British Education Middle East Spring 2024

School life

COMMUNITY VALUES AND STRONG ACADEMICS AT CHELTENHAM COLLEGE

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Ours is an education unlike any other in the UK. We believe that academic achievement matters and lays the foundations for prosperous futures, and that independence is the greatest skill a person - and a mind - can learn. St. Clare’s is a place for those who think differently. We help young people become academically successful, self-reliant, and aware of the world.

EDITORS

Libby Norman

Pendle Harte

GROUP ADVERTISING MANAGER

Nicola Owens 

GROUP SALES DIRECTOR

Craig Davies

ART DIRECTOR

Pawel Kuba 

SENIOR DESIGNERS

Mike Roberts

Suzette Scoble



Carmen Graham

JUNIOR DESIGNER

Joe Munsey 

MARKETING MANAGER

Jessica Shaltout

FINANCE DIRECTOR

Jerrie Koleci

James Fuschillo

PUBLISHING DIRECTOR

Sherif Shaltout

From the EDITOR

The new year is always, about hope and just a little trepidation. With a proposed redrawing of public exams at 18, it’s hard not to feel sympathy for schools and pupils contemplating yet another potentially seismic shift in education coming down the tracks. But great teachers always rise to the challenges of the times, and always have done so much more than teach to the test.

hustles’ are an increasing likelihood?

In Tomorrow’s Skills (page 34), we go back to educational beginnings, looking at the work preps do to develop children’s knowhow – the skills they need to thrive within society, not just education. Meanwhile, in Live Science (page 44), we explore how senior schools take subjects from theoretical to actual. From working out the best flavoured crisps to start a fire out in the wilderness to designing siege weaponry, it’s mind-broadening stu (although let’s hope students never have to use either piece of survival STEM).

“GREAT TEACHERS ALWAYS RISE TO THE CHALLENGES OF THE TIMES, AND DO SO MUCH MORE THAN TEACH TO THE TEST”

Indeed, going above and beyond is a seam running through this issue, with insights from many of our leading independent schools. A strong theme in this issue is the importance of breadth of opportunities. Once pathways are set for university and career, specialism and focus take over. But who knows when young people might continue those earlier interests and passions from school and where they could lead, especially in a future world where multiple careers and ‘side

Of course, while children engage in exciting live challenges, they are also learning useful skills for career success. Future success is what all schools aim to prepare their pupils for, and a British education remains a benchmark for world-class schooling. This magazine hopes to inspire anyone considering a British school for their child.

Libby Norman EDITOR

CONTRIBUTORS

Chris Ramsey

Headmaster, Whitgi 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 Whitgi . In this issue, he talks about the challenges and benefits of rebuilding group work and face-to-face communication post pandemic.

Jonathon Anderson

Headmaster, Aysgarth School

Jonathon Anderson became Headmaster of Aysgarth in North Yorkshire in summer 2023, a move up from Dorset, where he was Head of Clayesmore Prep for the previous three years. A maths teacher and keen sportsman, he talks in this issue about the value of providing the right preparation, support and environment to build life skills and confidence for the onward journey.

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.

Where every pupil creates their own story

RATED ‘EXCELLENT’ - ISI INSPECTION REPORT (OCTOBER 2022)

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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

From ANDERSON EDUCATION

HOW A BRITISH BOARDING SCHOOL EDUCATION CAN BENEFIT YOUR CHILD

The UK o ers a gold standard in education and with more than 70,000 boarders currently at UK boarding schools, the demand for places remains strong. With outstanding academic teaching, excellent facilities for music, sport and the arts, the popularity of boarding at schools in the UK is driven by the unique opportunities it o ers young people from age eight to 18. A boarding education is all about learning to live with others, experiencing a shared space, working together, having extra time to try new things and learning to stand on your own two feet. Parents of new boarders

that boarders tend to do even better than day pupils as a result of the support and encouragement they receive from boarding sta and resident teaching sta in school during evenings and weekends.

But preparing young people for their future is not just about academic qualifications. They need strength of character and skills such as communication, teamwork and resilience to build happy, fulfilling, worthwhile lives.

