Absolutely Education Prep and Pre-prep Spring 2025

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CONTRIBUTORS

Kelly Gray

Headteacher, Prospect House School

Kelly Gray became Head of Prospect House in Putney at the start of the academic year. Previously, she led Bassett House School – which is also within Dukes Education group – and held key roles at Thomas's Kensington and French independent school Jacques Prévert. In this issue, she discusses the importance of personalised approaches that adapt to each child's learning style to build both curiosity and confidence.

Hugh Raine

Comic artist, writer and illustrator

Hugh Raine devoured The Beano, while The Bash Street Kids summer annual was a highlight of the year. Fast forward and, a er training and working as a commercial artist, he landed a dream role back in Beanotown. His Betty and the Yeti strips have now been transformed into book form. He discusses why we should value our rich heritage of comics, understand their storytelling approach and recognise their value in getting children to love reading.

Naomi Bartholomew

Headmistress, St Catherine's Prep School, Bramley

Educated at Portsmouth High School, Naomi Bartholomew studied English and Education at Homerton before a spell with VSO in China. She taught in state and independent primaries back in the UK before becoming Head of English at Yateley Manor. She joined St Catherine's Prep in 2009, becoming Head in 2012. In this issue, Naomi Bartholomew discusses why chess is great for girls and the value of nurturing their skills at every competitive level.

From the EDITOR

Early childhood is an adventure, and the more opportunities we adults provide in that regard the better. Each and every step into fresh territory provides children with curiosity about the wider world, and opportunities to develop confidence, communication and all those other vital skills built on foundations set down early.

There can be no doubt that The Downs Malvern provides all of the above in spades (and with spades – for there’s

Years Spotlight (page 28) and outline how, in creating a common language, it hopes to move this vital subject from the realms of academic discourse and into public debate.

Opening Minds (from page 40) provides insights on the approaches four leading preps use to inspire their learners to join the dots between subjects. Their aim is to help children think creatively and develop the kind of agile mindset that can take on tomorrow’s world. One thing is clear, with a world of information at their fingertips children need to develop critical thinking skills earlier than ever before.

As Head of Sydenham High Prep Gillian

“ONE THING IS CLEAR, WITH A WORLD OF INFORMATION AT THEIR FINGERTIPS, CHILDREN NEED TO DEVELOP CRITICAL THINKING

SKILLS EARLIER THAN EVER”

even a smallholding on site). Talking to Head Andy Nuttall for our Focus feature (page 18), it’s clear that all the children benefit from such broad access to discoveries. And the Saturday Hobbies programme is a spectacular opportunity – from sport to art to engineering on the miniature steam railway, there’s a world of wonder to discover.

Setting down strong foundations early was the basis of the Shaping Us Framework, an important new long-term campaign launched thanks to The Royal Foundation Centre for Early Childhood. We describe its key elements in Early

Panton noted, it’s not just what children learn but how they think that matters.

On which note, it was a pleasure to speak to The Beano’s Hugh Raine about the release of some of his brilliant child’s-eye Betty and the Yeti comic strips in book form (from page 32). I was a huge fan of comics growing up, and his strips are a perfectly pitched blend of crazy jokes and funny text to delight young minds. For a spring tonic, seek them out... then hope your child laughs out loud as much as you do.

Libby Norman EDITOR

CONTE SPRING 2025

Out and about in the world of education

15

St Dunstan's helps raise funds for the Royal British Legion 18 ENRICHING OPPORTUNITIES

A full programme of hobbies and enrichment brings joy to learning at The Downs Malvern 23

Feltonfleet Prep on the importance of teaching AI responsibility from early years

Shaping Us Framework is a long-term campaign to increase awareness of the importance of

Prospect House on how a tailored teaching approach benefits all

Beanotown's Hugh Raine talks comic strips 37

Edge Grove Prep on the importance of knowing each child and creating spotlight moments

Four schools share their approaches for building confidence, connections and agile mindsets

St Catherine's Prep School, Bramley on widening access to the great game of strategy

50

Quintessentially Education on approaches that might ease the stress of senior school entrance

53

Walhampton School's Pre-Senior Baccalaureate 54

Simon Packham's novel exploring the shifting dynamics as children move up to senior

Expert answers on single sex v co-ed and ADHD assessment

Anna Clarke

Steve Playfoot

ART

Pawel Kuba

SENIOR DESIGNERS

Suzette Scoble

MIDWEIGHT DESIGNER

Carmen Graham

MAGAZINE DESIGNERS

Mariana Suzuki

Pamella Moreno

PRODUCTION MANAGER

Danica Brodie

FINANCE DIRECTOR

Jerrie Koleci

CREDIT CONTROL MANAGER

Alexandra Hvid

DIRECTORS

Craig Davies, James Fuschillo

MANAGING DIRECTOR

Sherif Shaltout

Illustrator

Six

SCHOOL NEWS

NEW HEAD

Rishi Boyjoonauth becomes Head of Rosemead Prep and Nursery from September. He was most recently Head of Prep at Farringtons School and has also led an academy in Kent. His background encompasses spells teaching at university level and leading on improvement for a multi academy trust. Before entering education, he was a solicitor in the City.

Arts lead

Louise Jackson takes on the role of Principal of ArtsEd, Chiswick in July, bringing experience across diverse institutions including BIMM University, Trinity Laban, and the University of Chichester. ArtsEd offers a broad academic and arts education to students aged 11-18, plus degrees and diplomas in acting and musical theatre.

Anniversary gala

Godstowe is celebrating its 125th birthday with an Anniversary Gala Concert at the Wycombe Swan theatre. Children from Nursery to Year 8 will perform together on stage and the concert will also feature a choir comprising parents, alumni, and staff, led by soprano Natasha Marsh. Another highlight will be Beethoven’s Fi h Symphony performed by an orchestra of parents and pupils.

International award

Streatham & Clapham High School has been awarded the British Council’s International School Award in recognition of the international dimension in its curriculum. This includes ongoing cultural exchanges with global schools, where pupils celebrate the rich heritage in the student and staff body.

SHARED SPACE

Wrekin College in Shropshire will convert Lancaster House to a coed setting from September, also moving it to a new site at the heart of the campus. This day House for children aged 11-13 will be designed to encourage collaboration and friendships. The co-ed idea was suggested originally by a former Head Boy and Head Girl.

CLUED UP

Dulwich College Junior School’s Book Week ‘Marvellous Mysteries and Clever Crimes’ theme had everyone on the case, with author visits, Dress Up Day and code-cracking challenges. Over 1,000 books were donated to The Children’s Book Project and ‘Drop Everything and Read’ meant the school went silent for a whole 10 minutes every day.

CLEAN CAMPAIGN

Keep Britain Tidy, which runs Eco-Schools programmes, is hosting the Great British Spring Clean campaign until 6th April. The annual event has inspired litter pickers to remove more than half-a-million wheelie bins’ worth of rubbish from beaches, parks and streets since 2016. keepbritaintidy.org

RECORD BREAKER

Feltonfleet Prep pupil

Rugby touchdown

Wymondham College U14 touch rugby team enjoyed the hallowed ground of Twickenham, a er their England Touch 2 Twickenham win. The prize was to play rugby in front of the 80,000 crowd before the England vs South Africa game. Students also carried the England banner on to the pitch.

Sophia Samonas secured Gold in the 100m butterfly at the ESSA Surrey Schools Championships, breaking the Surrey record with a time that puts her second nationally for her age group and within 0.1 seconds of top slot. Alongside the ESSA Gold, Sophia achieved three further podium finishes over the weekend.

LAGOS OPENING

Dr Adam England is founding Principal of Rugby School Nigeria, opening on a purpose-built campus in Lagos’ Eko Atlantic City. The sixth form opens this September, with day and boarding for pupils aged 11-16 from next academic year.

Musical meeting

St Albans School welcomed a group of talented primary school pupils from across the local area for a one-day music workshop. They were coached by teachers and scholars, trying out a variety of instruments and enjoying a ‘fun junk’ percussion session using household objects before rehearsing and performing a concert for parents.

TALENT SCOUT

Malvern College’s new Director of Music aims to “unlock the potential” of pupils who don’t have formal lessons. James Ramm has introduced ‘live lounge’ sessions at the school cafe. There’s already a new House Band, plus all-girls’ jazz band and saxophone quartet. He’s also driving a music outreach programme for local preps.

THE VOICE

An oracy workshop at Berkhamsted School saw Year 12 students mentor Year 6 pupils about the power of their voice. First Year 12s had a session with an external speech coach and then they put their newfound skills to the test running the sessions. Last autumn the Oracy Commission called for oracy to become the ‘fourth R’ of education.

Poetry pleaser

Roger McGough is chair of judges for the children’s CLiPPA, (CLPE Poetry Award), taking place in June. As chair a decade ago he criticised the lack of children’s poetry books, but this year 20 publishers have submitted new collections. Others on the judging panel include Matt Goodfellow (pictured), award winner in 2024 for The Final Year

Writing prize

Pulan, a pupil at The Roche School and Nursery in Wandsworth, has won an annual children’s story competition for Loki, a tale about kindness – also receiving a signed copy of David Almond’s Skellig. Her story was covered on BBC News when she generously donated her book token prize to the school library.

COLLEGE in concert

St Dunstan’s College hosted a joint charity concert with the Central Band of the Royal British Legion

Ajoint charity concert brought together St Dunstan’s College Corps of Drums and the Central Band of the Royal British Legion. The concert, held in the magnificent Great Hall of St Dunstan’s College in early February, saw talented musicians deliver outstanding music to support the vital work of the Royal British Legion.

“Thanks to the incredible generosity of attendees and supporters, we are delighted to announce that the concert raised an amazing £1,255.22 for the Royal British Legion,” said Major Richard Davies after the event. “These

funds will go towards supporting veterans, serving personnel and their families.”

The Corps of Drums were warmly congratulated by Major Davies for their performance, which he described as showcasing both dedication and musical talent. He also extended his sincere thanks to all members of the Royal British Legion Band and the CCF sta for their vital role in supporting the event. “The evening was made even more special under the baton of Captain David Cole OBE, RVO, whose expertise and leadership elevated the musical experience,” he added.

“Following the success of the concert, there are now plans to make this an annual event at the College. A heartfelt thank you to everyone who contributed to making the evening so memorable.”

This spring, St Dunstan’s Corps of Drums, along with the College’s CCF, will travel to Ypres, Belgium, to take part in the Last Post Ceremony held every day under the Menin Gate. During World War 1, more than 877 Dunstonians served in the Forces and St Dunstan’s su ered one of the highest percentage losses of any school in the country, numbering 277 students and teachers.

Last October, its Corps of Drums also participated in the prestigious Lord Mayor’s Music Competition in the Guildhall Yard, delivering a standout performance in the face of strong competition.

LEFT & BELOW

St Dunstan’s College Corps of Drums and the Royal British Legion’s Central Band delivered a fundraising concert of outstanding music

Give your child the best chance of success for the 4 Plus Assessments

The 4 Plus is becoming an increasingly popular entry point for leading independent days schools as it allows children to avoid the pressures of the 7 plus or 11 plus entry point. Many parents misunderstand how to pass the 4 Plus assessment and believe that it is about attainment measures like phonics or numeracy knowledge. In fact, schools are looking to measure a child’s potential and their readiness for school.

Schools like Highgate, North London Collegiate, Haberdashers’, JAGS, Alleyn’s and Dulwich College are looking at children’s ability to listen and focus, their separation anxiety and ability to settle, their collaboration and kindness, their critical thinking, their spatial reasoning, their perseverance in the face of adversity and their ability to talk to adults.

At Mentor Education we have a dedicated programme for the 4 Plus based upon our 4 Plus Pillars. We have experienced teachers who are either already at these independent schools or have a successful track record of getting children in. We assess children and help them to improve, and give their parents the tools to play with their child in a way which will help them pass the 4 plus. Normally these selective schools take around 10% of applicants: our success rate is 60%. We only accept a limited number of children per school. Please contact us to arrange a consultation.

hello@mentoreducation.co.uk or 0208 883 2519 Find out more at www.mentoreducation.co.uk

Focus

FUN AND LEARNING

Inspiring 'can-do' learners at The Downs

Page 18

Malvern.

Enriching

OPPORTUNITIES

From a full Saturday Hobbies programme to specialist teaching and facilities, The Downs Malvern puts enriching opportunities right at the heart of school life, inspiring a 'cando' approach to learning in and out of the classroom, says Headmaster Andy Nuttall

Enrichment is a huge part of life at The Downs Malvern, with a multiaward-winning outdoor programme and varied arts programme. How are these elements designed in a way that encourages all pupils to get involved?

