British Education Dubai Spring 2020 by ABSOLUTELY Magazines

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BRITISH

EDUCATION

SPRING • SUMMER 2020

The

A RT S ISSUE

DUBAI EDITION

Let’s PLAY Making music

for life

SPRING • SUMMER 2020

STAR MAKERS

Elite performing arts schools

Smooth

TALKING

Why communication skills are vital

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Every Heathfield girl has an irrepressible spirit. Uniquely hers, it drives her passion, voice and character. As well as providing an excellent academic education and top-class pastoral care, Heathfield identifies your daughterâ&#x20AC;&#x2122;s distinctive strengths and encourages her to live her ambitions, embrace her spirit and talent so that she develops as the best possible version of herself. Live life like a Heathfield girl.

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CONTE S PRING • SU M ME R 2020

upfront

11 ANDERSON EDUCATION An introduction from Sara Sparling, education consultant at Anderson Education

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

24 MUSIC FOR LIFE Eight schools tell us how they make music happen for their pupils and their community

31 BACKING THE IB Nigel Haworth of Sevenoaks School on why this is the best education for the modern world

64 36 MEET MARTY The charismatic coding-enabling robot that even does disco

PREP

34 READING INTO THE FUTURE

40 ARTISTIC THINKING

Why early reading really counts

How VR is being used to help children with special educational needs

senior

46 PERFORMING STARS We look at what it takes to make it at some of our most elite performing arts schools

55 TALKING CURE

98 MOOCS

Linda Macrow of LAMDA on the importance of communication skills

56 GENERATION GRETA Barnaby Sandow suggests we need to refocus environmental education

64 AIMING HIGH Heathfields School maintains its formidable reputation for producing creative stars

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NTS

36 EDITOR

Libby Norman  EDITOR IAL ASSISTANT

Zoë Delmer-Best 

A DV ERTISING M A NAGER

Nicola Owens 

COMMERCI A L DIR ECTOR

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GROUP SA L ES DIR ECTOR

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A RT DIR ECTOR

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SENIOR DESIGNER

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MID-W EIGHT DESIGNER

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M A R K ETING M A NAGER

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FINA NCE DIR ECTOR

Jerrie Koleci  DIR ECTOR S

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

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46 68 EARTH CALLING

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90 THE MAKING OF ME Actor Danny Mac on a childhood in Bognor and big ambitions for the stage

l a s t wo r d

98 60 SECONDS... Mark Semmence, Head of Repton

F RO NT COV E R Repton School Repton, Derbyshire DE65 6FH; 01283 559200 repton.org.uk

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Senior School & Sixth Form

Be inspired Be brilliant Be you

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We l c o m e

From the

EDITOR

large-scale Canadian study, reported in the international press last summer, found that students who take music lessons perform better across the board in maths, science and English. Other studies have shown similar findings, but this was a much larger-scale research project, also adjusted to factor in elements such as family background. We have a good starting point to argue the case for the arts as a pillar of our school curriculums – but surely that begs the question why do we even need to do that? This is certainly something that resonates throughout this artsthemed issue of British Education. Samantha Price, Headmistress of Benenden says that justifying a focus on arts teaching has become not an if, but a when. Her repost on page 73 is to consider a typical school theatre production then think about the life skills that have been developed in bringing it successfully to stage.

at the talent emerging through our schools. We explore the regime and alumni at some of ourt elite performing arts schools (see page 46), and we also go behind the scenes at Heathfield School (page 64), to find out how it maintains its long-held reputation as a hub for the arts, from fashion to fine art. What is apparent from talking to Heathfield and other schools is that the arts help to knit schools together. Very often, the most inspiring arts happenings are student, not teacher, led. It could be that rock band generating heat around the whole school or the brilliant group animation – art being made by a new generation with lots to say. This generation has plenty to say on the subject of climate change, as the #fridayprotests have shown. Finding an adequate response is certainly a challenge for parents and educators, and one that is not going to go away. In Generation Greta (page 56), Barnaby Sandow of ACS International School Cobham suggests ideas for embedding this in our schools and also keeping young people motivated. Art is one effective route he suggests for helping

“SURELY, LIKE THE RIGHT TO PROTEST, ART IS A HUMAN RIGHT?” In Music for Life (page 24) we look at how eight schools make music happen. What they told us is that music is such a shared activity and meeting point that it inevitably stretches across the school and way beyond the gates – with outreach and public performances making it a dynamic addition to community spirit. Oakham School's Director of Music Peter Davis talks about the pleasure of creating a culture where music is so 'normal' that a keen rugby player can play an instrument with equal enthusiasm; they don't have to choose a side. While I love the idea of music being a 'normal', I reserve the right to drop my jaw

young people to put their point across without losing heart. Surely, like the ability to stage a peaceful protest, self-expression through making and sharing art is a human right, so no justification needed for making it central to education. Long may it thrive, and let's hope young artists continue to make us look at what they see and listen carefully to what they say.

Libby Norman EDITOR

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

CON T R IBU TOR S

Frances King

Former Head of Mill Hill, Rodean and Heathfield

Frances King is a highly experienced leader and educational thinker, having previously been Head of Mill Hill, Rodean and Heathfield schools. She has recently taken a sabbatical to focus on innovation, enterprise and play in education, and believes creative play should be made a part of the national curriculum. On page 34 of this issue, she discusses the profound benefits of reading aloud to young children.

Barnaby Sandow

Head of School, ACS International School Cobham

Barnaby Sandow discovered his gift for teaching at the age of 14 while working as a sailing instructor during his school summer holidays. He still spends time at the end of each school year standing up to his waist in the chilly Irish sea teaching young people to sail and enjoy the ocean. In Generation Greta, he talks about the actions we need to take to ensure environmental teaching is placed more solidly within the school curriculum.

Danny Mac Actor

While he came to wide attention for his superb performances on Strictly Come Dancing (with some of the highest scores among celebrity competitors, including a perfect 40 for samba), Danny Mac's career began as a child, treading the boards as Gavroche in both the Southampton and London productions of Les Mis. In The Making of Me he talks frankly about his schooldays in Bognor and his onward journey, via Chichester College and ArtsEd, to a successful career as an actor.

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Members of Repton’s successful Sports programmes

A LEADING CO-EDUCATIONAL BOARDING & DAY SCHOOL FOR AGES 3 –18, FROM SEPTEMBER 2020 To book a personal visit or for further details, please contact the Registrar

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We l c o m e

From

ANDERSON EDUCATION

UK boarding education is popular with local and expat families living in the Gulf region: to ensure stability of education; as a stepping stone to university; for learning support and the opportunity for children talented in sport, music, drama or academically to achieve their potential. Finding the right school is a daunting prospect and parents need to consider things such as what age should you send you child to boarding school and when is the best time to apply. We generally reccomend that children should start their boarding careers between the ages of nine to 13 years – the earlier the better. Application-wise it is a good idea to start planning 18 months before the proposed entry date, to make the transition as stress-free as possible. For parents wondering what student life is like within the confines of a boarding house, we can offer

As students progress through the school they will move into twin rooms, with sixth form students having their own bedroom, allowing them more time to concentrate on academics. Arriving at school to commence studies can be a daunting time for any student, whether from overseas or not. The mental wellness of students is at the forefront of any educational institution and schools go to great lengths to ensure all students feel happy and supported throughout the integration process. Full boarders will be asked to arrive at the school a day or two before timetabled lessons start and will join others on a full induction programme. Often going to boarding school will be a child's first experience of being away from their family and it's common for parents and students to worry about how they will keep in touch. Schools are always very supportive of maintaining parental bonds and do everything they can to support parents and students during this time. Anderson Education, UK boarding school specialists, offer families

“A TRADITIONAL UK BOARDING EDUCATION IS RENOWNED FOR HELPING STUDENTS ACHIEVE THEIR FULL ACADEMIC POTENTIAL” some insight. A traditional boarding house would have approximately 50 pupils, they have common room areas to cater for everyone’s needs. These may include a television room with a video/DVD player and a study area for prep and computer access. In addition, each house has a kitchen with a kettle, microwave, fridge and toaster for pupils to make snacks between meals. Younger pupils are usually in a room sharing with three to four others. Sharing with others is a fantastic way for boarders to develop close and supportive friendships with their classmates.

free impartial help and advice. We understand the importance of this emotional and financial decision to provide the best education for your children. The UK Boarding School Exhibition at Grosvenor House Hotel, Dubai Marina on 28 and 29 February 2020 is a good place to start your research and provides an opportunity for you to come and talk to leading UK schools.

Sara Sparling EDUCATION CONSULTANT ANDERSON EDUCATION

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Up Front THE LATEST SCHOOL NEWS P . 14

SEVENOAKS SCHOOL

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High Accolade

CUTTING EDGE

Highgate School has been shortlisted for four TES Awards: State School Partnership of the Year, Student Initiative of the Year, Whole School Community Initiative of the Year and Senior School of the Year. The school, renowned for its progressive ethos and philanthropic work, co-founded the free sixth form The London Academy of Excellence, Tottenham (LAET).

Kensington Prep School in Fulham won the Innovation in Teaching and Learning Award for its Creating Spaces for Growing Minds programme. Judges at the Education Estates Awards praised the design of the new learning spaces, imaginative Explore Floor and spacious classroom breakout spaces. Kensington Prep also received a commendation for pupil experience.

RAISE THE ROOF In December, Godolphin Vocal Ensemble headed to Westminster Cathedral to perform in the Barnardo’s Children’s Charity Carol Concert. Head of Vocal Ensemble Olivia Sparkhall said, “Godolphin enjoyed being a part of this event which raised over £25,000 for Barnardo’s. Our Vocal Ensemble loved performing in the Cathedral".

“Growing Minds programme has transformed Kensington Prep"

Cumnor House event Cumnor House School Sussex, located in Ashdown Forest, is hosting an event for families considering a move to the country on March 24 from 7pm at Fortnum & Mason. There will be talks from relocation and education specialists. Register at cumnor.co.uk/events or email events@cumnor.co.uk

A R T S PAC E West Buckland student, Sam Wong, is one of a number of Art students to receive an offer from Russell Group universities, with an offer to read Architecture at Cardiff University. He says, “Studying Art at West Buckland is a golden opportunity and I’m so grateful to have been able to use these amazing facilities.”

“I am always ready to learn although I do not always like being taught.” W I N STO N C H U R C H I L L

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UPFRONT / NEWS By ZOË DELMER-BEST

Q uiz Time Heads from Benenden School, Tonbridge School, Brambletye and Eaton House, The Manor will debate how modern independent schools prepare young people for the careers of tomorrow. The event, entitled Next Steps: The Boarding Option, will be held on 21 March at the Saatchi Gallery.

PLENTIFUL S PAC E At Beaudesert Park School in the Cotswolds, children joining Nursery and Reception this school year were in for a surprise. Nursery has added its own outdoor classroom and a creative room. Meanwhile, children in the two Reception classes now have free-flow classroom and outdoor learning zones.

TO P N OT E Tonbridge School music scholar Sherman Yip has gained the highest mark in the world following his IGCSE Music exams in 2019. To mark his feat, he received a Cambridge Top in the World award. This prestigious accolade is made by examining board CAIE (Cambridge Assessment International Education) to those learners who achieved the highest standard mark in the world for a single subject.

I N V E ST I N G GREEN Slindon College is using money raised from its festive fundraiser to create an outdoor classroom and sanctuary for its pupils. The Sensory Garden Project will offer pupils the therapeutic benefits of nature and is designed as a transformative educational space.

Best Ever Pangbourne College received an ‘excellent’ across all Educational Quality judgements after a full ISI inspection. Headmaster Thomas Garnier said: “These are our best ever inspection results. We have worked tirelessly to improve all areas of the College and I am delighted that the inspectors recognised this".

“What we learn with pleasure we never forget.” ALFRED MERCIER

SOMETHING THEY SAID

“All children love to learn, but many have a hard time with education” SIR KEN ROBINSON

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UPFRONT / NEWS By ZOË DELMER-BEST

LEARN FROM T H E B E ST

Chatty ‘Appy

Violinist Nicola Benedetti has launched her own educational music programme for children in Glasgow. 350 youngsters travelled from across the country to the city to take lessons from one of Scotland's most renowned musicians. The event was part of a series of workshops across the UK.

Guy Baron, head of modern languages at Aberystwyth University, says there had been "snobbishness" towards apps, but wants technology used in teaching. Many people choose apps to learn a popular language such as Spanish or French, Dr Baron said apps should be used alongside traditional classroom methods, but not to the exclusion of traditional teaching.

KEEP IT N AT U R A L

L et's Get Ar ty Woodbridge School’s Art department are leading the way for future visual artists with their 2020 WVA talks. 21 leading art professionals will offer an honest insight into their careers. Allowing our young artists to learn from their stories and a help them build a future in the visual arts both locally and globally.

A GCSE exam in Natural History is being planned to help teenagers reconnect with wildlife by learning the names and characteristics of British plants and animals. A major UK exam board is actively working up proposals for the new qualification, which is the brainchild of broadcaster and nature writer Mary Colwell and backed by Green Party MP Caroline Lucas. Mary Colwell said she was hopeful it could be taught in schools in England as early as September 2021.

S E A FA R I N G Known for its sailing prowess, Suffolk's Royal Hospital School has recently sailed to success, winning several high-profile races this year. In November, an RHS team took part in the School Keelboat Racing Championship alongside ten other schools at Queen Mary Sailing Club in London. The school won five of its nine races to finish overall winners.

A R T S PAC E

Talk the Talk Leading private schools are giving pupils FTSE 100 company boss-style training on how to be a “radiator” rather than a “drain”. Eton College, Charterhouse and City of London School for Boys are among the institutions which have started rolling out corporate leadership-style lessons for sixth formers. In the classes pupils are taught how to build 'self-knowledge' and how to 'show their best selves'.

Culford School, Suffolk has officially opened its new Art Centre. With work completed in one acadmic year, the school says that its facilities have been "revolutionised" with the completion of the new studio. The new glassfronted building has been designed so that it can be used for lessons, exhibitions and also events at the school.

“An investment in knowledge pays the best interest ” B E N JA M I N FRANKLIN

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UPFRONT / NEWS By ZOË DELMER-BEST

Brexit Boost? Stephen Spriggs, managing director of William Clarence Education, suggests that Brexit may produce a monetary boost for the private school sector. While Brexit uncertainty means all eyes are on Europe, families from outside the EU are taking advantage of our weaker pound and grabbing the opportunity to purchase a world-class British education at a cut price.

OPEN DOOR Westonbirt School has experienced a significant upturn in demand since announcing it would accept boys, after 90 years of single sex education. In January, a record number of students tested for entry and there was fierce competition and exceptional talent among those hoping to gain scholarship places. Headmistress Natasha Dangerfield said: “Opening the senior school to boys was a natural progression for our successful co-educational prep school and we knew there was a strong demand for senior places. The significantly increased number of students applying for entry and scholarships".

TO U G H SUBJECTS It turns out that not all exams are equal and students across the country have had their say. History, English Literature and Language and foreign languages have reportedly been voted as the hardest GCSEs by students across the country.

Eco Changes Private schools' exotic trips could become a thing of the past amid rising concern among pupils about their carbon footprint, according to Jane Prescott, head of the £14,000-a-year Portsmouth High School. She said that pupils campaigned to introduce “Meat Free Mondays” and use biodegradable water bottles.

