BRITISH EDUCATION MIDDLE EAST AUTUMN 2023 by ABSOLUTELY Magazines

AB SO LUT E LY B R I T I S H E D U C AT I ON | M I D D L E E A S T E D I T I O N

BRITISH

EDUCATION MIDDLE EAST EDITION

AUTUMN 2023

AUTUMN 2023 FOCUS ON

Queen Ethelburga’s Collegiate A GLOBAL SCHOOL WITH COMMUNITY AT ITS HEART

Game On E N C O U R AG I N G A P O S I T I V E M I N D S E T THROUGH SPORT

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PLUS ANIMAL MAGIC The many beneﬁts of pet therapy SMART SCHOOLS Creating personalised learning pathways with AI

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“Every student has M

“

a place at King’s InterHigh

CMY

A thriving global school community with live and recorded lessons across a choice of three time zones – fully online.

Enrolling now www.kingsinterhigh.co.uk

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EXCELLENT ISI inspection

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

OPEN MORNING Saturday 13 May 9.45 to 12 noon To book your place or to attend one of our Meet The Head events, please email admissions@heathfieldschool.net

Day, Weekly and Full Boarding for Girls 11-18

heathfieldschool.net | +44 (0) 1344 898343

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CONTENTS AUTUMN 2023

EDITOR S

Libby Norman Pendle Harte 

GROUP A DV ERTISING M A NAGER

Nicola Owens 

BUSINESS DE V ELOPMEN T M A NAGER S

Anna Clarke, Steve Playfoot 

U P FR O NT

13 ANDERSON EDUCATION

GROUP SA L ES DIR ECTOR

Craig Davies 

A welcome from Sara Sparling

A RT DIR ECTOR

Pawel Kuba 

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

SENIOR DESIGNER S

Mike Roberts Suzette Scoble 

FO CUS

MIDW EIGHT DESIGNER

20 QUEEN ETHELBURGA'S

Carmen Graham 

JUNIOR DESIGNER

The British school with a fully global outlook

Joe Munsey 

M A R K ETING M A NAGER

Jessica Shaltout 

P R EP

28 ANIMAL MAGIC

FINA NCE DIR ECTOR

The transformative power of pets in schools

Jerrie Koleci  DIR ECTOR

James Fuschillo  PUBL ISHING DIR ECTOR

Sherif Shaltout

20 SENIOR

36 HEALTHY COMPETITION

ZEST MEDIA PUBLICATIONS LTD ZEST-MEDIA.COM

Zest Media Publications Ltd. cannot accept responsibility for unsolicited submissions, manuscripts and photographs. While every care is taken, prices and details are subject to change and Zest Media Publications Ltd. take no responsibility for omissions or errors. We reserve the right to publish and edit any letters.All rights reserved.

@AB SOLUTELYEDU

ABSOLUTELY-EDUCATION.CO.UK

The many benefits of sport in children's education

50 GROWING UP Celebrating 50 years of MPW London

58 DIGITAL LEARNING

How education embraces technology at King's Interhigh

68 IN FOCUS

Thinking about the future at Reddam in Berkshire

For advertising enquiries please call +44 (0) 20 7704 0588 or email: advertising@zest-media.com Subscriptions are available simply by emailing info@zest-media.com

BRITISH

EDUCATION MIDDLE EAST EDITION

AUTUMN 2023

FOCUS ON

Queen Ethelburga’s Collegiate A GLOBAL SCHOOL WITH COMMUNITY AT ITS HEART

Game On E N C O U R AG I N G A P O S I T I V E M I N D S E T THROUGH SPORT PLUS ANIMAL MAGIC The many beneﬁts of pet therapy SMART SCHOOLS Creating personalised learning pathways with AI

F RO NT COVE R

QUEEN ETHELBURGA'S COLLEGIATE Thorpe Underwood, Estate, York YO26 9SS +44 (0)1423 333300 qe.org

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We l c o m e

From the

EDITOR

his issue celebrates some of the wonderful things that games bring to school life. We explore the benefits beyond the physical in Healthy Competition, as four schools tell us what they see as the extra skills, for life, classroom and socially, that sport delivers. Our special focus this issue is on Queen Ethelburga’s Collegiate, and on the way that it prepares pupils,

how tools such as Chat GPT can be used to benefit students. While many schools sprang to ban Chat GPT just a few months ago, current thinking is more focused on harnessing its power and considering it as a tool. At Kings Interhigh, online learning uses AI to create bespoke, personalised packages for individual students. Since no two students are the same, a one-sizefits-all approach is unsuitable, they believe, and AI is leading the way. Many of us have witnessed the benefits pets can bring to people within care

“SINCE NO TWO STUDENTS ARE THE SAME, A ONE-SIZE-FITS-ALL APPROACH IS UNSUITABLE – AND AI IS LEADING THE WAY” including those for whom English is a second language, for further education. Students at Queen Ethelburga’s are immersed in a culturally diverse environment from the outset, and each child’s language requirements are considered individually. Communication skills are encouraged and developed throughout the school, with a real emphasis placed on confidence and personal development. Also in this issue we consider the impact of AI on learning, and note

home settings, so I’m intrigued to see their increasing presence in schools. The wellbeing they generate is something rather wonderful. In Pet Therapy, from page 28, we find out more about some of the stars bringing happiness and pleasure to pupil (and staff) working days. Should pet therapy be considered for every school in the land? You decide.

Libby Norman EDITOR

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

CON T R IBU TOR S

Chris Ramsey Headmaster, Whitgift School

Chris Ramsey was educated at Brighton College and Corpus Christi, Cambridge and taught at Shrewsbury and Wellington before becoming Deputy Head at Cranleigh. He led King’s College Taunton and, from 2007-17, King’s Chester, before becoming Headmaster of Whitgift . In this issue, he talks about the challenges and benefits of rebuilding group work and face-to-face communication post pandemic.

Jack Sims

Head of Scholars and Biology teacher, Pangbourne College

Jack Sims studied Marine Biology at the University of Southampton, completing a masters in the same subject, where he became particularly interested in deep sea ecology and vertebrate palaeontology. Whenever he is able to, he travels abroad to experience new places and cultures; usually to a place where there is excellent scuba diving.

Michael Truss Principal, Concord College

Dr Michael Truss took up the position of Principal of Concord College in September 2021. He studied as a Theobald Scholar in Physics at Balliol College, Oxford, continuing his journey in academia with a PhD in Theoretical Astrophysics at the University of Leicester and a postdoctoral fellowship in Astrophysics at the University of St Andrews. From 2015, he was Deputy Head (Academic) at Barnard Castle School.

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30 mins from Heathrow

35 mins from Central London

Please get in touch with our friendly Admissions team: admissions@rmsforgirls.com | +44 (0)1923725354

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Co-educational day and boarding school, ages 13-18

While you’re across the world, we help your child explore it. Malvern College, as one of the great English independent schools, provides young people with a happy and healthy environment in which to make their home. Pupils are empowered to thrive ensuring that they are ready for the opportunities modern life brings.

Visit us and find out more: admissions@malverncollege.org.uk www.malverncollege.org.uk

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We l c o m e

From

ANDERSON EDUCATION B O A R D I N G I N T O D AY ’ S W O R L D

inding the right UK boarding school for your son or daughter when you are living over 5,000 miles away is a daunting task. As the UK Boarding School Specialists, with over 24 years’ experience helping local and expat families, we recommend that families identify their criteria first. What type of school do you think would suit your child? Co-ed or single sex? Should they join a prep or senior school or perhaps, if they are older, a Sixth Form College would be a better fit. Do you have an age range in mind – would joining at age 11, 14, or 16 be best? Have you thought about the qualifications offered, A Level, IB or BTEC? What about academic level, support required, location, extra-curricular activities and strength in sport, music, performing arts, STEM and outdoor adventure programmes?

value added. Value added in education refers to the extra benefits, skills, and knowledge that students gain beyond the basic curriculum and how they have progressed as an individual from their point of entry. The right school for your son or daughter is going to be one that offers an environment that will nurture, challenge and encourage them to reach their full potential and, above all, be happy. A recent survey found that communication, open-mindedness, an inquiring mind and critical thinking were valued more highly by businesses than subject knowledge; these are all qualities to be developed to ensure that our children are prepared for the rapidly evolving future of employment. We also recommend that families look at a school’s Destination of Leaver’s List; this shows which universities and which programmes of study, students are progressing to and reflects on the strength of teaching in the subject department.

THE RIGHT SCHOOL FOR YOUR CHILD IS GOING TO BE ONE THAT OFFERS AN ENVIRONMENT THAT WILL NURTURE, CHALLENGE AND ENCOURAGE THEM Thinking about all these different options can be mind blowing – how will you choose? Families often ask us about ‘league tables’. These are produced by a number of leading newspapers and independent organisations in the UK. Is there a list of the top UK boarding schools, and can you just select a school on academic results? Anderson Education advises that league tables are not truly representative and an increasing number of schools are not submitting their results, believing instead that a boarding education has so much more to offer than just academic results. Moreover, league tables are not comparable because they often use different criteria – for example, A*-A grades, A*-B grades or

If you feel that a UK boarding education may be a good option for your son and daughter, but you could use a little help, visiting the UK Boarding School Exhibition in Dubai, Riyadh and Al Khobar is a great starting point. Come and talk to our Education Consultants and meet the heads of more than 20 schools. Get the answers to your questions and begin your boarding school journey. We look forward to meeting you!

Sara Sparling

DIRECTOR AND EDUCATION CONSULTANT, ANDERSON EDUCATION

andersoneducation.co.uk • ukboardingschoolexhibition.com enquiries@andersoneducation.co.uk

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s prise en title Year prise ards. each al skills ereby rful a.

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

P H OTO S U C C E S S King's Ely Year 11 student Ella Martin has had her photography recognised in two awards. She was Highly Commended in the Khadija Saye Photography Award category at the Boarding Schools' Association Supporting Excellence Awards. She also won a prize for portraiture in Norwich University of the Arts' Beyond the Frame competition.

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

Gold sta nda rd

PERFECT PIANO

Smiles all round as Gordon’s GCSE students learned of their results, which broke two school records! The ‘gold standard’ of 5+ GCSEs were achieved by 92% of students at the non-selective Surrey day and boarding school, 88% were graded 9-5, a school record and 53% attained 9-7 – another school record!

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

C O M PA N Y L I F E Bromsgrove School's exceptional Young Enterprise team, Monito, have been awarded the prestigious title of UK Company of the Year 2023 at the Young Enterprise Company of the Year awards. Monito is designed to teach children essential financial skills with a reward system whereby the child inserts colourful tokens into the koala.

