with the greatest impact on a child’s education. The paper, entitled 'The Long-Term Impact of Effective Teaching', concluded that children who benefited from good quality educational provision in Reception went on to achieve better GCSE results in English and maths. The study also acknowledged that, based on other research, high-quality pre-school provision is arguably even more important for a child’s educational development. More broadly, it is widely recognised that the future success of every child is largely determined before he or she turns eight – the age coinciding with the end of the Early Child Education period, which requires a specialist pedagogical approach. Since its foundation in 1976, Herne Hill School has focused exclusively on educating

LEFT Herne Hill School is an expert in early years education

“THE FUTURE SUCCESS OF EVERY CHILD IS LARGELY DETERMINED BEFORE HE OR SHE TURNS EIGHT” children in precisely this crucial period, providing for them from Kindergarten (2+) to Year 2 (7+). Last year, it opened a new dedicated Kindergarten at the top of Herne Hill, a mere three-minute walk away from its main site, which has enabled it to further strengthen this position as cutting-edge experts in Early Childhood Education.

FOCUS AND EXPERTISE

“Thanks to our historic focus and cumulative experience, and by thoughtfully integrating best practices from other successful ECE programmes such as Montessori, Reggio Emilia, Forest School and Te Wha riki from my native New Zealand, we have developed a unique, continuous five-year curriculum which we believe goes way beyond the statutory requirements of the English EYFS and Key Stage 1 national curriculum,” says Ngaire Telford, who is only the third Headteacher in the school’s history. Herne Hill School benefits from being just the right size for its focused five-year provision. On the one hand, being the largest stand-alone independent school in the country specialising in this age range affords it the scale required to employ a critical mass of expert early years educators and state-of-the-art facilities and resources. On the other hand, it is sufficiently small to enjoy a warm and friendly family community atmosphere in which the children benefit from deep relationships with these loving, caring and expert staff.

STRONG ETHOS AND HIGH- QUALITY STAFF

Asked about what she believes to be the greatest success factors for cutting-edge ECE provision, Mrs Telford spontaneously

replies “ethos and staff”. She explains: “A strong and purposeful ethos can provide an all-encompassing cultural umbrella for everyone’s behaviours at the school. Our own ethos of ‘Love · Care · Excellence’ encapsulates our commitment to excellence and conviction that love and care are prerequisites for optimising a young child’s learning trajectory. But ultimately, having amazing staff is even more important as it is they who develop the supportive relationships required to guide young children, day-in day-out, on their crucial ‘whole child’ development journey.” Following their successful start in the Kindergarten, the Herne Hill School children are gradually introduced to the school's main site. There, they progress smoothly through one of the most notoriously difficult transitions in a child’s educational life – from the conclusion of the EYFS to Key Stage 1, through which the children need to adapt to greater academic demands and increasingly more formal learning required by the National Curriculum. Maintaining their love of learning and engagement through age-appropriate play and having fun is most crucial. In addition, Herne Hill School also makes a virtue of the children becoming the oldest pupils at the school to develop their sense of social responsibility and leadership skills. All this combines to prepare them to move on to their next schools in Year 3 with a special spark in their eyes and equipped with a comprehensive set of life skills and values. HERNE HILL SCHOOL Find out more about bursaries and book a school tour on the website. hernehillschool.co.uk

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Where Bright Minds Excel

Please join us for one of our Open House events at our Belgravia or Clapham sites. To find out more, please scan our QR code or contact Miss Sam Feilding, Head of Admissions, on 0203 917 5050 for details. Boys’ Schools 4-13yrs & Girls’ School 4-11yrs

Celebrating 125 years of excellence

3-5 Eaton Gate, London SW1W 9BA 58 Clapham Common Northside, London SW4 9RU

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LEARNING FOR LIFE Lee Garwood of Farringtons School, Chislehurst discusses the beneﬁts its Floreat programme has brought to student life and learning

t is a rare school that does not at least make passing reference in its mission statement to educating the whole child. But never has this independent school raison d'être been more important than it is now. Academic achievement matters, but parents know intuitively that happy, confident and articulate young people emerge from our schools thanks to a rich and varied co-curriculum. The Floreat Activities programme here at Farringtons School offers a hugely diverse menu of creative, sporting, more traditionally academic and wellbeingfocused pursuits. This is offered for all students in Years 7-12 within the existing timetable structure of a busy day and boarding school, ensuring equal importance for the co-curriculum. From beekeeping to mindfulness, scuba diving to public speaking, our aim is to create, BELOW stretch and challenge, Archery, part of the Floreat ensuring students are Carousel

“A good co-curriculum is about developing key skills of teamwork and leadership that will serve young people well at university and in the workplace” exposed to a wealth of opportunities. Floreat – translating as 'let flourish' – came about following an extensive curriculum review amid the 2020-21 Covid confusion. A new timetable structure became a catalyst for deepening provision in the co-curriculum. Undertaking a forensic analysis of the school’s core academic curriculum also afforded the opportunity to examine closely the net time allotted to each subject and eventually to build greater choice of subjects into the Year Nine timetable – a year in which many students have already tentatively pencilled in their GCSE flightpath. This key change meant no substantial curriculum time was lost by any subject area across the school, allowing the scope to reimagine the co-curriculum. “This was a chance to be bold and ambitious and to give students something completely new as part of the school day,” says Farringtons' Headteacher David Jackson. The ambitious gamble has paid off in terms of student buy-in and parental satisfaction. In what is a situation mirrored across the country, many parents report that the challenges of the pandemic have led to reduction in the available time for them to enrich their child’s interests beyond school. They know that our children, now more than ever, need to be engaged in

pursuits that broaden horizons and enrich souls – and enable them to let off steam. Years Seven and Eight spend two periods of 55 minutes on Friday afternoons immersed in their Floreat Carousel. Through half termly rotations this offers activities as diverse as the STEM Crest Award, First Aid, Music Technology, Podcasting and Archery lessons. “We were all too aware of the isolating effects of the pandemic. Like lots of young people up and down the country, what our students really missed was daily school life and the chance to try new things. Floreat has so quickly become part of the language and fabric of the school. Students understand its value and look forward to their weekly slots," says Ruth Azulay, the school's Floreat Coordinator. The Farringtons Floreat programme offers choice and independence to students, a chance to make mistakes and to learn from them in an environment that allows them to grow. At a time when the school environment can feel more high stakes than ever, a good co-curriculum is about more than just a list of clubs and societies. It is about developing key skills of teamwork and leadership that will serve young people well both at university and in the workplace. It is also something they see, alongside their academic studies, as part of their learning journey.

L E E G A RWO O D Assistant Head, Curriculum Farringtons School SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 59

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A NURTURING PREP & PRE-PREP THAT DELIVERS ACADEMIC EXCELLENCE, OUTSTANDING SCHOLARSHIP, & STRENGTH OF CHARACTER.

BOOK YOUR PLACE FOR THE UPCOMING OPEN MORNING: Wednesday 25th May

020 7435 4936 office@lyndhursthouse.co.uk 24 Lyndhurst Gardens Hampstead London NW3 5NW

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PR EP / TA LK ING HE A D

HEAD

Boarding beneﬁts The Head of Warminster School on how boarding builds young people's conﬁdence, opportunities, friendships and awareness of the wider world

or those who haven’t experienced boarding school life other than by reading Tom Brown’s Schooldays, Harry Potter or Malory Towers, you are in for a surprise. Long gone are the days of cold showers and iron bedsteads, early morning runs and huge dormitories. Boarding in 2022 is extremely homely, and at Warminster revolves around trying to create a home away from home where children and young people feel supported and nurtured. The benefits of boarding are many, but here are some key considerations to factor in when you are thinking about a school for your children. SCHOOL WORK: Doing your homework in the evenings at school, usually in a quiet and supervised environment, is far more conducive to success and working without distraction. There will also always be members of staff or fellow pupils on hand to help. The strong relationships that exist between our pupils and staff create a sense of belonging, where the children can be themselves.

FRIENDS: The friends young people make at boarding school will last them a lifetime. They can build deeper relationships than

“Feeling that they are an integral part of our broad ‘village’ community allows our pupils to have conﬁdence and look for opportunities to give back”

pupils from all over the world. We celebrate the cultures of Bermuda, Malawi, Italy, and Thailand, to mention just a few of the 30 nationalities represented at our school. Our furthest boarder lives thousands of miles away and our nearest only a few minutes. As Headmaster and a parent of three children at Warminster, I am very proud that my own children will make friends with children from other cultures and backgrounds and that we are a window on the world in West Wiltshire. ABOVE Warminster's We really do believe Colour Run that, as the African proverb states, it takes a village to raise a child – indeed we refer to part of our 60-acre they might in a day-school environment. campus as our ‘boarding village’. Our four, Living together brings them closer, and the family-orientated boarding houses open onto ability to share the rough with the smooth beautiful gardens and wide green spaces – helps to create incredibly strong bonds. the summer months are filled with BBQs and a fair few water fights. We are a school that ACTIVITIES: Not having to go back and forth is rounded and grounded. Our pupils wave from home every day means that children can good morning to the groundsman mowing the more easily throw themselves into a wider rugby pitches and stop and chat to those that range of extra-curricular activities. Staying cook their lunch. It is feeling on for that play rehearsal that they are an integral part of and not worrying about a this broad ‘village’ community fixture arriving back late lets that allows our pupils to have children relax into school life. confidence without arrogance, Parents can also relax knowing and to see their role in the the ‘taxi service’ does not world as serving others and always have to be available. looking for opportunities to These are just three give back. Boarding provides advantages. However, building exciting opportunities, a a different outlook would MATT WILLIAMS community ethos, and gives definitely be a fourth point Headmaster families the flexibility to live to consider. At Warminster Warminster School their lives in a modern way. we are very fortunate to have SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 61

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PA RTNER SHIP

LEFT Safety and support are top priorities at The Portland Hospital for Women and Children

Children

FIRST

Clinical Nurse Manager at The Portland Hospital Angela Chan explains more about its health care for babies, children and families What ages does the paediatric service at The Portland Hospital cover? We offer the full breadth of services for children and young people aged 0-17. As the UK’s largest private children’s hospital, we have exceptional resources. Our care is delivered by leading consultant paediatricians and specialist surgeons, alongside an expert team of nurses and healthcare professionals. What consultancy and treatments are available to children and families? As part of HCA Healthcare UK, we provide both complex and acute children’s healthcare through a comprehensive paediatric network. This complex medical care and surgery is supported by our children’s wards and Paediatric ICU. We are also internationally renowned for our maternity and women’s health care – so this is a centre of excellence dedicated to supporting family health.