B O DY AWA R E Campaigners have called for nude art classes in schools to improve body image issues caused by social media, with teachers deciding if children should take part. Life drawing advocates believe sketching naked men and women should be part of a balanced curriculum to counteract social media images and young people's ideas of what a body should be.

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

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UPFRONT / NEWS By ZOË DELMER-BEST

PHONE REALITY CHECK

SPLASH T H E CA S H Parents spend £1.7 BILLION a year on home tutors for their children. According to new research, parents are investing heavily in top up teaching for their children. A quarter of pupils are said to have extra lessons out of school, at an average cost of £34.22 an hour, but some so-called ‘super-tutors’ command far higher fees.

“A quarter of pupils are said to have extra lessons out of school”

Banning mobile phones from our schools is 'Luddite' and doesn't work, says Jane Prescott. The head of Portsmouth High School and new president of the Girls' Schools Association, said schools should instead teach children about “acceptable use”. “I’m not sure that banning phones actually truly bans them,” she said. “I think that what [pupils] do is they go and use them in spaces where it can’t be monitored, like toilets.”

HELPING HAND

IN A THRICE Millfield has become one of the first schools in the UK to appoint a full-time Triathlon Coach as the multi-discipline sport grows in popularity. Level 2 Triathlon Coach Christian Brown started working with athletes at the top sports school in late 2019, having joined Millfield from the prestigious Leeds Triathlon Centre programme. The appointment is part of a school investment in individual sports such as running, cycling and swimming.

To p St o r y

The private tutor market will be getting a boost with the launch of Sophia, a mobile application that provides students of all ages with tutors that have not only been carefully security and experienced checked, but are required to fulfil a paid-for Safeguarding Awareness course to ensure both students and tutors are protected.

N E W H E A D, NEW SCHOOL

J OY F U L A N D TRIUMPHANT Cathedral choirgirls have finally overtaken the boys. After more than a millennium of male dominance, choirgirls narrowly outnumber choirboys in England’s cathedrals. There are currently 739 girls and 737 boys in cathedral choirs.

Susan Brooks, currently Deputy Head at Broomwood Hall, has been appointed Head of NorthWood Senior, Northwood Schools’ first senior school. Susan Brooks said: “By equipping our pupils with the necessary skillset and nurturing each child’s individual strengths, we will prepare them to tackle the future with confidence.” The school, for pupils aged 11 to 16, will operate at a site at Tooting Common.

SOMETHING THEY SAID

“It is the mark of an educated mind to be able to entertain a thought without accepting it” A R I STOT L E

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UPFRONT / NEWS By ZOË DELMER-BEST

C R E AT I V E C O M PA S S I O N

F LY I N G S U C C E S S Concord ranked 4th best school in the country for students achieving AAB or better for A-levels with two facilitating subjects and 8th for average points per academic entry out of 2920 schools. Concord Principal Mr Neil Hawkins said: “I am so proud of our students and staff whose combined efforts have made this incredible success possible. “The results that underpin this league table position have enabled Concord students to move on to the most competitive courses and universities in the UK and around the world."

A new competition has been launched for schools which combines global animal welfare with creative skills. The free competition will contribute towards Eco-Schools accreditation under the global citizenship topic and Jane Goodall’s Roots & Shoots Awards. KS2 and KS3 pupils have been asked to illustrate the story of Ekari, an orphaned elephant in Myanmar, who was rescued by the Worldwide Veterinary Service (WVS) after being snared by poachers.

B AC K TO SCHOOL Konnie Huq returned to her old school, Notting Hill & Ealing High School GDST, for a book launch. The former Blue Peter presenter turned author was welcomed at NHEHS for a science-fuelled workshop `Science, Explosions and Scribbling’, to tie in with the launch of her first book Cookie!... and the Most Annoying Boy in the World. Silvana Silva, Head of Junior School at Notting Hill & Ealing High School said: “It was wonderful having Konnie with us. Her enthusiasm for science is infectious".

To p St o r y

SKIING SUCCESS Emerson Proctor in Year 8 at Moulsford Prep School has been selected for the GB Junior Ski Team for the 2020 winter season. He is the youngest member of a team of ten GB athletes who will travel to Andorra in late January to compete against top skiers from over twenty countries.

N E I G H B O U R LY LOV E Bryanston School has introduced a loyalty card scheme to help support local businesses. Headmaster Mark Mortimer said of the scheme: “As one of the area’s largest employers, with frequent visitors to our campus, we are keen to do everything we can to support the local economy and to highlight the services available from shops and businesses on our doorstep”.

SINGING PRETTY Millfield’s chamber choir Camerata has been named as one of the top Senior choirs in the country after reaching the finals of the Barnardo’s Senior Choir of the Year 2020 competition, with the finals taking place at Royal Festival Hall in March. Millfield Director of Music, Matthew Cook, says, “To progress to the finals of this highly-renowned competition is a testament to the talent and hard work of our musicians, and we simply cannot wait to showcase the quality of this choir.”

SOMETHING THEY SAID

“We want young people to be conﬁdent, healthy and equipped to deal with the challenges that come with growing up” D E PA R T M E N T F O R E D U C AT I O N

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Lessons for life

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life

MUSIC FOR

Music brings academic beneﬁts across the curriculum, but it’s not just about the grades. There's overwhelming evidence that music improves everything from state of mind to physical well-being

Oakham School

t Oakham music is woven into the fabric of everyday life. The school is a core part of Rutland Music Hub – a unique delivery vehicle in the centre of this small rural county which previously had no county-wide music service. Sharing music has been a mission for the school and its Director of Music Peter Davis. “We are a centre of excellence,” says Peter. “We should be sharing and are uniquely able to share.” An example of this spirit of sharing was the 'Pied Piper' performance held at De Montfort Hall, Leicester last autumn. The music had been composed by Peter Davis during a sabbatical and was designed to give the children of Rutland the opportunity to sing. And sing they did – 420 pupils from across the county aged from 8 to 18 took to the stage for the county’s first

collaborative concert. It raised the roof and earned a standing ovation for its composer and conductor. He says this was a golden opportunity to engage young people and the endeavour found some very promising singers. While this is a large-scale project, music happens in every way and every day around the school and the town – lunchtime concerts, community choirs. There’s also Oakham Choral Society, fully supported by the school and able to use its facilities. With over 80 concerts performed by pupils each year locally, there are also national accolades to celebrate – the school’s chamber choir has won numerous awards. There are impressive numbers of pupils at the school who make music – currently around half the school’s pupils are involved with ensembles – and with eight core teaching staff working alongside over 30 visiting teachers, students have access to elite music tuition.

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UPFRON T / FOCUS

ABOVE A pupil at Oakham School LEFT Making music in the Chapel at Oakham

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RIGHT Showtime at Forest School BELOW A pupil at Bromley High School

Forest School

F Sherfield School

s a school which places extreme importance on the development of the ‘whole child’, Music is a key part of student life at Sherfield. Our large team of instrumental teaching staff deliver individual and group lessons to around a quarter of students at the school, and many more enjoy being part of our ensembles such as the Chamber Orchestra, Jazz Band and our senior choir, Sherfield Singers.With a particularly strong guitar and vocal contingent, it is no wonder that our annual Battle of the Bands, held as an outdoor festival, is so popular amongst students and parents alike. Head of Music, Darren Rampton has been working to drive music technology forward in Sherfield’s curriculum and students routinely learn skills in sequencing, arranging, editing and mixing music, as well as recording in

the school studio in their weekly Music classes. There is perhaps no better example of developing team-working skills at Sherfield than in the large scale Performing Arts (Music, Drama and Dance) productions. Bringing together the musical, the technical, as well as of course, the theatrical. Sherfield has gained a reputation for high calibre performances both in the school setting and professional local venues, such as The Haymarket Theatre, Hampshire. Immersion in performance has long been proven to positively affect the mental and spiritual wellbeing of children and adults, and there is certainly no shortage of such opportunities at Sherfield. From African Drumming workshops to Rock and Pop concerts, Studio Music clubs to numerous choirs, vocal concerts and productions for all phases of the school. Music will remain an important, growing and forwardlooking part of the school.

orest School, Snaresbrook encourages musical learning as a vital part of pupils’ development. Children can join group or solo singing sessions, there are multiple choirs and ensembles and the annual House Music Competition raises the roof of the Sports Hall and Deaton Theatre. Less rowdy music-making happens with Chapel Choir, which sings at services and events. A lively band scene led by pupils includes ‘Live Lounge’ events. The music department’s large stock of instruments can be hired out to pupils and there is also a visiting composer, plus activities by cutting-edge professionals, who offer pupils the chance to develop skills in areas such as composition. At 11+ and 16+ entry pupils can apply for music scholarships to support their music education at the school. Community partnership includes outreach activities with both local schools and organisations such as Hackney Empire. Notable recent events include a performance of Faure’s Requiem by a choir of 80 pupils from Forest and five local primary schools, plus an adult chorus and orchestra – the culmination of eight months’ work to showcase the transformative power of group music making.

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RIGHT Orchestra at St Edmund's School

Parkside School

t Parkside School, Cobham, the Music Department, headed by Jeremy Attwood, believe that the cornerstone of any child’s learning adventure is, in a nutshell: “creativity!” This provides the foundation to shape children’s mindset. The sounds of YMCA being played on the ukulele with immense passion is frequent proof of a dynamic environment where music is to be celebrated. Parkside believes it is essential to create opportunities, offering new genres and different ensembles to suit every ability. Informal charity performances at local venues are performed alongside formal recitals on the grand piano in the school’s performance hall. By the time children leave Parkside, they will have learned to play djembe, violin, keyboard and ukulele as part of their music curriculum. More than that, children at Parkside are encouraged to enjoy the experience of music making – sharing it with other people and watching the ideas that emerge.

BELOW A pupil at Parkside

St Edmund’s School

t Edmund’s School, Canterbury believes that schools which fully embrace music and the arts provide the best possible grounding. “Music is part of everyone’s life from birth as we are immersed in the sounds, melodies, harmonies and rhythms from the world around us,” says Director of Music Spencer Payne. St Edmund’s pupils have dedicated practical and academic class music lessons on a weekly basis. Pupils make music together through a range of topics based around listening, composing and performing. Junior and Senior School House music and singing competitions give the opportunity for all pupils within the school to get involved. In the lower years, pupils explore sound, movement, pulse, rhythmic patterns, scales and melodies – all based on topics that introduce or consolidate these key skills needed for interpretation and performance at a higher level. They also have the opportunity to try

out orchestral instruments on a rota basis to encourage fine motor skills and experience real, acoustic sound. The school believes the health benefits of music making cannot be overstressed and, whether pupils enjoy singing in a choir, playing as part of a band, orchestra or in an ensemble, they can also draw upon these experiences to enhance emotional intelligence. “From the early musical experiences for pupils, the mastery of a great choral tradition by our Canterbury Cathedral Choristers to the highly skilled A level musicians in the sixth form, music is something we celebrate and fully support at St Edmund’s. We believe that music should be part of everyone’s daily lives,” says Spencer Payne. School music groups cater for everyone’s tastes – whether it be orchestral, choral, big band, small ensembles or soloists. Many of these groups are also available to the local community, and school musical life is enriched by a wide variety of music trips, masterclasses, workshops, lunchtime concerts, and larger scale termly concerts in awe-inspiring locations such as Canterbury Cathedral.

“FOREST SCHOOL HAS A LIVELY BAND SCENE LED BY PUPILS, AS WELL AS REGULAR ‘LIVE LOUNGE’ EVENTS COORDINATED BY SIXTH FORMERS” SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 27

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UPFRON T / FOCUS LEFT Pupil at St James Senior Girls' School BELOW Tonbridge School

St James Senior Girls’ School

usic is a cornerstone of life at St James Senior Girls’ School in London’s Kensington Olympia, which has a strong tradition of choral and solo singing. It is a core subject up to Year 9 and remains perennially popular as a GCSE and A level subject. The school has a variety of choirs, orchestras and ensembles and encourages its pupils to take up individual lessons. Girls sing at services in St Mary Abbots Church, Kensington and the year end is marked by an annual joint concert with the Senior Boys’ School. Managing groups with mixed abilities is, says Head of Music, Myra Brunton, a matter of balance. The school’s Youth Dance Company and annual choreography competition, introduce another, often very contemporary element, while Arts Week is an opportunity to participate in myriad kinds of music and drama. An undoubted highlight of the calendar is the joint musical with St James Senior Boys’ that takes place biennially – widening both the dynamics of performance and the audience.

ABOVE Showtime at Tring Park

Tonbridge School

onbridge School, Kent has a long tradition of music to draw on and it is woven into school life. Chapel is a big part of pastoral life – the stunning building, which can accommodate the whole school, also houses a renowned Marcussen & Søn organ. Other superb music facilities include two recital halls (this is an All Steinway School), teaching and practice rooms, double recording studio and a sound-isolated rock and percussion suite to support bands and soloists who want to make some noise. Director of Music Mark Forgen says that all Year 9 pupils have the opportunity to study academic music in class. “Some pupils come to us with very little musical background, while others have a lot”. The Music Department’s ‘buddy’ system means more experienced pupils can help those with less knowledge. Boys who choose to pursue music at a higher level (and this year over a quarter have) go on to study the iGCSE. In Sixth Form, a number of boys choose to take the Music Pre-U. The school's Composer in Residence Hywel Davies adds to the rich musicality of the setting – his more recent ambitious projects include a sound installation with the Lower Sixth.

Tring Park School

t Tring Park School for the Performing Arts, music making is a whole-hearted activity, whether or not students are specialising in musical theatre, dance or commercial music pathways offered here for 16+ (alongside acting). A lot of music that takes place is not part of formal or timetabled study. The school’s The Sixteen chamber choir (regulars in BBC Songs of Praise Senior School Choir of the Year) is made up largely of pupils who are not focusing the main part of their studies around music. All performances are opened to the public and students participate in many local events – younger students are stalwarts of Tring Christmas Festival. In-school shows at performance spaces such as the Markova Theatre present high-quality shows from tomorrow’s stars. Outreach activities happen throughout the years. While some attract young people who might be looking to take things further (for instance the Kick Start boys’ dance programme), others such as evening dance classes for people with Parkinson’s and adult dance classes in the school’s superb Park Studios work to bring music to life for a much wider audience – and show that music really is for life. SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 29

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BACKING THE IB The Director of the IB at Sevenoaks School argues that the International Baccalaureate is the best education for the modern world N I G E L H AW O R T H

ast year over 160,000 students from 153 countries took the International Baccalaureate Diploma Programme (IBDP). The IB’s outlook is invaluable, instilling in our young people the capacity to understand and prosper in the global community, as well as providing an outstanding entry to university. Designed to promote a global perspective, understanding and communication, the IB’s values and identity have remained consistent, and Sevenoaks believes it is the best education for the modern world. The programme encourages students to value conflict resolution, to respect cultural heritage and the environment and to develop an attitude of responsibility to the wider community. Students take six subjects, including their native language and one other, Mathematics, and at least one science and one humanity subject. They take a ‘Theory of Knowledge’ course developing critical thinking and reasoning skills, and they follow a ‘Creativity, Action and Service’ programme in sport, the arts and voluntary work.