Enrichment is at the heart of life at The Downs Malvern, and we are particularly fortunate to have a school culture where pupils are inspired by one another and encouraged to embrace new challenges. Our approach is all about making activities accessible, and many have a deliberate low entry point. With expert guidance from teachers and specialist sta , pupils are then able to develop their skills as far as their enthusiasm takes them, and beyond what might ordinarily be expected.

Opportunities are designed with plenty of open-ended elements, allowing pupils to incorporate their own ideas, creativity, and experiences, both within and outside of school. We constantly encourage them to make meaningful connections between what they do in school and the wider world around them.

How do learning outdoors and getting involved with music and drama support pupils' academic progress, and also build their social and life skills?

These experiences encourage pupils to take ownership of their learning, as well as helping them to develop confidence, resilience and a sense of achievement. Whether they are performing on stage, exploring the outdoors in Forest School, or making music together, it is a joy to watch their confidence grow as they gain valuable skills in communication and teamwork – skills that naturally carry over into the classroom. On a personal level, they also develop a strong awareness of their own strengths and areas for growth, fostering a culture of continuous learning.

Many of our learning opportunities at The Downs Malvern bring pupils together in a way that builds friendships and strengthens their ability to collaborate, debate, and share ideas –essential skills for both academic success and life beyond school.

"Parents say our Saturday Hobbies programme has helped introduce their children to activities that would have been difficult to access"

Your Saturday morning Hobbies programme is a notable 'added value' extra. How does this work and what sort of activities are on o er?

Our Saturday morning Hobbies programme is a much-loved part of life at The Downs Malvern, o ering pupils the chance to explore new interests, develop skills, and have fun with their friends in a structured, teacher-led environment.

There is something for everyone, with a wide range of activities to choose from each term. Some hobbies complement our traditional prep school sports, such as horse riding, golf, badminton, rackets, mountain biking, cross-country running, and yoga. Others provide a creative outlet, including art workshops, orchestra, textiles, design technology, coding, and photography. Pupils can also

develop practical skills – for instance, entrepreneurship, cooking, outdoor explorers, farming on our school smallholding, and even engineering on our miniature steam railway.

Each term, pupils select two or three Saturday hobbies to take part in, and we’re always open to their ideas, with many of our clubs having been introduced in response to what the children themselves are passionate about – our Eco Club is just one example. The Hobbies programme has also been well received by our parent community, many of whom say that it has helped introduce their children to activities that would have been di cult to access outside of school.

"Whether exploring the outdoors or developing new skills, activities provide structure and stimulation that supports academic learning"

Pupils at The Downs Malvern have a natural progression to Malvern College for Senior years but also use its facilities and resources before they join. What benefits does this early access bring?

Our pupils are particularly fortunate to benefit not only from everything that we o er here at The Downs Malvern but also from regular access to Malvern College’s outstanding facilities. As the junior section of the College, we consider these exceptional resources an extension of our own, giving our pupils a valuable head start before they move on to senior school.

Every week, our pupils use Malvern College’s swimming pool for lessons and squad training, while those keen on racket sports can take advantage of the rackets and squash courts on Saturdays. We also stage some of our larger senior productions in the impressive Rogers Theatre. The College’s astroturf pitches and playing fields complement our own, providing the perfect setting for larger match days and tournaments.

Beyond sports and performing arts, our pupils take part in special events and workshops at the College, such as orchestral and choral days, careers fairs, science experiences, drama workshops, and maths challenges. This close relationship ensures that pupils not

only experience world-class facilities but also feel fully at home within the wider Malvern College community, making their transition to senior school a natural and exciting progression.

What is the perspective of The Downs Malvern's parents and pupils on the value of all the extracurricular opportunities?

Our community places great value on our co-curricular o ering, recognising how it nurtures personal growth beyond the classroom. Whether exploring the outdoors, engaging in the creative and performing arts, or developing new skills, these activities provide structure, stimulation, and a well-rounded education that supports academic learning.

With such a wide range of opportunities, pupils naturally find activities that spark their interests and passions – o ering a welcome alternative to the distractions of a social media-driven world. More than that, they develop a ‘can-do’ mindset, embracing challenges with confidence. We also encourage both pupils and parents to share their ideas – ensuring our co-curricular programme remains dynamic and relevant to the children’s evolving interests.

The Downs Malvern thedownsmalvern.org.uk

LEFT

Helping out on the smallholding is popular with all age groups

BELOW

The Downs Malvern Headmaster Andy Nuttall

ABOVE

The Saturday Hobbies programme delivers teacherled activities

Talking HEAD

AI LITERACY

Shelley Lance, Headmistress of Feltonfleet Prep School, on the vital importance of building AI literacy and responsibility from early years

In an era where technology shapes our daily lives, understanding artificial intelligence (AI) has become crucial. As educators, we carry a profound educational and moral responsibility to lead the way in AI literacy. By prioritising this critical aspect of education, we empower our young people to engage thoughtfully and ethically with technology, while also being aware of its limitations and potential risks. Schools have a unique obligation to ensure that young learners not only become informed participants in the AI revolution but also become a generation that respects human dignity and values human intelligence.

At Feltonfleet, we strive to harness AI and prepare young people with the skills needed to thrive in a technology-driven society. Integrating AI responsibility into our curriculum is vital for equipping our pupils with a nuanced understanding of technology, allowing them to recognise both its benefits and risks. By fostering pupils’ capacity to navigate AI’s complexities, we are encouraging

“Schools have a unique obligation to ensure that young learners become informed participants in the AI revolution”

them to use it morally, with discernment, and for good and purposeful reasons.

Achieving school-wide AI literacy is a shared goal, one on which our entire school community is aligned. This includes comprehensive sta training, parent workshops, and collaborative discussions with other leading schools and Ed Tech companies. By engaging everyone – from teachers to parents – we aim to cultivate discerning AI citizens who grasp the implications of technology on society. Our approach aims to provoke ethical considerations & debates; facilitate informed decision-making; empower schools & individuals to use AI appropriately and equip us to respond to future developments. Currently, narrow AI is embedded in our adaptive learning programs, enhancing personalised educational experiences. We are also trialling generative AI applications for EAL pupils and those with special educational needs, measuring their impact on learning outcomes. This practical approach not only enriches the curriculum but also prepares pupils for a future where AI will play an integral role in all aspects of their lives.

To further ensure our pupils understand the relationship between human intelligence and AI, we are developing the ‘Intelligences Curriculum’, one that emphasises the importance of both. Ultimately, our goal is to highlight the immense value of the human brain’s metacognitive abilities and emotional intelligence in this evolving landscape. Recognising human intelligence fosters empathy, ethical reasoning, and critical thinking – all are essential for navigating an AI-driven world.

Our role is not simply to teach pupils about AI but to develop their ability to think critically, adapt, and lead in an increasingly automated world. While AI can enhance learning and problem-solving, it is human intelligence – our creativity, empathy, and moral judgment – that will define the future. By cultivating AI literacy alongside these uniquely human strengths, we ensure that our young people grow into responsible innovators. The challenge ahead is for schools and families to work together, helping the next generation harness technology for good while never losing sight of the values that make us human.

ABOVE Shelley Lance with Feltonfleet pupils

VALUES MATTER

Tom Quilter discusses why kindness and good mental health go hand in hand and both sit at the centre of life at Bickley Park School

What do you want to be when you grow up?’ ‘Kind,’ said the boy.”

There are a number of reasons why this is one of my favourite quotes from author Charlie Mackesy – as the Head of a school, but perhaps even more so as a parent. What do we wish for most for our children and their futures? It is never great wealth or success that comes to mind, but for them to be happy and kind. That is what I want for my children, and for all those here at Bickley Park School. With that in mind, it comes as no surprise that ‘Kindness’ was chosen as the Children’s Word of the Year 2024 according to publisher Oxford University Press. It is clearly something children all value and something they aspire to. The research also revealed that of the 61% of children who chose ‘kindness’, many associated the

word with mental health. For me, these two terms are inextricably linked, with people increasingly being aware that kindness has the power to benefit our own mental health and that of others around us. Kindness then, quite rightly, is at the centre of all we do in school. It is in the classrooms and corridors, on the pitches and in the science labs. It is in the Bickley Park School DNA and in the values that we encourage our children to live their lives by. Our annual Kindness and Mental Health Week provides a welcome focus, as we develop a better understanding of what ‘good mental health’ looks like and help to remove any stigma felt when discussing this important topic.

It has given us the opportunity to help our children develop the confidence and vocabulary to discuss mental health,

“In addition to our focus on kindness, we also seek to teach the children about the importance of service – of giving back”

consider the perspective of others and nurture empathy through acts of kindness within the school and wider community.

In addition to our focus on kindness, we also seek to teach the children about the importance of service – of giving back. We teach them about their place in the community and the importance of considering others.

We feel extremely lucky to be able to provide Bickley children with wonderful opportunities for community collaboration, diverse thinking and innovative ways of connecting with those around them.

These include our Nursery children spending time at local care homes, our regular collaborations with other local schools and our support for projects that help families and people who live alone within our community.

These are just some of the initiatives we have taken part in to help develop our children’s empathy so they recognise the importance of helping others.

A recent thank you from one of our care home contacts referred to the children helping to ‘raise everyone’s spirits’. This was wonderful to hear and just one example of a connection in our community helping to benefit everyone’s mental health.

I am very lucky to see kindness in action every day at Bickley, where our values (Be Kind, Persevere, Succeed) are so much more than words displayed on a wall. They are embedded in everything we do, and in all the young people who attend our school.

TOM QUILTER Headmaster Bickley Park School

ABOVE

Bickley Park School pupils

Pre-Prep

Launched in January, the Shaping Us Framework is a long-term campaign highlighting the critical importance of early years

Launched by The Royal Foundation Centre for Early Childhood in January, the Shaping Us Framework seeks to improve understanding about the importance of the early years (0-5) in shaping the people we become. It was launched by The Princess of Wales – who has maintained a close interest in issues a ecting families and early years development over many years.

There is good reason for this focus. As she notes in the Framework foreword: “These are the most preventative years. By focusing our collective time, energy, and resources to build a supportive, nurturing world around the youngest members of our society and those caring for them, we can make a huge di erence to the health and happiness of generations to come”.

It has become clear that many adults have had too little accessible information about the period from pram to primary school.

The Centre for Early Childhood released new data to coincide with the launch of the Framework, suggesting that more than a third of adults (36%) know little or nothing about early years development. This follows on from findings last year revealing that very few people recognise the unique importance of the 0-5 stage in setting foundations for later phases of childhood.

The Framework, then, seeks to take early years understanding out of the realms of scientific and educational discourse and place it at the heart of public debate. One of the key aims is to deliver a common language, providing understanding and context for the critical social and

“THE CENTRE FOR EARLY CHILDHOOD RELEASED NEW DATA SUGGESTING THAT MORE THAN A THIRD OF ADULTS KNOW LITTLE OR NOTHING ABOUT EARLY YEARS DEVELOPMENT”

emotional awakening as babies grow. The Framework uses six key headings to describe developmental stages, also indicating where we might expect a five-year-old to be.

1.

KNOW OURSELVES

Sitting at the centre of the Framework, this describes how a very young child starts to understand their own thoughts, feelings and beliefs so that they are able to start taking charge of their life and also develop individual hopes and dreams.

2. MANAGE OUR EMOTIONS

This details how children begin to process emotions and manage them – also starting to understand how others are feeling and reacting. It notes that, while regulating emotions can be di cult for all ages, by age five a child will start to notice how certain things negatively or positively a ect how they feel. They may also be able to find strategies to calm themselves and access adult comfort and encouragement to help them manage di cult or overwhelming emotions.

3. FOCUS OUR THOUGHTS

Critical to learning and social development, this relates to how children become aware of and direct their thoughts, focusing their attention and weighing up information in a way that enables them to make decisions. It also relates to skills such as problem solving and impulse control, persistence and resilience. As children grow, this focus helps with prioritising and organisation and staying flexible when plans change.

4. COMMUNICATE WITH OTHERS

Sharing and communicating is a critical life skill developed in the earliest years. It relates to children’s listening skills, their understanding of others and their developing ability to express their own thoughts and feelings. These skills support them in building friendships, playing and learning, also enabling them to judge when to go to adults for support.