How do families get advice or a second opinion for a child’s injury or condition? The Portland Hospital’s team of specialists combine unrivalled expertise and an abundance of compassion to support you. Importantly, we have the technology and facilities to treat your child or young adult. From preparing them for investigative procedures and treatment, through to theatre, recovery and beyond, we go the extra mile to ensure that babies, children and adolescents in our care feel understood and cared for. Our imaging department provides a wide range of diagnostic services. We also provide a rapid access service for many specialities, and same day appointments are available. What about concerns where parents need a rapid diagnosis and treatment? The Paediatric Urgent Care Centre (UCC) here at The Portland Hospital provides a service from 7am to 8pm every day of the

week. This service covers urgent conditions – including minor ailments or injuries that parents feel need attention and advice. We offer care and treatment across all medical specialities, including minor head injury, reflux, wound care, minor burns, earaches, fever, acute sore throat, vomiting and diarrhoea. This is currently an appointment-only service, but we know how important it is to get help and reassurance fast – we are usually able to offer same-day appointments if you call us. How do families access your specialist paediatric consultant services? It’s a straightforward process to arrange a consultation with one of our Specialist Paediatric Consultants by visiting our website for advice and bookings. You can also speak to one of our team in our Contact Centre to discuss an appointment. How do you reassure children and families who feel anxious? Our first priority is keeping everyone in our care safe. From infection control protocols and temperature checks to staggered hospital appointments, every measure is taken to ensure you feel supported and secure. We pride ourselves on offering the highest standards of care, always going the extra mile to make parents and children feel comfortable within our hospitals and facilities. Above all else, our purpose here at The Portland Hospital for Women and Children is to deliver extraordinary care to our patients and their families. Urgent Care Centre for Children, Ground Floor, The Portland Hospital, 234 Great Portland St, London W1W 5QT 020 3993 2255 • portlandhospital.com SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 63

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PR EP / ONLINE LE A R NING

Maths

CHAMPION Cuemath aims to raise our maths game, teaching children to love this ‘global language’ – and it’s offering free tasters. We speak to founder Manan Khurma

nline tuition has exploded over the past couple of years – in large part due to COVID – but Cuemath stands out for several reasons. First of these is that maths is all it does: this is a dedicated platform to teach what its founder and CEO Manan Khurma calls “the language” of mathematical thinking. Secondly, it has attracted high-profile and powerful backers, including Google parent company Alphabet Inc. And third – good news for parents – it is making some of its content free this year in a bid to hook children on its approach. The style is visual and aims to teach, as Manan Khurma put it in a TedX talk in 2018: “the Why of math”. Khurma is a persuasive champion of maths. Speaking from his company HQ in Bangalore, he says: “The goal is to make them fall in love with it, to have them learn another language”. Making some content free this year is a way to raise Cuemath’s profile, but also show off its style. “We give a flavour of what we do and how we do it differently. For instance,

fractions – why is the Cuemath way of doing fractions better than what kids will typically learn in a school? We want them to learn from it. We don’t care if they don’t sign up for more classes (although it’s obviously great if they do) but it’s part of our mission to touch a billion kids.” Such was his own passion for mathematics growing up that he began teaching it as a side-line while he was still a student in Delhi. Khurma calculates he’s taught it to over 10,000 students personally over the past decade and a half, so Cuemath has had a long incubation. In fact, it began in 2013 as a system – offline via home tutoring initially – to teach in fresh ways, soon gravitating towards online methods. It engages children with the technicalities (the What) of sums, algorithms and equations, but also the principles that lie behind them (the Why). “The inspiration for Cuemath was to create a new way of math learning that starts from the very early years. The idea is to teach them in a very visual way so that they understand what they are doing,” he says. “They learn why something works, and maybe different ways to prove why it works.” SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 65

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Be curious An outstanding, co-educational Prep school for 3-11 year olds where curiosity is stimulated and a love of learning is encouraged

Open Days

Discover the many benefits of a Blackheath Prep education at our forthcoming Open Days

Saturday 11 June 2022 Saturday 24 September 2022 Tours also take place every Wednesday during term-time Book your place www.blackheathprep.co.uk/admissions

St Germans Place | Blackheath | London SE3 0RL | 020 8305 5062 | admissions@blackheathprep.co.uk

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RIGHT Maths is a fundamental right for children, says Cuemath founder Manan Khurma

Cuemath also provides context to show how maths underlies everything around us. For instance, Covid offered an opportunity for its students to understand more about an exponential spread – how the maths of pandemics works. Khurma says such grounded examples give meaning and make children more engaged, also more likely to discuss what they have learnt with family and friends. “It means a lot more than an abstract math class,” he says. What the system aims to provide, above all else, is maths confidence – and that includes the bravery required to test theories, explore and experiment. This includes, of course, getting things wrong – all part of the adventure. Khurma says that, as with any other language, early immersion is critical. He believes senior years are too late to give young people real confidence as mathematicians. “If they’ve lost the math battle, then they’ve lost it and even a very dedicated teacher may struggle.” Cuemath is not short of people to stop that happening. It has around 10,000 tutors, many of them females, and all based in India. They work with some 300,000 students in India, as well as the UK, Middle East and North America. “They teach kids across the world. Families like the fact that they are getting this teacher who is really good at math and who understands and works one-to-one with their kid.” And here is one of the beauties of a platform focusing only on maths – it

“The goal is to make them fall in love with math, to have them learn another language” is a universal language and that makes Cuemath scalable. “The concepts are all the same,” says Khurma. “Some contexts may be different, but the concepts are the same.” India’s store of tutors is a big company and cultural advantage. This is a country with a long history of producing brilliant mathematicians – from Brahmagupta to Ramanujan and beyond. It makes a difference when it comes to tutoring for the home market because there’s huge value placed on science and technology and maths is seen as core to that. “It has been larger in the psychic landscape of the country,” he says. “Remember that India has this huge middle class and parents think that being good at math and science is a ticket to a good job. It gives you mobility. That actually starts very early on, to the extent that parents in India will typically say that if you’re not scoring well at math then you’re not really doing well at school.” In Khurma’s book, Indian parents have a point. He believes that the mission to teach mathematics to all the world’s children is a critical one. “If you look at how the economy is shaping up, more and more

you see that the jobs that are becoming valuable have math at their core. Whether it’s science, machine learning, programming, coding or AI, you need to have a math mind.” Ultimately, Cuemath won’t just be about online teaching but an omnichannel approach, giving multiple opportunities to learn in a way that suits families. Khurma also envisages an education platform that employs machine learning to personalise lessons. “So, if you’re a child who is advanced at math and likes cricket – can I offer you content that’s advanced and in the context of cricket?” he says. With the backing of venture capitalists and Alphabet, Cuemath is on course to reach many more children. “What excites a lot of people is the size of the opportunity – a billion kids need to learn math,” says Manan Khurma. But ultimately, he and his company have an even bigger goal. “We believe that math is not just another subject you learn at school, it’s actually a life skill,” he says. “Math should be treated as a fundamental right for kids because it’s that important.” cuemath.com SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 67

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MIGHTY OAKS A parent at Knightsbridge School explains the inspiration behind a mighty oak forest being planted in Scotland and made up of acorns grown and nurtured by school pupils

HARRY SCRYMGEOUR

s for many of us, the Covid pandemic and the various lockdowns gave me a chance to slow down and reflect, and I have been lucky enough to do much of this surrounded by trees. After my mother died, in the spring of 2019, I started to get involved with the running of a farm in Scotland. I spent much of my childhood on this farm, but it wasn’t until successive lockdowns – finding myself walking around this collection of fields and woodlands, marvelling at the unfurling of spring in front of me – that I began to truly fall in love with it. I realised how little I knew about agriculture and forestry. I could do the basics but couldn’t really tell many different tree species apart. I found a useful app and began educating myself and I can now proudly distinguish an English Oak (Quercus robur) from our more native Scottish variety (petraea). In the second half of the 20th century, most commercial forestry in the UK focused on fast growing non-native softwoods like Sitka,

Norway spruce or Douglas fir. In 2020, we embarked on a new forestry plan focusing on planting native species, particularly broadleaf or hardwood trees. We also aim to turn an extra 100 acres of farmland into forest, which will mean planting some 150,000 trees over the coming years. This year, we will plant 60,000 saplings, sourced mainly from local tree nurseries. The idea for a Knightsbridge School forest started when my son joined the school. Like many parents, I feel that connecting children to nature is more important than ever. I see the way my son develops and grows, running in the woods. The first seeds of this idea were planted by Magoo Giles, the Principal at Knightsbridge School (KS). I showed him a picture of an acorn growing in an oak vase. I was planning to donate it to my son’s classroom and Magoo asked me to come back with one for every classroom at the school. These are very special vases, designed by my friend, Ed Spurr, that allow you to see the early stages of a tree’s growth from germinated acorn to sapling. You not only witness the development of the stem of the tree and its first leaves but also the exploratory root that would otherwise be

“In 50 years’ time, if a tree has grown in the mind of a pupil, they can travel up to Scotland to ﬁnd their towering oak tree and lie in its shade”

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PR EP / NATUR E PROJECT

obscured below ground. Once the tree has reached a certain size it can be removed from the vase and potted in a planter until it is strong enough to be planted outside. The idea is simple: KS pupils gather acorns from Hyde Park every year, germinate those acorns in their classrooms and, after a couple of years, those new oak saplings are transported to Scotland and planted, gradually building a KS oak forest over the coming years. By having an acorn growing in each classroom the children can feel connected with the

process of germination. They can watch the miracle of life take place right in front of them. This spring we are potting the saplings that have grown already. KS is very keen to involve its partner schools – Ashburnham and Marlborough primary schools – so next autumn our plan is to give every class at these schools an acorn vase so that they, too, can grow their own oak saplings for the KS forest. Once we have planted the first saplings in a couple of years’ time, we will share a digital mark (GPS location)

so the pupils can check on their trees if they want to. Maybe, in 50 years’ time, if a tree has grown in the mind of a pupil, they can travel up to find their towering oak tree and lie in its shade. Knightsbridge School has become, in a tiny but real way, a nursery for a forest. In just a few years, the trees will be a substantial little woodland. I have no doubt that these oaks, grown amongst the laughter of children at KS and its partner schools, will become the healthiest and strongest trees we plant. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 69

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FACTS & FIGURES 28 A Level subjects 94 % A* - B at A Level 7 - average class size 88 leadership roles 15 Careers events a year

FACILITIES The 6 - new Sixth Form Centre Sixth Form Library State-of-the-art Auditorium Specialist sports facilities

By the time they leave School, they are able to think critically, have high aspirations and a self -belief that there are few things they cannot achieve. Independent Schools Inspectorate