A key feature of the IBDP is the Extended Essay, an independent, 4000-word project on a subject chosen by the student, with a tutorialstyle model of supervision. It fosters independent learning and deep subject knowledge and is superb preparation for undergraduate essays. Universities really like the IB; by maintaining its standards, free from state interference, the IB has succeeded in achieving a consistency of assessment unparalleled elsewhere. Its 45-point scale enables universities to make more nuanced offers to candidates than are possible under other schemes. IB students start their undergraduate careers with numeracy, literacy and language competency, a broad understanding of a range of disciplines, and strong employability skills such as teamwork and problem-solving. They are experienced at managing a varied workload and can question, reflect and think critically. As a result, a number of universities, including King’s College London, Leeds, Bath and Birmingham have substantially reduced their offers as a deliberate attempt to attract IB students. The offer and acceptance rates for IB Diploma students are notably higher than those for other post-16 qualifications, and in the US, it is a ABOVE sought-after passport Sevenoaks pupils to top universities. BELOW As Lord Jim Knight, The grounds former education minister, recently said, “The IB is the best curriculum in the world right now. It combines academic rigour with real world skills in a global context.” The IB has equally been endorsed by employers, with Becci McKinley-Rowe,

“Universities really like the IB... the offer and acceptance rates are notably higher” Managing Director at Morgan Stanley, commenting “Managing a wide range of subjects to a high level encourages a mature approach, and the style of the IB programme teaches pupils to take ownership of their own learning. From an employer’s perspective, an applicant who has gone through the IB is already pretty familiar with having to juggle an awful lot, be efficient and prioritise, and that organisational element is very useful for employers.” Sevenoaks has been a flagship school for the IB for many years. The IB provides what parents, universities and employers want – access to top universities, very impressive students and well-rounded, resourceful employees.

N I G E L H AWO R T H Director of the IB Sevenoaks School SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 31

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GETTING CHILDREN BOOK SMART P . 34 VIRTUAL REALITY FOR SEN P . 40

ALL HALLOWS PREP SCHOOL

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READING into the future

The beneﬁts of making time to read to children and encourage the habit independently are lifelong and profound

ow much time do you get to curl up with a book and switch off from the world for a bit? With our busy schedules and constant demands of work and life, this might seem to be an attractive resolution for a new year. You won’t be wasting time either. studies quoted by the World Economic Forum in June 2019 outlined how adults can do themselves a favour by reading books –

FRANCES KING

building empathy, warding off dementia and even living longer. While the advantages of book reading have been the subject of recent review for adults, the importance of introducing young children to the world of books have long been recognised. For a child, reading a book independently opens up a whole world of discoveries and wider interests, as well as helping them to develop confidence and access opportunities on their educational journey. But for many children, a lack of basic literacy prevents

them from developing crucial life skills they need. The National Literacy Trust has worked tirelessly since its establishment in 1998 in researching the issues concerned with literacy, as well as developing ways to promote reading. Most recently, it has focused on encouraging language development. In particular, it has linked the language deficit of many pre-school children to their lack of progress through school. The Trust’s powerful report on England’s language and literacy challenge,

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“Language Unlocks Reading” (published April 2019), found that the language and vocabulary gap between wealthier and poorer children is already apparent at 18 months of age. By the age of five, children from the most disadvantaged backgrounds are starting school 19 months behind their better-off peers, and struggle to catch up from then on. In his 2018 book Other People’s Children, Barnaby Lenon quotes from a study by University of Bristol undertaken two years earlier. The study found that each year a quarter of boys in England (80,000) start school aged four struggling to speak a single sentence. And he notes that those children who are behind by age five find it hard to catch up. Indeed, 40% of the attainment gap between disadvantaged children and the rest at age 16 can be attributed to the gaps that were already apparent by age five. The impact is profound on these children’s life chances. Impacting health, employment, income and general well-being, these children seem to be crushed before they have even embarked on primary school. To tackle these issues, the National Literacy Trust has a wide number of outreach programmes. Lively and engaging activities are presented to families to show how simple, cost-free engagement can help support learning. (see Talking Sense) And such activities are not just for less disadvantaged children. The experts remind us of the critical role in language development that is played by talking to

“Children from the most disadvantaged backgrounds are starting school 19 months behind their better-off peers and struggle to catch up” your children, especially to babies and pre-school children. Singing songs and nursery rhymes, as well as reading simple stories, all develop an interest in language. Recent research shows how critical neurolinguistic development occurs in these first years, stimulated through communication with others. To many parents, spending time reading to their children is a non-negotiable. However, the recently launched Google Assistant and Alexa options to ‘Tell Me a Story’ might be an acceptable substitute for others, or during the busiest days of family life. And, in an age when children from all backgrounds are often met at the school gate by parents glued to their mobile phones, it is also helpful to be reminded of the huge benefits of face-toface chatting, storytelling, playing and reading with your children.

TALKING SENSE The National Literacy Trust’s Small Talk website hopes to nudge more families into spending time chatting, playing and reading with their children – especially in the critical early years. The website gives guidance and ideas for stimulating children to talk, interact and read. Ideas it gives are age appropriate, beginning from 0-6 months and working up to 3-5 years. For more information, see small-talk.org.uk

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M MARTY The MARVEL Marty the robot is setting children’s imaginations and STEM skills alight. British Education meets the inventive mind behind an educational toy that even does disco LIBBY NORMAN

arty is a robot you’ll be hearing a lot more about. First developed in 2016 as an educational technology (edtech) toy, a new v2 incarnation starts shipping this spring capable of doing a whole lot more – including copying human movements and disco dancing. While the dad dance moves are reassuringly old school, there’s nothing archaic about the technology and inventiveness that has gone into creating an accessible, affordable and challenging toy designed to inspire children aged from 8 to 18+ to get coding. The man behind Marty is Dr Sandy (Alexander) Enoch. He developed the idea after he was frustrated in his search for a robot birthday present to get his young niece interested in STEM. As a then robotics PhD student at Edinburgh University, he knew better than most what made a good bot – and a challenging toy – and discovered that there wasn’t anything he wanted to gift to a member of his family. “I was really disappointed at what was available,” he says. “I wanted something that would get kids engaged and hands on, as a gateway into coding and wider STEM subjects. Everything I saw was either novelty end or smart-tech and expensive. There wasn’t an educational product suitable for young users.” Still continuing his Robotics PhD (a special interest was walking robots with variable stiffness), Enoch began working on a very different type of bot as a side project. He garnered a lot of allies along the way – University of Edinburgh was, he says, incredibly supportive, supplying practical help through its student enterprise arm and commercial liaison unit. The Royal Academy of Engineering also got behind the idea, awarding him a grant and access to mentoring from Academy Fellows to help him commercialise the project and bring Marty to market. Other backers and awards came along. Support for the first Marty came from a crowdfunding campaign – parents, schools and individual teachers bought into the concept, and with individual support from investors in the worlds of

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LEFT Sandy Enoch, designer of Marty ABOVE Marty is suitable for ages 8-18+

business and technology. Marty v1 was road-tested in thousands of schools, warmly greeted by both pupils and teachers. While Marty may look like every child’s idea of a robot – and in an interview with The Scotsman, Enoch discussed how he deliberately designed him with character in order to engage young minds – very clever engineering goes into his crowdpleasing looks. “One of the interesting challenges in robotics is that it is very difficult to make a walking robot,” says Sandy. This means the simple everyday actions most of us would like to see a robot do are incredibly difficult to achieve, especially at a reasonable price point. One example of the efficiency of Marty is that he’s engineered to use half the motors you would normally expect, which helps to keep production costs down (and

there’s a patent pending for this aspect of the technology). But this motor efficiency isn’t at the expense of action. Standing just over 20cm tall, he can be programmed to do all manner of smart moves. The critical factor when it comes to engaging children is that they take control of the coding. While he can be bought pre-built or as a kit, the latter gives individuals and groups the opportunity to get ground-up skills in all manner of key STEM subjects, from engineering to electronics. He’s also customisable using 3D printing for extra parts. and that’s where the fun really starts. While Marty is suitable for primary school-age, keeping the challenge going is key to ensuring interest is maintained among older age groups. Marty is designed, says Enoch, to be easy to get started with, as children start to absorb basic coding the minute they get him out of the box. But as they develop their skills and explore his capabilities they move on to using more complex languages, such as Python. He’s also compatible with Raspberry Pi computers and you can add a camera. Marty v2 – still with an affordable price point – has a whole host of extra features thanks to a second Kickstarter

“Marty does disco, but there’s nothing old school about an accessible and affordable robot that inspires children from 8 to 18+ to get coding”

funding round late last year that raised almost £43,000 (the target was £30,000). With v2, there are smart sensors that enable the bot to mimic movements you make, motors that give him grabbing hands, obstacle detection, Bluetooth compatibility, sound capability and – best of all for many fans – an all new ‘Disco Marty’ setting complete with flashing lights. With a network of school users across the UK, but also Australia and the US, there are plans afoot to build on the interactive elements available via competitions. Don’t underestimate the power of a challenge, or the allure of the Disco Marty setting when it comes to building next-generation engineers and robotics whizzes. The team at Robotical have found that both really help to encourage children to develop technology skills and have fun. At a recent competition held among Edinburgh school groups, young people had to accomplish a set of challenges, including taking Marty through an obstacle course and creating a dance routine for a ‘dance-off’ finale. This tested the bot’s capabilities and the children’s coding, problem-solving and teamworking skills, but also their creative choreography. Sandy Enoch – who began his Robotical journey searching for a cool bot present for his niece – is proud that the competition attracted an almost equal gender split of coders. He’s even more proud that the winning team, which aced it with their stunning robot choreography, contained significantly more girls than boys. Marty v2, shipping from this spring, will retail from around £175 in kit form and £198 assembled robotical.io

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10/02/2020 09:46

PR EP / OPINION

Talking

HEAD

Educating FOR LIFE

Headmaster of All Hallows Preparatory School discusses the educational foundations children need to thrive and succeed

s both an Educational Psychologist and avid educationalist, I believe it is imperative to step back and look at the myriad ways in which your child is being educated. Success, in its broadest terms, can only be achieved by approaching education in a way which is holistic, broad, challenging and supportive. To put it simply, a happy child learns, achieves and becomes a content and fulfilled adult. A truly comprehensive and challenging education, in every sense of the word, will have a curriculum which includes the arts, design, sport, music and outdoor education mixed alongside traditional academic study. This expansion of the curriculum expands children’s minds and the resulting breadth of experience allows creativity to flow naturally through to the classroom where we can encourage the children to change the way they think about problems, research ideas and develop solutions to the questions they are facing. We are teaching them to become critical thinkers and intelligent learners, building the foundations they will need to thrive in our complex and challenging world. What I have seen, conclusively, is the more we concentrate on a healthy mindset, the better the academic results. By teaching an innovative and flexible curriculum, where the children’s happiness

“Education is never about the short-term gains, but about foundations for the future”

and wellbeing are placed at the core, the nurture our children’s self-confidence and highest possible results can be reached. self-belief so that when they leave us aged In believing that all aspects of a child’s 13 they are positive, creative, reflective, life are mutually reinforcing, and working curious and resilient learners with the in partnership with parents, we are able vital tools to succeed academically. I whole to develop the whole child emotionally, heartedly believe that every child has a creatively, intellectually, socially, and contribution to make to our community spiritually, while at the same time bolstering and we celebrate pupils for who they are, and reinforcing academic progress. as well as the milestones they reach along This approach allows their educational journey. each pupil to maximise their Pupils will often write to us learning, ultimately enabling as they continue their academic them to gain access to the best journeys, onto secondary senior school, for them as an school and university, about individual, and to maximise how the values, guidance and their future attainment levels. support given to them at the They may go on to one of the start of their education has top schools globally and they given them valuable lessons may well achieve a scholarship DR TREVOR RICHARDS for life. Education is never in their specialist field. about the short-term gain, but Head As a Head of a prep school giving children the foundations All Hallows in Somerset, in the heart of for their future, whatever and Preparatory School rural South West England, we wherever that might be. SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 39

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Artistic

THINKING British Education explores how one art therapist is using virtual reality to help children with special educational needs ABBIE SCHOFIELD

echnology has transformed the world of education. Chalky blackboards and copying lines have been replaced with smart boards and digital homework programmes, and online resources have made teachers’ administrative duties more bearable. But there is a new realm yet to be fully explored by education professionals: virtual reality (VR). Sabine Ben-Haim was working as a private art teacher when she found increasing numbers of children with Special Educational Needs (SEN) were coming to her for lessons. Eager to look deeper into how art could help children who didn’t fit into the traditional education system, Sabine trained as an art therapist and set up her own studio, Ruby Red & Crimson. “Art therapy uses art to start a conversation. The art is the visual language used to dig deeper inside and discover what people cannot say with words. I work with a lot of people who suffer from trauma who find it very hard to express themselves,” Sabine explains. “For example, a child with ADHD can be given a block of clay and we might discuss ‘what shall we do with it?’ but as soon as their hands touch the clay, the creation takes on a life of its own.” Sabine’s son Yoni spotted that

there could be a link between his interest in virtual reality and her occupation as an art therapist. “I saw my mum give a child that couldn’t focus on traditional mediums an iPad for drawing. They found the technology exciting and they could focus on it, whereas a canvas and paintbrush posed too much of a challenge,” says Yoni. “I then told her about a Google software called Tiltbrush, where you can paint in a 3D space – it’s incredible.” Tiltbrush is indeed a fascinating experience. Putting on a VR headset plunges you into a 3D blank canvas where you can paint and build whatever you like, see your creation from a ABOVE An example of the Google 360-degree perspective and software Tiltbrush even walk through it. With with is highly effective. no visual distractions, you “We have children who can become fully immersed are debilitatingly shy, in the creative process. but after a few seconds you “I thought, ‘This could be see them move and start to ask hugely beneficial for children my questions. They don’t feel self conscious. mum works with’,” Yoni says. “If a We also have children who are really child suffers with ADHD or anxiety, hyperactive or have heightened emotions the smallest noise or disturbance can and they can end up falling asleep if upset them. In a virtual reality you we do relaxation programmes like our can completely control a person’s VR guided meditation,” says Sabine. experience, what they see, hear and do.” VR can also help build children’s The impact that VR art therapy has on self-esteem. “One kid is building a model the children Sabine and Yoni now work

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PR EP / SEN

LEFT VR is a space where children can experiment with confidence BELOW Creating new worlds

desert,” says Yoni. “When he’s in the 3D world it comes up to his waist and he has made a river and trees and a cactus – he’s really taking his time to build a landscape and it’s a huge confidence boost for him.” VR can even help people who have difficulty leaving the house or travelling due to anxiety or disabilities. “We offer them a 360-degree Google Earth Street View and the chance to either visit somewhere far away or go somewhere familiar,” Yoni says. “Children with autism can be afraid of new journeys, but you can do the VR version with them to show what it would be like and how to prepare for it. How would it be to go from the front door to the bus stop? And if we get on the bus, what would we go past? This helps them deal with leaving the house

for the real journey.” The future of VR in education is unclear, but both Yoni and Sabine would like to see it become widely used in classrooms, for all kinds of pupils. “I would love to introduce it to schools and offices,” says Yoni. “It’s incredible for team building and it’s fun to experience something as a group. Offices sometimes have a games room or meditation studio, and this is another tool you can offer for relaxation and escapism. I’m hoping to start running workshops or experiences for people. VR helps people with SEN, but it goes beyond that. It can

be used for stress relief and escapism. On the flip side, we have games that are very active and energetic. We tailor each session to the person’s needs.” The versatility of VR is immense. For people who are anxious and need less stimuli, it makes their world small and focused, allowing them to be fully present to create or simply relax. For others, it can widen their world with a wonderful escape.