5. NURTURE OUR RELATIONSHIPS

Building relationships with others includes the development of understanding that we

accept others for who they are – also setting and respecting boundaries and managing conflict. Values such as kindness, generosity and empathy for others help children develop positive loving relationships and cooperative working relationships.

6. EXPLORE THE WORLD

The final part of the Shaping Us Framework considers how children learn to explore and discover the wider world, also considering the development of creativity, curiosity and the ability to feel joy. While some factors, including neurodivergence and cultural attitudes, may impact this, the Framework adds that it remains a critical skill for early development noting: “Expanding our capacity for joy allows us to find moments of joy in all aspects of our lives”.

Behind the Shaping Us Framework is a whole body of evidence, gathered over more than a year and bringing together a diverse team of expert advisors in academic fields such as neuroscience, psychiatry and emotional intelligence, alongside early childhood studies. Particular emphasis was placed on widening the net geographically and culturally to ensure inclusivity.

As part of this quest for inclusivity, the Centre for Early Childhood has made the Framework accessible as a whole report, technical report and short-form version – so parents and those with a professional interest can work with a common language. Perhaps the most encouraging thing for parents is the public acknowledgement of their critical role from such an influential group of people –including, of course, The Princess of Wales. Raising a child is never easy, and at a time of seismic change, with increased pressure on household time and resources and widespread concern over children’s mental health, many would argue that families need all the help and information they can get. And we all benefit from a broader debate about society’s role in raising happy, healthy and confident children.

To read more about the Shaping Us Framework and further resources, visit centreforearlychildhood.org

Talking HEAD

Personalised learning

Kelly Gray, Head of Prospect House School, on

the

importance of a tailored teaching approach

No two children are the same, so why should their learning be identical? The most e ective school settings recognise that each child brings unique strengths, interests and challenges. A personalised, responsive approach ensures that learning is engaging, laying a strong foundation for both academic achievement and personal growth.

Take an autumn nature walk, for example. While one child gathers conkers to create a number line, another sorts them by size, and yet another uses them in a storytelling exercise. What seems like simple play is actually a di erentiated, multi-sensory learning experience. Handson exploration like this allows children to engage at their own level, reinforcing key concepts in a way that feels intuitive and enjoyable. E ective teaching builds upon children’s natural curiosity, making learning seamless rather than imposed.

This balance of structure and flexibility is crucial. Play-based learning fosters creativity and problem-solving, but it must be paired with careful observation, skilled intervention, and targeted support. The most successful early years teams integrate structured phonics and numeracy sessions alongside exploratory, child-led activities, ensuring that every child builds confidence in key skills at a pace that suits them.

At Prospect House, individualised learning is a practice that we implement at every educational stage. Personalisation doesn’t mean lowering expectations – it

“What seems like play is di erentiated, multisensory learning –hands-on exploration allows children to engage at their level”

means adapting to the child. For example, a child with sensory sensitivities may initially struggle with messy activities like painting. Creative ways are found to make participation comfortable, perhaps by o ering tools like brushes or gloves, before gradually increasing exposure. Similarly, a child who is selectively mute might engage in phonics through gesture and visual cues rather than spoken repetition, ensuring they can still access the curriculum.

Beyond the early years, tailored pathways become even more vital. From age 7, children begin to develop stronger subject preferences. O ering specialist teaching in areas such as music, art, sport, and computing provides the opportunity to deepen skills.

Scholarship programmes, independent projects and exhibition opportunities all encourage children to take ownership of their learning, fostering independence and motivation.

Ongoing assessment is another hallmark of e ective teaching. The best educators

don’t just follow a curriculum, but observe and adapt. By embedding low-pressure assessment into daily teaching, gaps can be identified before they become hurdles, ensuring that each child receives the right level of challenge and support.

Crucially, education should prepare children for life. Schools that create a culture of curiosity, resilience and selfmotivation set their students up for longterm success. A child who learns to take risks, to see mistakes as opportunities, and to develop independence in their thinking will carry these skills into adulthood.

The challenge for educators is to create an environment where di erences are celebrated, learning is adaptable, and success is defined by progress rather than comparison. When education is truly personalised, every child has the opportunity to shine. As a head teacher, my commitment is ensuring that every child can uncover their true potential and develop a lifelong love of learning.

ABOVE Outdoor exploration at Prospect House

KELLY GRAY Head Prospect House School

Monster fun

Beanotown’s Hugh Raine on creating for the comic he loved as a boy, the importance of this art form and really wild fun with Betty and the Yeti

Hugh Raine devoured The Beano as a child, so being admitted to Beanotown as an adult and having the opportunity to delight new generations of children by creating some of its most popular characters and strips is special. “To work for The Beano is a dream come true, it really is.”

He recalls buying the comic whenever his parents let him, and The Bash Street Kids annual was a summer highlight. “I used to look forward to later sunsets because I could go to bed and it would still be light enough to read my annual.”

The passion for comics didn’t abate as he grew, and he got into Marvel alongside the US indie scene. After training in animation – something he says is a great fit thanks to similar storyboard principles – he

began his career as a commercial artist. Then the call came from The Beano, and he’s delivered strips to D.C. Thomson’s Dundee home from his West Yorkshire studio ever since. Nowadays, of course, it’s done digitally, but he says the late great David Sutherland – who drew The Bash Street Kids from 1962 until 2023 – still hand-delivered every strip to the o ce.

One of the comic’s longstanding treasures – Betty and the Yeti – is Raine’s work. He’s the third person to take on this delightful duo over the years and it came about after he pitched a new idea. “I submitted an idea to them of a little girl and a blue monster. They liked it but said: ‘This will tie into a property we’ve already got, so can you make the girl Betty and can you make the monster a yeti?’. It was the best of both worlds, as I’d pitched my own idea but there was this existing property that I could use.”

“WITH A COMIC, THERE IS A NEED TO WORK OUT WHAT’S GOING ON IN BETWEEN THE PANELS OR IN BETWEEN THE SCENES – ALL THIS EXTRA WORK GOES ON IN THE MIND”

This was some nine years ago and now the first in a collection of rib-tickling strips has been published as a book. They are themed, so Betty and the Yeti: Friends at First Fart! delivers some seriously bad whi s, alongside scary scrapes and near misses. Betty is a girl with impressive inner resources. She conceals a huge hairy beast from her unsuspecting parents and navigates

every misadventure with aplomb. As Yeti puts it succinctly: “Betty clever!”

The book starts with fresh material, including the story of how this loyal partnership came about, while some strips have been cleverly tweaked to keep things pacy with a blend of shorter and longer plotlines. It’s a very funny read, introducing existing fans and the uninitiated alike to unforgettable characters and silly situations.

Comics and graphic novels are having a moment, with both Dog Man and Wild Robot now transferred to the big screen, but Hugh Raine has always believed in this art form’s range. “We’ve got people like Jamie Smarts, from the Bunny vs Monkey series. He’s done some incredible steps in pushing comics to the forefront. He’s a real ambassador in fighting for comic books to be considered as the art form that they are.

“This is Jamie’s point not mine, but we have such a rich heritage of comics in this country. I think people just associate them with their childhood, but they can be about absolutely anything. I think a lot of people don’t know about the

small press scene and the American indie comic scene.”

There remains, of course, a sni ness in some quarters about graphic novels and comics as valid reading matter for children. This, says Raine, is to misunderstand the way they tell a story. “There’s this idea that if you’re reading a novel, you’re doing the imagining, you’re doing the work. But with a comic, there is still a need to work out what’s going on in between the panels or in between the scenes. There’s still all this extra work that goes on in the mind.”

Hugh Raine is unusual in taking charge of both words and pictures (more typically on The Beano and other titles it’s a writer and illustrator pairing). It’s one of the things he loves most about his job – and the words always come first, even if it starts small. “I’ve got an app on my phone to take notes. Sometimes it will have a single word on it, like bowling. And then it’s ‘what can Yeti smash?’

“It’s like a puzzle really, and this is the bit I enjoy – the challenge. You’ve got that setup but there’s maybe not a punchline yet.

If I can tie something in at the end that references something that happened earlier on, I feel like I’m a genius.” Pacing things in the right way is vital – Raine points out that comic strips can tell stories in lots of di erent ways. “A three-panel strip is a set-up and a punch line normally, while a half page is a bit more than that, but if you get into two full pages suddenly it’s an epic adventure where you pepper jokes in.”

Sometimes he will test ideas on his daughter, who has perfected the eye roll and long-drawn out ‘Daaddy’ response, but he invariably trusts his own judgement. “I’ve never really grown up really, so I think I’ve got a good sense of what will work.” Certainly, storylines and humour pair brilliantly – a mark of Raine’s ability on that score. “I do take it seriously – the structure of the story. I take that craft seriously, even if there is the odd fart joke along the way.”

Betty and the Yeti – Friends at First Fart! by Hugh Raine is published by Farshore (£9.99). The second in the series will be published this summer.

ABOVE

Betty and her lovable yeti get into all sorts of scrapes LEFT

Hugh Raine

Nurturing SUCCESS

Berkshire co-ed Crosfields on why its all-through education is a nurturing choice that helps children flourish

As an all-through school, Crosfields o ers a stable and nurturing environment where young people learn and flourish. With more than 700 pupils from age 3 to 16, our co-educational culture supports children from the moment they join us, helping them to develop a love of learning and key skills for life.

There are a number of benefits when a child stays at one school, not least continuity of care. Remaining at Crosfields all the way from Pre-Prep through the Senior years means that our dedicated teaching team develop a deep understanding of a child’s educational needs. This enables us to o er a more personalised approach – we tailor our teaching to ensure every pupil is supported, valued and can achieve their full potential.

By working with young people from early childhood to their teenage years, we can identify and nurture individual passions and talents, while also identifying and providing extra support in any areas that they find more challenging. This in-depth knowledge of our pupils also leads to enhanced pastoral care. Any significant early life events or personal di culties are picked up on and understood. And, in getting to know each individual’s personality and background, we also provide the best opportunities to enhance happiness and wellbeing and develop the resilience needed for life in and beyond school.

Our House system at Crosfields, which starts at Reception, provides an extra level of pastoral support and care. Our school Houses foster personal growth and promote community, also building friendships and connections across di erent year groups. From Year 4, Heads of Houses work with

“Our all-through model gives our pupils the skills and confidence to thrive, both academically and personally”

Form Tutors to monitor the wellbeing of pupils and provide any extra support needed.

The shared campus at Crosfields gives younger pupils the use of facilities that they would not usually enjoy at primary level. Access to specialist teaching starts right from Nursery, where our children are o ered ballet, music, French and swimming lessons. Our skilled subject-specialist teachers help the children to hone skills from an early age. Our Junior pupils then benefit from use of the sports centre, pitches, computer suite and labs – state-of-the-art facilities that many young people wouldn’t encounter until secondary level or beyond.

At Crosfields, we are committed to empowering each individual in our care, and our all-through model gives children the skills and confidence to thrive, both academically and personally. Our pupils enjoy the sense of continuity and community that comes from growing through the school, developing their skills and interests, and with the reassurance of being known and valued for who they are.

crosfields.com

ABOVE & BELOW

School life at Crosfields in Berkshire

Talking HEAD

Supporting INDIVIDUALS

The Head of Edge Grove Prep in Hertfordshire on recognising the individuality and character of each child to foster confident learners

The fast-paced, digitally driven world of today presents a very di erent space within which to educate children. Yet despite the evolution of technology and its daily influence on the lives of children, most schools continue to strive to deliver on a mantra that focuses on educating and developing the individual. Sadly, the stark reality is that such ideals can all too easily get lost amid the busy and process-led world of the school day. So, how do we navigate around the daily distractions and cut through the noise to ensure a more focused and child-directed approach?

One of the strategies our school has adopted to ensure children are placed at the centre of everything is a daily philosophy of ‘knowing and growing’. This is all about personalising the learning experience. It is a simple but essential

“A spotlight opportunity allows a child to feel recognised for something they have done, no matter how small”

strategy that requires us to set out each day to identify the personality of every child in school. Part of this approach is also about delivering the right social and emotional support – recognising the struggles, the insecurities, the anxieties –experienced in a unique way by each child. This is where the extended family dynamic that exists between school and

home becomes so crucial. Teachers need to glean as much insight from parents and their children as possible. It is an approach that requires the development of close relationships, building bonds of trust and working together to bridge any gaps.

In practice, teachers also need uninterrupted time with every child in their care even if, during a busy and sometimes unpredictable school day, this can sometimes be a challenge.