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Senior CREATIVE FLOW P . 72 SMART ARTS P . 86 A DAY IN THE LIFE AT QE P . 113

NEW OPENINGS AT MPW Page 94

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CREATIVE

FLOW

The right mix of creative teaching builds empathy, collaboration and reﬂection – as well as supporting wellbeing. So how do schools develop children’s enthusiasm and ability across the arts? We speak to leading independents to ﬁnd out

Oakham School

BELOW The arts are central to life at Oakham, with opportunities across multiple disciplines

connected curriculum is the approach at Oakham, along with a broad foundation to enable children to discover their passions. Art, Design Technology, Drama and Music lessons are all on the weekly timetable until the end of Year 9. “The arts aren’t tucked away in a corner; they’re integrated into everything we do and are shared widely across our campus,” says Leo Dudin, Deputy Head Academic. “Through our International Baccalaureate Middle Years Programme (IB MYP), we give pupils context to their work,” he adds. An example would be a recent project around immigration. This saw pupils illustrating the journeys refugees often have to make when leaving their country, and it became a compelling way to bring a ‘live issue’ into sharp focus. Notably, most Creative and Performing Arts teachers here still practise in their area of expertise. Exceptional facilities – and the fact that this is a co-ed school – means students also have what Leo Dudin describes as “breadth of opportunity”. House theatre productions take place in the school’s Queen Elizabeth Theatre – and pupils performing may range from Drama Scholars to acting beginners. The same happens across other disciplines. “Virtuoso

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SENIOR / CR E ATI V IT Y

RIGHT Queen’s College, Taunton encourages students to develop skills and perspectives

musicians play concerts one day and novices take to the stage the next; and in Art and Design Technology, degree-standard exhibitions are on display while newcomers explore the challenges of ceramic sculpture, paint or electronics,” says Leo Dudin. There’s an extensive activities programme – everything from Street Dance to engineering sessions in the DT Department. Director of Art Elinor Brass has no doubts about the value of creative opportunities. “Art helps students to find their voice and to understand who they are, what they connect with, what they don’t. It presents a freedom to explore new things, things that have not been made yet, which is something that rarely happens at school.” Events and trips are also an important element in arts delivery. “We tap into both local and wider resources,” says James Robinson, Oakham’s Deputy Head Co-curriculum. This includes trips to galleries and exhibition spaces, plus an annual visit to a great supporter of the school’s work – fashion designer, Sir Paul Smith. Every year a group of students are welcomed to his London head office. In DT, recent outside experiences have included a trip to Morgan Motor Company and, more locally, Rutland Plastics. At the annual Oakham Students Arts Festival, pupils direct and perform plays for each other, and there are also regular annual trips to Shakespeare’s Globe to give students wider perspectives on the arts’ role in society. There are also exciting crosscurricular opportunities to explore, says Leo Dudin. The school is currently working on an interdisciplinary project combining DT with Biology and History to review the history of medical devices. “This is the first of its kind at Oakham School and demonstrates how certain subjects can go hand in hand with the arts and can complement each other well,” he adds.

“Art helps students to find their voice and to understand who they are, what they connect with, what they don’t. It presents a freedom to explore”

Queen’s College, Taunton

he Art facilities at Queen’s College, Taunton are designed to feed a creative mind. The school has a bespoke Art Department building offering an elevated view of the school grounds and flooded with natural light. The team here are practising artists, which also helps to inspire students. The curriculum is broad, and with Art, Photography and Textiles popular at A level. The school has a strong track record of helping young talent head on to specialist universities and colleges, including Central Saint Martins. A robust co-curricular programme includes ceramics and theatre prop making, supporting work going on across Drama and Music Departments. Working with other academic departments adds further variety and insight. Head of Art Rebecca Cade says a recent collaboration with the Biology

Department produced wonderfully detailed photographs and sketches of hearts. Strong links between Art and DT develop students’ digital graphic skills and other strengths. Visiting local artists offer workshops and insight, sharing their experiences with students. Somerset Arts Week presents further opportunities for contact with professional artists, while visits to galleries present wider perspectives and build critical-thinking skills. Students also display their work to a public audience – end-ofyear exhibitions are particularly well attended. Rebecca Cade believes the value of Arts education is also in the breadth it presents – giving students’ awareness and knowledge of the exciting world beyond school. That, in turn, encourages their own endeavours and individual interests. “Young people gain so much from studying the arts – they learn to think in a different way, developing a deep appreciation of the visual. This further encourages analytical skills, which can be applied and enjoyed throughout life in so many ways. Creativity feeds possibilities and innovation,” says Rebecca Cade. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 73

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“Ralph Steadman has given his name to RIC’s arts scholarship competition”

ABOVE The arts are front and centre at RIC

BELOW Students make regular trips to creative hotspots

Rochester Independent College (RIC)

t RIC, in Rochester, Kent, the arts are front and centre, as evidenced by its recent ISA Award for Excellence and Innovation in the Fine Arts, competing against almost 600 independent schools from across the UK. The judges’ summing up described RIC as: ‘an inspiration to the whole sector’, also noting the way in which visual arts and personal development permeate all aspects of school life. Proximity to London and other vibrant arts centres such as Margate – and the school’s location in a part of the world well known for its artistic bent – give lots of scope for students here to see the potential across the creative fields. But a key factor in the school’s approach is the way in which Art is treated as a core subject

from Years 7 to 9. After that, young people have lots of opportunities to take their skills further and specialise at GCSE and A level – with courses including Textiles, Ceramics, Graphic Design and Photography on the list, alongside more mainstream creative arts options. While everyone at RIC has the opportunity to develop creative pathways as careers, the school also focuses on the benefits the arts bring. For instance, therapeutic pottery workshops were introduced for both staff and students last year to help everyone feel grounded, while online art competitions helped young people maintain a sense of community and togetherness during periods of remote schooling. RIC staff and student cohorts include many prize-winning artists (and all art department members are practising creatives), but the school continually refreshes the way teaching and learning are delivered to keep pace with a fast-moving arts environment. In 2019, it introduced A level Digital Media & Design, and

this has quickly become one of the most popular subjects. Digital Arts are now offered from Year 7 and span digital photography, moving image through film and animation, and mobile and multimedia applications – including games design. Illustrator Ralph Steadman has given his name to the RIC’s arts scholarship competition – the third award was made in September 2020. This offers a two-year full scholarship for A levels at RIC to a local student with outstanding creative potential who otherwise would not be able to access independent education. Rochester College takes its role in the town community seriously, showcasing student artwork in community hubs and hosting an annual summer show and exhibition at local gallery spaces. This enables students to contribute – they even curate the photography hanging in the local Pizza Express and a popular local barber’s shop. The school is a keen supporter of Rochester’s 2025 City of Culture bid and its landmark campus entrance, The Flying Pig Musical Gates, is as celebrated locally as the many students who go on to make their name in creative fields.

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SENIOR / CR E ATI V IT Y

LEFT Creative arts are popular at Queen Anne’s

BELOW Music is a vibrant element of school life

Queen Anne’s School

he arts are an integral part of the curriculum throughout Key Stage Three and Four at Queen Anne’s School in Caversham. Students take lessons in Music and Music Technology in an impressive MAC suite. Drama takes place in a purpose-built theatre, The Performing Arts Centre. Students have the opportunity to take part in a vast array of co-curricular activities, including ceramics, print making, music lessons, music theory and life drawing. Music is a particularly strong element at the school, with 15 music ensembles and choirs each week. QAS Fest and Arts Week happens at the end of every academic year and bring together drama, art, music and dance via a drama production, art display, daily concerts and a professional concert by composer Graham Fitkin. The week culminates with an open-air performance by various bands and soloists and with a range of fun activities that everyone can get involved in.

The school’s proximity to London, Oxford and Stratford-upon-Avon means students can visit theatres and galleries every term. Building these opportunities into subjects and areas they are studying also gives enrichment opportunities to broaden understanding. A-level Art students recently visited St Ives for a weekend of painting and gallery visits, while Music scholars are soon off to New York to take part in a joint art and music tour, supporting their GCSE and A level work, but also offering memorable performance opportunities. The school believes that students benefit from wide and broad exposure to the arts in all their forms – and keep an eye on trends affecting young people. For instance, reading is experiencing a real period of popularity at the moment, with social media platforms encouraging a new generation of bookworms. Tik Tok’s BookTok or Instagram’s #shelfie are bringing books to the attention of young people in new and exciting ways. Head of Teaching and Learning Anna Spellman is a huge supporter of this particular social media trend. “Reading literature is an absolute joy: it’s one of life’s great pleasures and I

believe, more than ever, it provides a calm in an often hectic, noisy world,” she says. “I think we are succeeding in teaching them that reading matters and it is to be enjoyed!” All students at Queen Anne’s value participation in music, art, drama and dance and aim high. The Scholars programme across music, drama and art exposes them to professionals in the field, as well as to larger audiences. Recently, a QAS art student achieved ‘Best in Show’ at the Foundation Art Exhibition, while several music students have recently taken their music diplomas. Students regularly enjoy lectures and seminars given by staff from university music faculties. This September the school will host the Scriabin 150 Music Analysis Conference, attended by academics from around the world. More generally, there is a real love among students when it comes to making music. “You can’t walk through the Quad without hearing sensational music pouring out of the music practice rooms and, whilst teaching in the Space, I often observe our pupils running with enthusiasm towards the PAC,” says Anna Spellman. “In how many schools do pupils run to get to their lessons faster?”