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

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UPFRON T / NEWS

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

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

Oly mpic moment

FEMALE I N S P I R AT I O N

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

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

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

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

SOMETHING THEY SAID

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

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EDUCATION WITH

HEART & SOUL

Ages 11 to 18 – Boys & Girls – Boarding & Day School Set in 500 acres of Sussex countryside – 15 minutes from Gatwick Airport

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UPFRON T / NEWS

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

Bard staging

NEW BUILD

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

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

B EST COSTU M E

Swim success

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

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

Top Story

Stamford merger Stamford Schools Principal Will Phelan, Head Vicky Buckman and Chair of Governors Tom Cartledge had reason to celebrate at the start of the school year as Stamford Schools officially opened its doors as a co-educational school. The result of a merger between Stamford High and Stamford School, it means from September 2024 the school will be co-ed across every year group.

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

SOMETHING THEY SAID

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

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LONDON LIVING OF A DIFFERENT NATURE. Welcome to Silkstream. An exciting 9-acre development in Hendon (TFL Zone 3), a vibrant area of North West London, close to many highly regarded schools and universities.

• 1, 2 and 3 bedroom homes available from £415,000 • Close to many Ofsted ‘Outstanding’ primary and secondary schools • 1.2 miles from Middlesex University, top 3 modern university in the UK* • Concierge and co-working area • Contemporary gym and fitness studio • Two private screening rooms • 1.4 acres of podium gardens and a 1.5 acre park

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Proud member of the Berkeley Group Computer generated imagery is indicative only and subject to change. Price correct at time of broadcast. *Travel times are approximate only. Source: Google Maps. Source: The Times.

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Focus A GLOBAL COMMUNITY AT QUEEN ETHELBURGA'S COLLEGIATE P . 20

ARTS CELEBRATION Why community is at the heart of Queen Ethelburga's Collegiate See page 20

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S T R O N

SK IL L S

Daniel Machin, Principal of Queen Ethelburga’s Collegiate discusses the importance of preparing a community to be ‘future ready’ in a world of opportunity 20 | B R I T I S H E D U C AT I O N | AUTUMN 2023

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ABOVE Pupils at Queen Ethelburga’s Collegiate

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

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

engaging in debates is a common trait among some of our international students. At QE, we understand the importance of honing communication skills and encourage participation in debates and discussions. Our Personal Development programme, for example, covers personal, social, health and careers education, providing a platform for students to develop and articulate their thoughts and opinions. Moreover, our focus on critical thinking extends to presenting extended research from multiple sources. We train our students in research methods and equip them with the tools to organise and present information effectively. Through collaborative learning and individual guidance, we ensure that they can confidently AUTUMN 2023 | B R I T I S H E D U C AT I O N | 21

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FOCUS / FE ATUR E

evidence advanced critical thinking in their assignments and projects. Choosing the right university and course can be daunting, and our international students often seek more help in making this crucial decision. Our dedicated Careers Department provides personalised support to each student, with experienced careers advisors helping students explore various universities and courses that align with their academic interests and career aspirations. Individual RIGHT & BELOW appointments with careers Pupils at Queen advisors offer guidance in making Ethelburga’s Collegiate informed decisions and navigating the complexities of university applications. All our students are allocated a senior member of academic staff to act as a UCAS supervisor, overseeing development. We also offer Performance their entire application process. Sport Pathways to those students who Although we have an enviable academic are talented and committed to their sport, track record across both of our secondary which allows students to access the highest schools, success is not solely defined by levels of coaching, bespoke strength and examination grades. We believe in nurturing conditioning packages and nutritional advice. a sense of belonging and community, where Our Queen’s Academy and Academy of students contribute actively to the Collegiate’s Performing Arts also both allow talented development through service and student students to indulge their creativity; these leadership roles. Our extensive enrichment programs are run seven days a week and programme of stretch and challenge activities give students the chance to build up their encourages students to take on opportunities experiences in music, dance, drama, fashion, that foster personal growth and character photography and art to name but a few.

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

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

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UK Boarding School Exhibition Meet Heads from Leading UK Boarding Schools, Free Help and Advice from Education Specialists. Saturday 11 November, 11 am – 4 pm Sunday 12 November, 11 am – 4 pm Grosvenor House Hotel, Dubai Marina Entry is free, register online: www.andersoneducation.co.uk WhatsApp/Mobile Sarah: +971 (0) 508 546956 Email: enquiries@andersoneducation.co.uk

Leading UK Boarding School Specialist SINCE 1999

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FOCUS / TA LK ING HE A D

Choosing INNOVATION

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

ast year, the Times’ Education Commission published a report on the current state of schools in the UK, setting out a 15-year vision for change based upon the views of educationalists and drawn up in consultation with business leaders, scientists, civic leaders, and cultural figures. Given the challenges exposed in the education sector by the pandemic, the report could not have been better timed. A radical education shift is needed to ensure that all children can reach their full potential, both inside and outside the classroom, and develop the resilience necessary to lead happy and fulfilled lives. The report covered themes already central to the essence of Warwick School’s priorities, recommending greater support for wellbeing, a wider range of extracurricular activities, increased funding for debating, music and drama, and wider access to in-classroom technology. Warwick School is the proud winner of the Independent Boys’ School of the Year Award 2022, which recognises our parallel commitments to tradition and innovation. From September 2023, Year 8 will be pioneers of the first UK school-accredited course in Design Thinking. McKinsey’s 2018 report suggests that Design Thinking

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

ABOVE Pupils at Warwick School

is one of the skills most highly sought increasingly required in the world of work. after by employers. It is increasingly Innovation is not limited to teaching and recognised in the business world as central learning. The independent sector is leading to innovation. The report found that 70% the way in pastoral care by researching and of employers feel the need for a curriculum integrating best global practice to prioritise shift that accommodates the contemporary the wellbeing of young people and allow workplace, emphasising the areas of them to flourish. Warwick’s vision is to be creativity and entrepreneurship. the most caring boys’ school in the country. Our Design Thinking course was This year we launched our Wellbeing Hub, developed in collaboration with Warwick which is a physical space where pupils can University’s Business School and go at a time of need to receive support from consultancy firm Sprint Valley. caring and highly trained staff, The award allows pupils to and a gateway through which learn the skills of design as a pupils can access specialist supplement to their Design support best suited to their Technology course, and as individual needs – including part of our work in developing counselling and life coaching. a future-ready curriculum. At Warwick School we are Pupils are encouraged to immensely proud of our long hone their creativity, to be and rich history. However, we compassionate, curious, and also understand the increasing collaborative in their thinking. need for a forward-looking JAMES BARKER They will develop their ability approach that will ensure Head Master to prototype and respond pupils are fully equipped to Warwick School to feedback, skills that are deal with 21st-century life.

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CONFIDENT

CA PA B L E

CONNECTED

A thriving independent boarding and day school for girls aged 11-18

Scan here to discover more about St George’s School, Ascot

www.stgeorges-ascot.org.uk

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The Modern Face of Independent Education

Only 10 minutes from London Stansted Airport, offering direct daily ﬂights from Dubai International.

Co-Educational Day and Boarding 4 to 18 Years

bishopsstortfordcollege.org /thebishopsstortfordcollege

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Prep

PET THERAPY – HOW ANIMALS CAN IMPROVE LEARNING OUTCOMES P . 28

ANIMAL MAGIC Wells Cathedral School prep pupils with trained therapy dog Rio Page 28

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PET

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

Wellington College PET THERAPIST: COCO

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

oco joined Wellington College in September 2021 and she's based in the Modern Foreign Languages department with her owner, Head of MFL Dr Rachelle Kirkham. Coco attends all Spanish lessons, greeting students when they arrive and then lying quietly in her bed until the end of class, when she gets up to say goodbye to them all. She can do commands (sit, paw, down, high five, etc) in three languages. Alongside her human pals, she has a lot of toys – Paddington being her favourite – which she's keen to show to everyone. Coco has her own email address at Wellington, where students and staff can request a personal visit. Coco has a natural aptitude as a pet therapist, says Rachelle Kirkham, and has been in training since she was eight weeks old. She still has regular training visits from experts at CAL (Canine Assisted Learning) and it's hoped she will move from ‘assistance dog in training’ to fully qualified school

assistance dog this summer. "There are lots of assessments both for Coco and me as handler." So what does Coco add to school life? "She has the best role in the school – basically to help everyone feel happy! Her role is primarily to support the wellbeing of our students by offering sessions where they can come and play, cuddle or stroke her and talk through things that are on their mind," says Rachelle Kirkham. "Coco is always pleased to see everyone and it takes us a long time to get anywhere." It's not just students who request meetings. Coco is a regular in staff departments (particularly IT and the Library}. Rachelle Kirkham says there's lots of evidence about the power of stroking a dog to relieve stress – and there's an added benefit in a boarding school, where students may sometimes miss their own animals. Coco is especially useful to students during Year 11 and 12 oral exams. "She goes and sits next to them, puts her head on their lap or paw on their knee and it really helps them at a time of high stress." As to the joy she brings: there's no question about it. “Even on my worst days, seeing Coco never fails to make me smile and brighten my mood,” says one student. "Coco is the absolute best thing about Wellington,” adds another.