A flexible approach to the learning environment is an important consideration. In particular, setting aside the time to regularly sit quietly with a class in order to really get to know each child takes a lot of careful planning but it is well worth the investment – discovering and tapping into those all-important connection points

One strategy to make connections in the classroom is celebrating diversity. Another is finding and highlighting

those little spotlight opportunities for every child during the course of the school week. A spotlight opportunity is a moment that allows a child to feel recognised for something they have done, no matter how small. If a child leaves school feeling special – feeling that they have made a di erence or had an impact – they will carry this positive experience with them.

Every child should be recognised and celebrated for who they are and, in a prep school environment, this is an essential foundational feature that helps to safeguard their future development. Our purpose as a school is to help children reach their full potential, whatever that might look like. By implementing daily strategies, schools such as Edge Grove bring the love of learning to life –creating a more personalised environment where children can flourish and become engaged, confident and successful learners.

ABOVE Pupils and sta at Edge Grove Prep School

RICHARD STANLEY Head Edge Grove Prep School

Prep

Opening minds at Sydenham High School See Page 40

OPENING MINDS

How do we ensure that young children become agile learners, making connections between subjects, developing an open and enquiring mind and approaching challenges in a creative and hands-on way. Four top preps deliver their insights

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Wycli e Prep School pupils

Wycli e College

Wycli e is a member of the Round Square network – a global community of over 250 schools in 50 countries – and this means a whole-school approach that goes far beyond the traditional curriculum. “Education isn’t just about mastering literacy and numeracy. It’s about equipping pupils with the skills, experiences, and confidence they need to thrive in an ever-changing world,” says Wycli e Prep School Head Helena Grant Pupils connect with peers worldwide, fostering inter-cultural understanding and intellectual curiosity. “Our youngest pupils participate in international ‘show and tells’, while Year 8 pupils recently hosted an online conference with over 100 pupils worldwide, discussing complex themes such as how conflict can lead to peace.” Deputy Head Academic Andrew Stone adds that these inter-cultural links take children far beyond factual learning – building empathy, global awareness and understanding of di erent perspectives.

Wycli e also cultivates essential workplace skills, using approaches such as experiential learning and real-world challenge. “Employers are looking for young people who are able to collaborate, communicate and have the resilience to stick to something when the going is tough,” says Andrew Stone. “The emotional and confidence boost which comes from a pupil putting themselves out of their comfort zone and testing the waters of what they are able to achieve is powerful,” adds Senior Deputy Head Richard Lee.

Wycli e Prep’s Discovery Programme makes full use of this approach, collapsing the traditional timetable to explore cross-curricular themes such as the

“Our youngest pupils participate in international ‘show and tells’, while Year 8 recently hosted an online conference with over 100 pupils worldwide”

intersection of philosophy and art. Pupils take on leadership roles as Baraza Leaders, ensuring every voice is heard in group discussions. Engaging in big debates on topics such as policing the dark web and the ethics of social media provide invaluable oracy, critical thinking, and public speaking experience – and encourage listening skills.

Wycli e pupils also develop communication in other ways, for instance by navigating digital platforms such as Zoom and Teams to connect with peers from schools as far afield as Brazil, Hong Kong India, and Kenya. “Through Round Square opportunities, we put our pupils in situations where they have to facilitate a conversation, listen to opposing views and then develop their own response, says Helena Grant. “These skills are nuanced and need practice.”

In a world flooded with information, the ability to ask salient questions is more critical than ever. Wycli e nurture this culture of investigation from earliest years, preparing its pupils to not only absorb information but also critically evaluate it.

Pupil-led experiences are critical to this, while external speakers with inspiring and exciting jobs help spark curiosity and questioning – showing where knowledge can take you. “Wycli e’s approach to education is not just about teaching facts, it’s about inspiring futures,” says Helena Grant.

Sarum Hall School

The team at Sarum Hall see integrating literacy as an essential starting point for navigating today’s information-rich world.

“The challenge is to equip pupils with the skills to navigate and thrive in this complex landscape by embedding reading and writing in every subject,” says Chen Lee, Deputy Head (Academic and Innovation).

Maths is another area which is embedded across subjects. “We carefully structure the curriculum to broaden mathematical understanding into realworld contexts,” adds Chen Lee.

Sarum Hall o ers diverse and exciting extracurricular clubs to support academic

ABOVE Sarum Hall School Digital Leaders team with Deputy Head Chen Lee

and creative learning. Workshops and trips are regular events, while guest speakers include scientists, explorers and industry professionals – all helping to broaden outlooks. “We also organise internal and inter-school debating competitions, where pupils refine their ability to construct arguments, analyse di erent viewpoints, and articulate their ideas.” Leadership is central to school life, and the prep’s Digital Leaders take on the role of educating and empowering peers to use the internet safely and responsibly. Similarly, the Eco Team leads on initiatives to promote sustainable approaches.

Themed days and weeks immerse pupils in interdisciplinary learning, while recently introduced Learning Skills mornings develop teamwork, resilience, and analytical thinking through activities such as escape room-style problem-solving tasks and creative construction projects. Balancing technology with traditional learning methods is a challenge for all schools, but at Sarum Hall they take a fluid approach. “We try to seamlessly integrate it into all our subjects,” says Chen Lee. “We encourage blended learning approaches, where digital resources complement hands-on activities, group discussions, and written work. Pupils might research online, but they also critically evaluate sources, participate in debates, and present findings through presentations.”

Every pupil here from Year 2 to Year 6 is equipped with a personal device to help them collaborate, research, and engage with multimedia learning across all subjects. In Art and Design, for example, these devices allow pupils to research artistic movements and techniques, experiment with digital illustration and graphic design software and create digital portfolios.

Pupils are encouraged to share their passions and talents through performances, and presentations, including leading assemblies. The School Council also plays a significant role, giving pupils a voice in decisions such as

which charities to support through fundraising. “Our pupil librarians play a key role in guiding other pupils towards books, articles, and digital resources that enrich their learning and research skills,” says Chen Lee.

Sarum Hall has embedded six core learning skills across the curriculum to boost agile approaches to learning and collaborating. “Whether tackling STEMrelated problem-solving challenges or collaborating on creative design projects, pupils have the opportunity to develop resilience, teamwork, and analytical thinking in dynamic, hands-on ways.”

Moor Park School

At Moor Park School in Shropshire, there’s a focus on developing flexible and creative minds, incorporating excellent music teaching and learning outside in nature.

“Music and outdoor learning unlock creativity, teamwork, and resilience – skills

“In a world where information is everywhere, we focus not just on what our girls learn, but how they think”

crucial for thriving in a tech-driven world,” says Moor Park Head James Du eld.

He and his team are inspired by the findings of a study published in The Journal of Neuroscience which suggested that music, not coding, is the secret to brain development in children. Individual instrument lessons, taught by specialists and tailored to the age of the child, are available to all. These cover the full orchestra, as well as piano, singing, music theory, guitar and drums. The morning daily chapel service is, says James Du eld, also a favourite of many pupils – o ering a chance to sing and reflect before the school day. Moor Park has at least four choirs running at any one time, meaning every child has a chance to enjoy the dynamic experience of making music with others.

While core school subjects are traditionally taught within the confines of a classroom, Moor Park creates opportunities for outdoor lessons wherever possible. Aside from the many and varied health benefits, teachers notice a tangible impact in behaviour – with communication, concentration, resilience and problemsolving skills all boosted.

“Children aren’t meant to sit at a desk for hours on end – they need to move, they need space, and they need unstructured activities for creative learning and spontaneous play,” says James Du eld. “Aside from sports and

ABOVE Outdoor learning at Moor Park School

break times, we are now increasingly taking lessons outdoors in more formal subjects where children can fully explore concepts as wide-ranging as fractions, map skills, area, patterns, weather and the joy of speaking poetry out loud from a stage in the woods.”

The approach shapes lessons across STEM subjects. “We now treat the outdoors like an extension to our classroom,” says Head of Science Katie Donaldson. “For example, recently we have sequenced electricity production, made paper airplanes and looked at how far apart objects need to be for a total eclipse – all in the grounds of the school.”

A dedicated Outdoor Education Programme is now woven through the curriculum from Early Years to Year 8 and a new Forest School area gives children mindbroadening opportunities, also allowing them to naturally assess and manage risk. Another side benefit of exposure to nature is that it supports di erent learning styles and taps into children’s natural energy and desire for exploration. The Moor Park team also say it’s a great motivator for children who struggle to sit still for too long. “They thrive outdoors in a more inclusive and engaging setting where their movement is less restricted,” says teacher and programme Leader Glyn Harrhy. “And many children are visual learners – taking a theory outdoors allows us to take that concept and make it real for them.”

ABOVE

Sydenham High School

At Sydenham High Prep, the team agree with the François Rabelais statement that: ‘a child is a fire to be lit, not a vase to be filled’. The focus, then, is not just on what girls learn but on how they approach their learning journey.

“Children are naturally absorbent and soak up learning like sponges, but we always encourage our girls to ‘plunge’ in deeper and completely immerse themselves in the magic of learning,” says Head of the Prep School Gillian Panton. “In a world where information is everywhere, we focus not just on what our girls learn, but how they think – nurturing open minds and future innovators.”

From programming a personal fitness tracker in DT to transforming natural pigments into Palaeolithic-inspired art, exploring is encouraged to help children make bigger connections. The team know that a history lesson might lead to a debate about modern engineering, and a school trip could spark a lifelong fascination with archaeology. “When education feels like an exciting quest, curiosity becomes second nature,” says Gillian Panton.

Making space for o beat pursuits is important, say the team, since there could be a spark in there just waiting to be kindled. Children are strongly encouraged to follow their interests and passions and then helped to see the connections between skills and subjects. “When a girl becomes an ‘expert’ in something she loves, we give her the tools and support her to delve deeper, enriching her learning journey and giving her the confidence to explore,” says Gillian Panton. “There are over 100 clubs running at the school each week to help grow passions and skills while having fun with friends.

There’s a big emphasis on the art of asking questions here – digging deeper to uncover knowledge and then connect findings to much broader ideas. “True learning happens when pupils connect ideas, think critically, and learn to navigate the vast world of information with confidence and curiosity,” says Gillian Panton, “We prepare our pupils for a future where they can make meaningful connections between the things they learn, the passions they pursue, and the world they will one day shape.”

Sydenham High Prep pupils

“Eltham Juniors does it all, and more”

Good Schools Guide

“Easy transfer to the college is the icing on the cake”

Good Schools Guide

“Every pupil is known as an individual”

ISI 2025

Welcome to Eltham College, where outstanding results go hand-in-hand with exceptional pastoral care, and co-curricular opportunities abound.

“London School of the Year 2024” The Sunday Times

A day school for girls and boys aged 7 to 18

Talking HEAD

CHESS advantage

The Head of St Catherine’s Prep, Bramley on the growing prominence of women’s chess and the valuable skills the game instils in young players

Chess is a game of intellect, strategy and patience. While historically dominated by men, girls and women are increasingly making their mark. Learning chess o ers numerous benefits that transcend the game itself and, with the right opportunities, girls can be just as successful as their male counterparts.

One of the primary advantages of learning chess is the cognitive development it fosters. The game requires players to think several moves ahead, which enhances problem-solving skills, critical thinking, and the ability to foresee consequences. These benefits extend far beyond the chessboard, influencing other areas of academic development. Chess helps improve memory, concentration, and pattern recognition.

Chess also cultivates emotional

“Catching pupils while they’re young is key and the girls learn quickly that, rather uniquely, age really doesn’t matter in chess”

intelligence. It teaches players how to accept when to take a draw and learn from games lost – one pupil told me recently that she had realised she learnt more from her losses than her wins! The game encourages resilience, as players learn to analyse their mistakes, and come back stronger. It also nurtures patience, as success often requires hours of practice and an understanding that victories are the result of sustained e ort, not instant gratification.

In fact, several studies and anecdotal evidence suggest that girls may even possess certain qualities that contribute to their success at the board. For instance,

it could be argued that girls tend to approach chess with greater emotional intelligence, which helps them remain composed during tense moments. This emotional control is a crucial asset in competitive settings, where mental fortitude often outweighs raw talent.

We know that catching pupils while they’re young is key and the girls learn quickly that, rather uniquely, age really doesn’t matter in chess. Among our wide range of extracurricular activities, we are delighted to see chess becoming increasingly popular with girls from Prep to Sixth Form.