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Queen Anne’s is an independent day and boarding school for girls aged 11 to 18

KIND HEARTS

FIERCE MINDS

STRONG SPIRITS

• Microsoft Showcase School • Full and ﬂexi boarding options • Performing and creative arts hub. Music Scholarships available • 35 acre campus in the heart of Caversham • London Paddington to Reading in just 26 minutes

OPEN MORNING Saturday 7 May

OPEN EVENING Thursday 9 June

BOOK TODAY: qas.org.uk Queen Anne’s School, Henley Road, Caversham, Berkshire, RG4 6DX Untitled-1 1

01/03/2022 15:38

SENIOR / CR E ATI V IT Y

Emanuel School

manuel School in Battersea has a strong tradition in the arts. “Our last ISI inspection reported that ‘pupils’ creative achievements, notably in art, drama and music, are exceptional’, and this is down to the huge variety of creative opportunities on offer to pupils,” says Julia Johnson, Director of Teaching and Learning. Arts highlights include the annual musical – this year, School of Rock. This featured a cast of around 90 pupils, with a further 20 in stage management roles and a live orchestral accompaniment from pupils. Arts teaching is comprehensive across the board. For instance, a team of 22 visiting professional teachers deliver approximately 350 individual music lessons at the school every week. “We are particularly proud to be situating ourselves at the forefront of contemporary music by offering DJ-ing lessons and music production masterclasses with industry professionals. If you wish to create a club remix, Emanuel is the place to learn how!” says Julia Johnson. In art, achievement is facilitated by the aspirational approach, which encourages experimentation with a wide range of media and with reference to both artists down the ages and contemporary practitioners. One of the biggest benefits as far as Emanuel is concerned is

ABOVE Singing practice at Emanuel School BELOW Experimentation is encouraged in art

that arts provide a space for young people in a challenging, fast-changing and often stressful world. “One of the most important experiences which pupils derive from their involvement in the arts is ‘flow’, the term Mihaly Csikszentmihalyi coined to describe a state of complete absorption in a task, and the resultant feelings of happiness and self-efficacy which derive from this,” says Julia Johnson. One pioneering approach at the school is that pupils become teachers via its award-winning Primary Ambitions project. Every year, over the course of 20 weeks, 270 local primary school pupils attend Emanuel to be taught by Lower Sixth students. With 18 courses offered – from filmmaking to DT – it’s an enriching experience for everyone involved. Emanuel offers lots of access to London’s cultural riches, with regular trips to galleries, museums and performance spaces. Pupils can participate in drawing masterclasses, and have the opportunity to display their own artwork at London galleries alongside the work of their peers at schools in the United Westminster & Grey Coat Foundation. While the

Emanuel music tour is scheduled to touch down in Paris this summer, closer-to-home opportunities include ‘Night at the Musicals’ at the Clapham Grand, where its school choir is accompanied by a professional West End band. There are also rock and pop concerts at the Half Moon in Putney and Omeara in London Bridge, while budding DJs take to the decks at Ministry of Sound. Many leavers go on to pursue their passions in the arts, but Emanuel’s approach reaches out to all pupils. Cross-curricular opportunities abound in activities such as Coding Club or the ‘Maths Art’ competition. “Another phenomenal intersection of visual and verbal artistry is emu, a magazine written, designed and edited by pupils,” says Julia Johnson. Students also show their creative bent via Emanuel News – bulletins they create and distribute via the school’s social media channels. “These pupils will be entering a world where creative thinking, problem-solving, collaboration and communication are key to being able to adapt in a rapidly-changing workplace,” says Julia Johnson. “The artistic projects they enjoy so much are essential training for this environment.”

“If you wish to create a club remix, Emanuel School in Battersea is the place to learn how” SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 77

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02/03/2022 15:36

GORDON’S SCHOOL BOARDING IN SURREY

Years 7, 9 and 12 boarding places available. ‘Students who attend the boarding school provision exceed their predicted outcomes and consistently reach, and further, their potential’ OFSTED BOARDING INSPECTION REPORT 2019

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23/02/2022 15:55

SENIOR / CR E ATI V IT Y

ABOVE Filming for The Wind in the Willows at St Columba’s School

St Columba’s School

t St Columba’s School in St Albans, there is a strong emphasis on showcasing the breadth of creative opportunities. “We have done our utmost to use the extra-curricular programme to inspire and educate students,” says Art Subject Leader Kelli Seagrave. “We have had artists in school to demonstrate skills and practices in their line of creative visual work, including Sonia Leong, Martin Impey and Jenny Saville.” Art students go on regular field trips to working artists’ galleries and other fine art trails and events. The St Columba’s approach is that this

is a subject that enhances students’ achievement across the board. “It enhances fine motor skills, handeye coordination, problem solving skills, lateral thinking, complex analysis and critical thinking skills,” says Kelli Seagrave. ‘No matter what career you choose, those who can arrange, present and display material in a way that is aesthetically pleasing have an advantage.” Rebecca Barley the school’s Subject Leader for English sees huge value in students’ study of both language and literature – not least clarity and accuracy of language and questioning and challenging ideas. She also notes the value of literature in drawing out empathy and for: “being able to respectfully acknowledge differences”. With good links to London, St Columba’s takes advantage of all that it offers in terms of theatre, arts

“St Columba’s art students go on regular field trips to working artists’ galleries, and also participate in other fine art trails and events”

and other cultural events, as well as tapping into more local resources. “All of these activities are to help students appreciate the relevance and importance of English in the ‘real’ world,” says Rebecca Barley. There are a variety of arts events that punctuate the year. House Public Speaking offers participating students the opportunity to deliver a speech on a subject they are passionate about – from political to personal. “They rise to the occasion each year magnificently,” says Rebecca Barley. The inter-house Eisteddfod every April brings together the entire Senior School community, culminating in ‘The House Shout’ – a singalong in the main school hall. The school recently appointed its first Head of Drama and has launched Drama & Theatre Studies at A level. Regardless of their dramatic leanings, students are encouraged to get involved in the hugely popular annual school production. This gives the opportunity to act, sing and dance or contribute backstage. Recently, the school made its first film, The Wind in the Willows, created with a professional film crew and with a world premiere at the Odyssey independent cinema in the heart of St Albans. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 79

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SENIOR / CR E ATI V IT Y

LEFT & BELOW Pupils at Sydenham have a wide range of curricular and cocurricular opportunities

Sydenham High School GDST

ydenham High School believes the importance of arts subjects cannot be underestimated, building confidence and creativity and acting as a vital channel for selfexpression. Pupils access opportunities through timetabled lessons and as part of a broad co-curricular offering. The school embeds creative thinking beyond traditional arts subjects. “Our tailor-made Body, Mind & Soul co-curricular programme is bursting with opportunities for pupils to think differently and develop new skills, from Feminist Society to Coding Club,” says Headmistress Katharine Woodcock.

The bespoke Socrates Programme of lectures and workshops for Years 7-10 gives the opportunity to independently research a topic and produce an artefact or write a short dissertation about the learning journey. This could be designing costumes for a West End show or coding a new app. Lectures from experts in industry open pupils’ eyes to a variety of topics and future careers. Throughout the year, Sydenham builds in opportunities for artistic expression – from one-day film schools and drama productions to lunchtime recitals and pop-up art exhibitions. It also celebrates a ‘Piece of the Week’ and ‘The One to Watch’, encouraging pupils to take pride in every piece of artwork, while The Summer Exhibition showcases pupils’ work over the course of the year. The school is a Patron of Sydenham Arts and was one of the hosts of its Artists

Trail last September, with pupils displaying their work alongside established artists. When it comes to the more testing creative aspects of the arts, pupils embrace the challenge. Last year they created their own pieces of digital theatre entitled ‘Opening Up’, as pandemic restrictions eased, and this year pupils spent a day off timetable to write, record and edit their own short films. Pupil-led activities are a vital part of the mix here – from assemblies to installations, pupils have an opportunity to share their perspectives. The inaugural SydFest last year encouraged pupils to take part in a wide range of themed activities. Taking place across four different venues, the day gave pupils the chance to join an immersive art project, write and perform poetry, improv drama and comedy and participate in festival-themed sports. One huge benefit Sydenham High School sees in arts activities is selfdevelopment, as young people learn how to express themselves and be more creative. The school’s ‘Cloud’ spaces enable innovative teaching thanks to their writable walls and desks, while a new designated Voice Box room helps pupils to develop public speaking skills. Exposure to outside experiences is particularly highly valued. “We think it is incredibly important to allow our pupils to engage in experiences outside the classroom as this enriches their learning within the classroom,” says Katharine Woodcock.

“Sydenham High School’s bespoke Socrates Programme gives the opportunity for independent research and presentation” SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 81

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02/03/2022 10:36

SENIOR / CR E ATI V IT Y

ABOVE St Catherine’s arts spaces belong to students, says Alex Perry-Adlam

St Catherine’s School, Bramley

t St Catherine’s, creativity is viewed as a vital part of education, giving students opportunities to express themselves in a safe environment where mistakes are part of the learning process. Head of Art Alex Perry-Adlam believes that experimentation without fear is an enormous part of the value of arts teaching. “This skill encourages resilience and enables students to be fearless learners who are not shackled by the thought of failure, but instead are excited to see the different outcomes that can be created,” he says. The school has facilities that enable it to teach a wide range of techniques, from painting and printmaking to photography, sculpture, animation and ceramics. “In all areas, the individual style of the students is key,” he says. “There is no ‘house style’, no set ideas, but rather a strong sense of tradition and of teaching the drawing,

painting, observational and 3D skills that are needed to express ideas.” What’s more, the arts spaces belong to the students. “The doors are always open at lunchtimes and for after school clubs, which include crafts, ceramics, photography and history of art. We actively encourage everyone to find some creative expression that they can participate in to allow them an outlet beyond the more ‘academic’ curriculum subjects. That is what the Art Department is about, a creative hub.” Creativity is viewed as a vital skill for students – also one that permeates beyond departmental confines. Problem solving is a key skill that students learn, along with reviewing and refining their ideas and thinking aesthetically about concepts. Recently, students have made works to be displayed in the chapel as part of their

exploration of links between the church, patronage and Renaissance art. Maths and sciences often inspire and inform their work and the Art Department creates links across academic subjects. St Catherine’s views exposure to artists and events as part of the mix. “Artists’ workshops and trips overseas to visit major European Galleries are just some of the ways we enable our students to gain a greater depth of understanding,” says Alex Perry-Adlam. The school’s summer exhibition is a celebration of all creative activities, and the school has welcomed several Artists in Residence, enabling students to learn directly from a professional. “These experiences can be life changing for the students as they spark imagination and make them aware that they can shape their whole career,” adds Alex Perry-Adlam. ”

“Young people gain so much from studying the arts – they learn to think in a different way, developing a deep appreciation of the visual”

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02/03/2022 10:39

North Bridge House

New tion 4+ Recep ep, r entry to P Regent’s Park

North Bridge House is on a constant journey of getting to know and understand every child as an individual, realising their true academic and personal potential through specialist provision at every school stage. Open days throughout March and private tours year-round NURSERY & PRE-PREP WEST HAMPSTEAD 2 - 7 YEARS