RIGHT Hanford has lots of animals to love and care for

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

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Wells Cathedral School PET THERAPIST: RIO

Variety: Huntaway-Collie cross

io is a rescue dog from Bath Cats and Dogs Home who loves nothing more than spending time with people, chasing tennis balls, eating salmon and ear-scratches. Although he had a difficult start to life, his new owner soon recognised his strengths of calmness and balance. Pets as Therapy had Rio assessed as a therapy dog – he passed with flying colours. Fully qualified, he started ABOVE visiting Wells on a weekly basis Rio has a calm nature back in 2017 and has been a star and loves ear scratches member of visiting staff ever BELOW since. "Rio is a huge part of the Coco has her own email Prep staff; his presence is so address at Wellington time as a form of therapy. calming," says one member of the Rio especially enjoys team. "The security of his presence the weekly 'Walking with and the calmness he brings to all is Rio' club, where a group of pupils explore wonderful. He is also the best listener." walks around Wells, enjoy the fresh Staff say that the minute Rio enters the air and learn about responsible dog classroom, pupils' demeanour changes. ownership. He also accompanies staff After the initial excitement of seeing him, to Claver Morris, Wells' prep boarding the atmosphere in the room becomes calmer house, which is a lovely experience for all thanks to his presence. They say the children boarders, but especially those who might love to sit on the bean bag and read to Rio be missing their own pets at home. and he is extremely pleased to lie next to Pupils at Wells see Rio as part of school them, listen to their stories and watch their life and a great source of comfort. As one confidence improving. Staff have noticed that puts it: "When I first see Rio I feel so warm Rio also seems to sense when a particular as he’s so fluffy and happy – I love dogs pupil might be having a challenging day and so much." Another adds. "I love dogs and will make a beeline – going to lie by their especially Rio. I am so happy I still get to see feet as they complete schoolwork. Alongside him, even when I am in the senior school. I his prep duties, he has special visits with feel calm and happy when I am with him." a pupil in the senior school who uses this

Hanford School

PET THERAPIST: NUMEROUS Variety: Includes ponies, guinea pigs, dogs and cats

et therapy has long been in the mix at Hanford. There are too many names to list, with some 25 ponies, many dogs, one pig, two cats, five guinea pigs and a growing population of chickens (five chicks hatched just recently). The Dorset boarding school has always been a destination for pony-mad girls, but also welcomes non-riders, who might like to learn or just enjoy pony company. The sheer variety of animals at the school means something for everyone. The animal companions they share their lives with

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

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PR EP / W ELLBEING

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

ABOVE Pony time at Hanford RIGHT Kanga is valued by all the pupils and staff at Francis Holland

are a huge part of pupils' enjoyment, and remembered years down the line. Old girls become misty eyed at the memory of their animal friends – and especially the experience of riding before the start of the school day. "I can still remember the excitement of being woken early for a morning ride and having breakfast in riding clothes afterwards!" says alumna Arabella. "My favourite part of school life," adds Harriet. All the pupils have part of every day left untimetabled. It is their time to do as they choose, whether it's reading a book, playing a game, climbing a tree or building a den. In fact, that's when many of them make a beeline for the animals, heading to the stables to help with the ponies, visit the guinea pigs, feed the chickens or walk a dog around the grounds. The school says it's important that young people not only get the benefits of the animals, but also understand the responsibilities that come with having them around – and that includes mucking out, cleaning out and exercising. But the extra support they bring is also recognised. "When we have exams and I am feeling super stressed, I run and hug a pony and it makes all the difference," says one pupil. "The guinea pigs are adorable, so cute and gentle. It is fun to go and visit them with your friends and have a chat – there's such a cosy atmosphere in the stables," says another.

Francis Holland School PET THERAPIST: KANGA Variety: Hungarian Vizsla

t Francis Holland School, life is made happier by Kanga, a trained therapy dog who belongs to the school's Lead Counsellor Zoe. She has been at FHS for four years, having begun her training as a pet therapist when she was just a puppy. She is considered a key member of the team at ContemPlace, the school's counselling service, working alongside five therapists within the Wellbeing Suite. Students and staff can visit her during the school day for a chat, a pat or to tell her their worries. Vizslas are renowned for their affectionate nature, says Zoe, and have earned the nickname 'Velcro dogs' for their loyalty. Kanga is happy to spread her affection wide and many girls will come to lie down next to her for a few minutes to boost their mood. Zoe says stroking an animal helps create a sense of calm – particularly useful for any student who is feeling anxious. This helps girls 'reset' their emotional state and the rest of their day becomes much more manageable. At the beginning of the academic year, Kanga helps pupils starting at FHS to settle in. She's on hand for everyone from Reception children missing their parents to

Year 7 girls feeling overwhelmed by the step up to secondary school. A side benefit is that many friendships are forged when children gather to meet the resident pet therapist. During exam periods, she is also on hand to save the day, helping to soothe anyone finding the stress too much. One especially popular therapy service is 'walk and talk', where girls take a short stroll round Chelsea with Kanga and a counsellor – often that's all it takes to restore perspective. Staff say Kanga offers a good way for some students to explore the idea of counselling. They drop-in to see her and then find themselves opening up to one of the counsellors. They have realised that if you're stroking a dog you don't have to look the person you are talking to in the eye – making it much easier to broach difficult subjects. For all the children at FHS, Kanga is a reassuring confidant. "I love Kanga's ears – they're so soft and they listen to all the worries I tell them," says one. "Visiting Kanga is the highlight of my day. She is unfailingly calm and peaceful," adds another. AUTUMN 2023 | B R I T I S H E D U C AT I O N | 33

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Senior HEALTHY COMPETITION P . 36 INDIVIDUAL LEARNING WITH AI P . 58

SPORT WINS A pupil at Emanuel School. See Healthy Competition Page 36

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ABOVE Pre-match pep talk at Oakham

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

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SENIOR / FE ATUR E

Oakham School

akham School is well known for the scope of its sports offer, with 30 different options. While the choice is fantastic, it’s about more than that. Director of Sport Iain Simpson says: “We focus on developing skills that can be taught progressively at every age group and at every level, including commitment, self-regulation, and organisation. These skills are equally beneficial for those aspiring to compete at the highest level as they are for those who we hope will follow healthy and active lifestyles throughout adulthood”. There’s a strong awareness that sport teaches much more than rules of play. “Challenge and failure are intrinsic to competitive sport,” says Iain Simpson. But the staff here see this as an important step on the road to success. “Performance evaluation, emotional control, self-regulation, utilising support networks and planning and organisation skills are the real detail behind getting back up and going again.” Of course, sport is also a wonderful place to build teamwork, so Oakham builds that in – everything from ‘player of the match’ to awarding School Colours to athletes at Speech Day. Fielding teams from A to F, it also ensures lots of healthy team building via interhouse competitions where every pupil can win points for representing their House. Beyond timetabled sessions and competitive fixtures, there is additional coaching in core sports throughout the school year. For those who might have a future at elite level, there are specialist coaching staff to provide tailored support. “We work hand in hand with external professional sporting bodies in different sports to help our students who are on performance pathways to manage their

RIGHT Emanuel School netball BELOW Athletics teamwork at Oakham

time,” says Iain Simpson. There’s education, too, on all aspects of managing the important detail, from nutrition to preparing for the inevitable failures. “In terms of mental preparation for the challenges and risks of high-level competition, we view deselection from a squad or being cut from a programme as a normal part of progression.” With sport also an intrinsic part of the cocurriculum, Oakham aims to help all its young people find physical activities they enjoy well beyond school. “We have always known that sport plays a crucial role in the development of young people, but a better understanding of the mechanisms of this development enables us to structure cohesive and coherent programmes,” says Iain Simpson. “As well as developing skills such as teamwork, strength and flexibility, we aim to help our pupils discover a sport that they love, enjoy the social aspects of sport and enhance their wellbeing.”

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

Emanuel School

t Emanuel School in Battersea, sports are designed so everyone has the opportunity to represent the school in a competitive match in each term. Extracurricular is also vital to widening enjoyment and participation. “Pupils can select what they take part in. Clubs include our performance sports but also participation in engagement sports such as table tennis, dance, swimming, water polo, tennis and basketball,” says Director of Sport Kerry Smith. Beyond the obvious physical benefits, she says sports build a whole raft of transferable skills. “Pupils are often exposed to challenging situations on the field and off the sports pitches. Through sport, pupils have to work as a team to find a solution to a challenge, or as individuals to overcome obstacles.” These benefits also spill over into social development. “Relationships built through sport are enduring and can filter into relationships in the classroom.” She believes the positive mindset sport develops also transfers to daily life. “Success in sport can boost a pupil’s self-confidence, which will only help them in their daily challenges – academic, social or emotional.” The focus at Emanuel is on celebrating participation as much as success. Numbers are reviewed at the end of each term so engagement can be increased. “Our main

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Beyond

Above

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

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

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SENIOR / FE ATUR E

“Some students want to win trophies, while others want to feel part of a social group, improve fitness or just have fun” aim has to be to make sport RIGHT fun. If we are engaging pupils & BELOW Sport at TASIS in physical activity, they England will more likely commit to BOTTOM the competitive side of it Rugby at E manuel School as well,” says Kerry Smith. The school also celebrates the process involved in building a team or performance. “Successes in individual and team sports are celebrated in assemblies and via staff briefings, as well as on social media and via our communication channels. Our sport scholars are rewarded with seminars from significant figures in the sporting world.” For the most gifted, there is recognition that the path ahead can be tough. Emanuel has a mentor system in place alongside extra training and nutrition support. “Our Sports Scholars touch base with a member of the department regularly or the past five years there has been throughout the year and discuss the a ‘no drop’ policy for all students at challenges they are facing in sport.” TASIS who would like to participate Mentorship between pupils is also in the sports programme. The team encouraged, with older students helping here, led by Director of Sport Marc Butler, out at after-school clubs and captains say that this ensures that all students can chosen not just for prowess but because sign up for a sport in the knowledge that they they are positive role models. The sports will be supported through the programme. team also encourage young people with The Surrey through school, which advice on accessing out-of-school sports welcomes over 50 nationalities, offers clubs. Kerry Smith has no doubts sport everything from co-ed lacrosse and golf to does far more than build our bodies. soccer, futsal, golf and Ultimate Frisbee. “An “Sports participation provides pupils with important focus for our coaching staff is to self-discipline, including commitment create positive relationships with the students to training and adherence to rules. It in their teams and consider the person before develops pupils’ resilience to challenges the athlete,” says Marc Butler. “This frequently and builds confidence. These skills will opens up discussions about other aspects of serve them well in life after school.” the school day, and provides the opportunity for coaching staff to support students in identifying how drawing upon both their negative and positive experiences through sport can help with academic, social and/or mental health issues they may be facing.” Sporting success is celebrated in many ways. The gymnasium has banners on the walls, photos of triumphs and a healthy trophy cabinet. But, says Marc Butler, it’s not just about winning – however good that feels. He says there’s an important element in role models and sports ambassadors, and it’s also vital to celebrate the whole team effort. “A great example of this takes place following the conclusion of the endof-season sports tournaments, where a guard of honour is formed by students and

TASIS

The American School in England

staff to welcome teams back to campus.” This is to recognise the efforts of every individual and the value of school spirit. Alongside the many positive examples offered by team and individual success, the staff go out of their way to make sport a welcoming social and learning experience. For those heading for the top of their game, there’s a dedicated Athlete Development Coach to provide personalised/bespoke coaching sessions. Marc Butler says that while TASIS values the sporting edge that can bring for the most able athletes, it’s equally important to enable students to carry on through school-led programmes to maintain social ties and mental wellbeing. “Some students want to develop skills, win trophies, or participate in competition,” says Marc Butler. “Other students want to feel part of a social group, improve fitness or just have fun enjoying something they like.” While ensuring a full suite of sports opportunities to embrace every sporting persuasion brings its own challenges, Marc Butler and the TASIS sports team have no doubts about the long-term benefits participation in school sports brings. “The benefits to those involved can be truly life changing.” AUTUMN 2023 | B R I T I S H E D U C AT I O N | 39