We have been proud sponsors and hosts to the annual ECF Girls’ Chess Tournament since its inception in 2014 and saw record numbers at our semi-finals this year, with 300 players from across England battling across the boards. From beginners to internationals, this is a truly unique event, with 33 schools from across the country taking part. We warmly congratulate

Bancroft’s School, winners of the Under 11 category, and St Paul’s Girls’ School, whose pupils took the crown in the Under 19 group. The rise of successful female chess players – including Judit Polgár, Hou Yifan, and England’s own Jovanka Houska – shows that, with the right training and encouragement, girls can achieve the highest levels of success. By embracing chess as a tool for intellectual and personal growth, girls are not only proving their prowess in the game but also challenging traditional gender stereotypes.

NAOMI BARTHOLOMEW Headmistress

St Catherine’s Prep School, Bramley

Learning chess provides numerous cognitive and emotional benefits and valuable life skills. Girls, with their unique strengths, are proving to be formidable players. With opportunities and support, they can excel just as much as their male counterparts. Encouraging more girls to learn chess can help bridge gender gaps, fostering a future where the game is truly open to all.

ABOVE Chess is a winner at St Catherine’s Prep, Bramley

MAGICAL freedoms

Kent day and boarding prep

Northbourne Park

School on how real-world freedoms bring magic back to childhood learning

In his influential book, The Anxious Generation, Jonathan Haidt argues that there is a direct correlation between smartphones and the mental health crisis in our young people. A magical childhood – with the freedom to explore, imagine, create, and dream – can seem increasingly di cult to achieve in our world dominated by screens.

Yet we know that unstructured play and the opportunity to discover the world around are vital in formative years. Children become more confident and resilient – and better equipped to handle challenges. They are also generally healthier, both physically and mentally.

Allowing children to have a proper childhood is integral to the ethos at Northbourne Park School in Deal, Kent. “Our commitment to both participation and excellence in sport, performing and creative arts and the academics – and our gold

standard outdoor education – are a huge part of what creates the magic of Northbourne,” says Headteacher Mark Hammond. One enabler of this magic is a clear policy on screen time. “We maintain a phone-free environment for our day pupils, and limit the boarders’ use to twice per week. Parents and pupils are hugely supportive of our policies, which ensure that children are not only safe, but also engage in real, meaningful experiences with each other,” adds Mark Hammond. Northbourne is a small school, with only one class per year, so pupils get lots of teacher support, and younger children also get to mix with older year groups –this helps to develop their confidence. Numerous studies have shown that unstructured play is essential for social and emotional development. It’s through play that we learn to navigate social dynamics, develop independence and connect with the natural world – and this play time is a

“EVERY DAY PUPILS PULL ON THEIR WATERPROOFS AND HEAD TO THE WOODS TO PLAY”

key part of daily life at Northbourne Park. “Every day you will see pupils pull on their waterproofs and overalls and head into the woods to play,” says Mark Hammond.

From building dens to learning to identify plants and animals, the school’s magical woodland setting and enchanting historic estate give countless opportunities to experience the magic of outdoors and learn to take managed risks, such as climbing trees, with the support of educators.

Outdoor play supports increased concentration and decreased stress, boosting performance in academic tasks. Pupils return to the classroom ready to tackle challenges with confidence. The positive impact on academic results can easily be seen at Northbourne Park.

“The number of children achieving their Early Learning Goals at the end of Reception, passing the Kent Test at 11 or indeed passing Common Entrance at 13, compares very favourably with local and national averages,” says Mark Hammond. “Every year we see children excel – at the same time as being healthy and happy at school.”

northbournepark.com

LEFT & BELOW

Northbourne Park pupils enjoy play and learning outdoors, boosting confidence in the classroom

Outstanding education in an inclusive, warm and dynamic environment for girls and boys aged 3-13 in Ealing, West London.

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•Saturday 10 May

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Places available for Reception 2025 & Year 3 2025

Exciting alliance

Beckenham prep St Christopher’s The Hall is celebrating joining St Dunstan’s Education Group, an exciting merger to cement their shared values

St Dunstan’s Education Group and St Christopher’s The Hall announced an exciting merger at the end of January. St Dunstan’s College and St Christopher’s The Hall have been close neighbours for many years – and St Dunstan’s has historic roots in Beckenham, not least through the location of its alumni sports club, which will come into the ownership and management of the Group later this year.

Speaking about the merger, Head of St Christopher’s The Hall, Tom Carter says: “From the outset, our conversations with St Dunstan’s revealed a cultural alignment and shared values. Both schools are committed to fostering an environment where every pupil is empowered to develop, reach their full potential, and run their own race. This partnership is a testament to our shared belief in putting children at the centre of everything we do.”

“I am delighted to be welcoming another school into our group of like-minded and highly successful schools in south-east London,” adds Head of St Dunstan’s

Education Group and St Dunstan’s College Nick Hewlett. “St Christopher’s is a superb school, and I have no doubt that we will enjoy learning from one another as we continue to trailblaze our forwardthinking approach to education.”

St Christopher’s will be joining St Dunstan’s Junior and Senior schools and Rosemead Preparatory School and Nursery within the St Dunstan’s Education Group. In recent years, St Dunstan’s has become increasingly known for o ering ambitious and forward-thinking education, with schools within the group winning praise from prestigious award bodies.

In 2020, St Dunstan’s was awarded Coeducation School of the Year at the Independent Schools of the Year Awards. This was followed by Senior School of the Year at the Tes Schools Awards in 2022. Most recently, St Dunstan’s was named ‘most progressive school’ in London and south-east England in 2023 and 2024, respectively.

Rosemead Prep, which joined the Group in February 2023, was awarded Excellence in Equality, Diversity and Inclusion at the Independent Schools Association (ISA) Awards 2024

and was the first prep to receive a ‘significant strength’ in its ISI report.

St Christopher’s is located in the heart of Beckenham and is known for its inspirational teaching, and commitment to learning through a diverse, inclusive and broad curriculum. It hosts regular open mornings to welcome prospective families who wish to find out more about the school.

stchristophersthehall.org.uk

ABOVE

Pupils at St Christopher’s The Hall

How to avoid the 11+

More parents want to bypass senior school entrance exams. Jess Harris, Director of Quintessentially Education, o ers tips for alternative pathways

uintessentially Education have seen a marked increase in calls from parents asking how their children can avoid the 11+. Many calls are from international parents, concerned at what they see as a confusing system that puts too much pressure on the child (and their family), but an increasing number of British families also want to bypass these exams.

The 11+ has become a catch-all term for online tests, exams and interviews that children aged 10 or 11 take to gain entry to academically selective senior schools, both state and independent. The original 11+ was an assessment (of English, maths and reasoning) that determined whether children would gain admission into a grammar school. While the UK’s grammar schools were largely disbanded by 1976, a small number remain, and continue to rely upon the 11+ to select children for admission.

The catch-all term ‘11+’ is now more frequently associated with selective independent schools. As a rule of thumb, the more academic a senior school, the more hoops you have to jump through to get in. That said, you can avoid the 11+

altogether, if you consider an all-through school. These are schools that typically welcome children from age 3, 4 or 7 up to the age of 18, negating the need for your child to sit external assessments in Year 6. Some academically stellar schools, such as North London Collegiate, King’s College Wimbledon (KCS), Highgate School and Dulwich College, have an all-through model, with junior schools that ‘feed’ their senior schools. This is designed to ensure that children are well-prepared to the expected standards from an earlier age.

It doesn’t mean pupils won’t sit any assessments at the age of 10 or 11 but they are assessed internally, which reduces the stressful nature of completing the 11+ externally. Assessments are designed to ensure the child can move seamlessly from the junior to the senior school. Of course, many of the most academic through schools remains competitive and some parents believe that the pressure is just transferred to an even earlier admission point (via 7+ exams, for example).

A way of avoiding assessments altogether at the age of 10 or 11 is to opt for a nonselective school. There are a variety of options across London – including The King Alfred School and North Bridge House. Alternatively, parents could consider a senior such as Kew House,

which uses entrance testing but places wider emphasis on interviews, samples of pupil work and school reports.

International schools that follow the International Baccalaureate (IB) curriculum don’t require an 11+ assessment. Many of the UK’s top schools o er the IB at Sixth Form, and a select few o er the IB curriculum lower down the school. ACS Schools in Egham, Cobham and Hillingdon and the International School of London (ISL) in Chiswick are all-through and follow the Primary Years (PYP), Middle Years (MYP) and Diploma (DP) IB programmes. And Marymount International in Kingston, which follows MYP and DP, doesn’t have a junior school but o ers Year 7 entry via a

ABOVE Reducing the stress of senior entrance exams is a pressing concern for many parents

bespoke ‘Grade 6 assessment programme’. There are other routes which, while not avoiding the 11+ altogether, may reduce the impact. Many schools o er sports or music scholarships. This may enable a more specific but also a more holistic review, by considering a child’s potential across other spheres. For instance, Whitgift and Millfield both have strong sports scholarship programmes. If you – or your child – have your heart set on an academically selective school, there are still ways to reduce 11+ exam stress. Prepare a shortlist with target schools and an insurance choice and aim for your child to undertake no more than five separate assessments. Plan for your child to

sit centralised tests if you can. Many schools have introduced online tests in recent years such as the ISEB Common Pre-Test. This online, adaptive assessment covers English, maths, verbal & non-verbal reasoning. Although taking the pre-test doesn’t enable students to ‘avoid’ the 11+ style of assessment, it can help avoid multiple individualised exams. Under the ISEB pre-test, students sit one exam in either Year 6 or Year 7 (dependent on the senior school goal), and the test is taken in their prep or primary school. Results are then shared among participating senior schools, so each student is only invited forward to the next stage of the process if their results are considered a potentially

suitable match. This can drastically reduce the number of assessments children have to sit at di erent schools. Another centralised assessment is the London 11+ Consortium Assessment, a single online test for entry to a group of 14 independent day schools for girls, including Francis Holland and Notting Hill & Ealing High. Students sit one exam in the autumn of Year 6 at their own school. Students who pass this test are then invited for interview and possibly a written exam. Again, the aim of the Consortium assessment has been to reduce the number of 11+ papers each pupil has to sit, also reducing the considerable time commitment and stress for children and their families.

WELL PREPARED

Lianne Lauder of Walhampton School on how its Pre-Senior Baccalaureate prepares pupils for the next phase of their educational journey

Here at Walhampton School, we are in our third year of following the Pre-Senior Baccalaureate (PSB), a model for 21st century education which nurtures curiosity and global thinking. The PSB is not a curriculum but a model of assessment and a programme of study to prepare pupils for the challenges of an ever-changing world. It does so by developing and tracking knowledge, skills and attitudes – preparing children academically, socially and culturally.

The PSB is about challenging perceptions of school and developing a love of learning. At the heart of the programme are the six core skills: leadership, collaboration, independence, thinking and learning, review and improvement, and communication. It allows our sta to provide a breadth of pathways tailored to the needs of the individual – and to focus on how they teach, not just on what they teach.

We can all agree that the future challenges our children will face are hard to predict, but what is abundantly clear

“Our commitment to a fully rounded education allows teachers to provide a breadth of pathways tailored to the needs of the individual”

ABOVE & BELOW Walhampton School pupils

is that they will enter a world in need of solutions. Cross-curricular thinking is actively encouraged, as children make links between subjects and recognise the transference of skills. The PSB enables broad cognitive skills, equipping children to progress, solve problems and be ready to adapt to changing conditions.

At Walhampton, this is a whole school initiative from ages 2-13. Our Pre-Prep nurtures a joy of learning, building on the core skills of collaboration, alongside thinking and learning. As our children progress, increasing levels of independence are developed. The ability to review and improve inspires pupils to understand how they best learn, acknowledging that their approach might be di erent to their peers. Year 8 pupils complete a PSPQ (PreSenior Project Qualification) during their Leavers’ Programme, which is a chance for them to explore a self-chosen topic and present on this to a panel. This advances their project and presentation skills before they head o on their 13+ adventure.

A recent visit from the Learning Skills Trust to Walhampton School provided feedback on our PSB model. It identified

that pupils were supportive of the core skills and articulate in their ability to reflect and move forward with new targets. This gives me confidence that we are helping to shape learners ready to go out and tackle those ‘new world’ skills. We value our work with the Learning Skills Trust, which helps us to further grow our PSB model and share our learnings with other schools as we learn from them.

Walhampton aims to be a radically traditional school, academically rigorous but experiential and focused on creating resilient, lifelong learners. I have no doubt that the PSB is key to us achieving this aim.