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01/03/2022 16:55

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01/03/2022 14:39

Talking

SENIOR / TA LK ING HE A D

HEAD

Creative platform

Faith Hagerty, Head of More House School in Knightsbridge, explores how access to creative subjects and the arts can help every learner to reach their potential

t was dance lessons that launched my journey into the creative world. For other young people it might be drawing, cooking or playing a musical instrument. The skill itself is, of course, a wonderful thing for building opportunities for future life and careers, but the real story here is in the confidence that comes from the creative process. In my 15 years of teaching Drama, I have seen countless pupils enter Senior School weighed down by the perception that they are not ‘academic’ due to having a specific learning need. In particular, the label of dyslexic or dyscalculic is a heavy burden for a young child to carry as it often means they feel unable to match their peers in their learning. Creativity, in its many forms, can open the door to that learning because of the free thinking and self-confidence that it develops. Hannah Gallagher, now a 25-year-old Teaching Assistant at More House, is certain that it was involvement in drama that opened the door to the academic world when she entered Senior School. She says: "As a child growing up with learning difficulties, my confidence was knocked. By physically throwing myself into drama, where there were no educational barriers, I was not only able to express myself, have an emotional

catered for in a way that may be less possible in other subjects. It is no wonder, therefore, that we find many brilliant minds who also happen to have specific learning needs flourishing and accessing top grades in the creative arts. This begs the question of what we mean by ‘facilitating subjects’ when it comes to university applications. Traditionally speaking, universities ABOVE would consider History, Creativity at More Geography, English, House School Maths or a language as facilitating, but one could challenge this. If we redefine what we mean by facilitating, then surely the subjects that build confidence through the creative process, and therefore pave the way for students to access other areas of the curriculum, are really the ones doing most of the facilitation? While the arts have many important roles to play in society as a whole, schools are where enjoyment and understanding of the arts begins for most young people. Schools which decide to sideline creative outlet and build confidence outside of subjects for the sake of the supposedly the classroom, but later down the line to more ‘academic’ options are removing develop my independent thinking skills ". a vital gateway to success for the pupils The GCSE and A-level in their care. Here at More specifications for Art, House, we believe it is Music and Drama create imperative that every child opportunities for conceptual is offered opportunities to thinking of the highest order. work creatively right across Pupils are encouraged to the curriculum through engage in sophisticated project-based work, as well concepts that they explore as joining in with choirs, through their chosen medium, musical groups, art clubs always considering a specific and drama productions. audience. Taught content is All of these opportunities FAITH HAGERTY less of a feature than studentduring their school career Head led exploration, meaning that help to build both their skills More House School all learning profiles can be and their self-esteem.

“Creativity can open the door to learning because of the free thinking and self-conﬁdence that it develops”

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02/03/2022 15:03

SMART ARTS

Creativity involves collaboration, so how can schools manage exceptional arts teaching remotely? Fiona Henderson explains how it's done at King’s InterHigh

ing’s InterHigh is an online school, but we make sure the arts play a vital role in children's education. We have an ever-expanding arts programme for every stage of their learning and offer a broad range of courses, including Drama, Music, Art & Design, Creative Media, Photography, Media and Film. Lessons are delivered live and cover concepts, content and skills – teaching not only art making and different art forms but also understanding of materials and tools. Many are project-based courses, requiring students to engage with the process through conceiving, planning, making and refining. Teachers assist by working alongside students on camera with live demonstrations, just as you would in a physical classroom. Our Drama course is new this year and it has been wonderful to see children perform as groups and individuals. Our theatre club presents its first online production this spring and students have been rehearsing and collaborating live

“Teachers assist by working alongside students on camera with live demonstrations, just as you would in a physical classroom”

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SENIOR / ONLINE A RTS

LEFT Artworks produced by students at King's InterHigh

“Working online within a global community may present additional challenges, but these are never a barrier”

online. For the performance, they record their individual elements, and these will be stitched together and presented as a performance for our school community and parents. We also offer art, sculpture and choir clubs, alongside film and theatre. Film is becoming very popular, and we run termly Film Awards, where we showcase screenplays and films. There are also inter House drama and poetry competitions. Arts are valuable because they are usually inquiry-based in structure, engaging students with live briefs to connect to their lives. There are numerous examples of our practical approaches. We might, for example, ask students to create their own musical instrument and then perform to the group. In photography live lessons, they could be tasked to go away and play with effects using daylight around their home. Students give and receive feedback, consider their audience, collaborate to develop skills and understanding, and practice together for performances. What we have discovered over many years is that working online within a global community may present additional

challenges, but these are never a barrier and produce surprising and ingenious ways of connecting and collaborating – and exceptional outcomes. Arts involvement fosters a sense of self and wellbeing, giving students time and space to immerse themselves in sound, visuals, and movement. Some students who join us have suffered with anxiety when attending physical schools and don't like to speak up in other lessons. Yet in the arts, film and music in particular, they find their voice. Filming and sharing their work provides a medium they can direct, and a controlled environment in which to build confidence. King’s InterHigh teachers also engage students with real-world settings and challenges. In one annual project and competition our art students design products for Tate Modern's shop. We have interactive sculpture trails to help them explore their locality and, as one of 70+ Inspired schools, our students also have in-person opportunities such as school exchanges, summer camps, global arts events and competitions. The success of what we do is reflected in the fact that over half the school are currently enrolled in one of more of our Arts courses – Creative and Performing Arts is one of the most rapidly expanding departments in the school and alumni of King’s InterHigh include Game of Thrones actress Bella Ramsey, child author and business owner Henry Patterson, and many other actors, models, singers and creative entrepreneurs. Our teachers support students' efforts and know that successful outcomes come down to ownership and ensuring students feel connected, have perspectives that are valued and the encouragement to find their voice through the medium of their choice. This, in turn, brings resilience – also the commitment they need to take their unique talents further.

FIONA HENDERSON Head of Middle School King’s InterHigh SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 87

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Hundreds of individuals. One community.

A leading independent, co-educational, day and boarding school for pupils aged 3 to 18 in Chislehurst, Kent BR7 6LR.

www.farringtons.org.uk

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24/02/2022 08/02/2022 14:16 14:57

SENIOR / OPINION

SMASHING CHOICES The Head of Sixth Form at Mayﬁeld School considers why traditional stereotypes around Arts and Sciences don’t hold true among his students

ne of the main arguments for an all-girls’ education is the freedom from the stereotyping that seems to creep in to any mixed environment. At A level the statistics are quite startling. For example, a girl at a GSA (Girls’ School Association) school, of which Mayfield is a member, is 75% more likely to take Maths at A level, 70% more likely to take Chemistry, and two and a half times more likely to choose Physics – all subjects traditionally considered as ‘hard’ and ‘male-oriented’. This is certainly something I have witnessed at Mayfield. Maths and the sciences are far and away our most popular options at A level – as an English graduate I concede this with a slightly heavy heart – and, if I look BELOW at our latest batch of Students at university hopefuls, Mayfield School almost half of the cohort

“It is exciting to see young women fired up about science – they have the space to develop their interests” of 60 are going on to mathematics or science-based courses. We have engineers, physicists, chemists, earth and planetary scientists, medics, vets all going on to develop their skills at a higher level. It is genuinely exciting to see young women fired up about science and technology and my experience tells me it is because they have been given the space to develop these interests in an environment that, by its very nature, dispenses with any kind of concept of boys’ or girls’ subjects. Engaging with these kinds of statistics and thinking in this way, however, always seems, to me at least, to court a kind of counter-factual approach to the individual narratives of the students involved. We can never know precisely which factors lead us to our ultimate destinations. It is for this reason I prefer to focus on the individual narratives of some of the students in my care, rather than relying too heavily on statistical data. I think it is more important to bring to life those points on the graph or figures in the performance table because often it is the bits you can’t measure that make all the difference. Take, for example, one of our engineers, now studying her subject at Cambridge, who was able to combine her interest in science with her artistic ability by producing an A-level Art project that evolved from scientific drawings of

insects and flowers. Or how about another enterprising student who set up her own bespoke trainer design business and got straight onto a Fine Art degree course without needing to take a Foundation year (and is still growing her online business at university)? Then there’s the student now studying Earth and Planetary Science at Imperial College but who used to spend her breaks and lunchtimes supporting Year 7 and 8 students with their Maths homework. These are just some examples, and I suppose what I’m trying to illustrate by briefly sketching their aspirations and achievements is where the freedom and breadth of an educational experience afforded by a school like Mayfield can lead. I can’t tell you for sure if it’s because the girls are in a single-sex environment; I can only report what I can see happening here – and it’s dynamic, empowering and exciting to witness. In this sense then, the higher uptake of STEM subjects at Mayfield that I referred to at the start is, rather than being an end in itself, instead a wonderful by-product of an atmosphere that fosters independence of thought, confidence and a can-do attitude that makes for outstanding students and, ultimately, fulfilled and happy adults.

J O H N D OY Head of Sixth Form Mayfield School SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 89

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Nurturing

Bright Young Minds Since 1584

O E

E a a o ers e deal e ro e or year olds o lear r ea d ros er o r oder orld

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a s

ool

Oakham School

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01/03/2022 13:59

SENIOR / INSIDER

GREAT ADVENTURES Major Dan Reed of Cranleigh School describes how Combined Cadet Force develops teenagers' resilience – and delivers thrills, spills and leadership skills along the way

ooking towards a postpandemic world, where uncertainty and anxiety is more commonplace than ever, schools are working to counteract the external forces at play. This is where the Combined Cadet Force (CCF) can be of great value, offering the best possible experience for teenagers and a way to gain resilience, independence and leadership skills, Through CCF, Cranleigh pupils are equipped with an armour to help them navigate the modern world. The school now has 175 recruits, with a mix of boys and girls, and we are finding that CCF is becoming more popular each year. We now have 10 members of staff involved, as well as outside volunteers helping us. To enrich the experience for our pupils, we have taken out a lot of the drill activities and added more outdoor experiences such as navigation training – a valuable and enjoyable way to improve both teamwork and discipline. CCF is, as it has always been, all about teenagers gaining confidence and getting to understand more about themselves. We do a lot to push our recruits out of their comfort zone with adventurous training in rock climbing, mountain biking and even parachuting – which is the ultimate test of mettle and an incredibly thrilling experience. The last group of Sixth Formers to try parachuting said it had a life-changing effect on their confidence.

“The last group of Sixth Formers to try parachuting said it had a lifechanging effect on their conﬁdence”

ABOVE Cranleigh CCF offers adventure and challenge

Expeditions are part of the mix, too. Placing teenagers in situations where they might be uncomfortable, or have to fend for themselves, develops character and independence in a safe and controlled way. In an uncertain world, where parents do everything to remove risk for their children, such activities are a vital part of education, building the grit and resilience needed for their futures and developing their self-belief. We run a wide range of trips and training, beginning with Exercise TIGER CUB – where pupils learn how to live in a field and take care of themselves and their equipment – and moving through to Exercise TIGERS FURY, which teaches basic tactics. Our Easter camps offer a rich mix of adventurous training – mountain biking, abseiling, rock climbing – and at summer camp they’re trained by the army in a trip that includes shooting ranges, paintballing, confidence courses and escape rooms. Modern leadership is all about motivation and empowering those around

you and CCF teaches pupils about the softer side of leading people. It is an effective way of giving them skills in mentoring and encouraging others at the same time – providing a practical application for leadership skills they will need in years to come. The programme changes pupils so much in the years they take part, and it gives them a real morale boost. You can see pupils grow in stature as they tackle things they never dreamed they’d be able to do. Ultimately, the programme gives young people confidence and enables those who may not consider themselves sporty to believe in themselves. My advice to young people: if you’re thinking about it, just give it a go – whether you enjoy adventures, tactics or leadership, CCF offers something for everyone.