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SENIOR / FE ATUR E

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

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

Sydenham High School GDST

ydenham High School incorporates its original AngloSaxon motto, ‘Nyle ye drede’, (‘fear nothing’) into sport as well as academic life. “You learn more by losing by two points than you do by winning by thirty points.” says Director of Sport Jenny Matthews. The focus at the through girls’ school is to encourage pupils never to be afraid to try anything, and especially not to be afraid of failure. There’s a ‘sport for all’ policy within the PE Department to encourage all pupils to join in recreationally and competitively. Sports teams are created on a no trial basis, giving every girl the opportunity to represent her school. This approach is reflected in Sydenham High’s annual sports awards, which span every year group and level, while House Sports Days ensure that each girl takes part in football, netball or hockey tournaments. “For those who show a particular aptitude for a sport or pursuit, we offer a huge range of opportunities through our Sports Scholarships and High Performance Programme,” adds Jenny Matthews. She and the team at Sydenham High believe sport is a perfect way to learn how to move forward. “Competitive sport gives pupils the opportunity to develop the psychological skills essential to building resilience.” Alongside the awards that mark the big wins and achievements, the team here try to ensure every victory is recognised – it might look small from the outside, but they know it can represent

a huge achievement for that individual. There’s a busy social media feed for the Sports Department and announcements of successes and progress are also made in assemblies and at staff briefings. Sport is also a vibrant extracurricular activity, with football, cricket, rowing and basketball in the mix alongside tennis and athletics. The school is a keen competitor in regional and sometimes national leagues in sports such as hocket and netball, including GDST national tournaments. For the most able, including Sports Scholars, there’s access to a mentor, bespoke training advice and half-termly workshops from elite professional athletes, as well as nutritionists. The aim is to help athletes realise their potential and achieve the right

balance between sports training, academic and social life. On this year’s programme, sessions have included a workshop on ‘Body Change: Training though puberty’ and a talk from a physiotherapist about injury prevention and rehabilitation. Recently, the programme welcomed back two notable Sydenham alumnae, netballer Ally Housley and cricketer Kira Chathli. Sydenham High has no doubts that sport, at whatever level, is an essential. “Participation in sports inside and outside of school has a host of benefits for body, mind and soul,” says Jenny Matthews. “Girls are encouraged to try new things and challenge themselves, as well as enhance their overall health, which in turn has a positive impact on their mental wellbeing.”

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SENIOR / OPINION

ABOVE Pangbourne College students

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

eaching is the most incredible profession, as all teachers know. Ensuring that every single pupil is challenged to develop both socially and academically is a responsibility that all teachers must face. This is regardless of background, ability, talents – a personal approach is fundamental. Each school across the world will have selected those who are deemed ‘gifted and talented’, to use an older pedagogical phrase. These more obviously able pupils will naturally benefit from extra provision and care so that they reach their potential. But what if this recognition of ability was cross-curricular too? What if schools celebrated not only those who obviously excel academically, but also those with talents in individual subject areas or even socially – emotional intelligence, say, or entrepreneurial thinking? It could result in more acceptance across a school, as well as bringing out the leaders of tomorrow in all fields. Naturally, high-quality teaching is the facilitator to this somewhat utopian vision. We all have them – pupils who display those aspirational qualities. Teaching to the Top is a phrase that some pedagogical experts fundamentally disagree with. Perhaps it is to do with the fact that it seems somewhat divisive at first glance. But setting a high expectation

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

more able pupils from across disciplines then become role models. They set the bar higher for others in the school, also having a knock-on effect for the rest of their class. Some in education fear that perhaps some pupils could get left behind if teachers challenge every pupil, every lesson, but I disagree. It removes glass ceilings and equips pupils with the confidence and desire to drive themselves forward. When this is coupled with first-class pastoral care, exciting co-curricular opportunities and a caring community, I believe that this recipe only results in success. If we celebrate each pupil for their talents, loudly and proudly, and adopt a mentality that focuses on exceptional teaching every day, that utopian vision is not too far away. No school will get it perfect at first but, with a collaborative effort, the generation of tomorrow will thank us for it.

JAC K S I M S Head of Scholars Pangbourne College AUTUMN 2023 | B R I T I S H E D U C AT I O N | 43

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Talking

SENIOR / TA LK ING HE A D

HEAD

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

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

ABOVE Pupils at Whitgift

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

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

Whitgift, growth has been steady, but really hit home to me only last year, when one of our school captains turned down his Oxford (Languages) offer in favour of Stanford. According to the Times Higher Education rankings, seven of the top ten universities since Colleges, rightly in my view, retain the and 13 of the top 20 are in the States (three residential, tutorial vision despite steeply and three in the UK) so this is perhaps hardly rising applicant numbers. Quite simply, it gets surprising. And, of course, the universities tougher every year. Is there social engineering? increasingly being considered by discerning I still think the jury is out, although ‘access students are not only in the US. McGill and courses’, competitions from Toronto in Canada are being which our students are talked of more, and rightly so. excluded, and contextual data This year, to me even more use are definitely edging out startlingly, one of our students many great independently turned down a Cambridge educated candidates. Computer Science place in Maybe it is a simple shift. favour of the University of As the UK forges a more Michigan. Apparently, it is independent path, our young the place to be for coding. people are becoming more Why? The prevalence of CHRIS RAMSEY international, broader-minded, scholarships is a big driver, as is Headmaster braver, more independent. That the well-known American and Whitgift School has to be a very good thing. Canadian admiration for the AUTUMN 2023 | B R I T I S H E D U C AT I O N | 45

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SENIOR / INSIDER

BOARDING FOR ALL

How Oakham School’s House structure beneﬁts children of all ages

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

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

“We never feel like we’re bored or that we want to go home, because our House becomes our home” community, you need to have a good structure. We must ensure we support the children’s specific pastoral needs at each stage of their education. “Boarders must feel like their House is their home. Pupils all have a team of adults to whom they can turn and feel nurtured, safe and supported. Our House arrangements are such that you have that level of support for each child.” Oakham’s Lower School houses pupils aged 10-13 in its own dedicated campus, Jerwoods. Just a stone’s throw from the rest of the School, it has a distinct identity and feel. All pupils in the Lower School are members of one of four Lower School Houses, whose boarders stay in the comfortable and homely surroundings of Hodges. Head of Lower School Boarding, Tom Banham, explains: “We have co-educational areas, including a lounge, a family kitchen,

a snug and a games room. There is a great dynamic; it is like living in one big family of brothers and sisters. Our dedicated team looks after the children seven days a week, ensuring we meet their needs and provide age-appropriate support and guidance.” Pupils moving up into the Middle School at Year 9 will join a new House. There are six Boarding and four Day Houses, each with its own identity and traditions. Tim Dixon-Dale, Senior Housemaster, explains: “Alongside enjoying an excellent education, boarders have a lot of fun and benefit from social events, camaraderie and support from resident House teams, matrons, and older pupils who mentor the younger ones.” In Year 12, pupils can become House Prefects and take on leadership roles. These pupils become mentors for younger students and lead ‘House Families’, comprising children from all the year groups. In Year 13, pupils move into Round House (girls) or School House (boys). These two Houses are close to Oakham’s town centre, making trips to local cafes and shops more accessible and reflecting the additional freedoms afforded to Form 7 pupils. This structure helps prepare pupils for life beyond School. Many pupils describe this environment as a great stepping stone in preparation for life at university. AUTUMN 2023 | B R I T I S H E D U C AT I O N | 47

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SENIOR / TA LK ING HE A D

HEAD

DIVERSE THINKING

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

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

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

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

lessons are the ones that go beyond the knows what connections can be made between curriculum, often into unexpected territory. their fields, what inspiration comes from These almost always involve a realisation that discussion with an exceptional mind trained seemingly unconnected things are connected. in a different discipline? The temptation to Such realisations can inspire careers. specialise early is understandable; indeed, Consider the college structure at the specialism by choosing A levels is necessary Universities of Oxford and Cambridge. and advantageous, but doing so in the company A student will attend lectures with other of others specialising in diverse fields, students doing their subject or course, just like attending academic, and extra-curricular any student. But unlike just about anywhere societies together offers the best of all worlds. else, they live, eat and have tutorials in their My experience with students here has own college: a smaller, academically diverse only served to strengthen my view. Concord community. There they are surrounded by is roughly the size of a larger Oxford or perhaps only a few hundred students, all Cambridge college. We are probably best doing a wide range of courses known for our STEM provision The diversity of conversations and yet we curate a rich and surrounding each student within diverse curriculum. Our artists, this environment is critical. It historians and linguists are fosters inquiry and intellectual as successful as our medics arguments that go way beyond and engineers. Why? Because the contents of any single they get to work alongside academic course. The very able each other in an environment (and very fortunate) student that rewards rigorous hard of physics able to sit at dinner work while understanding MICHAEL TRUSS between a medieval historian the benefits of seeing and Principal and a philosopher is at a huge using connections between Concord College advantage in the future. Who fields. It’s truly exciting. AUTUMN 2023 | B R I T I S H E D U C AT I O N | 49

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An enlightened

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

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SENIOR / ROOTS

LEFT Tutorial at MPW RIGHT MPW London in Queen’s Gate

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

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

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

“WITH A UNIVERSITY-STYLE SYSTEM, TREATING STUDENTS AS ‘GROWN UPS’, MPW APPEALED TO YOUNG PEOPLE WHO WERE DISILLUSIONED WITH THE TRADITIONAL SIXTH FORM” AUTUMN 2023 | B R I T I S H E D U C AT I O N | 51

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UP FRONT / ROOTS

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

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

“A LONGSTANDING TRACK RECORD OF GETTING STUDENTS INTO TOP-RATED ART & DESIGN COURSES HAS LED TO THE UAL DIPLOMA, AN MPW ART FOUNDATION COURSE” AUTUMN 2023 | B R I T I S H E D U C AT I O N | 53

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

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SENIOR / FE ATUR E

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

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

through everything that is done at School with understanding and compassion. This symbiosis between School and Foundation is one that is unique and brings benefits to the whole community and beyond. In addition, through the work of our Outreach programme, the reach of the Foundation is extended to children in the state sector. Today, over 40 state primary and secondary schools in economically deprived areas within London and the south east are part of this programme and some 1,800 children are hosted at Reed’s – engaging our staff and BELOW Tim Henman (top right), pupils to deliver enrichment pictured in 1990 during activities using our facilities. his time at Reed’s as a tennis scholar Much of this work would not be possible without the strong partnerships developed over the last few years with a broad range of partners to ensure the Foundation supports the most deserving children. This includes local authorities, youth groups, children’s charities, social mobility organisations and other charitable foundations. This, of course, includes the Tim Henman Foundation – an organisation that we are very proud of, having been founded by one of our alumni. The forging of meaningful relationships is not only important externally but internally too. Working with state-school teachers, charities and families directly, there is in place a bespoke and caring Foundation application process for bursaries. By the time the children join, a tailored support plan is already established covering their social, emotional, and academic needs. It’s the holistic approach that Reed’s provides which enables our Foundation pupils to integrate into everyday school life and have opportunities to shine and flourish.