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20/02/2020 09:52

PR EP / OPINION

Talking

HEAD

Play On David Woodward, Head of Performing Arts at Dallington School, discusses the vital role music has in all aspects of education

usic, and the Performing Arts, play such a vital role in the development of a well-rounded child. The very pulse and vitality of life keep us as human beings growing and moving and seeking. But for some children, music is not just an extra-curricular activity, it is an outlet for inspiration and creativity, which forms the basis for physical and emotional development. Any visitor to a primary school will tell you that it’s not long division, equivalent fractions or fronted adverbials they are drawn to (though these skills are no less important) but the energy and pulse of singing and dancing echoing down the corridor, almost beckoning you to join in music is infectious and totally inclusive. For me growing up and not being the greatest mathematician in my class, I was drawn to music and the joy of coming

“Children grow in conﬁdence in a short amount of time through engaging in music” together on a weekly and/or daily basis to sing and play. It was the establishment of a carefully designed curriculum, interlaced with music that guided me on my quest for a lifetime of music making. In the playground, we sang repetitive rhymes with a clear beat while hopscotching our way up and down the asphalt. We learnt the pulse of the skipping rope and when to jump in, and you aligned your inner pulse with the timing of the rope - if you weren’t too careful, you’d be hit by that rope. It only takes spending 30 seconds inside a Nursery classroom

background, love to sing. As an opera singer and now educator, the energy you receive standing in front of an audience or auditorium of children can be such a rush. Row after row of children singing their hearts out, beaming with energy and smiles. The incorporation of extra-curricular activities, be it whole school singing or orchestra practice or flute lessons, will bring joy to all children and might just give that one budding student the ABOVE opportunity of a lifetime. Music at I’ve seen children grow Dallington in confidence in such a short amount of time through engaging in to understand the integral role that the music ensembles where they can bond elements of music play in so many facets of with other like-minded children. the learning journey. The development of Having taught across a wide range of sound and phonics training, listening and schools and sectors in Australia and the critiquing, and the development of memory UK, I’ve found the most happiness in a and motor skills can all be enhanced by setting where children are in charge of a curriculum that is woven through the their own learning and are free to enjoy all Performing Arts. As an educator, on subjects because they have been carefully a daily basis I see the development of designed by teachers who really know their physical coordination (jumping, running, children. I am very fortunate to now work dancing, stepping and even walking) and in a school where the Performing Arts are listening through the use now a vital ingredient for of the elements of music. the development of all the The development of a children. All subjects are child through the arts can interlaced with music and the contribute immensely to their greatest cross-curricular links mental wellbeing (especially are being implemented. In my in a time where children are capacity as head of performing under such pressure to achieve arts, I am constantly seeking results in examinations- music ways to enhance the learning is such a great brain break of all children, and discussing DAVID WOODWARD for them). As individuals, we ways of differentiation to Head of all have our own strengths, meet the needs of all our Performing Arts weaknesses and interests. But students, whether they be Dallington School all children, no matter what natural musicians or not. SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 43

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I STARS Performing

While many schools across the country offer exceptional teaching in music and drama, an elite band raise the bar still higher, with alumni lists that read like who’s who. So what does it take to study at a top performing arts school? BERNADETTE JOHN

f a Christmas trip to The Nutcracker or a show has left your child longing for a career in the spotlight, you may want to do your homework on schools for performing arts. First thing to note, your child needs to be resilient: there is stiff competition to get in (only one in 10 will get through the audition stage at some schools). There can be some weeding out mid-school – particularly in the ballet schools, when a change in physique or anything below top-level performance can result in the child being asked to leave. Apart from aptitude and resilience, the biggest consideration is the depth of yearning your son or daughter shows for dance, drama or music. The regime is punishing. They must fit in GCSE studies alongside several hours of tuition and practice each day, and they need to be highly disciplined and singleminded. If it’s a hobby rather than a compulsion, they may be better placed at a mainstream school with a strong performing arts department,

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“The curriculum is designed to give them several hours to indulge their passion each day” or a good halfway house between mainstream and truly specialist – such as Bede’s, with its in-house Legat dance school. With all those caveats, if you have a star waiting to come out of the wings, they will be in their element in a place where the curriculum is designed to give them several hours to indulge their passion each day and with exceptional tuition and opportunities. Unsurprisingly, this comes at a cost. Fees at elite performing arts schools will take your breath away, as they cover intensive coaching on top of academic tuition and, due to location, most children need to board. Children at some specialist schools qualify for the Department for Education’s Music and Dance Scheme, which provides means-tested grants to encourage homegrown talent. A similar scheme, Dance and Drama awards, provides assistance for pupils aged 16+. Added to this, most schools offer scholarship and bursary schemes.

not a stage school, however casting directors do regularly come-a-calling when seeking new talent. Every year there are around 250 applications for 75 places. Gaining entry is all about potential and passion – academically, it is non-selective. Pupils in years 7 to 11 specialise in either dance or drama (although they will be taught both). Once in, there are long days to fit in both academic and vocational work – younger pupils stay until 5.30pm a couple of days per week, while sixth formers – who are taking arts-based A levels and BTECs – have a late finish every day. Most go on to further vocational training after sixth form, although a few will go straight on to professional careers. Entry: Fees are between £16,080£16,990. Means-tested bursaries are offered and there are eight full-fees scholarships for sixth formers. Arts Ed offers day school only, although a few sixth formers board with host families.

Elmhurst Ballet School

Birmingham elmhurstdance.co.uk

t’s really exciting when we meet young people who have only recently discovered ballet and have raw talent which can be developed when they join the school,” says Elmhurst’s principal Jessica Wheeler. While raw talent is there, usually children applying will have several years of dance experience. Around 400 children audition each year; staff are looking for ‘physical ability, musicality and passion’, and only about one in 10 will make it through. The school offers day and boarding places to boys and girls aged from 11 to 18, and trains them in classical ballet, as well as jazz, tap, contemporary dance and choreography. Pupils up to year 11 spend one-third of their time

LEFT Elmhurst Ballet School

BELOW ArtsEd

Arts Ed

London artsed.co.uk

or Arts Ed pupil Thomas Dennis, it was a short hop from sixth form to playing Christopher Boone in the National Theatre’s Curious Incident of the Dog in the Night-Time, and then on to another lead role in War Horse. Another former pupil Ella Balinska stars in the recently released film Charlie’s Angels, and Samantha Barks will play Elsa in Frozen: The Musical this year. So there’s a well-trodden path to the limelight with an exceptional alumni list of talent on stage and screen. Arts Ed is clear that it is SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 47

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Italia Conti Academy of Theatre Arts London italiaconti.co.uk

T dancing, and the remainder studying an average of eight GCSEs. It is is two-thirds dancing in sixth form, as they work towards a National Diploma in Professional Dance. The academic side is not neglected – one-third of the school’s GCSE entries last year achieved top grades. Competition is harsh too for that future in dance; there are formal assessments in years 9 and 11, when those who are not on track to make it to the top are asked to leave. A place at Elmhurst gives children a true taste of a career in dance – as does the opportunity to perform regularly with Birmingham Royal Ballet and in the school’s many productions. Entry: Register early in the autumn term of the year preceding entry for the two-stage audition process. Fees range from £19,503 to £26,949.

“Staff are looking for ‘physical ability, musicality and passion’”

The Hammond Chester thehammondschool.co.uk

boarding school which is doable from London – two hours by train – The Hammond is most certainly worth adding to your list of schools for a talented child. It offers an all-through education, from prep joiners at age seven, to a degree course in Musical Theatre and Performance at 18+. Success in the dance audition is the foremost requirement. Around 30 per cent of applicants make it through. Prep school children get an all-round grounding in performing arts, then from years 7 to 11 pupils opt to specialise in dance, drama or music. This leads on to a choice in sixth form – a three-year National Diploma in Dance or Musical Theatre, a two-year BTEC Diploma Level 3 in Performing Arts and optional A Levels. Entry: Apply a year ahead of entry. Auditions run from November to March. Fees range from £11,781 to £28,152.

ake a casual look at the roll-call of past pupils here and it’s clear they reach the top in a multitude of disciplines – alumni include Daniel Mays, Leona Lewis, Martine McCutcheon, Russell Brand and Naomi Campbell, to name a few. This is an opportunity-rich setting, as Italia Conti also has its own agency, which puts pupils in front of casting directors and producers The Theatre Arts School for ages 10 to 16 teaches up to 10 GCSEs. These are studied alongside training in acting and voice, ballet, tap, jazz and modern dance, plus singing and musical theatre. After GCSEs pupils can stay on to take a threeyear diploma in musical theatre and work up to degree level with a BA in acting. Virtually all graduates gain employment in the industry. Entry: The entrance audition involves three types of dance, two drama pieces and one song. Prior training is highly recommended. Fees range from £12,975 to £15,990.

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The Royal Ballet School London royalballetschool.org.uk

TOP RIGHT The Royal Ballet School

The Purcell School Bushey, Hertfordshire purcell-school.org

he bar is set high at The Purcell School, with a daily timetable that usually involves two hours of music lessons and three to five hours of practice, with individual instrument lessons and GCSE/A level studies on top. Children can study here from age 10, although most are older when they join – almost half of the pupils are in the sixth form. The school is non-selective academically, as long as children can cope with the curriculum. The school offers superb opportunities, with teaching from distinguished visiting music staff who are all performers. This sits alongside exceptional music facilities and regular opportunities to perform in full symphony orchestras and chamber ensembles at major London

venues. Large numbers head after school to the Royal Academy of Music, Royal College of Music and Guildhall School of Music and Drama. Former pupils include BAFTA-nominated film composer Mica Levi, BBC Young Musician of the Year 2014 Martin James Bartlett, Leader of the ENO Orchestra Janice Graham, and twice Grammy Awardwinning Jazz pianist Jacob Collier. Entry: The deadline for applications is at the end of March. There are initial auditions followed by panel interviews. Pupils need to show a commitment to a career in music, which is more important than having already achieved the highest grades in music. Fees range between £26,748 and £34,152.

“Distinguished visiting music staff are all themselves performers”

ollow in the en pointe footsteps of Darcey Bussell and current Royal Ballet principals Lauren Cuthbertson, Francesca Hayward, Steven McRae and Edward Watson, who all trained here. The school takes boys and girls aged from 11 to 19. Years 7-11 are based in Richmond Park, and the older pupils are located in Covent Garden. Virtually all pupils are boarders. There’s ballet for two hours of every school day, plus more classes and rehearsals during evenings and on Saturday mornings. Pupils also sit for a full range of GCSEs. Year 11 pupils must audition again for the upper school, where pupils take A levels and a three-year BA in classical ballet and dance performance. Entry: Children must demonstrate outstanding talent and commitment; your child’s ballet teacher should be able to advise whether they are in with a prospect of succeeding in the audition process. Apply in September for the following year. Fees range from £19,500 to £34,500.

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Tring Park School for the Performing Arts Tring, Hertfordshire tringpark.com

ownton Abbey, Peaky Blinders and Poldark have all showcased Tring alumni, while its ballet dancers grace the English National and Birmingham Royal ballet companies. The school takes boys and girls aged from eight to 19 (day and boarding). Those in years 4 to 6 try out acting, singing and dancing, before specialising in either dance or performing arts at secondary level. Successful children need to be steely; there is continuous competitive casting for 100 annual performances at the school, as well as parts in the English National Ballet’s production of

The Nutcracker, when they must weather the disappointment if they are not chosen. While this immersion in all the performance possibilities is a dream come true for those who would rather spend their days at the barre or treading the boards than with bar charts, that’s not to say there’s any shirking from academic study. Students are expected to achieve a full set of GCSEs. In sixth form the performers take three A levels, while dancers substitute one A level for the Trinity National Diploma in Dance. Entry: At the entry auditions, staff are looking for evidence of great talent and potential; about one in seven applicants meets these requirements. Fees range from £14,865 to £35,760. Up to 100 per cent assistance is available.

“Successful children need to be steely; there is continuous competitive casting”

Yehudi Menuhin School

Cobham, Surrey yehudimenuhinschool.co.uk

o squeaking violins to endure at parents’ concerts here; you are guaranteed a sublime performance from some of our most gifted young musicians. The audience’s seats have been graced by the parents of Nigel Kennedy, Tasmin Little, Nicola Benedetti, Kathryn Stott, Melvyn Tan and Charles Owen, who all studied here. The vast majority of the pupils board. The few who don’t are known as day boarders, an indication of the lengthy days (8am to 6.30pm). Each day’s schedule is split between music practice and academic study. There’s Saturday school as well, so your child needs to want to live and breathe music. Children train in a main and second instrument, as well as studying choral singing, improvisation and composition. Sixth formers stay for an additional year 14, in preparation for a near dead-cert move to a music conservatoire. The Royal College of Music and Guildhall School of Music regularly mop up leavers, while others go to other elite institutions around the world. Entry: Pupils can join from the age of eight. There is no academic selection, but musical ability is tested before a three-day residential assessment to check that children are going to thrive. Fees range from £43,068 to £44,208.