M A J O R DA N R E E D CC F Resident Deputy Housemaster Cranleigh School SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 91

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Queen Ethelburga’s Collegiate An Excellent rated (ISI) school welcoming children aged 3 months to 19 years. Find out how we can help support your child to achieve their aspirations in our unique prep, middle and senior four-school model. Call to arrange a private tour or join us at our next open day on 14 May 2022.

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

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Talking

SENIOR / TA LK ING HE A D

HEAD

Service culture Bryan Nixon, Head of School at TASIS, the American School in England, discusses the importance of focusing on service leadership in a rounded education

ary Crist Fleming, founder of the TASIS family of schools, said: “Education is service, and I believe we are put on this earth to make some contribution, to try to leave it a little better place than we found it”. With the advent of league tables and the ambitions of families to create pathways to select universities, schools quite rightly focus on learning. But what if we challenged the understanding of learning to go beyond academic results? What would be the impact both today and into the future if we incorporated as focused an approach on service as we do on subject content? Schools can shape their own culture but also impact the communities that surround them. By developing service leadership, students can significantly contribute

“Learning must involve the heart and promote intrinsic meaning and connection to be the education we need” to their schools and build the skills and competencies that will guide their future leadership roles. Service leadership is purposefully focused on fostering empathetic, compassionate, and principled individuals who take responsibility for sustaining healthy relationships with themselves, their families, their communities, and their environment. With these attributes at the very heart of learning, our students, as global citizens, will confidently embrace and challenge the complexities and opportunities of our world. Service leadership extends the concept

of service learning. It not only leadership is one of our defined ABOVE combines learning objectives with outcomes for our students. Along Pupils at TASIS community service, but it also with promoting lifelong learning England relates to how we meaningfully and international-mindedness, engage with others. It is a reciprocal service learning underpins our relationship focused on learning, mission to nurture intellectual achievement, and understanding for all. curiosity and embolden each learner to These skills will help our children achieve flourish as members of a global community. success beyond academics and serve them For all schools that take such a conscious well in whatever their futures may hold. approach to learning, relationships matter. We live in a volatile, uncertain, complex, By recognising the importance of creating and ambiguous world. However, if schools pathways for learning that engage and purposefully promote service leadership, connect with people and issues that impact us, students will exude a sense we can redefine how effective of connection to, interest in, and successful a school is. At and responsibility for the the end of the day, I wonder global community. Idealistic? how schools would change if Absolutely, but learning in we were not only judged on schools must involve the our many academic successes heart and promote intrinsic but, more importantly, on how meaning and connection in we teach students to handle order for it to be the education the situations that challenge we desperately need in our us most. I also wonder BRYAN NIXON modern, interconnected, what positive impact on our Head of School and dynamic world. future such schools and their TASIS England At TASIS England, service students would have. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 93

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FRESH THINKING With a new London boarding option and bespoke approach to GCSE, A level and beyond, MPW offers a fresh take on 14+ options. Absolutely Education ﬁnds out more LIBBY NORMAN

PW is a very different prospect from a traditional independent school. First up, there are the small class sizes and the dizzying array of options at GCSE and A level. Then there's the city settings – London, Cambridge and Birmingham. And finally, there's the culture, for this is a place where the dress code is liberal (no uniforms) and staff are addressed by their first names. In London, MPW is breaking exciting new ground with a dedicated building for 70 boarders. Located in Queen's Gate House, South Kensington (formerly Baden-Powell House and HQ of The Scouting Association), and less than five minutes' walk from its London college, the building will welcome its first residents this September. The reason was simple, says MPW London Principal John Southworth, student demand. "We're getting an increasing number of international students who are asking if they can be on our site, rather than having to find accommodation elsewhere. And there are also an increasing number of applications from UK and international students who are 14 and 15 years old – and the only way to accept them is by offering boarding." MPW has gone through a shift over the past couple of decades. Where once it was seen as a Sixth Form College, it is now attracting a broader cohort. This

year's London intake at Year 10 is around 20 students, and for Year 11 it's around 60. "I think word has got around that we can do some great work with young people in Year 10 and Year 11, as well as in Sixth Form," adds Southworth . Importantly, this is not an international school – it welcomes many overseas students (around 30% of intake), but the remaining 70% are UK-based and MPW plans to keep it that way to ensure the right balance. In London, most UK students travel to its South Kensington site from within the M25 corridor. "I'd say the average journey time is approaching an hour, but some travel further because of the flexibility we offer." Wherever they hail from, TOP what students share in common One-to-one study advice is an MPW hallmark is self-determination and a spirit of independence – they ABOVE MPW in South Kensington teaching style. Those have done their research and small class sizes have been found that MPW offers the study there from its foundation in pathway they want. Southworth the 1970s as Mander Portman has no doubts that it is the students Woodward. The three founders – all who have agency in the decision making, Cambridge graduates – wanted something with parents in supporting role. "When I'm run along their university's guidelines and doing interviews, and I do a lot of them, it's that's what they devised, initially operating the young people who are far more in charge. from Rodney Portman's lounge. MPW They are the ones who have been doing the has come a long way since, but still today investigation or heard about us through their you'll find very small teaching groups and friends and are excited about the prospect." Directors of Study who act as pastoral The College does offer something that guides as well as giving one-to-one study feels different, both in atmosphere and

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advice to any of their students at any time during the day. "That is quite unique," says Southworth. "I have 20 Directors of Study, where most schools have one." Then there's the dizzying array of study combinations. MPW offers 27 GCSE courses and 45 A-level subjects – students can choose any combination. This enables them to pursue a passion for Arts, Humanities or Sciences or choose disparate subjects. The point is, they select. "As our strapline says: 'tailored, not uniform', so we are tailoring our programme to every individual, to what they want to study." The main focus is on getting students to where they want to go – and in nearly all cases that's university. The MPW team

have a very specific approach. "What we're trying to do is give them advice on the best options to move forward to what they want to do in the future," says Southworth. His interviews – all students are interviewed, and he conducts the majority – tend to start with asking where students have come from and where they want to be in 15 years' time. Then he will try and fill in the gaps by suggesting the best route. "It is very bespoke. It might be that a student wants to come here to do some A levels with us and some GCSE retakes in parallel. Or they might be doing A levels over three years because they have a health or other issue." For example, MPW has supported a number of elite athletes

who have training and events that affect their ability to study to a typical timetable. "So, what we say to them is: tell us what your constraints are, and we will try and work an A-level or GCSE programme around your sporting activities." What MPW doesn't support is a hothouse or 'crammer' approach – recommending three A levels and eight GCSEs to all but a few. There are a handful of "self-selecting" students who choose an EPQ (and invariably get top grades). Southworth firmly believes more is not better, since it's grades that count: "You can go to Oxbridge with six GCSEs and three A levels". Instead, the MPW approach is all about right course, right guidance –

“WORD HAS GOT AROUND THAT WE CAN DO SOME GREAT WORK WITH PEOPLE IN YEAR 10 AND YEAR 11, AS WELL AS IN SIXTH FORM” SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 95

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“Exciting times lie ahead for the brilliant Wellington College” — Tatler

Coeducational | Ages 13 -18 | Boarding & Day in Crowthorne, Berkshire Wellington College nurtures a unifying culture of ambition and aspiration, creating an atmosphere which encourages each pupil to believe that anything is possible Find out more at wellingtoncollege.org.uk

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and it works. "We get a few every year into Oxford and Cambridge, but we get 70 per cent plus every year into Russell Group universities – and that in itself is a great statistic for a non-selective college," he says. "However, what's more important still is that we get a very large number to university, but they go to the right course, rather than what they think is the right university. The course is the most important thing." MPW spends time on the guidance to ensure students are making smart choices and will stay the course, including creating ‘Getting Into...’ university subject guides with Trotman Indigo. Written by its own subject specialists, these are particularly useful in an era of high student fees and loans – and in the eight years he's been MPW Principal, Southworth can only recall one student who left a course. Having chosen to head to a RIGHT Scottish university, she quickly Queen’s Gate House art facilities and student realised it was too far from accommodation her friends and family. MPW to immerse international intervened and she successfully students in UK life and BELOW John Southworth transferred to King's College study as a springboard to and students London to complete her degree. great things at MPW or The smooth transition from another UK school setting. school to university is now being Another exciting departure bolstered with Summer Schools for for MPW is the introduction of a UAL international students aged 13-17. Launching Foundation Diploma to prepare students for this summer in Cambridge and Birmingham a degree course in Art and Design. MPW (and with a London Summer School in 2023), London has an incredibly long and strong it's a collaboration with EtonX and designed track record in art courses – regularly

getting its students into the likes of Parsons New York, Ravensbourne and Marangoni – and UAL has been a great supporter of its approach for many years. "It's a stunning outcome, we're so privileged to be able to run this course for them," says Southworth. A bonus, for those Foundation Diploma students, is that the MPW Queen's Gate House opening this September includes a funky glass art studio spanning 120 square metres at the top of the building where they can get creative – and enjoy all the benefits of prime South Kensington turf alongside MPW's new boarders. Queen's Gate House is already sounding like the coolest place to be in one of the coolest cities on the planet. mpw.ac.uk

“MPW’S NEW SUMMER SCHOOLS, IN COLLABORATION WITH ETONX, WILL IMMERSE INTERNATIONAL STUDENTS IN UK LIFE” SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 97

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Rochester Independent College, where creative freedom meets academic excellence. • 11+ to 6th form • 345 students • No uniform • Average class size 8 • 70% UK 30% international • Students on first name terms with teachers In the top 2% of schools in England for value added progress at A level. Winners of ISA Award for Excellence and Innovation in Fine Arts 2021. Untitled-1 1