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

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BOARDING AT

BADMINTON SCHOOL BRISTOL Full, weekly and flexi-boarding available for girls aged 9 - 18. Just 1.5 hours from London, we provide our boarders with escorted travel from London airports. Visit us to discover what Badminton and Bristol has to offer your daughter. Book your place online now | admissions@badmintonschool.co.uk | badmintonschool.co.uk AD- BADMINTON.indd 56

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ABOVE THF helps children to fulfil their potential BELOW Tim Henman at Reed’s

Reed’s unique ‘Circle of Support’ ensures no child falls through the net. Every member of staff is empowered to take on a duty of care that complements the education on offer and ensures that every child’s time at Reed’s is as fulfilled as it can be. Emphasis is on collaborative teamwork, regular communication and shared strategies. It is this unique model that Tim Henman – a former tennis scholar at Reed’s and loyal and active ‘Old Reedonian’ – was able to see for himself. Tim is so grateful for the scholarship he received from the school in recognition of his sporting talents that he wanted to provide the same opportunities for children, regardless of background. So, when the Tim Henman Foundation (THF) was established in 2015, he felt it was important that the charity worked with the Reed’s Foundation because of their shared values: that every child deserves the right to fulfil their potential. Today, THF provides targeted funding for six Reed’s Foundation pupils to attend the

school and experience the same opportunities he was able to receive. This educational focus is very much part of the three key strands of the Tim Henman Foundation: sport, education and health. Naturally, as a sportsman himself, he and the team at THF fully understand the benefits sport can bring to young people. The physical benefits are clear to see, and the mental health benefits of regular participation in activity are increasingly valued. Benefits also reach further by increasing confidence and resilience. The THF believes that young athletes should have the opportunity to pursue their sporting aspirations, which is why they provide support in the form of funding and mentoring to those with goals of reaching an elite or professional level. Like the Reed’s Foundation, the THF understands the important work that community-based organisations do for young people. However, one-third of these organisations don’t have enough reserves

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

to cover even three months of running costs (source: Sported Foundation, Parliamentary written paper), yet the coaches, teachers and mentors act as important role models. THF partners with these organisations to make sure these essential sport and education opportunities continue to be available. Tim Henman Foundation also runs initiatives to support and provide opportunities for young people who have special educational needs and disability. Working with SEND units within schools and special needs schools is an important part of their strategy. There are substantial financial barriers to getting the required specialist support or additional opportunities that young people with special needs and disabilities deserve. Families face, on average, extra costs of £581 a month and for almost a quarter (24%) of families with disabled children, extra costs amount to over £1,000 a month (source: scope.org.uk). By delivering programmes specifically for those with SEND, the Tim Henman Foundation ensures these youngsters have the support they need to be happier, healthier and to thrive. Both Foundations exemplify commitment to providing education and support for children who have faced significant challenges in their lives. With a rich history rooted in charitable values, the Andrew Reed Foundation continues to nurture a symbiotic relationship between the school and the wider community; the support of the Tim Henman Foundation is crucial to this aim. Fostering partnerships and implementing outreach programmes allows the impact to extend beyond immediate beneficiaries and, through shared values and dedication, these organisations create a brighter future for all. AUTUMN 2023 | B R I T I S H E D U C AT I O N | 57

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AI REVOLUTION Every child in a classroom is different, so why are they all taught the same? At King’s Interhigh, teachers are developing personalised learning pathways using AI

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SENIOR / ONLINE

e all know that education should never be onesize-fits-all, but meeting every learner’s unique needs at once has long been a pipe dream for even the best of teachers — until now. Artificial intelligence (AI) is no longer a figment of the future, and it has far brighter potential than you’ve seen in news stories about ChatGPT. At King’s InterHigh online school, we’re bringing AI into our teaching toolkit to help every single child get the right education for them, and the results have been nothing short of remarkable. “Personalised learning” isn’t just another buzzword. In fact, it’s been a key focus for the UK’s education department for over a decade now, because no two children are the same. The government estimates that one in seven is neurodivergent, for example, and even students with no learning differences still learn in different ways. The problem is that while every child has their own unique strengths and areas for improvement, they usually have no choice but to follow the same pace and scheme of learning. Now, artificial intelligence is helping us create a solution to that. As part of the global schools group Inspired, we’ve had the opportunity to introduce a new and incredibly powerful tool to our online school students: Inspired AI. You’re not alone if the recent AI headlines have worried you, but there’s more to artificial intelligence than tools that can write an essay. Developed specifically for education, our AI

ABOVE Anthony Peters, Head of Educational Technology, King’s InterHigh

ABOVE & LEFT When learning is tailored to the student, they are truly eager to learn

“Developed speciﬁcally for education, our AI can understand a child’s unique learning needs and guide them on a pathway to success” can understand a child’s unique learning needs and guide them on a pathway to success. Using an AI-powered algorithm, this groundbreaking platform gauges each student’s progress and identifies their knowledge gaps. Evolving in real time, the tool carves out personalised learning pathways, presenting each student with interactive activities that help them bridge their specific knowledge gaps. Take the example of a child who’s struggling with a grammar particle in English. Instead of getting left behind when the class moves onto a new topic and forever struggling with their writing, they can master that concept in a way that works for them, going into their next lesson feeling confident and accomplished. Of course, this isn’t a dystopian replacement for human teachers — far from it, in fact. Artificial intelligence must be a supplement to excellent teaching, and it’s a great tool for educators too. When teachers can see whole-class progress with AI, they can tailor lessons perfectly to every student. This is the key to differentiation, removing learning barriers and encouraging progress for learners of all abilities. Outside the classroom, this style of after-school learning has been a huge hit with our pupils too. It’s no secret that many children are resistant to homework, but we’ve found that students happily log onto their personalised platform outside of the encouraged hours. When learning is tailored

to the student, they are truly eager to learn. The outcomes? Undeniably transformative. We currently use the platform across English, maths, science, and geography at King’s InterHigh (with more subjects in our pipeline), and our data shows that students who use this AI tool can increase their achievement by an entire grade boundary. In those crucial final years of school, this could be just the boost a young person needs to get into their dream university and kickstart their future. Even before I joined King’s InterHigh, I’ve spent my career championing the power of technology in education. Without a doubt, artificial intelligence is set to become one of the biggest gamechangers of our time. It’s not just a teaching aid or a fun way to learn; it’s a paradigm shift. It’s a way for every young person to get the education they deserve, empowering them to become active and enthusiastic learners no matter their abilities. With the support of personalised learning, students can walk into exams with confidence knowing they’ve truly understood the curriculum — not passively sat through it. The best part? We’re only just scratching the surface of what this technology can do. The world is continuously evolving, and it won’t be slowing down any time soon. At King’s InterHigh, we’re proud to pioneer a unique way of learning that evolves with it and prepares our young people for tomorrow’s world. AUTUMN 2023 | B R I T I S H E D U C AT I O N | 59

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

OUR VIEW R TOU UAL T R I V INE ONL

With our ambitious learning culture, a focus on every individual and a breadth and blend of opportunities, we help every child to discover and develop their talents to create their own life-story. Our size, structure and ethos mean that our entire focus is on understanding, guiding and inspiring each child individually – so they can find their own voice, their confidence, self-belief and aspiration, discover their own talents, challenge themselves to achieve more than they thought possible and reach their full potential. There is no typical Framlinghamian, no singular path that we take: we are academics, actors, musicians, expeditioners, sports people, innovators, scientists, ruminators, decision makers, story tellers, teammates, artists, fun lovers, nurturers and thought provokers. Often we are many things within one. But, we are all individual with our own story.

To arrange a discussion with our Admissions team, call 01728 723789 , email admissions@framlinghamcollege.co.uk or visit framlinghamcollege.co.uk .

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GIRL POWER

Empowering the women of the future with an all-girls’ education: Why girls-only schools are more relevant today than ever before

here is strong evidence that educating girls in a girls-only environment, leads to greater academic achievement, stronger self-confidence, resilience and enhanced career progression. At a time when female CEOs still battle for recognition and women still campaign for gender equality, we need places where girls can grow wings, believe they can achieve anything and learn in an environment free from stereotypes. Places where girls can learn to lead in a way true to themselves and to “own” any subject, are now more relevant than ever. Having worked as both a teacher and a Housemistress in one of the most exclusive all-girls’ boarding schools in England, my belief is that for girls, a single-sex education is the most precious gift you can give any daughter.

S PEC IALI ST TE AC H I N G As the league tables demonstrate, there is compelling evidence that girls-only education leads to higher academic achievement and greater diversity of subject choice. In co-ed classrooms, boys often dominate discussion, and take more commanding roles in practical exercises, monopolising teachers’ attention and focus. In all-girls classrooms, teachers can work with and also challenge girls’ tendencies to seek safety in structures and schedules, they can challenge risk-aversion and encourage girls to cross boundaries, finding their voice within an affirming environment. Girls are also empowered to reject gender stereotyping, and higher numbers of girls choose to continue with what are otherwise seen as ‘masculine’ subjects – like Maths, Physics and 3-D Design.

“In a single-sex school, girls can be themselves, away from societal pressures, for longer”

ABOVE Girls at Downe House

CO N F I D E N C E One of the most compelling reasons you should consider single sex education for your child is confidence. Boys are often praised when they’re younger for being brave and courageous and girls are often praised for being kind and compassionate. In fact, we want our girls to be brave and courageous and kind and compassionate and the same for the boys. In an all-girls environment, we can tailor our teaching and learning to the way girls learn best. We encourage them to take risks and give them a safe space to offer opinions, ask questions and make mistakes, without worrying what boys might think.