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SENIOR / INSIGHT

LEFT Linda Macrow of LAMDA

Conversation

STA RT E R LAMDA chief examiner Linda Macrow says good communication skills form a key foundation that helps across the curriculum and builds student conﬁdence

et’s do a quick experiment. Find the nearest young child and ask them to tell you about their favourite toy. What sort of response did you get? Chances are it was a short one. An Elsa doll, or perhaps it was a Blume doll. Peppa Pig. Minecraft. Barbie’s Dreamplane. Lego or maybe that bike you bought them for Christmas. It may be a one-word answer for some, but for others such a question is merely an opener for them to construct an entire story: where they bought it, who was with them, the silly joke the cashier made while packing it up. They’ll tell you about how different it is from their friend’s one, and why theirs is better. And soon you’ll be deep in conversation together. What makes these children different? Some might call it extroversion, or an inherent charisma, but on my travels around the world as chief examiner for

“Good grades may open doors, but an impeccable interview is what gets you welcomed inside” LAMDA, I’ve met thousands of these brilliant storytellers. I’ve seen first-hand how, through inspired teaching, the skill of speaking confidently can be learnt. Yet teaching communication is so often dismissed as a frivolous add-on in an already packed timetable. When parents see acting lessons, or speaking verse and prose, or miming, on the list of extracurricular activities, they may wonder what the end-goal is here. Their children don’t want to become actors. But just as

weekly football practice isn’t going to make a team full of premier league footballers, communication and performance classes aren’t about training up the cast of future Hollywood blockbusters. While a kick-about builds fitness, coordination and teamwork, learning to recite a poem for an audience creates capable and confident adults. In order to speak effectively, there has to be an element of the actor in you: an awareness of the audience, and how to tell a story, how to structure a narrative. It introduces styles of writing which go on to support essay composition for history, geography, and wider areas of the curriculum. You’re embedding a skill that’s going to be there all the way through their school years and beyond into adulthood. Communication is the key to unlocking all sorts of other knowledge. At its most simplistic, if a child is not a confident speaker they cannot ask for help in other subjects. I believe with all my heart that during the early years at school it should be equal in value to learning to read, learning to write and learning to count. To speak competently, to be able to engage with people, is a skill every bit as important. Despite the constant encroachment of technology, we are still living in a society where we constantly have to make performative presentations of ourselves. Good grades may open doors, but an impeccable interview is what gets us welcomed inside. We all have our own examples of that one person who manages to get their point across in meetings, lands those tricky clients and always gets the job. Mine is someone who didn’t quite make the grades for medical school but was still awarded a place – all because she managed to convey to her interviewers the deep level of her passion for the vocation and her intense empathy for other people. This singled her out of as enticing candidate among a sea of on-paper academics. The flip side is also true. We all know that brilliant person who is endlessly overlooked because they have difficulty getting their ideas heard. The truth is, our children’s CVs can be packed with every STEM subject going, but all these qualifications won’t prepare them for anything in their future lives and careers unless they can also communicate. SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 55

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G E N E R AT I O N

GRETA How can we refocus education to address the global climate crisis movement? Barnaby Sandow, Head of School at ACS International School Cobham, suggests some solutions BARNABY SANDOW

t was just over a year ago that newspapers and broadcasters around the world reported the United Nation’s statement that we had a little over a decade remaining to stop the devastating onset of climate change, by capping future global warming at +1.5C. “It’s a line in the sand and what it says to our species is that this is the moment, and we must act now,” said Debra Roberts, a co-chair of the working group on impacts, as reported in The Guardian, adding: “This is the largest clarion bell from the science community, and I hope it mobilises people and dents the mood of complacency”. As dramatic headlines flooded the media with environmental warnings, I looked to our students – to the children currently sitting in classrooms – and their passionate responses to the news. I watched the protests, listened to student concerns and considered how it might feel for the generation inheriting the world in its current state. What I also considered is that environmental education is not consistent in the UK. While it encompasses multiple topics and skills, there is no defined syllabus, which means in practice it’s a subject matter that ‘falls through the gaps’. It’s entirely possible that a student

could do 10,000 hours of contact time in the classroom, and only hear about environmental issues in ten of them. As each #FridaysForFuture protest passes, it’s starkly obvious that we need an education ready to support ‘Generation Greta’. But what is an environmental education, and how should it be included within a school curriculum? Broadly speaking, the foundation of an environmental education encourages students to embrace their global citizenship and stand up for causes they believe in. In order to achieve this, we must develop their understanding and tolerance of other nations, teaching from multiple perspectives and fostering a culture of TOP RIGHT collaboration across borders. Protesters take their If students develop an message to the world international, open-minded ABOVE and progressive social mindset, Role model for Gen Z, activist Greta Thunberg use their influence to it follows that environmental protect the environment. concerns form a filter through In the world our teenagers which their academic subjects are and children inhabit, the most considered. I am evangelical in the recognisable climate activist is belief that this, an international education, Greta Thunberg, the girl from Sweden, is exactly the type of education that the who decided to skip school to protest world needs right now. It’s imperative that climate change. Put simply, she felt the children experience different cultures and need to step out from the confines of perspectives – that is what education is her education to speak – and she felt the about. This helps them develop crucial absence of an adult leader or role model critical thinking skills so that they can doing enough. It appears that Generation make judgements independently on how Z feel the same way, to the extent that they they choose to live their lives and, in turn,

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XXXX / XXXXXX

5 ways to inspire change makers

“AS EACH #FRIDAYSFORFUTURE PROTEST PASSES, IT’S STARKLY OBVIOUS THAT WE NEED AN EDUCATION READY TO SUPPORT ‘GENERATION GRETA’” have championed the leadership shown by a child over adult policy makers. One thing seems likely, future cohorts of politicians, businesspeople, board members and trailblazers will consider environment first, profit second. Kate Robertson, co-founder of the youth notfor-profit organisation, One Young World has said that at the heart of every global threat we have a “failure of leadership”. Ahead of One Young World’s summit, she added: “This new generation is the most informed, most educated, most connected generation in human history”. This being the case, what can we teach the new generation to prevent another age of failing leaders? Environmental education can exist across numerous study subjects. But perhaps the most important areas for this generation to focus on include climate change (and

global warming as a symptom of this), water scarcity, droughts and flooding, pollution (including plastics), and deforestation. These are the critical issues that students the world over should be educated about. Environmental education doesn’t have to be limited to the classroom. We should encourage our students to consider these issues in the context of their extra-curriculars, whether they are penning a screenplay, creating their own documentary, protesting at Westminster or developing technological ideas that can have a positive environmental impact. A deeper understanding of the environment and a range of strong leadership skills should be woven into all areas of school life. But it’s within the context of a global mindset that this can become the generation that will action meaningful change for us all.

UNDERTAKE RESEARCH It is helpful for students to read about and engage with other movements that have changed history and understand why movements are important COMMUNICATE WITH OTHERS Writing letters to politicians and people in power is a great way for young people to engage with those who have a direct impact CREATE ART AND MEDIA This is an effective way to communicate opinions, frustrations and hopes around a particular subject KEEP THE THREE R S HABIT Encourage reducing, re-using and recycling and suggest they explore the recycling habits of other nations for good ideas that might be borrowed here at home KEEP ON ASKING QUESTIONS Remind young people to keep on asking questions so that they can make informed choices about how best to participate with the issues they care about.

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SENIOR / FOCUS

ON THE MARCH British Education ﬁnds out about Gordon's School and their famous historic march

ondon’s most iconic street, Whitehall was brought to a standstill as some 250 students from Gordon’s School, together with their Pipes and Drums, marched to the General Gordon statue on the banks of the Thames. The Surrey School, which is the national monument to General Gordon of Khartoum - is the only one in the country permitted to march along the central London venue – and commemorating General Gordon’s life has been an integral part of the School’s history. Dressed in their ceremonial Blues uniform, after marching along Whitehall and past the Cenotaph, students arrived at the statue of General Gordon at the Victoria Embankment Gardens. There they took part in the annual Memorial Service led by

“We were honoured to be able to uphold our tradition, which is a much anticipated event for the whole school”

ABOVE & the School Chaplain the Reverend honoured to be able to uphold LEFT Sarah Norbron, to commemorate our tradition, which is a much 250 students take over Whitehall the death of the Christian, soldier, anticipated event for the whole hero and philanthropist, General school. As the only school Charles George Gordon. granted permission to march Bugler Andrew Milne from the school through Whitehall once again our sounded the Last Post and wreaths were students represented Gordon’s School to laid at the foot of the statue by Head the highest standard, of which General Boy Jack Bodell and representatives of Gordon himself would have been proud. the Gordon family and Gordonians. “Our thanks go to the City of The co-educational day and boarding Westminster for allowing us to continue school, which is now one of the highest our tradition, to staff and students for achieving state-funded secondary schools their commitment and dedication and to in England, first opened its doors in 1885 as all the parents who helped organise travel, Gordon Boys’ Home at the behest of Queen marshal the event and who continue to Victoria, who wanted a fitting National support the school and our students.” memorial to be created in Gordon’s honour. The Whitehall Parade, was followed To date, the school continues to by the annual General Gordon Memorial have the reigning sovereign as its Service in Guildford Cathedral the next patron and keeps up the tradition of day attended by the whole school, staff marching, which is undertaken by and parents. The service was led by the every student, dressed in their Blues. Reverend Canon Dr Paul Smith, Canon Head Teacher Andrew Moss Liturgist and Canon Paul Thompson commented: “As always, we were delivered the annual Gordon Sermon.

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EMBRACING DIVERSITY

The Head of St Margaret's School in Hertfordshire on how a British education embraces diversity

mbracing greater diversity in schools is a tremendous goal. For me, diversity is about removing barriers and encouraging difference. It is the ultimate leveller for ability and talent to shine. A diverse school celebrates the uniqueness of everyone in its community in a way that is colourful and vibrant, rather than homogenous. Yet in reality, being truly diverse goes far beyond putting up flags and staging international food days. If we are promising diversity we have to demonstrate that in every respect. The diversity agenda is far bigger than protecting characteristics and should include all backgrounds. There is an immediate benefit for all pupils if they feel safe in their environment and able to take pride in being themselves whatever that may look like. Only then are they truly free to celebrate their individuality and pursue their goals. Ultimately selfconsciousness, which can cripple our young people, must also be monitored regularly. A diverse school requires attention to detail in terms of social awareness and practicalities that reflect the global economy. It will allow transitioning children to co-exist without question, which requires sensitivity but also flexibility in terms

"Being diverse goes beyond staging international food days"

of food provision, uniform, toilets and changing facilities and so on. However it also requires mindfulness and kindness in terms of the language used. A thoughtful approach to calendaring events, to factor in religious festivals and their impact is also vital. My school has 25 nationalities, defined by the passport-issuing country. But identity and culture is far more complicated than this. Many pupils’ passports are well used, as they have moved countries regularly due to their parent’s job. There are countless others who have parents with a different nationality to their own and some, like a Year 6 pupil I met this week, whose father is Iranian and whose mother is Lithuanian, where their own cultural preferences and customs are a blended mix. All of this means truly diverse schools have to be understanding on a multitude of levels, not just in their catering provision. For many pupils (like another Year 6 pupil I met this week), the interconnected nature of the world is a given – in this case, the child had switched from one school

in Nigeria to another in Switzerland before moving to the UK in her seven-year school career. Her friends, interests and language were all naturally impacted by these moves. The independent sector has successfully marketed a British education around the world. For many overseas parents, educating their child in a British school is appealing, it gives a mobility and a standard that is well respected and understood. It is ABOVE part of the reason that St Margaret's numbers of satellite School schools abroad have increased. The English language is a significant contributor as parents abroad are keen for their children to be immersed in such holistic education and to gain the confidence that comes with it; the ultimate ‘leg up’ in the global community. Many of these schools will be diverse due to their location or by the nature of the work of the parents that attend them. For diverse schools, the understanding they offer allows all of their children to be more accepting of difference than perhaps was the case in their parent’s generation. With this comes a need for open mindedness and a respect of collaboration, both of which are essential in the global economy. There is something quite exhilarating about a truly diverse setting. Identity, including our own, is made that much more colourful, complex and interesting by what defines us as individuals and that which makes us different to everyone else.

LARA PÉCHARD Head stmargaretsbushey.co.uk SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 61

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Health and WEALTH Fettes discusses the school's award-winning pastoral care C A R O LY N H A R R I S O N

nly happy students learn and at Fettes we focus on the mental and physical wellbeing of students. With our PSE Curriculum, we undertake on-going pupil consultation, ensuring each student's voice is heard. The programme is forward-thinking and embedded within school life. Utilising external contacts (guest speakers, charities and alumni) and harnessing the enthusiasm of students, our core components include healthy relationships, modern world pressures, decision-making, nutrition and emotional resilience. Young people can experience the pressures of the modern world as stress. We have a non-complacent approach to technology, managing the pressures it can bring while promoting the positive impact it can have. Online safety is key, as is understanding the real impact of online content. Those pressures have always been there and so addressing the root of issues is our focal point. As well as having a specialist wellbeing curriculum and guidelines in place, we also provide students with a dedicated area which is a safe oasis of calm. The Hub is a pupil-focused drop-in room open daily and staffed by members of the listening team (PSE prefects, nonteaching and teaching staff). This reflective space provides a listening ear and some peace during the busy school week. At Fettes we pride ourselves on quick

“Our student-led Fettes Equalities Society empowers students”

ABOVE Fettes won the Independent School of the Year award for Student Wellbeing

identification of those who may be struggling. Our on-site 24-hour medical centre offers immediate access to a mental health trained nurse with follow-up counselling and psychological support as required. All staff undergo mental health and first aid training. Our student-led Fettes Equalities Society encourages open dialogue among pupils while cultivating skills to empower students now and in the future. Recent introductions include Girls on Board (empowering young women) and the Great Men Initiative (masculinity in the modern world) both added to the curriculum. At Fettes we have found that nothing improves student body moral and wellbeing like a collaborative event. These wholeschool, pupil-led termly events address current issues and recognise what our

students need both physically and mentally. At Fettes we care for the wellbeing of our students long after they have finished their time with us, – we like to think of it as futureproofing. In our purpose-built Upper Sixth Form house, we tailor a programme for life after Fettes. Specialist sessions include motivation, healthy eating on a budget, anxiety and stress-busting. At Fettes, we are never complacent when it comes to student wellbeing and we regularly evaluate and respond to need. Reflecting current pressing issues makes our offering relevant, flexible and valued.

C A R O LY N H A R R I S O N Deputy Head, Head of Pastoral Care fettes.com SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 63

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Heathﬁeld School has a formidable reputation for arts, with an alumni list of dizzying talent. British Education ﬁnds out what makes it a place where creative talent shines

eathfield School’s star shines bright when it comes to the arts. Let’s start with the alumni list. Spanning the worlds of fashion, interior design, acting and fine art, it includes names such as Jimmy Choo CEO Tamara Mellon, Isabella Blow, Nina Campbell, Sienna Miller and Amber Le Bon. Many leavers who pursue an arts career go on to top institutions such as Central Saint Martins, London College of Fashion, Falmouth and Parsons in New York. The school’s creative bent has been recognised by the creative industries. Not many schools have works by Alexander McQueen on display at their fashion show (this happened at last March’s show – courtesy of Daphne Guinness, who once worked for Isabella Blow). Ahead of the same show, Stephen Lisseman, the former creative director of Karl Lagerfeld, Gucci and The White Company, collaborated on ideas with pupils. He also found time to deliver masterclasses on areas such as fabric selection, theory of design, new aesthetics and building a collection. As

you might expect, Heathfield’s fashion show is a hot ticket among parents and alumni, as well as creatives looking to see what the girls have dreamed up for their live runway production. So what is the magic that draws out so much talent in pupils and brings creative support through the school gates? Head of Art & Design Eve Feilen says the school is unapologetic about its approach. “We set the bar high and our students respond really well to the challenge.” In practice this means the art team inspire children to think ahead – to aim higher – and produce work that is at least a key stage above where it needs to be. GCSE students work as if they were at A level stage, while A level students are preparing work in a way you might expect to see at degree level. “We meet them at their level, as a creative practitioner. We don’t talk down to them,” says Eve. The tutorial system the department has adopted feels very much like the kind of environment the girls will find down the line – at university but even more so in the world of work – with students encouraged to sketch, keep diaries, collaborate,

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ABOVE Students are allowed to run with creative ideas

discuss, reflect and articulate their perspective on work they are producing. The facilities support the ideas generated individually and in tutorials, and include an art library, sewing and pattern cutting rooms, fine art studio, 3D sculpture room, computer suite and a kiln for ceramics and glass. These facilities become a hive of ambitious – sometimes unusual – activities thanks to a can-do approach. Eve believes that students should be allowed to run with ideas. “If a child can imagine it, we should at least try to help them realise it,” she says. The results are testament to this approach – animations, furniture designs and boat artworks have all been in the mix as recent art projects.

LEFT Heathfield's famous fashion show

While ambition and boldness is encouraged, this is underpinned by the idea that art and design is not about perfection. “ Fear of failure is paralysing, so our approach is about coaching girls that it’s OK to make mistakes – and if it didn’t quite work out as you expected it might become something else.” More than anything else, it’s the confidence of self-expression in the artworks that earns Heathfield its reputation and so impresses visitors. Parents at open days often say they wish that they had had the opportunity to study art this way. As Eve Feilen says: “If we believe our students can do it, they start to believe it themselves”.