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ABOVE & BEYOND Hurst College discusses its extensive intellectual programme to help students go above and beyond the syllabus and build knowledge for future success

ffering an extensive intellectual programme is key to the development of students as rounded and accomplished individuals. At Hurst College, students of all ages can access a wide range of activities, including talks with visiting speakers, trips to broaden subject knowledge, clubs to encourage their interests and – higher up the school – tailored support with their chosen university course. Last year, the school launched Model United Nations (MUN) – a simulation of the real United Nations organisation. Students participate in fortnightly sessions and take on the representation of a country as they work with one another to debate the diplomatic issues of the day. In preparation for their first conference, in which they won five awards, Hurst’s MUN team visited several international embassies to meet their diplomatic teams. CREST and STEM activity continues to thrive, as a record number of students achieved CREST Awards – 18 at gold level and two at silver. These awards followed eight months and a minimum of 70 hours' work on science and engineering projects – including the first Biology-based project, on cryogenics. The Hurst Engineering Scheme was launched last year, with sponsorship secured for a record three teams. Balfour Beatty sponsored two teams, Southern Water one team – mentoring engineers met students at the college and virtually. The winning team’s project was to improve connectivity between Haywards Heath and Burgess Hill through the design of a ‘green’ cycle network using e-bikes, supported by a community hub and an app. Hurst has a long track record with Young

ABOVE Hurst’s YE Plants with Purpose team

“All this activity broadens minds and also helps with onward study – especially when going beyond good grades is required to obtain an offer” Enterprise (YE), winning awards at county and regional level. Each year the teams create new products, design bespoke websites and build brands, which always produce a profit. Last year, the Plants with Purpose YE team also made the final of the JA (Junior Achievement) competition, the European version of YE – one of only five UK teams selected to take part in the competition. All this activity not only broadens minds, but also helps with onward study options. Lower Sixth students can attend regular small group sessions with teaching staff to prepare them for completing a competitive application to a highly selective university, where going beyond good A-level/BTEC grades is required to obtain an offer. Students are matched with the appropriate subject specialist, and sessions help them with the process by guiding on ways to encounter more

challenging content beyond the curriculum. Subject specialists also support preparation for essay and other academic competitions, as well as talks, lectures and seminars for students to deliver to their peers. Students considering Oxbridge, STEM degrees, Medicine, Veterinary Science or Dentistry are given further support through workshops and interview practice specific to their applications. Admission tutors visit to give insights, and Hurst organises visits to Oxford and Cambridge to meet former students who are already studying there. Support and encouragement to participate in intellectual activities beyond the curriculum is worthwhile in itself because it enables students to challenge themselves and broaden their knowledge and interests. It also helps them access a far greater range of opportunities for their futures. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 99

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Scholarships and bursaries available

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24/01/2022 10:58 06/09/2021 12:06

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Shaping FUTURES The Master of Wellington College discusses its history of pioneering education initiatives and current plans that continue its mission to help shape a better world

ellington College has a unique history. Founded both as the living memorial to the 1st Duke of Wellington and as a charitable institution to educate the orphan sons of army officers, the College was granted a Royal Charter in 1853 and opened its doors to 76 boys in January 1859. The most obvious change since our foundation has been our move to co-education. Girls arrived in the Sixth Form in 1975 and were first admitted at 13+ in 2006. Over the past two decades, the College has also earned its reputation as one of the most forward-thinking schools in the UK, being the first to embed the teaching of Wellbeing. Other examples include the adoption of Harkness teaching, the widespread use of technology in the classroom, embedding the IB Diploma as well as A levels in the Sixth

“Our Wellbeing Centre will bring together every aspect of our provision in a single state-of-the-art and synergised space”

ABOVE Students at Wellington College

Form (today 50% of Wellingtonians study disadvantage. By September 2025 we are on each), and playing a key role in the educational target to have 40 PAF scholars at the College. debate through our Festival of Education Our ethos is founded in our purpose every summer. Our international schools in statement – pioneering education to serve China, Thailand and India also represent an and help shape a better world. Academic exciting new chapter in the College’s history. excellence is central, as is the development of The boarding environment we offer brings character through our co-curriculum, Global huge benefits. It allows pupils to develop bonds Citizenship programme, service and leadership of friendship and their human skills (I hate the opportunities. The mantra ‘anything is possible term ‘soft skills’) to an extent which is simply at Wellington’ is key to our approach. not possible in day schools. It also allows young The College Governors have recently given people to immerse themselves fully in both the green light for two exciting strategic their intellectual and co-curricular passions. initiatives. The first is a Wellbeing Centre, Our flexible model means that pupils can go bringing together every aspect of both our home on a Saturday afternoon and return on physical and mental wellbeing provision into a Sunday evening, so families benefit from a single state-of-the-art and synergised space. the opportunities of boarding, but also enjoy Secondly, we intend to set up a research and time together most weekends. innovation centre called ‘The When I became the College’s Bridge’, which will bridge the gap 15th Master in September between education research and 2019, putting the final piece in practice, between the state and Wellington’s co-educational independent sectors, between jigsaw was a priority. The ratio the UK and international schools, between boys and girls will between primary, secondary become 50/50 by September and tertiary settings. Both 2025. We are also expanding projects are seriously exciting our Prince Albert Foundation and proof of our continuing JAMES DAHL (PAF) scholarship scheme to commitment to the mission Master Wellington College widen access to children from of delivering education to backgrounds of low income or shape a better world. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 101

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Choosing single sex The Head Master of Bedford School discusses the advantages a single-sex education can bring

ill my son receive an excellent education? Will he be happy and will he grow into a good man? These three questions, and no doubt more, are all more important to parents than a straight choice between a single sex and a mixed education. However, being educated in a single sex environment has many advantages which lead to the answer 'yes' on all of the above. Excellent education relies upon excellent teaching and a curriculum tailored to a school’s pupils. Generalisations are invidious but, broadly speaking, boys and girls learn differently inside the classroom, and have differing rates of emotional and intellectual growth. Teachers and schools with the luxury to specialise in a single sex education can do

“A boy is far more likely to play the ﬂute or join a dance club at an all-boys school” so single-mindedly and without compromise. It is interesting that 16 of the top 20 schools in 2019 (examination outcomes pre-pandemic) at GCSE were single-sex schools. The teenage years are fragile, and selfesteem is at its most vulnerable. Happiness and success reside in a careful nurturing of self-confidence and an ability to form good friendships. In an all-boys environment, boys can act extremely naturally. They have the security to be themselves without inhibition or awkwardness; they feel able and keen to participate to the fullest and develop in a way that is true to their own characters.

They are also better placed to develop at their own pace. Childhood seems to come to an end increasingly quickly these days – an all-boys education allows boys to love their childhood by just allowing them to stay boys that little bit longer. Teenage boys can sometime be inhibited by having girls around them. At this stage, they are often particularly likely to be worried about the impression they make, and some may be inclined to take a back seat in a mixed environment. This is most apparent outside the classroom: a boy is far more likely to play the flute, take to the stage or join a dance club at an all-boys school than at a mixed school. It is an interesting paradox that co-ed schools tend to reinforce gender stereotypes, whereas single sex schools help to break them down. An all-boys education doesn’t mean that there are no shared experiences. We are confident that part of our success in preparing boys for the outside world is as a result of a ABOVE Drama at Bedford School

strong relationship with our sister school, Bedford Girls’ School. Boys are encouraged to mix with the girls and to have meaningful interactions in a variety of settings: drama, music, sports and other extra-curricular activities, as well as in their learnings about relationships, health and wellbeing. Our boys leave us secure in their values, happy and with self-knowledge and selfworth; in short ‘good men’. We feel this is in no small measure down to the fact that we offer an all-boys education.

JA M E S H O D G S O N Head Master, Bedford School Independent Boys’ School of the year 2021 SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 103

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T Levels combine classroom theory, practical learning and a 45-day industry placement with an employer to make sure students have real experience of the workplace.

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Positive attitude The Headmistress of Heathﬁeld School discusses the importance of ‘attitude’ and its impact on achievement and success

ttitude plays such a crucial role in life and learning – it determines how we react to adversity, overcome challenges and respond to those around us. It influences all our thoughts and actions, so it is crucial that we nurture positive attitudes in our students and that they understand that they can build these for themselves. In a school with students from a diverse range of backgrounds, there is a big mix of attitudes that have influence. School is about giving young people the self-belief and confidence to raise their aspirations, to personally determine where in life they wish to go and to grab the opportunities open to them. Some students arrive at school with incredible baseline measures, but unless they have the right attitude their predicted grades cannot be guaranteed. Likewise, those with apparently lower predictions may achieve well beyond what data suggests. For example, one Year 8 student was, on paper, middle of the road academically, but she had a fantastic approach. Halfway through the first term she decided she wanted to become a vet and she went for it! She quietly and determinedly got stuck into everything, even if it didn’t come naturally – debating, drama, sport, academic enrichment

“We want students to try a host of new things – even if they don’t think they are going to be successful – failing can be part of the process towards success”

that they feel valued, value other people and see these positive approaches in action. Confidence is vital, but, as we know, it’s not always ‘plain sailing’ – students may face adversity and challenge and need the resilience to keep going. We give our students planned opportunities to develop determination and tenacity. We want them to try a host of new things – even if they don’t think they are going to be successful – and to understand that ABOVE Students at failing at something Heathfield School can be a part of the process towards success. We encourage – she just kept going. As time went on, she them to reflect on their own values – how started to rise above her peers. She is now these fit with those of their friends and studying Veterinary Medicine, having secured community – and to consider how they sit a place with A* grades. More importantly, with what they want to do in later life. she is still friends with her school peers and School is such an instrumental time has made the most of all of her opportunities. for children to find out about themselves, She’ll go far because she has the right attitude. to determine their own personal Students need to understand that effort values and to move on into the big and approach are a far greater predictor of wide world with confidence. success than an IQ measure. A young person We empower our students with a sense who is positive, has a sense of humour, knows of independence. They are in control and when to laugh something off responsible for their own and when to ‘think big’, will actions and attitude. Success go further. School attitude is is not determined by friends or important here, so choosing future employers – it is up to a setting that values each them. Students with the right individual, finds their aptitudes attitude recognise that if they and supports them in areas in put in the effort they will go far. which they need help can make It’s vital that we help students all the difference. All young understand how responding people need to experience and viewing things in the right SARAH WILSON enthusiasm and inspiration way can positively impact their Headmistress at school and have access to future and success – not just in Heathfield School positive role models. It’s crucial exams, but in all areas of life. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 105

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SENIOR / TUTOR ING

TUTOR TEST With online tutoring options growing fast, Absolutely Education co-opts a student keen to get some help to road test Cognita’s new teaching platform

ome children are fully booked with tutor sessions from Reception onwards, while others might sign up for a few sessions pre-GCSE. There are countless reasons why we might consider a tutor for our children, but for us a flexible approach appealed to my reluctant Year 8 daughter. She was prepared to engage with a few one-to-one sessions to help with specific areas, but she wasn’t keen on committing to a regular schedule. Some parents would, of course, say that these decisions should lie with adults; for me, I’m not sure. I don’t want to put my daughter under pressure, but nor do I want her to feel totally at sea in her maths lessons. Like countless dyslexic children,