LIANNE LAUDER Assistant Head Teaching and Learning, Walhampton School

Transition TIME

Shifting friendships and moving up to senior school are compelling themes for children, played out sensitively in Simon Packham’s new book

Simon Packham is known for novels that address issues of our times. Worrybot explored anxiety and school avoidance (EBSA), while earlier novels have covered themes such as cyberbullying. While these are topical issues, Zak Monroe is (Not) my Friend takes, as its starting point, two perennial concerns.

“When I go into schools, I sometimes ask the children ‘what are you most worried about?’,” says Packham. “It’s always, always friendship issues and moving up to secondary school.” He knows a fair few teachers – and his wife was a primary school Head for 25 years – and they say every Year 6 child’s preoccupations are the same. One Year 6 teacher he knows even asked her class to write down their fears. Virtually all of them were to do with finding friends and fitting in. Peer pressure was a big worry – as was being good at things. These may seem like minor worries, but most adults can empathise, perhaps even recall their own shifting playground friendships and first days at senior school. Transitions have always been a big deal for children. Packham wonders if these days the move up feels more seismic. “Familiar friendship issues, and with a bit of social media now mixed in – even with Year 6s.”

For Sam, the protagonist of Zak Monroe is (Not) my Friend, school days have been uncomplicated because he’s had the same friendship group for years. He met Cal, Fin and Jay back in nursery, and they have stuck together ever since. But certainties vanish during their preparation to move up to St Thomas’s. The class are told they will need to write down a ‘friends list’ of three people, so they will stay together within tutor groups. Our gang of four discuss putting each other’s names down, but then Sam overhears Cal raising the possibility of excluding him. It starts as a casual comment. As Sam

puts it: “Cal never thinks much about anything. That’s what’s so great about him”. But then the conversation turns, as he’s criticised for being no good at football and the FIFA game, singing too much and even planning to join the choir. He’s mocked for visiting his Nanny Pat after every school day and there’s a suggestion he needs to “man up”.

Like many friendship groups, there’s a power dynamic. Sam is not leader of the gang – never the loudest or most confident. “He is a bit of a follower,” says Simon Packham, who enjoys putting what he calls “average” characters at the heart of his novels.

While Sam might be “average”, the Zak of the book’s title stands out. Dubbed Satchel Boy because he carries his grandfather’s old-fashioned leather bag, he’s into wildlife large and small and is o cially the weirdest kid in Year 6. Sam starts out wanting to avoid this strange boy, just like his peers do, but his sudden ‘defriending’ brings them closer together and there’s common ground. He also gets to know Zak’s o beat friend (another

“There’s a message woven through the plot about staying true to yourself”

school outsider) Bella Rigsby, who spends much of her time weightlifting so she can fulfil her ambition of pulling a two-ton truck. Simon Packham found inspiration for Bella from real life – a story in his local newspaper about an eleven-year-old, in training to pull her father’s Transit van. Zak, on the other hand, was partly sparked by memories of his own school days. “Most of my books contain a bit of my own psychodrama!” he says.

These quirky foils to Sam are a great reminder that eccentrics are often the most interesting and likeable people, even though – as Packham points out – they are also the most likely to be picked on. “I suppose what I like about Zak Monroe is that, while he is a bit di erent and gets a bit upset, he’s strong enough to keep on being who he is, whereas Sam isn’t – which probably reflects what I’d have been like.”

There’s a positive message woven through the plot about staying true to yourself. The more Sam tries to change himself to fit in with his old friends, the worse things get. It’s only when he stands up for who he is and defends his newfound friends that life improves. He has found people to trust for the next stage in school life and – in a satisfying twist – Fin breaks away from Cal and Jay. This means that Sam’s tutor group at St Thomas’s contains trusted friends old and new.

The return of Jay was important to Simon Packham, as was the idea that friendships will evolve and shift as we grow. While the worries generated by this important transition can’t be sidestepped, he hopes that his readers take comfort from the fact that moving up to a bigger school means they will find common ground that sparks new friendships. “It’s also about not being afraid to find someone who’s not a part of the general herd.”

Zak Monroe is (Not) my Friend, by Simon Packham, is published in April (UCLan Publishing, £7.99).

BELOW Simon Packham

Adayandflexiboardingschoolforgirlsandboysaged3to13. ConvenientlylocatedneartheA3andM25,andwithdailybusroutesfrom SouthLondonandthesouthernHomeCounties,Feltonfleetisaruraloasis amongsttheurbanhustle,wherechildrenareencouragedtousetheir imagination,thinkcreatively,exploretheworldaroundthemandstriveto excel.Arrangeavisittofindoutmore.

www.feltonfleet.co.uk

seconds with

Samantha Price

The recently arrived Head of Cranleigh School on her background and educational philosophy

What is your background?

I very much enjoyed my boarding experience at Malvern Girls and, having initially started my career in arts marketing, I quickly realised my true passion was in education. I trained as a teacher of history and art history and went on to enjoy various teaching, boarding and leadership roles in both co-ed and single sex schools. Before Cranleigh I was Head at Godolphin School for three years and then at Benenden for a decade.

What excites you most about your role?

Cranleigh is a great school with a strong reputation and a fabulous sense of community. I’m delighted to have the opportunity to take the school forward into the next phase of its development at a time when so much in the education landscape is changing.

What is your academic philosophy?

I aim to ensure that every pupil achieves their academic potential through a broad and inspiring curriculum and outstanding teaching and to provide enough opportunities for each child to find their academic passion. At Cranleigh we promote enquiry-based learning, with a breadth of academic enrichment beyond the classroom, to foster cross-curricular understanding as well as referencing the relevance of the external world. Every child matures at a di erent stage of their journey and I’m proud that, as a broad church, our school can add considerable value to a pupil’s academics. Here, a child at the weaker end of the spectrum will often leave with fantastic results and go on to a top Russell Group university.

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

I was a Housemistress at King’s Canterbury and that experience of running a boarding house in a co-ed school developed my passion for boarding environments.

It gave me a rich understanding of how a great experience at school can be formative in creating rounded adults with a clear sense of purpose. This role, with its complete immersion in the lives of teenagers, made me realise that I wanted to have the opportunity to shape and lead a school. The then Headmaster was inspirational and influential in my decision.

What is your school’s approach and what sets it apart?

Cranleigh’s optimum size (300 in the prep school and 700 in the senior school)

and its boarding ethos, with sta living onsite, create a depth of community. Our 120 day pupils benefit greatly from this structure. Though our intake is broad, we stretch every pupil to the best of their abilities. Children are seen, known and understood in a truly supportive environment.

What makes a great student?

Someone who is willing to get stuck in and embrace every opportunity that is o ered, as well as being able to take guidance and support and, as they get older, someone who wants to give back.

What makes a great school?

It’s vital to create school cultures in which every single child is known, understood, and supported. Academics are important, of course, but we can lose sight of the importance of belonging and the role that individual purpose plays in wellbeing and successful outcomes. A young person who is valued at school and encouraged to play a wider supporting role in the community will inevitably reach adulthood as a rounder and more giving person who can play a valuable role in the society in which they live.

“We can lose sight of the importance of belonging and the role that individual purpose plays in wellbeing and successful outcomes”

ABOVE Samantha Price

“Oxfordshire’s best kept little secret.“

Ask the EXPERTS

Our experts answer your questions on co-ed versus single-sex at senior and having a child assessed for ADHD

Nathaniel McCullagh

Managing Director, Simply Learning Tuition

QMy daughter is in Year 5 at a co-ed prep and our thoughts are turning to senior schools. She loves science, is sporty, and has a healthy mixture of male and female friends. We can’t decide whether a co-ed or a girls’ school would be better for her. Can you help?

AIt sounds like your daughter loves school, enjoys her subjects and has a good mix of friends, which is all fantastic. It’s also positive that you are starting to

consider next steps. Year 5 is the right time to do your research because independent schools have their own entrance requirements, cut-o points and processes.

“Observe how pupils interact with each other and what the atmosphere around the school is like”

The arguments as to the benefit, or otherwise, of co-ed or single sex schools are well established and many are based on sweeping generalisations. Single sex schools may argue that their teachers can tailor lessons to the needs of their pupils and that boys and girls perform better without distraction –girls because they feel less intimidated, boys because they don’t feel the need to be cool. Proponents of co-ed will tell you that siloing teenagers is a recipe for relationship disaster in later life and point out that every child matures at a di erent rate – a teacher could be faced with a situation where the boys in a class concentrate much better than the girls. Certainly, there is no indication that teachers cannot adapt their methods to suit both boys and girls in a co-ed setting. If you attended a single-sex school, you may have an idea as to whether it would suit your child. This is bound to be coloured by your school experience. Try to put these thoughts to one side as schools are always evolving. Decisions should be based on knowledge and firsthand experience, so I’d start the process by talking to the Head of

your daughter’s current school. They will be in a strong position to advise about the sort of schools that will suit her, educationally and pastorally. As she is enjoying a co-ed environment, make a shortlist of senior co-ed schools to visit and add in a few single-sex schools by way of contrast. It is worth remembering that most schools that you visit are bound to be extremely good, have an excellent academic track record and will help your daughter fulfil her potential. Some may have better facilities, but try and look beyond bricks and mortar to observe how pupils interact with each other, how the teachers interact with their pupils and what the atmosphere around the school is like. Trust your gut and if you see happy, friendly, polite and engaged students who are at ease with, and respectful of, their teachers then take your daughter along for a visit. At co-ed schools, observe how the girls and boys behave around each other. From what you say of your daughter, it sounds like she will thrive in a co-ed or single sex environment, so choose a school where you feel she will be happy, stretched and supported. After all, a happy child is always best placed to learn and flourish.

simplylearningtuition.co.uk

Dr Cassie Coleman

Clinical Director and Consultant Community Paediatrician, Dr Cassie & Associates

QMy son is having problems with focus at school and there have also been some behavioural issues recently. His form teacher suggested it might be a good idea to have him assessed, but I’m not sure where to start?

AI completely understand how overwhelming it can feel when you’re not sure where to start. Many parents I speak to are in the same position, wondering which direction to turn, who to approach, and what steps to take next. The fact that you’re

seeking advice is already such a positive step, and I hope I can help provide some clarity.

From the first point of contact, our aim is to guide parents through this process. It is about understanding your child’s strengths and challenges, considering whether an assessment might be helpful, and helping make sense of what teachers and you, as parents, are noticing. At our clinic, we have a team of professionals who work together to provide a holistic assessment. We are able to take the time to thoroughly assess a child’s development, general health, cognitive abilities, and current functioning at home and school.

(attention deficit hyperactivity disorder), and it sounds as if you’ve also noticed some di erences in your son’s behaviour at home.

“A diagnosis is more about opening a door than closing one – an opportunity for a child to better understand themselves as they grow”

We start the process by gathering as much information as possible. This includes input from you and, with your consent, your son’s school. At our clinic, we use written forms and standardised questionnaires to build a detailed picture of a child’s experiences, both at home and in the classroom. This allows us to explore how these challenges might be impacting their day-today life – whether it’s the ability to keep up with schoolwork, manage friendships or navigate home life. Crucially, when we talk to families, we also want to explore how these challenges might be a ecting a child’s self-esteem. Your question suggests that your son’s teacher has mentioned possible signs of ADHD

I completely understand any hesitation you may feel about having your son assessed – particularly concerns about him being ‘labelled’. Many parents we speak to worry that this could harm their child’s self-esteem or lead others to view their child di erently. However, in my experience, a diagnosis is more about opening a door than closing one. It provides an opportunity for a child to better understand themselves as they grow. It helps to make sense of why certain things might feel harder and, just as importantly, why they might excel at something else. The assessment report we provide o ers specific strategies and adaptions to help parents, as well as teachers, to ‘see’ the child through the most helpful and supportive lens.

On a personal note, I want to share that I understand the challenges you’re describing, not just as a professional but also as a parent. My own son has ADHD, and I know how daunting the journey can feel at the start. But I also know how transformative it can be to better understand your child’s unique needs – and to see the incredible strengths that come alongside the challenges.

drcassie.co.uk

School’s Out

Exploring Mauritius’ beautiful south with Heritage Resorts. Page 76

MUST READ

From maternal love and the span of the world's bridges to clever twin detectives and Egyptian mysteries, our pick of great spring books

Welcome to the world of Hope Crumble, whose family-run Café Crumble is too much to deal with on top of starting secondary school. While Dad and Grandma Margery wage kitchen turf wars Mum wrestles the books to stop a financial meltdown – her sister and cousin are no use at all. Thankfully, Hope is there to save the day, when she's not fending off an awful bully. Catherine Wilkins delivers a fun and pacy read, and with a cast of endearing characters to get to know.