“IF WE BELIEVE OUR STUDENTS CAN DO IT, THEY START TO BELIEVE IT THEMSELVES” SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 65

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SCHOLARSHIPS FOR YEAR 7 AND YEAR 5 ENTRIES FOR SEPTEMBER 2020

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MUSIC, MUSIC, MUSIC! Neil Matthews, Director of Music at Hurst College, tells Absolutely Education how music should be inclusive

usic surrounds us in our daily lives, whether we are choosing to listen to it or simply hearing it as we go about our business, wherever that may be. Music speaks to every single one of us in some way or another and the process of creating it is something that everyone will experience at some point. From the nursery rhymes of our childhood to the hymns and sporting anthems of our adulthood, we will all engage in ensemble music-making. Music in any school is about creating as many opportunities for that music-making in as many styles as possible and making those opportunities engaging, worthwhile and enjoyable whilst striving for the highest quality outcome possible. Music plays a huge role in our children’s culture, so fostering a genuine appreciation of styles and genres is key. Many studies have concluded that there is a correlation between learning music and academic achievement and this is easy to see. The single-minded determination required to succeed when playing an instrument is massive and the longitudinal approach towards any musical outcome helps to foster that way of working and thinking elsewhere. Music is both a solo and collaborative activity and, through honing their skills individually before making music with others, children develop socially and are encouraged to push themselves to achieve. Ensemble music-making and sharing music collectively sparks

"Music is the adhesive which binds together our civilised society"

intellectual thought and fosters the ability to listen, learn and lead. Both listening to and performing music can stimulate all manner of emotional responses, from despair to sheer joy, and for many pupils this is an important outlet to express their emotions. That is why it is so important that as much music-making as possible is available to all pupils. Nobody should ever be discouraged from taking part. Music is the adhesive which binds together our civilised society and, as music educators, we are at risk of closing the door on music completely for our pupils. It is important that we always remember there is something for everyone and no opportunity to perform or take part should ever be squandered. Musical opportunities do not need to centre around music created by traditional means either – with pupils having access to laptop and tablet devices, it is perfectly possible to create a unique and meaningful piece of music in a comparatively short time using readily available apps. Music at Hurst has a key role as part of the weekly timetable – curricular and

co-curricular. It is an inclusive activity where all pupils are welcome to participate in all aspects of music, regardless of experience and ability. The choir contains some 120 pupils and, for many of them, this will be their first experience of choral singing. Similarly, all of our instrumental groups are open to all and this means that in many of our smaller ensembles, more experienced pupils can take the lead and play an important role in shaping the sound and direction ABOVE of the group. All styles of Hurst College music are accommodated pupils – there are jazz, rock and classical concerts every term. We value the importance of live performance – barely a week goes by without a concert or recital of some sort, either here on campus or in the wider community. Our team of visiting music staff are found in our suite of practice rooms coaching and guiding our students preparing for performances and competitions both in and out of school – alongside leading and playing in ensembles with our pupils. We have a large network of professional musicians who have become connected with the department over the years who often give mock auditions and feedback to those who are preparing to apply to conservatoires. Many of these musicians teach at the country’s top institutions so are well placed to give expert advice and insider’s insight. No matter a student's ability, music at Hurst is always inclusive.

N E I L M AT T H E W S Director of Music Hurst College SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 67

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Earth calling With environment and climate top of the agenda, Kingsley School in Bideford, North Devon has opened a pioneering Earth Centre in its grounds

ustainability and the future of the planet have never been more front of mind, and now Kingsley School Bideford has broken new ground by creating an Earth Centre in its school grounds. As far as the Bideford, North Devon school is concerned, this is just the beginning of a journey where, for the first time in the UK, environmental sustainability and the challenge of climate change sit at the heart of mainstream school education.

The approach adopted by the school’s Earth Centre provides a myriad of educational opportunities – both vocational and academic – for students of all abilities. Students can choose to focus on any aspect of environmental studies and sustainable agriculture, from ecology and biology to politics and economics, and from practical horticulture to marketing, sales, and business skills. The Earth Centre houses a modern laboratory and workshop, dedicated teaching areas, facilities for growing

vegetable seedlings, and equipment for the harvesting and packing of produce. Not only will the school be supplied with its own vegetables, but students will also hone their business skills by providing the local community with fresh food. The facilities and hands-on approach means that all children will be immersed in key issues surrounding the challenges of climate change, including how to manage land, plant and soil ecology, the role of oceans and fresh water and the economics of environmental sustainability.

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Enhancing biodiversity is a key part of the Earth Centre’s ethos, and with a whole-school approach to making this happen. A range of fast-growing indigenous trees will be planted around the school grounds, improving the local native tree population while also providing a nutritious biomass for vegetable growing. The school’s other ambitious plans include turning the rugby pitch into a garden, growing vegetables and storing carbon by using no-dig techniques based on the latest ecological understanding of soil biology (and its ability to reduce carbon dioxide in the earth’s atmosphere). Studying at the centre will be focused on practical work experience in the field, investigative science and ‘learning by doing’ across all subjects. The centre will include a commercial horticulture farm called the Ecology Zone, which will grow vegetables and store carbon. At a special event held on Earth Day at the end of November, Eden Project founder Sir Tim Smit KBE gave his support to the school’s pioneering project with a keynote speech to pupils, parents and VIPs guests. He said: “Here in North Devon we are on the verge of making environmental studies rock ‘n’ roll. Let’s build the magic here in the South West! ABOVE Working with the grains of Learning about nature and understanding carbon storing natural cycles should be the BELOW start of every pupil's learning”. Earth Day celebrations All normal timetables included a beach clean activity had been suspended for Earth Day to give pupils the opportunity to get involved in hands-on environmental activities. These included beach clean sessions, building hedgehog habitats, creating bird boxes for the new woodland to be planted in the Kenwith Valley and making bird feeders. The children also planted oak

“The school will be supplied with its own vegetables and students will hone their business skills by providing the local community with fresh food”

trees in the school grounds and created artworks from microplastics and natural pigments to communicate environmental concerns. Thought-provoking activities included brainstorming ideas based on the 17 UN Sustainable Development Goals and then pitching them, Dragon’s Den style. Many guests from organisations were also involved in celebrating this grand opening. These included Earth Centre partners Greene’s Education, KSI Education and many local businesses, as well as representatives from the North Devon UNESCO Biosphere and the Cleaner Seas Group. Speaking about the arrival of this most future-thinking facility at the school, Pete Last, Kingsley Headmaster, said: “Bideford is within the UNESCO North Devon Biosphere, and many of our students have a strong rural and agricultural connection. The Earth Centre recognises and speaks to our role in the community and the environmental values that we have chosen to foster. The Earth Centre is simply the right thing to do.” To find out about activities and opportunities at Kingsley School Earth Centre, visit kingsleyschoolbideford.co.uk SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 69

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LEAD ON

The Director of Pupil Development at Charterhouse on how to build tomorrow's great leaders

ur rapidly changing world needs great leaders. How exciting then to be part of a school where developing the great leaders of tomorrow is at the heart of what we do. A talented leader is someone who inspires, who cares, who selflessly contributes to the greater good of those around them, someone who perseveres and gets things done. So the concept of tomorrow’s leaders should be far broader than conventional images of captains of industry, the military and government. The character values we work to instil at Charterhouse from the very outset prepare our students to become tolerant, openminded and considerate members of society. Misconceptions about leadership are widespread, especially among the teenage generation, with many believing that leadership is all about power, prestige and control. In truth, leadership is about developing a set of values that enable individuals to have the confidence to do what is right, not just for themselves but

“The focus is on learning to lead oneself before serving others” for the community in which they live and work. When people act with respect for themselves and others; when people demonstrate moral courage by standing up for a point of principle – even when it runs contrary to popular opinion; when people pick themselves up after they’ve failed to achieve their goal and have another

A B OV E

Kindness is integral to leadership

go and when people show kindness, then respect, Charterhouse is blessed with a they are demonstrating good leadership. fertile environment. With over 60 clubs Leadership is about moving people to follow and societies, 21 different sports, four your example by behaving with integrity. choirs, orchestras, theatre productions Teaching has its place too, so part of our and a thriving pupil council, there are lots pupil development and leadership philosophy of opportunities for pupils to hone their is to provide education in the ways of leadership skills. Our boarding houses, leadership for all our pupils, including communities in themselves, are also great offering our sixth form a 20-week taught examples of pupil leadership at work every course providing world-class day; whether it be a Head of personal and professional House quietly setting the tone development. The focus is on by holding the door open for a exploring one’s own values visitor, a sixth former running and learning to lead oneself rehearsals for a House play before serving others. or even one of our youngest Education in leadership will pupils sharing their views as only take young people so far, part of the House Council. however. What they really It is a privilege helping JON TULLY need are opportunities at students on their way Director of Pupil Development and Leadership all ages to practice and to becoming the leaders Charterhouse develop skills and, in this of tomorrow. SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 71

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HEAD

Life SKILLS

Benenden School Headmistress Samantha Price considers the range of skills on display in a school theatre production

owards the end of the Autumn Term, our pupils gave four performances of this year’s musical, Sister Act. Inevitably, many of those involved harbour a genuine passion for drama and for singing and for dancing, and some of them will undoubtedly pursue careers in these fields. Yet as I watched this marvellous production from the audience, it was clear to me that this was a meaningful experience for all those involved. Whenever the value of the arts in schools is next questioned, I will cite this week of Benenden’s Sister Act performances in defence of the arts. I struggle to think of many school activities that offer young people a greater experience of vital life skills in one place. Beneath all the sequins, wigs and laughter, many of the traits these girls will need in the workplace were there for all to see. For example, we talk a lot in the education sector about the pressure on young people – be it from exams or university applications or from social

A B OV E

complexity teaches the sound and lighting, in charge of the props importance of meeting and hair and make-up. The pressure deadlines. This is as true on these roles to be fulfilled to exacting in a musical production standards is, in many ways, as great as those as in a boardroom. on stage. We all know how much those in the The on-stage performers are adept limelight rely on those behind the scenes. at ‘putting on their game face’ yet this Sitting in the audience at school events, is a so-called softer skill that resonates I watch girls who struggle with confidence throughout our working lives. How often commanding the stage. I see those who do we feel not at our best prefer working alone thriving but nevertheless take a deep as part of a team. I see those breath and stride out on who habitually miss academic stage to face our audience? deadlines putting in the effort Of course, what we saw on to be ready for the big night. stage was only a part of it. The next time the value Those running the front-ofof the arts is questioned, house operation were meeting I will look back on a week and greeting, showing guests of nuns and gangsters and SAMANTHA PRICE to their seats and resolving feel reassured that such Headmistress Benenden School any ticketing issues. We had endeavours are vital for several girls operating the young people’s education. Benenden pupils in character

“Beneath all the sequins, wigs and laughter, these girls were learning key skills for the future” media – yet the pressure to go out on stage and perfectly deliver your lines in front of a live audience is a pressure like no other and will be transferable to other situations. Rarely is working together as a team more important, adjusting to all the shared highs and lows of a demanding rehearsal and production schedule, and a show of this

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QUESTION TIME The experts at Gabbitas Education have the answers

CATHERINE KELSEY DIRECTOR OF ELITE CLIENTS

How do we decide whether our child is best suited to a prep school that finishes at Year 6 or Year 8?

A well-chosen prep school will provide a solid foundation for a child’s academic career. It will play an enormous part in determining the options available to them when it comes to senior school and will prepare them for a smooth transition. If consideration for the prep school is intrinsically linked to the senior school, one must look at the intake ages at the desired senior school. Does the senior school provide entry at age 11, age 13, or both? This is vital not only so there is

“It is vital to avoid a ‘small ﬁsh in a big pond’ scenario whereby an unprepared 11 year old goes to senior school”

A B OV E

Hanford pupils on a winter’s morning

a smooth flow from prep to senior, but also to avoid a ‘small fish in big pond’ scenario whereby an unprepared 11 year old may be overwhelmed by the additional demands and expectations of their new environment. If the child is assessed as being confident and ready, then a prep school with progression into a senior school at age 11 would make sense. If there is doubt, however, then a two-year gap can be a useful testing period. There is never a 'one-size fits all' solution to choosing the best prep school for

your child, and that's what makes my work so interesting. From our experience, the best decision ultimately relies upon an unbiased (and unemotional) perspective on a child’s abilities and needs. Every family has a different set of circumstances and its my job to understand them and advise objectively. Some parents are surprised to hear that their first choice prep school might not be the best place for their child to thrive and prosper, but with hindsight they are always grateful they took good advice.

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HELEN SEMPLE

SENIOR CONSULTANT, EXECUTIVE TEAM

KIRSTY REED

LEAD TUTOR CONSULTANT

My daughter's school friend has told her that she is already being tutored for an entrance exam for our preferred senior school which they will sit in 2021. Is this over the top or are we falling behind?

First of all, don't panic! It's very easy as a parent to worry about what other families are doing but common sense will tell us that each individual child should be treated as just that. What we would suggest you do is take a look at your child and decide whether there are any areas that a private tutor could help you with. If the entrance exam is written by the school it will normally focus on verbal reasoning, non-verbal reasoning , Maths and/or English. If the school uses the Common Entrance, core subjects are Maths, English and Science. If your child is at a prep school, then the school should have already given your child some coaching. If your child attends a state school then it might be sensible to prepare your child. In either case, use a good tutor agency who can provide an objective assessment test and a mock interview so you can understand where your child is now and recommend a plan of action. And although starting a year in advance seems excessive, it's never too soon or too late to start: remember, preparation is everything.

There is a lot of talk about gender and diversity at our school gates, in the press and in general. How are schools changing to adapt to this new environment and how can we as parents help?

While it is positive that increasingly young people feel comfortable identifying as who they wish to be (straight, homosexual, non-binary, trans, faith, no faith etc), with this comes a responsibility for schools and families to understand what this means for their young people. Written by educators, educational specialists, consultants, diversity practitioners and parents, Inclusion Matters is the first resource of its kind to provide background information on English state and independent schools’ statutory obligations under the Equality Act 2010. It offers practical questions in an easy-to-use checklist format to help empower parents and carers to consider and discuss a school’s commitment to LGBT+ inclusion. More and more young people are rejecting the rigid boundaries that society puts on gender labels. Schools need to catch up in order to provide an environment that young people can thrive in. Encouragingly, steps are slowly being taken; last summer saw the first independent school participating in the Pride March in Brighton, a growing number of schools are embracing the need for inclusion training for staff, and more schools are providing non-gender specific uniforms. But there is still a long way to go. The Inclusion Matters guide is available online at: diversityrolemodels.org.

“ALWAYS USE A GOOD TUTOR AGENCY WHO CAN ASSESS YOUR CHILD AND MAKE A PLAN OF ACTION”

DANIELLE FLOOD STUDENT SUPPORT SERVICES & GUARDIANSHIP MANAGER

A family at my son's school recently became the guardian family of a nine-year old girl from Thailand. I have a son the same age and am interested to find out more about what it involves, the rewards and how it could affect my son.