PENDLE HARTE

the support she receives at her (inner London state) school is patchy, and she struggles with most subjects to varying degrees. It’s been this way since primary stage, and now, in the years leading to GCSE, we agree that it’s time to take action. Online tutoring existed pre-pandemic as a lesser option, but now it’s the obvious choice and makes in-person sessions seem

“Each tutor is a qualiﬁed teacher, a subject specialist who’s fully immersed in the curriculum”

like a hassle. Why travel somewhere when you can study from your own bedroom? Online feels more like regular homework and less like an extra activity, while for tutors who might have spent the day teaching at school, an online session in the evening is a far simpler prospect than traveling to a pupil’s house. Cognita is the UK’s largest independent schools group and its online tutoring offering spans Year 3 to GCSE. Each tutor is a qualified teacher, a subject specialist who’s fully immersed in the curriculum. The process is simple: pick a subject and a year group on the website and a list of potential tutors appears, with photographs of smiling, approachable-looking faces and an informal, ‘get to know me’ biography. It’s an accessible approach that fully recognises the personal nature of the SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 107

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“10 minutes from Chelsea” Founded in 1977

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“5 minutes from Chelsea”

Founded in 2005

International Bilingual Pre-Primary and Primary school for 3-11 year olds leading on to top English and French schools, including Lycée Français

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LEFT & BELOW Online tutoring at home can be fitted in like regular homework

“She came prepared with a list of speciﬁc questions directly related to her lessons in school, and the session served as a thorough catch up” pupil/tutor relationship. It also works well in presenting tutors as relaxed and personable, which is especially relevant for a reluctant child who perceives many teachers at school as "strict" or "shouty". We booked four sessions: two English and two Maths/Science. An informative welcome pack arrived instantly, along with a preliminary form with some background questions about my daughter and her aims. Already familiar with Microsoft Teams, L entered her first session easily and was quickly put at ease. Her tutor introduced herself to both of us, and told us about the school she taught at (highlighting its excellent exam results – perhaps more for my benefit). She asked us about our aims for the sessions and whether we had specific goals. Our aims were nonspecific; L wanted to catch up and gain confidence in class. She said that she’d been enjoying poetry and so a single session based around one of Roald Dahl’s Revolting Rhymes ensued. After 45 minutes I was called back and given clear feedback from the session by the tutor. All sessions are recorded, so children can go back through bits they’re unclear about, and parents can examine the whole thing if they like. L was left with some

clear tasks and pointers to consider before the next session. This meant she came prepared with a list of specific questions directly related to her lessons in school, and the session served as a thorough catch up on issues that had baffled her in Macbeth. L reported feeling comfortable and not "stupid" as she sometimes does when putting her hand up in class. Similarly, the combined Maths/Science sessions were able to focus on specifics. Ratios had caused L much distress in class, but she emerged with a vastly improved understanding and attitude – less fear. Children often develop blocks about subjects and refuse to engage, and it’s situations like this where a tutor can provide a new viewpoint and a fresh start. Cognita’s commitment is clear. Signing up for weekly sessions gives children unlimited access to a digital learning platform, and they’re able to contact the tutor via chat between sessions. Homework is targeted and manageable. Communication is impressive, and tutors were flexible when we needed to move the timing of a session. We’re not in the market for a weekly commitment right now, but we’ll be dipping in and out of tutoring as needed. For this, our verdict is that Cognita is perfect.

Cognita Tutoring OFFERS Ongoing support as well as specific catch-up or revision AGES Year 3 to GCSE COST £55 per hour, including unlimited access to the digital learning platform. First session free SUBJECTS Maths, English, Science, 11+ preparation PROGRESS Feedback after every session and a mini parents' evening at the end of a block of six sessions cognitatutoring.com

SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 109

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Affordable boarding

The Principal of the Duke of York’s Royal Military School highlights the advantages of choosing a state boarding school

here are many benefits to boarding schools: enhanced facilities, fully comprehensive education, and excellent pastoral care. If you are looking for affordable boarding without compromising on outstanding education and co-curricular activities, you should consider state boarding. At state boarding schools, parents only pay for the boarding component as the educational costs are covered by the state, making them significantly more affordable. The reduced cost of state boarding schools does not mean a reduction in the quality of education or opportunities. Here, at the Duke of York’s Royal Military School (DOYRMS), we rival some of the country’s very best independent boarding schools, but with school fees of £15,498 per year. This is inclusive, covering full-boarding, catering, laundry and over 80 clubs and activities per week (weekly boarding is also available). Both state boarding and independent boarding schools have a strong focus on the importance of education; GCSE progress figures place DOYRMS in the top 2% of schools nationally. In recognition of its exceptional academic standards, DOYRMS was presented with two SSAT Educational Outcomes Awards. This success is down to superb teaching and strong relationships which is backed up

“At state boarding schools, parents only pay for the boarding component as the educational costs are covered”

centre, new high-quality student accommodation, teaching blocks and a performing arts centre. Our school classrooms are large, bright and well resourced, each containing a large teaching screen. In addition, all students are issued with a personal laptop. Sports facilities include an Olympicstandard floodlit athletics track, a floodlit all-weather hockey pitch, state-ofthe-art strength and conditioning gym suite, dance studio with harlequin floor, a six-lane indoor heated swimming pool ABOVE Pupils at and two climbing walls. DOYRMS DOYRMS is also fortunate to have a well-resourced medical centre, and students profit from a hugely with ‘outstanding’ leadership, recognised by experienced pastoral team of houseparents, Ofsted during our most recent inspection. academic tutors, and matrons. Wi-Fi Our 150-acre Kentish parkland estate throughout the school and regular exeat provides the perfect backdrop for the weekends (although the school remains open active lifestyle you would expect for for students to stay) mean that students boarding students. The school offers rich can keep in touch with their parents. opportunities in sport, music and drama. DOYRMS offers academic scholarships There's also a vast activities programme, covering 80% of Sixth Form fees for including Combined Cadet Force (CCF) students who excel at GCSE, plus hockey and Duke of Edinburgh’s Award scheme. and rugby scholarships. A benefit of independent Ultimately, there are many boarding schools is usually benefits for students and small class sizes. With just over their parents when choosing 500 students at DOYRMS, we a state boarding school. Tours also offer small class sizes – are an opportunity to meet averaging 16 students in Years our students – ‘Dukies’ – who 7-11 and 8 students in A-level never fail to impress – and to classes. Students also benefit understand why our school from Saturday morning lessons. motto 'Looking forward Parents who enter the school ALEX FOREMAN with confidence and looking grounds are often amazed at Principal back with pride' is such a the facilities on offer. A recent The Duke of York's powerful reflection of what £24.9 million refurbishment Royal Military School DOYRMS is all about. delivered a new sports SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 111

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SENIOR / STUDEN T LIFE

Day in the life Clarke and Emily, Head Boy and Head Girl of Queen Ethelburga’s Collegiate, talk us through a day in their lives

Clarke 7:00 – My roommate and

I wake up, get changed and head down to the Atrium, our dining hall, for breakfast.

8:30 – The bell signals

the start of form. Today, we are working on university applications and personal statements. This time is also used to catch up with friends and discuss the latest fantasy football results.

9:35

– First lesson of the day. Today it's Business and we’re currently studying motivation within the marketplace and practising our exam techniques.

a race after a busy morning. Lunch is vital to ensure the same energy and productivity is carried through to the afternoon, and students are always starving, of course.

14:00 – We have a stretch in

the gym and head to the football pitch for an intense session, and then to the sports science lab for a post-session workout.

16:10 – The bell goes and

I head back to boarding to relax before my evening.

17:00 – To Headingley for

10:35 – Emily and I have a

cricket practice after dinner at QE. If I'm in a rush they still accommodate and pack up food for me to take. By this time food is the only thing on my mind!

12:00 – Prefects carry out

– I have a shower, set alarms and pack my bags to ready myself for another busy day at QE.

meeting with the Principal to discuss the week, ensure targets are met and things are going well within the prefect team.

their duties – by this time, it's

21:00

Emily 7:00 – My roommate

academic subjects. Lunch follows: a welcome hour to socialise and unwind.

and I wake up, shower and go down for breakfast together in the Atrium.

14:00 – My afternoon starts

8:30 – Form time and my

with another lesson, Maths, and then a study period. I head to the library to revise.

tutor encourages me to make this a productive day. Then it's on to assembly to celebrate student achievements and learn about school events.

9:35

16:10

– First lesson today is Computer Science. I’m finding it so interesting learning about how the development of technology will have such a huge impact on everyone’s future.

10:35 – During break

time, Clarke and I meet with the Principal to chat about events and prefect teams' progress before my second lesson of the day, Psychology.

12:00 – My bass guitar

lesson – a calming break from

– Extra-curricular activities! I really enjoy my debating and public speaking, where we are preparing for external competitions.

17:00 – Dinner time.

Prep hour begins at 7pm, so I go to study in my room – I can head to one of the study areas for a change of scene.

21:00

– After 8pm, we are free to use all the amazing facilities. I like going swimming and then using the steam room or gym. Then it's back to rooms by 10pm. Time to get ready for the next day before sleep. SPRING 2022 | A B S O LU T E LY E D U C AT I O N | 113

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BOARDING AND DAY

AGES 2-18

We prepare girls for life beyond education. They are confident, resilient and, most importantly, free to be themselves. Whatever age children come to us, we ensure that they receive a broad and well-rounded experience.

Outstanding Academic Success A*/A – 79% ∙ A*/B – 94% 50% of ALL girls achieved A*/A 90 minutes from London No Exeats Extensive Extracurricular Programme Inspirational Learning Environment Stunning Location Scholarships Available Flexible Entry

For further information please contact Tessa Howard-Vyse, Director of External Relations on admissions@brutonschool.co.uk

www.brutonschool.co.uk

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School’s Out STAGE FRIGHT P . 123 MAKING OF ME P . 124 PARADISE FOUND P . 126

BEAR GIFT OUR FAVOURITE BEAR RETURNS, IN A REDISCOVERED MICHAEL BOND STORY. Illustration by R.W. Alley

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Absolutely Education Spring 2022

Articles inside

LAST WORD

STAGE FRIGHT

LEARNING FOR LIFE

CAPITAL GAINS

MIGHTY OAKS

ARTS STARS

SPRING BOOKS

SMASHING CHOICES

TUNE IN, TURN ON

SMART ARTS