CAFÉ CHAOS: My Life is not a Piece of Cake by Dynamo Ltd

TEMPLAR BOOKS, £10.99

Weather takes the idea of flap books to an older readership, and it's a clever way of building interactivity into information gathering. With a sturdy board design and more than 30 flaps to open, it's a dip in and discover format. Bold artwork and simple text provide clear information about meteorology, the influence of the sun and clouds, wind and storms, and the way the seasons a ect temperature, precipitation and sunlight. There's another book in this new series focusing on food.

by Catherine Wilkins illustrated by Katie Abey NOSY CROW, £7.99

BRIDGES

by Magda Garguláková

illustrated by Jakub Bachorík POST WAVE, £16.99

Essential reading for budding architects, engineers and geographers alike, Bridges explores marvels modern and ancient – from San Francisco's Golden Gate to the Ponte Vecchio in Florence. Alongside famous examples, it covers design – from materials to the best structure for the terrain and tra c. There are statistics, as well as profiles of great bridge builders and fun bridge-related activities. Best of all are the illustrations to ensure readers never take another arch, beam, suspension or cantilever for granted.

Our Love

by Fátima Ordinola POST WAVE, £12.99

Inspired by her own thoughts about faraway family while studying at Cambridge School of Art, Peruvian illustrator Fatima Ordinola's gorgeous picture book is centred on family bonds. These are captured through the varieties of parental love in the animal kingdom. From the nurturing mother elephant of the cover, through the tender feeding rituals of gira e and bird and the protective lioness and koala bear. Painterly illustrations, plus a gatefold of all the animals together, make this a comforting book to read and share.

Wink, Murder

by Rhian Tracey BONNIER BOOKS, £7.99

Rhian Tracey's brilliantly researched Bletchley Park Mystery series returns for its third outing to deliver intrigue, secret WWII history and compelling characters. Mary has a gift for both codes and foreign languages – bringing her to the attention of the adults working in undercover operations at Bletchley. When she is co-opted to pose as a waitress at The Ritz Hotel in London, she soon discovers that superficial glamour conceals a web of intrigue and treachery – and that she can trust no one.

Long Dog

by James Davies TEMPLAR BOOKS, £7.99

James Davies is inspired by retro picture books and this paperback issue of his delightfully funny book for very young readers is about a dog of awesome dimensions. His devoted young owner loves him dearly, but his parents do wonder if a goldfish would have been less trouble. Even other pet owners say mean things about Long Dog's shape, but that changes a er he retrieves their mutts from a huge hole. This extralong book features a giant gatefold showing Long Dog's heroic rescue.

I DON'T DO MOUNTAINS!

by Barbara Henderson

SCOTTISH

MOUNTAINEERING PRESS, £7.99

Barbara Henderson writes vividly about Scotland's history and landmarks – previous books include Rivet Boy, about construction of the Forth Bridge. Her latest release climbs even higher. Kenzie likes reading about adventures not having them, so she's a reluctant conscript to a hillwalking trek in the Cairngorms. Group leader Bairdy tells tales of ancient magic on the way up, and then he vanishes, leaving them alone and desperate to find him and get to safety.

Myths, Mummies and Magic in Ancient Egypt

by Stephen Davies

illustrated by Núria Tamarit

BIG PICTURE PRESS, £10.99

With a major new exhibition for children recently unveiled at Young V&A – and exciting discoveries in the land of the Pharaohs itself – this is a great book to enthrall budding Egyptologists, telling six epic tales in easily digestible comic-book form. There are battles, voyages and an enduring romance. You'll also find background on how the Egyptians viewed the world, some of their many gods, mythical monsters and a brief introduction to hieroglyphs.

Kwesi and Nana Ruby Learn to Swim

by Kobina Commeh

illustrated by Bárbara Quintino BAREFOOT BOOKS, £7.99

Kwesi loves to spend time on the lake – the only problem is he can't swim. But nor can his Nana Ruby and she explains how, when she moved from Ghana to the US, she never learnt. They make a pact and call on the Mami Wata – the legendary West African sea creature – to help. This is a magical tale about facing and overcoming our fears together.

This tactile book introduces art principles to a young audience. Originally produced in French, it is based on a series of short films made by artist Raphaël Garnier for The Centre Pompidou in Paris. Text is minimal, and the clever use of texture and paper wizardry to explain fundamental concepts makes it intriguing for all ages, Principles such as line, colour, contrast, perspective and materials are visually described in a sourcebook to inspire children to think about how they imagine, create and interpret art.

Art'bracadabra

by Raphaël Garnier POST WAVE, £25

MUST READ

BOATS: STEAMERS, ICEBREAKERS, AND GHOST SHIPS MURDER FOR TWO

by Niyla Farook BONNIER BOOKS, £7.99

The first in the Tariq Twins Mystery series is perfect for fans of whodunnits and comic twists. Twins Ani and Riri were separated at six months old – and they couldn't be more different in character. Ani is extrovert and wants to be a sleuth, while shy Riri wants a safe life and germ-free job. Forced to spend summer together in Yorkshire, the murder of a local bookshop owner and arrest of their father sees our odd couple turn detective to solve the crime and bring him home.

by Jan Van Der Veken PRESTEL, £19.99

The maritime world is brought to life in this vividly illustrated exploration. The first chapters introduce readers to the science behind ship design – everything from icebreakers to bilge keels and propellers. Another section deals with maritime communications – including Morse Code and signals – while the final chapters explore ocean folklore and bad omens.

Do Not Say These Words

by Frances Tosdevin & Rhian Wright

UCLAN PUBLISHING, £7.99

Tapping into children's natural gift for the humour in language, this fun book takes as its starting point a lecture from an earnest professor about words you must not say because they induce giggling. This then produces giggle gas, which harms the planet. The prof and her frog assistant have a machine to convert funny words into boring ones – for instance, bottoms must now be called floppy peach cheeks. And how could that idea fail? 5+

Ratty's Big Adventure

by Lara Hawthorne

Lara Hawthorne was inspired by the discovery of over 50 new species around Mount Bosavi, Papua New Guinea, and many of them appear in this story. Our star, Ratty, is an enormous vegetarian rodent who lives in the crater of an ancient volcano. When he spots a delicious looking fruit high in the treetops, he decides to climb out and explore the world beyond, where he imagines everything is sweeter. Adventure and danger follow, and our woolly hero discovers there's no place like home.

BIG PICTURE PRESS, £8.99

NURTURING POTENTIAL

At Sarum Hall School we believe that the spirit of every child should be nurtured; that happiness gets results; and that success is ensuring every girl achieves their personal best.

We are a modern, independent girls prep school in London’s Belsize Park. We focus on each girl as an individual, and inspire them to fulfil their potential and encourage them to achieve excellence.

Individual talents are nurtured, and we instil a strong sense of purpose to every girl, allowing them to explore our wonderful world with confidence.

Miss K Coles - Headmistress

Sarum Hall School 15 Eton Avenue, London NW3 3EL 020 7794 2261 admissions@sarumhallschool.co.uk www.sarumhallschool.co.uk

The foundations set at Sarum Hall School will last a lifetime.

Sarum Hall School Portrait 90x134mm.indd 1

The M AKING of Me

Britta Teckentrup

The children’s illustrator and author, now published in more than 20 countries, on school days in Germany and discovering her passion for art

Where did you go to school and when?

I grew up in Wuppertal, a small city in western Germany not far from Düsseldorf. I attended Marper Schulweg for primary years from 1975, before moving on to St. Anna Gymnasium for my senior years.

What was your senior school like?

St. Anna was a Catholic school and academically quite ambitious – it wasn’t quite as strict as that sounds.

Did you love school, or hate it?

I would say that I loved and hated it at the same time...

What were your favourite subjects at school?

Art came first – I also loved German, English, Philosophy, PE and Biology.

Who were your favourite teachers and how did they influence you?

I had the most wonderful primary school teacher called Frau Timm.

I absolutely loved her! In fact, I loved most of my art teachers because they encouraged me to keep on doing art.

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

There was this little bakery just outside

of the school building – we would go there in breaks to buy sweets. And there was the special spot in the school where my group of friends would meet up during breaks.

What beliefs did your time at school give you?

I learnt that being di erent is OK and that empathy and openness are important. I also realised that getting top marks is not the most important thing in the universe and nor should life by restricted by strict religious beliefs. Group dynamics and human relationships are complex, so it can take some time to find your people. Oh, and it takes time to find out what you want and to believe in yourself.

What was your proudest school moment?

My friends and I wanted to take Art for Abitur (the A-level equivalent) but our school did not o er the course at this level. We talked to the school director and she promised to look into it if we could get enough people together who

“I CUT MY FRIEND’S HAIR DURING BREAK –SHE WANTED SOME KIND OF POST PUNK/ NEW WAVE STYLE. SHE LIKED IT – THE TEACHERS WEREN’T SO IMPRESSED”

wanted to study it. We did and I was very proud that we initiated the very first Art advanced-level course at our school.

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

I didn’t really get into trouble very often if I remember correctly! But I do remember cutting my friend’s hair during one break. It was in the mid ‘80s and I think that she wanted some kind of Post Punk/New Wave hairstyle. She liked it, but the teachers weren’t so impressed...

Were you ever ‘too cool for school’?

I probably wanted to be but never was, if I am honest.

What is your most vivid memory, looking back?

Being curious, adventurous and spending time with my friends.

When and how did your love of art and illustration begin?

My love of art was already nourished by my primary school teacher – Herr Wilhelm. I always loved drawing and painting and he

must have seen something early on and supported me. My teachers at St. Anna did the same and I am very grateful to all of them. My family also had an interest in art, even though they weren’t artistic themselves. In fact, my father and my brother both studied mathematics.

What other key influences and passions shaped you growing up?

My grandmother was a big influence – I was very close to her. I also loved music and dancing and playing outside. I did this a lot as my parents lived opposite a little forest.

What projects and challenges are coming up next for you?

I am working on a few new books, but I can’t say too much about them yet. The next Big Hedgehog and Little Hedgehog Adventure is now underway, and I’ve just finished writing and illustrating a book about loneliness. That will be my next book published by Prestel.

How would you sum up your school days in three words? Social. Creative. Emotional.

Again! A Big Hedgehog and Little Hedgehog Adventure is out now (Prestel, £11.99). To see more of Britta Teckentrup’s work, visit brittateckentrup.com

ABOVE Britta Teckentrup in her studio LEFT

A school portrait from 1979

WORLDS WATER

With history, geography, nature and engineering combined, these six London locations o er an immersion into our landscape built around water

“Highlight of Tower Bridge Museum is undoubtedly the Glass Floors walkway, a dizzying 42m above the River Thames”

London is a city built around rivers, and this has played a key role in its growth and fortune. This provides an endless stream of stories covering the history, engineering and geography of the place – not to mention the importance and sheer power of water. Our six locations take you around the capital and into surprising territory, so perfect for captivating young explorers on a great (and not too expensive) day out.

TOWER BRIDGE MUSEUM

It may be one of the most famous landmarks to tourists, but it’s surprising how Londoners take Tower Bridge for granted. Tower Bridge Museum will change your mind and – provided you don’t become overwhelmed by vertigo – o ers

one of the top viewing points in the capital. Highlight is undoubtedly the Glass Floors walkway, a dizzying 42m above the Thames itself (top spot for selfies). You can explore the Bridge and then follow the Blue Line to the magnificent Victorian Engine Rooms. These tell the story of the steam engines that once powered the Bridge, and you’ll also find plenty of detail about the history of a design that always seems much older than it is. The museum is very family friendly –o ering drop-in activities such as bridgebuilding challenges, art sessions and trails, as well as relaxed openings for neurodiverse visitors. Book ahead and you can schedule your visit around a bridge lift, but even without that, you’ll find lots to see and do at this museum.

Entry: Adults from £13.40, child from £6.70 Good to know: Guided tours, BSL guided tours and relaxed openings towerbridge.org.uk

Boat to Barrier

The Thames Barrier remains a great engineering wonder four decades since it officially opened to protect the London flood plain – threatened by high tides and storm surges since Roman times. It’s a fiendishly clever rotating design, inspired by the taps of a domestic gas cooker. There are expensive ways to visit, but a trip to/from Woolwich (Royal Arsenal) and Barking Riverside piers on Uber Boat by Thames Clippers (adult ticket, from around £11) takes you right through the Barrier unless it’s shut for flood or maintenance reasons. thamesclippers.com

CREEKSIDE DISCOVERY CENTRE

This charity o ers one of the most unique experiences in London – the opportunity to wade in the tidal riverbed in Deptford Creek, equipped with waders, walking stick and waterproof coat. Since it opened in 2002, up to 7,000 people a year have done just that.