International students who study in the UK should have a UK-based Education Guardian appointed by their parents to represent their child and act on the parents’ behalf in the event of an emergency. Some families choose a family friend, but many families now appoint a professional Guardianship Agency to find, check, approve, support and monitor their Guardian Family. Guardian Families come in all shapes but most importantly they will all be caring families who like the idea of supporting an overseas student in the UK. Guardian Families also need to be homeowners and provide a room with some space for clothing and a desk for studying and they will be paid according to the amount of time a student stays with them. Having a younger child should not be a concern as the agency you choose should work hard to ensure you have the right student to fit in with your family. So whether you would prefer a similar-aged child so that they can grow up together, or an older child who can act as an elder sibling, it can work to suit you. It is a wonderful experience for UK families to participate in, and to know that you and your family have helped a young person to settle in and make the most out of their UK school experience is a rewarding achievement. Friends are made for life.

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WeAreWellington @wellingtoncollege

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INTRODUCING THE EPQ The Deputy Head of Academic at Daunstey’s explains the beneﬁts of the Extended Project Qualiﬁcation and how it can be the ticket to top university offers JOHN TYLER

s Sixth Formers battle for places at top universities, the EPQ (Extended Project Qualification) has become increasingly popular in British schools. Taken alongside A Levels, an EPQ involves either a practical project, plus a 1,000-word report, or a 5,000-word written dissertation. Everyone gives a ten-minute presentation on their work and answers questions from an audience. Each student has a supervisor and receives around 30 hours of teaching, as well as spending between 90 - 120 hours on the project itself. More and more universities and employers are recognising EPQs when they assess student applications. They like the EPQ as it helps develop skills such as critical thinking, problemsolving and creativity, which are valuable not only for university study but also for the world of work. While focusing on just three or four A Levels in the UK narrows students’ choice of subjects, an EPQ can provide an opportunity to explore another area of interest or something they have never had the chance to study. Completing an EPQ also provides content which a student can discuss during interviews which can be a significant differentiator. Doing an EPQ demands imagination, selfmotivation, organisation and application. But a successfully executed EPQ can tip

“EPQs help develop skills such as critical thinking, problem solving and creativity”

ABOVE Olli made an acoustic guitar for his EPQ

the balance in favour of one university applicant over another and some universities will even accept an excellent EPQ in lieu of a target grade in one A Level subject. It is also great preparation for the shift in mental gear required at university, as it requires a high level of independent work and original thought. Here at Dauntsey’s we view the EPQ as a bridge between school and university, a chance to explore an area that might be relevant to a future career and a taster of academic life after school. It is not only an intellectual and practical challenge but one that can be immensely rewarding. One of our students, Thomas, completed his EPQ on ‘Altitude and Cognitive Function’. He decided to do an EPQ because he wanted to read medicine and thought that completing a topic-related

EPQ would help him stand out from other applicants. As he was already planning on climbing Kilimanjaro he decided to focus on developing a series of cognitive experiments to test brain function during the ascensent. Completing the EPQ taught Thomas to be highly organised and helped him to develop his time-management skills. Thomas said that the EPQ “showed me how to apply critical analysis to revision for my A Levels in maths, physics, chemistry and biology, which has helped a lot.’’ This left him better prepared for the further education style students encounter at university.

JOHN TYLER Deputy Head Academic Dauntsey's School SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 77

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WREKIN: TOGETHER WE ALL ADD UP TO

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SENIOR / OPINION

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Business MINDS

Jonathan Cohen tells British Education how Plymouth College is supporting the entrepreneurs of tomorrow

oday’s pupils have a profound entrepreneurial spirit and are more interested in exploring less conventional career paths than previous generations. In a recent survey conducted by Business Matters Magazine, 82% of 16-21 year olds in the UK said they are interested in starting their own business. Schools must support and inspire pupils to be tomorrow’s leaders and entrepreneurs, using a broader, more dynamic enterprise curriculum and developing strong links with businesses and universities to offer career advice, guidance, opportunity and inspiration. At Plymouth College we provide education in business, economics, finance, entrepreneurialism and leadership through the Plymouth College Business School. The new and innovative enterprise curriculum

“Our aim is to encourage all pupils to take on new challenges”

offers a variety of pathways through which pupils are able to develop their entrepreneurial qualities, skills, knowledge and understanding. We offer bespoke courses in subjects such as Economics, Business and Finance that are designed to be flexible around pupils ages and stage of learning, giving them the enterprise and financial capital that they need to make informed and well-educated decisions throughout their lives. We also run a variety of related activities. Our Entrepreneurial

expertise through workshops and presentations and our curriculum educates pupils to excel in their exams but also to become more entrepreneurial. Pupils’ potential for securing positions at the best universities and on the best apprenticeship programmes is nurtured through effective careers advice ABOVE Pupils at and experience Plymouth in the workplace. College We want these opportunities to Club gives pupils across the whole school be relevant and enriching, to enable pupils the opportunity to run their own business, to make the right choices. We offer flexible understand about business fundamentals of learning spaces where pupils can develop good cash-flow, accurate recording of data, essential leadership and planning skills, research and product or service design. with access to dedicated training to acquire We offer exciting ventures in national the skills to become future leaders. Our aim competitions including stock market is to encourage all pupils to take on new trading, Peter Jones Tycoon competition, challenges and be ready to take the initiative and Banking and Finance competitions. By in their future careers. We want to empower taking part, the pupils learn a broad range them with skills to be the next generation of soft skills like networking of leaders. By nurturing and teamwork as well as a entrepreneurial spirit, we are broader understanding of the also encouraging innovative economy and finance. thinking, the ability to identify It is vital for schools to have new opportunities and build direct links with business strong teams. Understanding leaders and universities to give the demands of the modern pupils the opportunity to learn workplace and the aspirations essential skills for their future of young people today and career and how they apply to inspiring confidence and an JONATHAN COHEN real businesses. We frequently entrepreneurial spirit is the Headmaster have speakers to the school, key to a fully comprehensive Plymouth College sharing their knowledge and modern education. SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 79

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Absolutely Education_Hong Kong Edition _FullPage_Autumn_210X297+3mmbleed

• Set amongst 35 acres • Community spirit • Outstanding pastoral care • State-of-the-art music centre • Award-winning Sixth Form building • Extensive co-curricular programme • Excellent record of academic success • Bespoke tours available

Open Mornings throughout the year: qas.org.uk

Heathrow to Reading in 40 just minutes

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Day and boarding Full and flexi options

‘Definitely one for the list of any parent for whom happiness and roundedness are top priorities.’ Good Schools Guide

Queen Anne’s is an independent boarding and day school for girls aged 11-18 QA.indd 1

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SENIOR / INSIDER

Creative OUTLET The Head of Mayﬁeld School says it's vital to encourage arts and music at secondary level, not just to bring on talent, but also as an outlet for relaxation ANTONIA BEARY

e live in a world where our children are under constant pressure to achieve academic excellence in the face of constantly moving goalposts and expectations. They are bombarded with advertising messages that impact their body image and self-esteem, not to mention seeming permanently connected to online interactions that prevent them from 'switching off' from the stresses and strains of their young lives (so much so that even they are beginning to worry!). It is hardly surprising that the value of music and the arts in a child’s education is often ignored, and its role in providing

BELOW Art provides students with a creative outlet

“Creative arts have an extremely positive impact on physical and mental well-being, building conﬁdence and allowing students to relax while they learn” an antidote frequently overlooked. The Creative and Performing Arts have an extremely positive impact on the physical and mental well-being of many students, building confidence and allowing them to relax while they learn by becoming truly absorbed in something that inspires and challenges them. Whether a student intends to pursue Music, Drama, Textiles, Ceramics or Art as a career, or whether it is just for fun and relaxation, it is vital these subjects are available to students at secondary level, and that they are encouraged to take part.

At Mayfield School we encourage everyone to become involved in the arts, whether they appear to have a natural ability or not. They are frequently surprised by the results. The benefits of singing, playing music or performing on stage, no matter how nerve-wracking it may seem initially, are vast: from boosting self-confidence (if you can sing solo in front of an audience, you can do anything) to teaching the discipline that is required to learn lines or music. A large number of our girls also enjoy Art, Ceramics and Textiles, although not all necessarily choose to study these subjects at A level and beyond. Those who do often combine them with maths and the sciences, our most popular subject choices. Five years ago, we appointed an Artist in Residence, not only to support arts graduates in developing their own work, but also to provide additional inspiration to our students, and promote creativity in the wider community. The pleasure and satisfaction girls derive from planning, experimenting with and creating artwork or garments is considerable – as is the sense of achievement gained from seeing the creation exhibited. Again, creativity and imagination – but also commitment, attention to detail, critical analysis and patience – are required to succeed. These skills are eminently transferable, and cross-curricular links between the arts and those subjects considered more traditionally academic are hugely valuable, not least contextual detail and background information to enrich learning. The value of the fruits of these creative labours is not purely aesthetic. An individual response needs to be cultivated and should be informed by an understanding of others’ perspectives; different cultures; experiences other than your own. In the world in which we live, and increasingly in the future, surely this sort of understanding needs to be championed? SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 81

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UK Boarding School Exhibiton 2020 DUBAI Friday 28 Februar y 14.OO – 19.00 Saturday 29 Februar y 11.00 – 16.00

The UK Boarding School Exhibition, now in its 15th year, enables families living in the Gulf region to meet Heads and Representatives of UK boarding schools and talk to Anderson Education's specialist education consultants. Register online: www.andersoneducation.co.uk/uk-boarding-school-exhibiton-dubai G r o s ve n o r Ho us e Ho tel , D ub a i Ma r i n a Al Emreef Street, Dubai, United Arab Emirates

ARDVRECK SCHOOL

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UK SCHOOLS EXPO / EXHIBITOR S

Ardvreck School Location Perth and Kinross Head Mrs Kinge USP Ardvreck School is an

exceptional boarding and day preparatory school offering a unique educational experience to boys and girls of 3-13 years. Children are prepared to be resilient and well equipped, with a daring spirit to succeed and to overcome anything that is thrown at them on their life journeys; they are our courageous pioneers.

Bede’s Senior and Prep School Location East Sussex Head Peter Goodyer USP Bede's is a co-educational

boarding prep and senior school which is recognised by parents as a school where every child is treated as an individual and encouraged to find and develop their passions. Bede's is known for its broad academic curriculum, performing and visual arts and sporting provision which values performance and participation equally. Alumni Director Jamie Lloyd, rugby player Rob Buchanan.

Brentwood School Location Essex Head Mr Michael Bond USP Our pupils are confident

without being arrogant, do the right thing, even when no-one is looking, and respect difference: you will see a footballer enjoying lunch with a lead chorister and a dancer running a recycling project with a chess player. That’s who we are. We Are Brentwood. Since 1557. Alumni Lord (Andrew) Lansley, Rt Hon Jack Straw, Sir Robyn Day, Douglas Adams, Frank Lampard, Ed Woodward

Bromsgrove School Location Worcestershire Head Mr Clague USP At Bromsgrove, we believe

pupils are happiest when they are succeeding. We offer an all-round education, combining academic excellence with a

BRENTWOOD SCHOOL

richness of opportunity. Pupils engage enthusiastically with knowledge, embrace new ideas and are intellectually stimulated. We pride ours elves on the outstanding opportunities available, both inside and outside the classroom. Alumni Journalist Peter Spence, model Iskra Lawrence, author Nicholas Evans

Ellesmere College

Daunstey’s School Location Wiltshire Head Mark Lascelles USP Curiosity and a spirit of

adventure are encouraged to ensure that all pupils make the most of the many opportunities on offer. Drama, music, art and sport all flourish and the rural surroundings provide an ideal setting for many outdoor activities. Alumni Doctor and politician Lord Rea, novelist Andrew

Miller, journalist, business presenter Ed Mitchell

Framlingham College

Location Framlingham, Suffolk Head Mrs Louise North USP As a 2020 Microsoft

Showcase School, Framlingham College is leading the way in its use of technology to enhance learning: we are committed to preparing young people

Location Shropshire Head Brendan Wignall USP Ellesmere College is a co-

educational day and boarding school offering students from age 7-18 a platform for academic and personal success. A wide ranging academic programme including iGCSEs, A Levels, IB and BTEC, and broad cocurricular programme allows students to excel in Music, Drama, the Arts and Sport, as well as DofE ensuring they are truly "Life Ready". Alumni Illustrator Martin Aitchison, radio presenter Chris Hawkins

HABERDASHERS' ADAMS

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We are extremely passionate about encouraging students to take part in the wide variety of activities available.

for the adult world where innovation and technology will play an increasingly large part. Alumni Singer Laura Wright, composer Henry Jackman, artist Sir Alfred Munnings, singer Ed Sheran.

Haberdashers’ Adams Location Shropshire Head Gary Hickey USP Established in 1656, Adams

is one of a few selective state grammar schools in the UK. We have a long and proud tradition of successfully educating generations of young people and while our pupils achieve high academic success, we are extremely

passionate about encouraging them to take part in the wide variety of activities available. Alumni Film director and scriptwriter M.J. Basset, rugby player Graham Kitchener

ELLESMERE COLLEGE

Holyport College

King's Hall School and King's College

individual potential creates an environment in which young people achieve great things.

educational, day and boarding school for students aged 11-18, twinned with the famous Eton College. Holyport offers an ‘Outstanding’ education (Ofsted) and its Sixth Formers (16-18) are aiming for Oxbridge, Russell Group and other top universities in the UK.

an independent co-educational boarding and day school in Somerset with 460 pupils aged 13-18 years. It has a separate prep school, King's Hall School, for children 2-13 years. The schools combine to provide inspired teaching and superb facilities, and our nurturing of

Lincoln Minster School

Location Berkshire Head Mr Ben McCarey USP Holyport College is a co-

DAUNTSEY'S SCHOOL

Location Somerset Head Justin Chippendale USP King's College, Taunton is

Location Lincoln Head J. M. Wallace USP Through our combination

of an inspiring curriculum, exciting clubs, trips, exclusive performance programmes, excellent academic and pastoral support, and dedicated staff, we provide each and every one of our pupils with an ‘education for life’.

Llandovery College Location Carmarthenshire Head Guy Aylingr USP At Llandovery College

we are passionate about sport and serious about education. Located on the edge of the Brecon Beacons National Park our students enjoy excellent facilities, first class teaching in small classes and extensive co-curricular activities coupled with caring boarding house teams who know every pupil. Alumni Jazz pianist Dill Jones, Professor Peter Warren

Lucton School Location Herefordshire Head Mrs Gill Thorne

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UK SCHOOLS EXPO / EXHIBITOR S

USP Founded in 1708, Lucton is

located in a safe rural campus, with 55 acres of beautiful countryside, which includes an Equestrian centre, indoor swimming pool, tennis and netball courts, sports hall and extensive playing fields. Nonselective with excellent teachers achieving good academic results. Alumni Businessman William Chase

Malvern College Location Worcestershire Head Keith Metcalfe USP One of England's great

independent schools, focused on providing a transformational learning experience to develop outstanding young people with the skills, resilience and initiative to flourish in a rapidly changing global market place.