LE AD E R S H I P In girls-only environments, girls are more likely to assume leadership roles, responding well to a wider range of possible “niches” in the school community, and leading in a way authentic to themselves, away from gender stereotypes. Introverts are just as capable of leading as their more extrovert counterparts and are encouraged to find their voice in a way that works for them.

free. In the world our children now live in, there are huge pressures to conform and behave in certain ways, particularly via social media, but in a single-sex school, children can be themselves, away from societal pressures, for longer.

R E L ATI O N S H I PS WITH B OYS Gone are the awkward discos of 20 years ago. Instead, schools are increasingly working in partnership, offering opportunities for pupils from both types of schools to work together academically, socially and for enrichment. At Downe House, we have a strategic partnership with Radley College, with girls, boys and staff benefiting from an extended array of opportunities to come together, learn and create friendships for life, way beyond the classroom. By the time they enter the co-ed world of university, work and life, they have acquired the life skills and self-confidence to succeed. There is no limit to what girls can achieve and how wonderfully privileged they are to go out into the world with such empowerment.

G I R L S CAN B E G I R L S FO R LO N G E R

TA R A R E E V E

In a single-sex school, girls don’t wear makeup, they’re not all dressed up, they are delightfully

Director of Admissions Downe House School, UK AUTUMN 2023 | B R I T I S H E D U C AT I O N | 61

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SENIOR / OPINION

COMMUNIT Y STRENGTH The intrinsic value of community and altruism in Sixth Form

hether a student remains in the same institution for Sixth Form or chooses a fresh start somewhere else, the concept of ‘Community’ for this age group (16-18 years) has arguably never been more vital in terms of instilling core values to last a lifetime. The social, emotional and academic pressures facing sixth-formers can lead them into the trap of focusing exclusively on their own needs, which is neither healthy for the individual nor helpful or pleasant for those around them. The good news is that the start of Year 12 is an optimum time for educators to proactively intervene to instil new habits and ways of learning. The change in educational context can neatly disrupt habits; this allows opportunity for kind and outward-looking character traits to develop and take hold, in addition to the grit and determination required for academic success. At Worth School, Community is one of our six values alongside Humility, Silence, Worship, Stewardship and Service. These values form a firm foundation for the education we provide which, without it, could be reduced to a mere set of skills to be applied to the workaday world instead of the formation of mind and spirit that will prepare young people for a secure, fulfilled and happy life. Research shows that embracing a sense of Community – and the generosity and

“Selﬂess acts improve psychological wellbeing, and this is particularly effective for the 16 to 18 age group”

altruism which follow – is not just a desirable trait but that selfless acts improve psychological well-being, and this is particularly effective for the formative 16-18 year age group for whom longterm benefits have been recorded. We have found that a powerful way to inspire our Sixth Form with this ‘outwardlooking’ direction is through our Leadership Formation programme. Introducing this course to Year 12 has been revolutionary. Every student is invited to take part (and nearly everyone does) and benefits from a challenging year-long programme including workshops, listening to the experiences of guest and internal speakers, reflection essays and personal portfolios of what they understand a leader to be. Crucially, this prevents the competition to be a prefect in Year 13 from being purely about popularity; it means that from our Head Boy and Head Girl through to the subject-specific prefects, students are awarded their positions on their true leadership merits. Although not all students can become prefects the process is attractive none-theless; everyone is rewarded for their efforts ABOVE Sixth Formers at Worth School

with the appropriate grading (distinction, merit, pass) and formal certification but most importantly we instil in them values and a moral compass that will guide them now and beyond school life. For so many young people who focus intensely on their own goals it can be a seismic shift to take responsibility for their role in other people’s lives; especially in our current – increasingly digital – world, it can be easy to overlook the needs of others and not truly grasp the skills required to lead and engage in happy, healthy, reallife relationships with those around us. Community and altruism are integral to a young person’s development; put to work properly, the transformative power is clear.

M AT T H E W D O G G E T T Assistant Head (Sixth Form) Worth School AUTUMN 2023 | B R I T I S H E D U C AT I O N | 63

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

can be uncovered, nurtured and realised.

excellence in the heart of Berkshire.

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SENIOR / INSIDER

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

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

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

ABOVE Kent College hockey coaching from Olympian Ali Brogden

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

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

LI N D E N LO C K H A R T Director of Sport Kent College AUTUMN 2023 | B R I T I S H E D U C AT I O N | 65

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OPEN MORNING - SATURDAY 16 MARCH We are an ‘excellent’ rated independent, co-educational boarding and day school for pupils aged 11 to 18, nestling in 230 acres of outstanding Berkshire countryside. Providing a challenging academic curriculum, we also offer co-curricular opportunities for sport, art, music, drama and adventurous training. We help every pupil to fulfil their potential and develop the confidence, values and skills needed to make a positive difference to the world.

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To book your place, please visit: www.pangbourne.com/visit. Alternatively, our Admissions Team is available to answer your questions. Email: admissions@pangbourne.com or tel: 0118 976 7415.

A community where you can f lourish

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Talking

SENIOR / TA LK ING HE A D

HEAD

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

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

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

ABOVE Head Kevin Carson with pupils from Royal Masonic School for Girls

(CEM) was established at Durham department reviews written every September University in 1983 and is the largest in schools. From our CEM data this year, I educational research unit in a UK university. can see that RMS sits on the 92nd percentile CEM works with UK schools, colleges, of all schools and the 87th percentile of education authorities and government all independent schools for value-added agencies to provide scientifically performance. In other words, we add more grounded research that monitors every value academically than 9 out of 10 schools. school’s academic performance. CEM’s value-added data enables schools Students sit baseline tests for CEM and departments to receive just as much at ages 11, 14 and 16. Having amassed 40 credit for a less able pupil who might have years of this assessment data, CEM is been expected to attain a Grade 4 but able to give each child a scarily accurate achieves a grade 5 or 6 at GCSE as a more predicted grade for every subject and able pupil expected to attain a Grade 7 can then standardise each school’s actual who achieves a grade 8 or 9. This is the just results in order to tell us how it should be, of course. how far above or below the Value added is the most predicted grade a student is. important metric because it From this, CEM can provide reflects the extent to which evidence of how much value all pupils are achieving their each school adds academically. potential. Unfortunately, Every independent school it is not what is published that I have worked at over in your Sunday newspaper two decades uses CEM data each year, so perhaps we internally to assess its own should all be questioning KEVIN CARSON academic progress at both what value is actually added Headteacher school and department level. by looking at those league Masonic School for Girls It is a standard aspect of the tables of raw results. AUTUMN 2023 | B R I T I S H E D U C AT I O N | 67

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Talking

HEAD

Tomorrow's

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

t Reddam House, we have been thinking about what it means to be living through the fourth industrial revolution. This term, coined in 2016 by the founder of the World Economic Forum Klaus Schwab, attempts to understand the changes in our global society and economy that are emerging in an age of cyber-physical systems – big data, artificial intelligence, breakthrough materials – all of which involve entirely new capabilities for people and machines. . So why have we launched a new outdoor pursuits department at Reddam House to complement our highly academic and technology driven educational approach? In this tech determined age, the World Economic Forum published its fourth edition of The Future of Jobs Report in 2023. This tracks the global labour market, identifying occupational disruption, growth and decline. It is a fascinating read that asks many questions

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

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SENIOR / TA LK ING HE A D

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

ABOVE & BELOW Pupils at Reddam House

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

LEFT Outdoor adventure at Reddam House

the most important core skills future Adventure Department), offering workers will need are analytical thinking, opportunities to collaborate, create, creative thinking, curiosity, technological build, plan, cook, succeed, and fail, just literacy, resilience and flexibility. as they do in the classroom and the These skills must be acquired in a variety metaverse. By being outside in nature, of ways and an outstanding education they will also enhance their wellbeing creates opportunities for students to and deepen their appreciation of the develop as rounded people. This is why environment, which in turn completes we are now embracing the outdoors more the loop back to employability. After all, than ever at Reddam House. Underpinning according to the World Economic Forum, every change we make at our school is the strongest net job-creation effect will a focus on the individual child. We now be driven by investments that ‘facilitate enhance learning through our own bespoke the green transition of businesses’. Virtual Metaverse School So, we will continue to and use Inspired AI in all learn on our devices, continue core subjects, tailoring it to roll out our AI learning to individual needs and tools and VR headsets and accelerating students' learning teach children computing (also reducing teacher and technological literacy. workload, a nice double win). But we will also develop We are also fortunate their creativity, curiosity to live on a 125-acre estate and flexibility in other ways with woods, wildlife and a too – by putting them outside RICK CROSS lake. With these facilities, their comfort zone among Principal children will have timetabled the trees, the colours, the Reddam House lessons of RAD (Reddam bats and the deer. AUTUMN 2023 | B R I T I S H E D U C AT I O N | 69

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VISIT US TODAY Outstanding facilities, an all-round education and endless opportunities await you at The Duke of York’s Royal Military School. Our affordable full-boarding school, open to 11-18-year-olds, significantly outperformed GCSE national attainment (2022). Students benefit from excellent teaching, a comprehensive curriculum, and a vast breadth of activities beyond the classroom. Begin your Dukie journey today; private tours available by appointment.

Looking forward with confidence, looking back with pride www.doyrms.com admissions@doyrms.com +44 (0)1304 245073

FROM TONBRIDGE We are pretty sure our alumni will tell you that their time here was fulfilling in many ways and expanded their life’s horizons. A Tonbridge education is also a springboard for the crucial next step in their learning trajectory. This year we had a record number of offers from leading universities including LSE, Imperial, Edinburgh, Bath and Manchester. An impressive 65 per cent of boys received four or more offers. Overseas, our leavers gained places at Princeton, Columbia, Chicago and HKU amongst others. And, despite the much publicised increase in selectivity, we have 24 confirmed places at Oxbridge.