As well as o ering a glimpse into the river’s industrial heritage, there’s a strong conservation angle – and some wonderful nature on show. Thanks to a 2002 installation of sloping banks that were once a feature along much of the tidal Thames (and sensitive restoration) this riverbank and garden site is one of the most biodiverse for its size in London. Volunteers are always needed on the conservation side, and with regular birdwatching and other nature events.

Many visits are by school groups, and the children have a fabulous time with activities such as mud pie making and mud splatter painting – there’s a strong community programme. Regular low tide walks and other events are posted in advance on social media.

Entry: Varies by event, with some free – low tide walks usually £10-£15

Good to know: Waders and walking sticks are supplied creeksidecentre.org.uk

THE LONDON MUSEUM OF WATER & STEAM

Formerly the Kew Bridge Steam Museum, and before that a waterworks, this fascinating heritage centre tells the story of the capital’s water supply. It is perfect

for even very young children, with lots of hands-on and whizz-bang water engineering, as well as more complex exhibitions and events for teenagers, and occasional fun after-hours tours.

One highlight is the regular STEAM! events, where the museum’s spectacular collection of stationery steam engines – Cornish, Rotative, Allen among them – are brought back to life. This is the largest collection of its type in the world (also two of the largest machines of their type in the world) and a fascinating insight into our history and the engineering that powered the industrial revolution. There’s a narrow-gauge railway to delight young visitors – you can ride around the site on it on event days.

Local community are behind their museum, making it fun and inclusive for families. And, for parents, Pump & Grind Co ee Shop is a treasure, with its excellent co ees, cakes and light meals – picnics are also welcome in the garden. The Splash Zone is great fun for children – they get to turn wheels, push pumps and make water flow.

Entry: From £11.50, child £4, under 5s free

Good to know: Book ahead for STEAM! and other special events waterandsteam.org.uk

RIGHT The Horniman Museum Aquarium.

Photo: Joel Knight

HORNIMAN MUSEUM AQUARIUM

The Horniman Museum & Gardens needs no introduction and you can happily while away days exploring its eclectic treasures. But the aquarium is not so well known, and it o ers a calmer and more mindful alternative to the bigticket with big-fish destinations.

Here, there are 15 exhibits that showcase aquatic environments from around the world. There’s the British pond (not so humble when you get up close) and from there you can travel to warmer climes, getting up close to coral gardens, reef fish, moon jellyfish and other glorious marine life.

It’s a fascinating underwater world to explore, and with lots of background information about the habitats you are viewing and the symbiotic relationships developed between species. You can also find out more about the Horniman’s fascinating coral conservation research.

Entry: Adult from £6, child from £3, under 3s free

Good to know: Book in advance to guarantee entry horniman.ac.uk

Dam it!

One of the most exciting water engineering projects in London is happening right now, thanks to Ealing Wildlife Group's Beaver Project. These native mammals were hunted to extinction 400 years ago but are slowly returning in a managed way. This wonderful project sees them back in the capital in an area known as Paradise Fields, where it's hoped the 'ecosystems engineers' will use their genius to reduce local flooding, improve water quality and increase biodiversity. While you are unlikely to see shy beavers, you will see their progress if you join a guided walk. Tickets (usually from £10 plus booking, under 18s free) sell out fast, so book ahead. theealingbeaverproject.com

ABOVE Hands-on fun at London Museum of Water & Steam

DREAMS ISLAND of

Mauritius is a piece of paradise – especially when it has been on your bucket list forever and you’re a guest of Heritage Resorts & Golf in the island’s beautiful south

ABOVE Heritage Awali faces a stunning stretch of ocean

LIBBY NORMAN

Mauritius has been on my travel bucket list since I was in my teens and read a glowing article about a paradise isle nestled in the Indian Ocean without even a single poisonous snake. While the travel writer possibly su ered from ophidiophobia, I don’t. Nonetheless, that fascinating fact, plus the photos of tree-lined beaches and turquoise waters, stuck. I put Mauritius right at the top of my ‘must see’ list. Decades on I’m finally going – and in grand style with a stay at Heritage Resorts & Golf. Mauritius lies some 1,000 nautical miles from the East African coast in that

sweetspot around the Tropic of Capricorn where distinct flora and fauna blossomed. Fact checking before I go, I find that the travel writer was spot on. The island has no deadly vipers, not even a single poisonous scorpion or spider. Sadly, its unique and iconic dodo lives on only in sketches and souvenirs, but the rich natural environment o ers many treasures for travellers. Heritage Resorts o er an irresistible base, with prime beachfront locations in Bel Ombre, an enclave of wild beauty on the south coast. Two very di erent five-star resorts – Heritage Awali and Heritage Le Telfair – sit side by side facing a beach where the water is an impossibly pure turquoise. Le Telfair, a resort with a French plantation flavour, is named after Charles Telfair, the 19th-

century Northern Irish doctor whose estate this once was. He is remembered fondly locally for building a hospital and school (where his wife Annabella taught) and for his significant contributions to botany and species preservation. We are staying next door in Heritage Awali (a Swahili name referencing beginnings), designed to reflect Mauritian and African cultures. Our Deluxe Garden View Room has a large terrace facing lush green lawns. Arriving after dark, we can hear the waves. We don’t realise until co ee on the terrace next morning just how close the ocean is. We can stroll straight

out of our room along the beach in either direction. We prefer the Heritage Le Telfair direction, where there are shady loungers by a beach shack where they crack fresh coconuts for anyone in need of a drink. One of Le Telfair’s poolside bars is handily close should something stronger be required. Families with children are in clover here. The Timono Kids Club, tucked away in the wooded grounds, has a full programme of entertainment for babies to teens. There’s everything from swimming to cookery and golf lessons to cinema, star gazing and disco evenings. It’s well-used by grateful families – kids play with friends, and

parents get quality time for golf or relaxation in the lovely on-site spa. Our suite can accommodate two adults and two children with ease, and it’s simple luxury – all soft textures and dark wood. There’s a capacious bathroom featuring twin sinks, shower and bath, plus acres of clothes storage. We appreciate the blackout blinds that guarantee sweet dreams and long lie ins. We are a few steps from the family pool. Here, adults can float lazily while kids frolic in the safe shallow end. There’s room to lounge – whether you prefer sun or shade – with a beach bar alongside for refreshment and sunset watching. A short walk away is the pool for more serious laps but, be warned, if you start your exercise any time from mid-afternoon the aroma of the crêpes they cook to order next door in Zenzi Bar will prove irresistible. This is one of many culinary nods to the French influence in Mauritius – pastries and the plethora of continental cheeses in Savana are a real treat every breakfast. Indeed, there is everything to love about the food here, and with a multitude of restaurants to savour a culinary tradition blending African, Indian and European flavours. Of course, they have great ingredients in the local seafood, fruit and vegetables. We love our inventive salad lunches in Infinity Blue and savour the rich

ABOVE

The spa o ers a quiet retreat

LEFT

The beach is a big part of Heritage Awali life, even after dark

Indian spicing of Zafarani. The concierges can extend the culinary pleasure, booking you in at Le Telfair’s restaurants, including the exceptional pan-Asian Gin’ja or healthy all-day eating spot at C Beach Club. With too many memorable meals to count, our standout dinner has to be Le Château de bel Ombre. The former home of the Telfairs was modelled on a French country house. Now part of Heritage Resorts, it can be experienced by diners (you can even stay for a night). Our evening begins with an atmospheric golf buggy ride from Awali down a wooded path. First site of the Château is spectacular – a slice of France surrounded by formal gardens and overlooking the two championship golf courses that draw golfers from around the world. We begin our evening with a private wine tasting

“There are shady loungers by a beach shack where they crack fresh coconuts for anyone in need of a drink”

hosted by our personal sommelier (the wine collection here is world-class). After that, a perfectly balanced and flavourful haute cuisine meal, Mauritian style.

While it’s tempting to stay on resort, we want to explore so the concierge team put together an itinerary. We visit World of Seashells, the largest shell collection in all Africa. I’m impressed as much by the hallowed collectors’ names (Linnaeus et al) as the beauty of the shells. We journey into hill country for lunch with a view at Le Chamarel, a Creole restaurant 260-metres above sea level. It feels like we’re on top of the world. At Chamarel 7 Colored Earth Geopark we view a rainbow of sands, while the scientists at the Heritage Marine Centre by C Beach Club tell us about their good work to protect island waterways and preserve the island’s precious marine environments. Most thrilling is our 4x4 safari around Bel Ombre Nature Reserve. Our guide talks us through the challenges of conserving

Mauritius’ flora and fauna. While we see some interlopers, including the receding tail of a cheeky macaque, we get up close to treasures such as Mauritius’ unique black ebony trees. Midway through, our guide suddenly pulls up. We’ve struck gold with a Mauritius Kestrel, the national bird. Close to extinction in the 1970s, this is considered among the great bird restoration successes, although it remains on the UN endangered list. There has been a sharp shower and our fabulous falcon sits resplendent on a post flu ng its wings to dry them.

Enjoying aperitifs on our last night at Heritage Awali, I realise that the problem with travel bucket lists comes when you discover that one trip is not enough. We have to return to explore more of this captivating island. So, for now, Mauritius is still right up there on my list.

Heritage Awali, from £327 per night for 2 in Deluxe Garden View room, all-inclusive. heritageresorts.mu

Gourmet

at the Château is unforgettable

beach and pools are a few steps from our luxurious suite

‘S

O BORED’

That sad refrain ‘I’m so bored’ is a heartsink moment for every parent – so is it time for sympathy or tough love?

By RACHEL WEBB

Today’s children may be blessed with technology that lets them explore the world with their fingertips, but nearly every young human utters that dread phrase ‘I’m bored!’ at some point. Hearing it is particularly galling when you know they have a bedroom full of books, toys and games. But before you embark on a back-inmy-day lecture, think beyond the words.

ENGAGING MINDS

What your child calls boredom may be a desire for engagement with another human. This is especially true of younger children, who blow us away with their digital prowess but often lack the focus or confidence to know what to do with their time and energy. Sometimes they need adult interaction and direction.

Anti-boredom strategies at this age often mean turning o the screen. Asking a child

to help with a household project (cooking, gardening or organising) can be turned into a bit of fun. Helping them start o that construction or craft kit still in its box or getting them to read to you or solve a puzzle while you catch up with an essential chore can bring comfortable togetherness while still encouraging them to occupy themselves.

SELF-DIRECTED PLAY

From the youngest years, it’s critically important to support self-directed play and investigation – particularly in a world where so many children are relentlessly busy with adult-organised activities, both in and out of school. Not every activity has to have a measurable outcome, which is why it’s good to encourage open-ended and repetitive explorations, such as garden nature watch, star gazing – even daydreaming.

Digital devices can be a valuable tool, o ering everything from nature ID tools to sophisticated games creation and puzzle solving. One big plus is that many of the

most popular digital games right now are shared, meaning children get engagement and challenge with friends and classmates.

CREATIVE FUEL

Stopping boredom in older children can be a trial, especially over the longer holidays, and there is a time and place for tough love. The ‘why don’t you go and tidy your room?’ suggestion will be greeted with deep sighs but they will survive the indignity, just as you did. Alongside mislaid mugs and school kit, they may even rediscover games and toys they were passionate about only a few months ago.

Let’s not forget that boredom can fuel creativity. It’s often described as a natural ‘recharge’ point for our brains and has inspired great art and intellectual leaps down the years. Who knows what a young mind at a loose end might discover? Also, although they won’t believe you now, doing nothing is a precious freedom of childhood – something they will look back on with nostalgia when they are as old and as busy as you.

“WHAT YOUR CHILD CALLS BOREDOM MAY ACTUALLY BE A DESIRE FOR ENGAGEMENT WITH ANOTHER HUMAN”

Let’s see who you are...

At Framlingham we believe in the individual. There is no typical Framlinghamian, no singular path that we take. Often, we are many things within one. Every pupil is valued for who they are. We are a coeducational day and boarding school for ages 2 to 18 with flexi, weekly and full boarding options from age 7. Our extensive bus routes across East Anglia provide onvenient transport for our pupils.

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