Oakham School

Location Rutland Head Henry Price USP Oakham School is well

known for being friendly and unpretentious. Academic excellence lies at the heart of everything, yet our focus goes far beyond just encouraging students to achieve outstanding results in their examinations. students leave

FRAMLINGHAM COLLEGE

Oakham as effective, independent learners, well equipped with skills and habits of mind to thrive in tomorrow’s world. Alumni BBC News Rural Affairs Correspondent Tom Heap, theatre director Katie Mitchell

Rishworth School Location Yorkshire Head Dr Paul Silverwood

USP The school motto Res non Verba (Deeds not Words) exemplifies the no-nonsense Yorkshire approach to decision making and positive actions evident throughout Rishworth’s inclusive boarding community. Students are empowered and encouraged to aim high and to be ambitious for both themselves and for each other. Alumni Filmmaker Nicholas Connor

Royal Alexandra and Albert School Location Surrey Head Mark Dixon USP The Royal Alexandra and

Albert School is an Ofsted ‘Outstanding’ co-educational state boarding school for children aged 7-18. Located in 260 acres of parkland in Reigate, the School is within easy reach of London and only 20 minutes from Gatwick Airport. Recently found to be Surrey’s most sought-after secondary school.

Shaftesbury School Location Dorset Head Tim Farrer USP Shaftesbury School is a

thriving state boarding school in the heart of the British countryside only two hours from London. Shaftesbury School was

Students are empowered and encouraged to aim high and to be ambitious for both themselves and for each other. LLANDOVERY COLLEGE

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“By the time they leave school, pupils are very well prepared and positive about meeting the challenges of the next stage of their lives” Recent Independent School Inspectorate

Girls and Boys from 3 to 18 years • Day • Boarding • Flexi-boarding • Forces Bursaries available Wycliffe College, Gloucestershire, +44 (0)1453 822432 wycliffe.co.uk

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UK SCHOOLS EXPO / EXHIBITOR S

established in 1600 as a Grammar School and now welcomes students from the surrounding area and from all over the world to our international boarding house.

Steyning Grammar School Location West Sussex Head Nat Nicol and Noel Kennedy USP Steyning Grammar School

is a unique, successful and dynamic learning community who offer full and weekly boarding opportunities for families who want peace of mind in securing their children's education in a safe, rural environment. The boarding experience contributes to the development of positive, independent and fully engaged citizens of our global community, equipped with the character to flourish in their future Alumni Writer, director and producer Adam Stephen Kelly, Historian Elizabeth Norton

St Davids College Location Conwy Head Andrew Russell USP From our foundation, St

Davidâ&#x20AC;&#x2122;s College has pioneered teaching that enables pupils with additional learning needs to reach their academic potential, whilst allowing pupils with no specific learning needs to thrive and excel. Alongside this we aim to develop every individuals character, enabling them to gain an extraordinary range of skills and discover true self-confidence.

St Laurence's College

Location Kent Head David Jackson USP St Lawrence College is one

of only 14 High Performance World Class Schools globally and provides a nurturing environment where pupils thrive academically, in sport and in the arts. The College is set in 45 acres of beautiful grounds in the fresh air of the Kent coast, with outstanding facilities including all en suite boarding houses.

MALVERN COLLEGE

Woodbridge School

Location Suffolk Head Ms Shona Norman USP At Woodbridge our boarders

are at the heart of everything we do. We have a community unlike any other school, with one traditional, co-educational boarding house, which provides a truly bespoke, family experience. We prepare each boarder with the skills and attributes they will need to succeed when they complete their studies with us and embark on life beyond school. Alumni Actress Sophie Cookson, crime novelist Andrew Taylor

For more information visit andersoneducation.co.uk

RISHWORTH SCHOOL

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Surf’s Up on the Alentejo Coast in summer 2020 with Activities Abroad, from £920 to £1,485 per person depending on the activities Visit activitiesabroad.com or call 01670 789 991 for more information

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The

M A K ING of Me

Danny Mac The actor discusses schooldays in Bognor, his journey into acting and why Strictly remains one of the scariest things he’s ever done

Where did you go to school and when? Bognor Regis Community College from 1999, and at 16 I moved on to Chichester College.

Who was your favourite teacher? It was definitely our RE teacher Mrs Woodwood. She was younger and she treated us like young adults. She commanded our respect in return for hers. She also taught social education and would do a lot of her teaching through games and scenarios, rather than from books. We would be asked to act things out, be interactive, and so the classes were fun. She could also discipline us really well. If we were misbehaving she would stop all the fun and make us sit and do paperwork!

What was it like? To be honest, Bognor Regis Community College (BRCC) was pretty terrible. It was very big, the main local school, and when I joined it wasn’t doing well. When I was about to begin my GCSEs I’m pretty sure it failed its OFSTED inspection. One great thing was that it had been given a Lottery Grant and had a state-of-the-art sports arena with rock climbing wall, tennis courts and AstroTurf for football and hockey, etc. Did you love it or hate it? I didn’t love it or hate it – it was just school. All my friends were there and my brother had been there so I wanted to be grown-up and follow in his footsteps. I didn’t really enjoy taking lessons though – I was there for break times and to see my pals mainly – although I had a fantastic upbringing with incredible parents. Making them proud was a huge influence for me. The school has gone now, replaced mainly by housing and a new school (with a new name) has been built close by that I hear is very, very good. The sports facilities are still there too, which is great. What was your favourite subject / activity there? Among academic subjects it was English,

without a doubt. I also loved PE, Drama, Sports and Art. I also loved RE, but that was because of the teacher. And what was your least favourite subject? I hated French but was forced to take it and drop Art because the school insisted on us doing a language. They made me go to the class so I used to sit at the back and stage a silent protest by never doing any work. The following year the rules changed. I doubt that had anything to do with me but I like to think it did!

How did the teacher influence you? Mrs Woodwood made us grow up and she treated us with respect. As a teacher she got you – understood you – but she wasn’t your mate. She never crossed the line. What most influenced me was that she opened my eyes to social etiquette and treating others how you want to be treated yourself. I think in those days people weren’t so aware of ADHD and autism and some children in the school really struggled. If they were being bad in other classes the teachers would send them in to see her because she was the only one they would listen to. Where was your favourite place/space at school and what did you do there? I loved being out on the field and playing football with my friends. But around the school I liked the quiet spaces – when things are quiet things move on to a special level.

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PROFILE

me. That’s why I love being an actor – I’m always surrounded by people who I admire and feel are much more talented than me and it pushes me to grow and develop with every opportunity. What is your most vivid memory, looking back now? Our school was very closed off, segregated into groups that didn’t talk to each other. One day I was in year 9 and someone from another ‘group’ was coming straight towards me down an empty corridor and it was the strangest feeling. I could have carried on going but I lifted my head and said ‘Hello’ (like any normal human being). They smiled and said hello back. And it felt like a really grown up exchange and made me feel so good inside yet it was the smallest of moments. After that I started saying hello to anyone – and suddenly everyone just seemed equal to me. I feel that was the first moment I really began to grow up.

Danny Mac. Photo: Joseph Sinclair

I wasn’t a huge reader but really liked the library. Books held a fascination and I’ve been drawn to bookshops ever since. I love wandering round them.

King in Year 11 – not because I was ‘liked the most’, it just meant that I’d probably ‘offended the least’, and that was still quite an achievement.

What beliefs do you think school instilled in you? The key belief was you get out what you put in. I was quite academically gifted naturally and didn’t have to try too hard, but I always put the effort in with my coursework and homework. I did that to the best of my ability to get the grades as it meant the sit-down tests didn’t require such a high mark. Doing well in my GCSEs meant I could move on. I didn’t want to stay at Bognor for sixth form I really needed a change of scene and community in order to develop further.

What was the most trouble you got into? I guess I was one of those annoying kids. I was old before my time and I hated being talked down to, so my attitude usually got me into trouble. I also often got told off for distracting others in class – teachers would catch me messing around and ask to see how much work I’d done, so I’d go up and show them and I would usually have finished it. Then they would separate me from my friends because they hadn’t finished theirs, which use to really anger me. Things got better later on when I went to college and drama school because then I felt I was surrounded by people who were on my level or better than me at something I really cared about. Then it really pushed

What was your proudest school moment? Getting my grades in my GCSEs was one. The other was being chosen as Prom

Were you ever too cool for school? Maybe. I think I always felt too mature at school, too old to be treated like a child. I was definitely too cool at one point though. I had been a chubby kid and my older brother used to tease me. Because of that I refused to wear the school jumper ever, even after I slimmed down a bit. This meant that even in the middle of winter I’d just be wearing a slim fit shirt and jacket, no tie and no jumper! When and how did your interest in acting and singing take root? I was one of four children and my parents quickly discovered that one way to keep me quiet was to put me in front of something like James Bond or Bugsy Malone. When I was about six I saw my first stage show, Grease, and I was hooked. Who encouraged you? My parents saw the love of performing in me early and although they never pushed me they were amazingly supportive, taking me to auditions and encouraging me – I was very lucky to have that. I kept it private from my school life, so none of my friends knew. If it was football trials they would have been interested, but this was acting so I wouldn’t have dared tell anyone. Do you remember your very first performance? I’d done school Christmas plays but my most memorable early performance was with Selsey Operatic Society, where I played Kurt von Trapp in The Sound of Music. I fell in love with everything about that show – I SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 91

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PROFILE

LEFT & BELOW Danny Mac in Sunset Boulevard

be better, or wanting to. I’m in too deep now though, there’s no turning back I just have to keep swimming! What do you feel about your school/ college experience now? My school is no more, but I’ve still got my friends from those days thankfully and they are the making of me and always keep me grounded, as do my family. Sixth form at Chichester College was an eye-opener. You had every different type of person there, all of them wanting to act, so we had a lot more in common. The experience made me much more open to life, to different people and opinions. loved everyone and I loved it. I was probably horrendous in it! I started acting professionally around the age of 9, which meant I spent a lot of time around adults, who treated me just like an adult. My first big role was Gavroche in the Southampton production of Les Misérables UK Tour, and then a year later I took on the same role in the London production of Les Mis. And were there any performance disasters? Well, there was a very early school production in year 2. I can’t even remember what it was but something to do with British history and Henry VIII was involved. I was due to go on and I felt physically sick. It hit

me like a train and I burst into tears and had to be carried off. It happened again the next night – exactly the same sensation. It was stage fright. Thankfully, in time I overcame that – give me a character and I’m comfortable – but I still struggle performing as myself. That is why the most terrifying thing I’ve ever done in my professional career was Strictly Come Dancing – because it was me being me. Even something like karaoke I find sickeningly terrifying. When did you first think acting might become your career? I didn’t ever deviate from the idea that it could be, but always wondered if I’d be good enough. I still do, every day! But then that’s the life of an actor. You never stop trying to

What’s coming up next for you? I am in the middle of rehearsals and about to play the role of Edward Lewis (made famous by Richard Gere) in the new stage production of Pretty Woman, opening in February in the West End. How would you sum up your school days in four words? MATHS ALWAYS BORED ME.

Danny Mac is appearing in Pretty Woman The Musical at the Piccadilly Theatre, London, previews begin from mid February and it opens from 2nd March.

“MY PARENTS SAW THE LOVE OF PERFORMING IN ME EARLY AND ALTHOUGH THEY NEVER PUSHED ME THEY WERE AMAZINGLY SUPPORTIVE” SPRING • SUMMER 2020 | B R I T I S H E D U C AT I O N | 93

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•

State Boarding School 11 to 18 years, EEA students only • Great results at GCSE & A-Level • STEM specialism • Aspirational culture developing the whole student • Extensive range of enrichment opportunities • Excellence in learning and teaching • Outstanding pastoral care • Newly renovated facilities • 98°/o achieve first choice university

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Outstanding Education

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Founded 1553

FLAIR DISCIPLINE ACADEMIC RIGOUR

One of the UK’s leading day and boarding schools. Good Schools Guide says: “…Bromsgrove manages to combine the feel of a local family day school with an international boarding school, attracting pupils both for its sporting reputation and also its academic offer and results. The arts side of the school is definitely in ascendency.”

Visit us at the UK Boarding School Exhibition on 27th & 28th February

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admissions@bromsgrove-school.co.uk

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A flourishing boarding community with 80 prep boarders aged 7 - 13 and over 480 senior boarders. Academic excellence coupled with a wealth of sporting and extra-curricular opportunities Co-educational, Day & Boarding 950 pupils aged 13-18 500 pupils aged 7 - 13

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LEARN • CREATE • EXPLORE WHERE WILL YOUR FUTURE TAKE YOU? Top quality boarding provision from age 7, with superb pastoral care Pick-ups available from Bath Spa Train Station Rated ‘excellent’ in all areas of the latest Inspection Report Over 100 co-curricular activities available Reputation for sport and links with professional clubs Inspirational music, drama and creative arts Outstanding academic results with the vast majority of applicants securing places at their preferred university Scholarships and Bursaries available

Contact admissions@kingswood.bath.sch.uk or call +44 (0)1225 734210 for further information www.kingswood.bath.sch.uk An Independent Co-educational Boarding & Day School for pupils aged 9 months - 18 years

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Opening minds

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L A ST WOR D

seconds with

Mark Semmence The Headmaster of Repton on what makes a pupil ﬂourish

What is your educational philosophy? I believe in the pursuit of academic excellence and success, but this is not at the expense of an all-round and broad education. I want pupils to flourish both in and out of the classroom so that they can develop the skills, qualities and values that will lead to a successful life. I passionately believe that the quality of an education is seen less in the questions children answer than in the questions they ask.

What is your background? I was educated at Hurstpierpoint College before attending Durham University, latterly I studied at UCL and Warwick University. Before teaching I spent an exciting decade in the international sports marketing industry in London, New York and Dubai, working with a broad variety of clients including the Cricket and Rugby World Cup organising committees. I was lucky enough to play for England Schools U19 and Durham University. My commercial background provides a useful wider perspective on the role schools play locally, nationally and globally. How long have you been in teaching? I began my teaching career in 2007 at Rugby School, where I taught Economics, ran the cricket and joined the senior management team as assistant head master. After seven fulfilling and happy years there, I was appointed head master of Mount Kelly in Tavistock, where I oversaw the merger of three schools to create one foundation. What makes Repton different? There is something distinctive about Reptonians: confident but not arrogant; secure in their values but open-minded; ambitious for themselves but compassionate towards others and ready to make a difference in the world; proud of where they come from but with their eyes on new horizons. This is fostered by a culture in which pupils are encouraged to recognise the value of every individual, especially within the

“I want pupils to flourish both in and out of the classroom.”

family environment of the boarding house. Intellectual curiosity and academic ambition are nurtured, but, equally, we champion the diversity and individuality that a broad extracurricular programme allows. A B OV E

Mark Semmence

How has Repton adapted over the years? We continue to invest in new facilities such as our Science Priory and Sports Centre, and to ensure that our practices are the very best in the sector; for example, the outstanding pastoral care provided by house staff has been strengthened by the introduction of Affective Social Tracking - a powerful tracking tool that helps to promote pupils’ mental health and wellbeing. But we also retain our core values, the character of a traditional boarding school and the central place of the house as a pupil’s ‘home’ at school. The continued growth of our international family of schools offers an interconnectivity for all Reptonians and an entry-point to the global world in which they will live and work.

What do you see as the future of education? We must continue to innovate and, whether we are talking about effective use of technology or changes in the curriculum, to provide an experience that genuinely prepares our children for the fast-moving, global world which they are entering. But a first-class education will continue to rely above all on great teachers who can inspire young people. What makes a good student? There are many important qualities that allow an individual to flourish: ambition in all they do; determination to work hard; and a readiness to be part of a team, whether that is in the house, on the sports pitch or the stage, or engaged with the wider community. But perhaps the most valuable is an openness of both mind and spirit. Our classrooms should be conduits for creative thinking, not steamed-up hothouses, and our boarding houses places to share diverse experiences.

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