Visit website

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

TO ANYWHERE

Ranked 8th best independent senior school in the country: Sunday Times Parent Power League Table

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SENIOR / INSIDER

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

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

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

editing as a result of their work with of subjects, doors remain open to ABOVE their Extended Essay. What about students, and previously unimagined Pupils at Marymount International being involved in the community, routes can suddenly become option. you might ask? IB students are We have seen many students come willing and able to find ways to through our halls over the last 45 years better serve their fellow man, keep of IB teaching. The young women themselves healthy, and ultimately, maintain who make up our alumnae often come back to their journey as compassionate citizens. share their achievements, and their stories only Today’s senior school students will probably support our decision to use the International be retiring around the year 2080, and it is Baccalaureate as our curriculum. Our students likely that they will have had three different have gone on to contribute meaningfully to their careers. Some of their jobs have not yet been chosen careers. From sustainability consultants conceptualised, never mind created. The and human rights lawyers to working for adaptability they will require to be successful education in conflict zones, they represent the is incredibly important. By allowing them richness an IB education is able to provide. to question the ‘why’ and the ‘how’ of their world, we are encouraging them to take ownership of their education and future life. Studying six subjects also allows for more options and opportunities at tertiary level. Some teenagers may not realise that, brilliant as they are at visual arts, mathematics is the underlying pathway for them – or vice versa. As individuals, we go into education to make these KIRSTEN CROSSLAND choices and ultimately end up making our own way and travelling our own individual path. Director of Communications By not limiting learning to a small number Marymount International School London AUTUMN 2023 | B R I T I S H E D U C AT I O N | 71

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Outstanding co-educational Boarding experience Beautiful 110-acre parkland campus, just 30 minutes from Central London and convenient for London’s airports. To access the Boarding prospectus, please scan the QR code. royalrussell.co.uk

Coombe Lane, South Croydon, CR9 5BX

Calne Girls Can

CO-EDUCATIONAL EXCELLENCE IN A CARING COMMUNITY

For children aged 4 - 11

OPEN DAYS: 24th February & 11th May 2024

S T M ARY’S C ALNE

A Leading Independent Boarding & Day School For Girls Aged 11-18 Contact:

admissions@stmaryscalne.org

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01249 857200

stmaryscalne.org

@alleyns_musicwww.alleyns.org.uk • www.alleyns.org.uk 020020 8557 1519 •• Townley Road, 8557 1500 Townley Road,Dulwich, Dulwich,London, London,SE22 SE22 8SU 8SU

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SENIOR / OPINION

INDIVIDUAL APPROACH

Brighton College A love of learning in a home from home environment

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

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

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

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

ANTHONY MERRETT Director of Admissions Brighton College AUTUMN 2023 | B R I T I S H E D U C AT I O N | 73

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UK Boarding School Exhibition 2023 A N D E R S O N E D U C AT I O N UK Boarding School Exhibition andersoneducation.co.uk

If you feel that a UK boarding education may be a good option for your son and daughter, but you could use a little help, visiting the UK Boarding School Exhibition in Dubai, Riyadh and Al Khobar is a great starting point. Come and talk to our Education Consultants and meet heads of over 20 schools. Get the answers to your questions and begin your boarding school journey. We look forward to meeting you! Anderson Education, the UK Boarding School Specialists, have over 24 years’ experience helping local and expat families.

UK BOARDING SCHOOL EXHIBITION The Fairmont, Riyadh – Tuesday 7 November – 16.00 to 20.00 Le Meridien Al Khobar – Thursday 9 November – 16.00 to 20.00 Grosvenor House Hotel, Dubai – Saturday 11 & Sunday 12 November – 11.00 to 16.00 Entrance is free, collect a free copy of the UK Boarding School Directory enquiries@andersoneducation.co.uk X: @An_Education Instagram: @Anderson_Education.

BROMSGROVE SCHOOL

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UK BOA R DING SCHOOL EXHIBITION / EXHIBITOR S

Ashford School

ashfordschool.co.uk Location: Kent Head: Mr Michael Hall Age range: 3 months - 18 years School Type: Co-Ed, Prep, Senior, Sixth Form USP: Well-developed reputation

for getting the best from your child. Highly capable, energetic and specialist teachers from a variety of backgrounds. All rounder School achieving excellence in many areas: Academic, Music, Sport & Art All Steinway School. 100+ CoCurricular activities Excellent location, transport links and proximity to airports.

Bedford School

bedfordschool.org.uk Location: Bedfordshire Head: James Hodgson Age range: 7-18 years School Type: Boys,Prep, Senior, Sixth Form

BEDFORD

Bishop's Stortford College

USP: Bedford School, awarded

five stars in Fortune’s World Leading Boarding Schools 2023, seeks to raise good people first and foremost and then allows them to flourish as academics, sportsmen, artists and, above all, as themselves. Academic results and leavers’ destinations are excellent, with boys going to top UK and International universities.

We seek to foster individuals who will, proactively, make this world a better place

BISHOPS STORTFORD

bishopsstortfordcollege.org Location: Hertfordshire Head: Kathy Crewe-Read Age range: 4-18 years School Type: Co-Ed Prep, Senior, Sixth Form

USP: We do not look like most schools of our type. We are different in some important ways. We are a modern, ambitious, yet unpretentious school, formed by normal people, doing normal things, but to a very high standard. We are the modern face of independent education.

Bromsgrove School

bromsgrove-school.co.uk Location: Worcestershire Head: Michael Punt Age range: 7-18 years School Type: Co-Ed Prep, Senior, Sixth Form

USP: Bromsgrove School aims to

produce happy, moral and creative citizens through enlightened, disciplined and broad education. We seek to foster individuals who will, proactively, make this world a better place.

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KING'S COLLEGE, TAUNTON

Dean Close School

deanclose.org.uk Location: Gloucestershire Head: Bradley Salisbury Age range: 7-18 years School Type: Co-Ed, Prep, Senior, Sixth Form

USP: Dean Close is renowned

for its outstanding pastoral care and academic outcomes. It has a broad intake and delivers the best value added for its pupils. Although a medium-sized school, it also offers outstanding achievements in Hockey, Rugby, Music, Art and Drama. 95% of pupils go on to university.

King's College and King's College Prep

kings-taunton.co.uk Location: Somerset Head: Michael Sloan (King's College) and Justin Chippendale (Prep) Age range: 2-18 years School Type: Co-Ed Prep, Senior, Sixth Form

Kingswood School kingswood.bath.sch.uk Location: Somerset Head: Andrew Gordon-Brown Age range: 11-18 years School Type: Co-Ed, Senior

USP: Kingswood education ignites the potential in children, and transforms lives. With excellent facilities for both boarders and day pupils from ages 11-18, Kingswood is set within one of the most beautiful school sites in the South West of England, having the luxury of over 120 acres of parkland but being just ten minutes’ walk from the World Heritage City of Bath, and within easy reach of major road, rail and air links.

King's Ely

kingsely.org Location: Cambridgeshire Head: John Attwater Age range: 2-18 years School Type: Co-Ed Prep, Senior, Sixth Form

KINGS ELY

USP: Strong academic rigour underpins a broad and balanced education. Value is placed on the enthusiasm and courage with which students make the most of the opportunities available to them including top-class sport, music and creative arts. Teacher support and a can-do attitude ensure that students leave King’s Ely with purpose and self-belief.

DEAN CLOSE

USP: King’s College Prep and King’s College, Taunton are co-educational boarding schools in the south west of England that combine traditional values with state-of-the-art facilities. A good work ethic and small class sizes help sustain progress and specialist teaching is the norm. King's offers a vast array of co-curricular and weekend activities, unparalleled for a school of its size. Pupils also benefit from the King’s Equestrian Centre, where they can ride for recreation or as part of the successful equestrian team.

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UK BOA R DING SCHOOL EXHIBITION / EXHIBITOR S

Malvern St James Girls School

malvernstjames.co.uk Location: Great Malvern, Worcestershire Head: Dr Gareth Lloyd Age range: 3-18 years School Type: Girls,Prep, Senior, Sixth Form

USP: MSJ is a dynamic all through girls' school for ages 3-18, near the scenic Malvern Hills. Outstanding facilities include indoor swimming pool, modern sports centre, dedicated STEAM Labs, Drama, Art and Music Hub. Academically strong with a focus on developing individuality. Career and university guidance and award-winning pastoral support.

Merchiston Castle School

merchiston.co.uk Location: Scotland Head: Jonathan Anderson Age range: 7-18 years School Type: Boys Prep, Senior, Sixth Form USP: It is a combination of things: our size; a genuine focus on the individual and the fact that we really understand our boys and how to get the very best out of them.

PRIOR PARK

Prior Park College

A genuine focus on the individual and the fact that we really understand our boys

priorparkcollege.com Location: Somerset Head: Ben Horan Age range: 11-18 years School Type: Co-Ed, Senior, Sixth Form USP: Great schools like Prior Park help students to explore who they are and find the adult they wish to be. Our students emerge with a character that is well rounded, and an academic profile that allows them to make their next step in life with confidence whatever that step might be.

Royal Russell School

royalrussell.co.uk Location: Surrey Head: Chris Hutchinson Age range: 3-18 years School Type: Co-Ed Prep, Senior, Sixth Form

USP: We are a family school which values the things which make each of us distinctively brilliant. Our commitment is to help every member of our community strive for their vision of success – to take a wider view of what their personal ambitions are. Our values speak to who we are and who we strive to be.

KINGSWOOD

Queen Ethelburga's Collegiate qe.org

Location: Yorkshire Head: Dan Machinn Age range: 5-18 years School Type: Co-Ed Prep,

Senior, Sixth Form USP: Set in more than 220 acres of beautiful North Yorkshire countryside, Queen Ethelburga’s has provided students with a vibrant and supportive school community since 1912. QE is known locally, nationally and internationally as a place that promotes the highest standards in all that it does. Our reputation has grown considerably over recent years, and we believe this is due to our drive to ensure that our outcomes for QE students, across all areas of their endeavour and aspiration, match those of the world’s best schools.

QUEEN ETHELBURGAS

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ROYAL-RUSSELL

St Mary's Calne

Girls are encouraged and supported to win their own race

Queen's College

St Lawrence College

queenscollege.org.uk Location: Taunton Head: Julian Noad Age range: 1-18 years School Type: Prep, Co-Ed, Senior, Sixth Form

slcuk.com Location: Kent Head: Barney Durrant Age range: 3-18 years School Type: Co-Ed Prep, Senior, Sixth Form

USP: Queen's College is rightly proud of its academic success, although the calm and supportive culture alongside a wonderfully balanced wider offering is perhaps why Queen's is so successful. A happy school where outstanding teachers encourage the skills pupils need to be independent learners and the attitudes to ensure they maximise the superb range of opportunities available. Many students go on to study at top universities.

USP: Founded in 1879, we pride ourselves on providing a first-class education both inside and outside the classroom. A traditional boarding school with a modern outlook offering a wealth of opportunities, from exemplary pastoral care, a dynamic extra-curricular programme to a nurturing, supportive community. Boarding is central to school life here at St Lawrence and one of our greatest strengths. Offering a ‘home-fromhome’ full boarding experience, all our boarding rooms are en-suite.

stmaryscalne.org Location: Wiltshire Head: Diana Harrison Age range: 11-18 years School Type: Girls, Senior

USP: St Mary’s Calne is a happy, purposeful and flourishing community of around 350 pupils. We provide an exceptional, all-round education with a special blend of excellence in pastoral care, co-curricular activities and academic development in a nurturing environment where girls are encouraged and supported to win their own race.

Worth School

worthschool.org.uk Location: West Sussex Head: Stuart McPherson Age range: 11-18 years School Type: Co-Ed, Senior, Sixth Form USP: Worth is an exceptional school for boys and girls aged 11 to 18, set in stunning Sussex countryside close to London. We provide an education with ‘heart and soul’, inspiring academic excellence while preparing pupils to become well-rounded individuals who are purpose-driven, kind and community-minded.

The Royal School Wolverhampton

theroyalschool.co.uk Location: West Midlands Head: Mark Heywood Age range: 11-19 years School Type: Co-Ed Prep, Senior, Sixth Form

USP: The Royal School Wolverhampton has a proud history of educational excellence. We are a non-selective, non-denominational Free School and Boarding School welcoming boys and girls aged 4-19 from all ethnic, social and cultural backgrounds. The Royal provides a dynamic mix of academic learning and extracurricular enrichment with the added advantage of no day fees.

ROYAL WOLVERHAMPTON

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UK BOA R DING SCHOOL EXHIBITION / EXHIBITOR S

Wycliffe College

LANCING

wycliffe.co.uk Location: Gloucestershire Head: Mr Nick Gregory Age range: 3-19 years School Type: Co-Ed Prep, Senior, Sixth Form

USP: Pupils at Wycliffe College enjoy life in a safe and stunning countryside campus set over 52-acres on the outskirts of Stonehouse in Gloucestershire, just 90 minutes from London. We successfully blend the traditional and the modern, not only with our striking architecture but also with our broad curriculum and forward-thinking ethos. Wycliffe is a pupil-centric environment where individuality is respected. It fosters a pioneering spirit in every pupil’s approach to learning and life.

SAUDI ARABIA ONLY St George's School, Ascot

stgeorges-ascot.org.uk Location: Berkshire Head: Liz Hewer Age range: 11-18 years School Type: Girls, Senior, Sixth form

USP: A vibrant boarding and day school providing an excellent value added academic education in a supportive environment. The school is set in 30 acres of stunning grounds located just off Ascot High Street and 30 minutes from central London. Renowned for its friendly atmosphere, small class sizes, strong pastoral care and extensive co-curricular programme, the opportunities for individual development make St George's stand out from the crowd.

Lancing College

We build on pupils' strengths and ensure every child achieves their full potential

WORTH

Downe House

downehouse.net Location: Berkshire Head: Emma McKendrick Age range: 11-18 years School Type: Girls, Senior, Sixth Form USP: One of the top all girls’ boarding schools in the UK, offering a worldclass traditional boarding education with a modern twist. With a focus on excellence and the individual, we encourage girls to make the most of the exceptional academic, co-curricular and enrichment opportunities and create their own paths. Supported by personal tutors, girls excel not only in their studies but in Sport, Creative and Performing Arts and Music, going on to the world's top universities.

lancingcollege.co.uk/lancing-college Location: West Sussex Head: Dominic Oliver Age range: 11-18 years School Type: Co-Ed, Senior, Sixth Form USP: Lancing College is a coeducational school for 13- to-18-yearolds. Our pupils come to Lancing from across the Southeast, London and from around the world. They become part of a caring community with stretching horizons and ambitious goals. We build on pupils' strengths and ensure every child achieves their full potential.

Badminton School

badmintonschool.co.uk Location: Bristol Head: Jessica Miles Age range: 4-18 years School Type: Prep, Girls, Senior, Sixth Form

USP: Badminton is a thriving independent day and boarding school for girls aged 4-18, which has remained at the forefront of girls’ education for over 160 years. The size of the campus, our community and excellent pastoral care create a homely and vibrant feel. The holistic approach ensures that the girls can discover and develop not only their academic strengths but all their other talents via the wide-ranging extracurricular programme.

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BRITISH EDUCATION / PROMOTION

School

SOLUTIONS Stop your child losing school kit and save waste, with My Nametags' smart guide to putting a name tag on everything

chool kit is expensive, so keeping everything from uniform to lunchbox from going missing makes financial sense – as well as saving waste and helping the planet. You are helping to avoid a mountain of lost property in your school or nursery if you clearly identify your child’s uniform and possessions. There’s a My Nametags label for every piece of school kit – from stickers to iron-on labels – and they stay on.

LABEL FOR KEEPS

Firmly attached name labels are the only way to protect school uniforms. Children are running around in almost identical kit, and they are also forgetful when they are busy having fun. That sweater forgotten during playtime can all too easily get stuck in the lost-property cupboard – or go home with another child. My Nametags, which has a Queen’s

Award for its British-made customisable labels, did a survey about the scale of the problem. This found that a typical child loses nine items permanently each year. School sweaters, books and stationery are most likely to go astray, and parents waste a lot of time trying to track them down. A label to identify the owner massively increases the odds that tie, PE shirt or blazer makes it home again eventually.

CHOOSE THE BEST LABEL

No one wants to spend hours labelling and marking. But this need not be a chore if you select the right label. At My Nametags you’ll find everything from Ministickers for small items like notebooks and pencil cases to Maxistickers for bags, lunchboxes and trainers. Stickers can also be used for clothing – just apply them to the clothing wash label rather than the garment itself. Or you may prefer My Nametags’ hugely popular iron-on labels

Whether you prefer Ministickers, Maxistickers or classic Iron-on labels, you know that the label will stay firmly in place. My Nametags labels are made of hardwearing PVC and use special adhesives and ink. The labels have been rigorously tested to withstand washer, dryer, dishwasher and microwave. In other words, they are made to stand up to all that busy school and home life throws at them. One useful tip is to consider using stickers if you might hand down school kit to a sibling. Also a good idea if you want to sell them on in your school’s second-hand uniform shop. It feels good for purse and planet to give wearable clothing a second life.

CREATE A STANDOUT DESIGN

Another key priority is to find labels that are easily identifiable among rows of identical school kit. One good way to do that is to add colour and unique details. My Nametags offers customisable labels, so you can choose the size, font, colours and also your favourite icon. There are fun icons to match your child’s interests – from dinosaurs and footballs to ponies and flowers. Children who are just learning to read will find it much easier to identify their school kit by colour or icon. My Nametags offers a range of customisable and British-made labels for nurseries, schools and care homes. Its longlasting labels are easy to order, making them a first choice in the UK and over 130 other countries, including all the GCC countries. mynametags.ae mynametags.com

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With our warm and welcoming boarding community at the heart of the school, Kingswood offers an exceptional education of depth and breadth. Full, weekly or flexi boarding available, with our pastoral team providing a safe, nurturing and exciting experience for pupils. Visit us to find out more.

A co-educational independent school for nine months – 18 years in Bath

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O u t s ta n d i n g E d u c at i on

OUTSTANDING EDUCATION RESULTS 2023

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REGI

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Founded 1553

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A strong House and tutor system to look after your child’s pastoral and academic wellbeing

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L A ST WOR D

seconds with

Jane Gandee

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

What is your background? I went to a state girls’ school, and this was followed by reading French and Spanish at Cambridge University, and lots of netball, athletics, cross county and football. After graduating I flirted with accountancy before taking up a teaching role. Initially, I was at Lord Wandsworth, followed by Oakham, Queenswood and City of London Girls’ – and now my role here at St Swithun’s. What excites you most about your role at St Swithun’s? First, I love having the opportunity every day to combat the stereotypical nonsense about girls and women that is still so prevalent even – or perhaps especially – in 2023. Everything we do aims to give our students the opportunity to develop interests and personal characteristics to reflect their unique character rather than some outdated notion about how women should think and behave. Secondly, I love seeing young people emerge from their chrysalis to become butterflies. What is your academic philosophy? Most importantly it’s: ‘everybody can’. By that I mean that with the right structure in place and the right attitude, everybody can improve. Secondly, it’s important to understand that things will always go wrong at some stage, whether in the classroom or elsewhere, and we simply need to learn from this. After all, there would be no point in coming to school if we could already do everything perfectly. Can you tell us about one pivotal moment in your career? When I was unsuccessful in my first headship application, I received the feedback that I spoke so fast in the interview that some of the governors had trouble understanding – useful feedback that I try to remember to this day. Similarly, I was unsuccessful in an application for deputy head, but went on to get a far better

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

A B OV E Jane Gandee

role at a school to which I was more suited. That ‘failure’ led directly to my current role. What is St Swithun’s School’s approach and what sets it apart? As an accredited High Performance Learning school, we are serious about education and committed to the belief that all students can make improvements – but we proceed with a lightness of touch. We certainly have rules, but we break them if we need to because we are guided by the

What makes a great student? A great student keeps asking why? They are never complacent about their knowledge. They are open to advice and happy to take risks and learn from things that don’t work out first time. They understand the power of focused practice and they are kind to others. They laugh. From your experience, what makes a great school environment? It’s a place where students feel safe and are gently nudged to try new things, whether problem-solving, entrepreneurship, public speaking, abseiling, fire-walking or standup comedy. A great school environment understands the importance of fun.

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

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Independent School | Girls and Boys, ages 2-18 | Day and Boarding

U ni q u e l y K ing ’s

• Rated EXCELLENT in all areas in most recent ISI Inspection (2021). • 89% of all A level grades (2023) A* - C. 1 in 4 students gained A*-A grades. • 35 nationalities across the school. • 200 boarding spaces from Y5 upwards. • Set in stunning Cambridgeshire location. • 15 minutes train ride to Cambridge. London accessible in just over an hour. • Heathrow, Luton and Stansted airports less than two hours away.

Contact admissions@kingsely.org to book your viewing www.kingsely.org IBC - KINGInternational ELY.indd 83 KSE0928 Recruitment ad A4.indd 1

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Tailored

not uniform

When it comes to a good education, one size does not necessarily fit all. At MPW, one of the UK’s best known names in fifth and sixth-form education, we offer a distinctive alternative to traditional schools. A levels and GCSEs in over 45 subjects Personal tutors providing individual academic and pastoral support

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