If you are considering the option of a UK boarding education for your son or daughter, there is no better place to start your aresearch than a visit to the UK Boarding School Exhibitions in Dubai and Saudi Arabia. You will be able to meet with Heads and representatives of over

ACADEMIC RESULTS ARE A MAJOR FACTOR–AND ANALYSIS SHOWS THAT BOARDER TEND TO DO BETTER THAN DAY PUPILS

often comment to us that after just one half term boarding, their child has become more independent and confident thanks to their boarding experience. Much of this independence and confidence comes from being with other young people – but it is also the highly trained, caring and professional boarding sta who help them to prosper and thrive on solid foundations.

Academic results are often a major factor for parents choosing a boarding education and value-added analysis shows

15 UK boarding schools, girls only schools, boys only schools, state boarding schools and independent colleges. Schools o ering IGCSEs, A Levels, Btec and IB Diplomas, an option to suit the learning style and academic strength of your son or daughter.

Sara

Sparling

DIRECTOR AND EDUCATION CONSULTANT, ANDERSON EDUCATION andersoneducation.co.uk • ukboardingschoolexhibition.com enquiries@andersoneducation.co.uk

YOUNG JOURNALIST

The Leys School Year 10 pupil Tife Y has won The London Institute of Banking & Finance (LIBF) and the Financial Times (FT) Young Financial Journalist competition in the 14-15 category with her article on the theme of the cashless society. Judges commended her piece for its “strong arguments, punchy prose, excellent data and notes”.

“The Leys School pupil Tife has won Young Financial Journalist for her article on the cashless society”

Rising star

Zaza Veyssiere, star of Hurtwood’s rock extravaganza The Gig of Glory, has just started at the internationally renowned Berklee College of Music. At Hurtwood, Zaza was regularly centre stage, wowing audiences with pop, rock and as the witch in Into the Woods. Berklee College will be back at the Surrey school this term scouting for talent.

ARTS ACHIEVEMENT

Wellington is celebrating a Platinum Artsmark Award from Arts Council England. Director of Arts Simon Williamson says: “We are hugely proud of the Award which acknowledges Wellington’s deep commitment to cultural education and our determination to give every pupil access to the arts, as well as providing support and opportunities for the wider community”.

World Cup debut

Felsted School alumnus Max Malins made his Rugby World Cup debut in England’s clash with Chile as part of the starting XV, and in a match that earned England a 71-0 victory. Pictured while playing rugby for the school, he is one of eight former pupils – boys and girls – currently playing professional rugby.

MUSIC AWARD

King’s Ely A-level student Sayuri Okunushi, 18, has achieved the Associate of Trinity College London (ATCL) Diploma in piano – equivalent in standard to the fi rst-year recital of an undergraduate degree. She joined the school’s International Year 11 programme in 2021 and also attends the Royal College of Music Junior Department.

“Art is about changing what we see in our everyday lives and representing it in such a way that it gives us hope”

KEHINDE WILEY

Poetry posts

Rugby School has appointed Nihal Kumar, 17, as student Poet Laureate, editing its annual creative writing anthology Rabbit Hole Additionally, Anthony Anaxagorou (winner of this year’s Royal Society of Literature Ondaatje prize) is the school’s third Poet in Residence and will host poetry readings and workshops for school and wider school community.

New Head

Alexandra Haydon becomes Head of Francis Holland School, Sloane Square from January, succeeding Lucy Elphinstone. Currently Deputy Head, Academic at Millfi eld, she was Senior Teacher at St Mary’s Calne prior to that. She won the i25 award for innovation and infl uence in the independent sector in 2019.

GIVING SUCCESS

Tonbridge School’s Giving Day raised over £500,000. People from across the school community worked together to increase Foundation Award recipients to at least 100 by 2028, when Tonbridge celebrates its 475th anniversary. On the day, 700 children from 14 local schools took part in fun activities at the school.

SOMETHING THEY SAID

CO-ED MOVE

The Kingsley School in Royal Leamington Spa will start becoming a fully co-educational setting from September 2025, initially admitting boys into Years 7 and 12. The day through school, which celebrates its 140th anniversary next year, is part of the Warwick Schools Foundation and is led by James Mercer-Kelly.

SCHOOL ARRIVAL

Oliver Knight will become Head of Pangbourne College from September 2024, succeeding Thomas Garnier. It will be his fourth headship – he is current Principal of Ark Acton Academy. He is also an author on education, sits on the board of a multi-academy trust and is an independent school governor.

“If there aren’t roles you want to play, then you’ve kind of got to create them”

“WE MUST NURTURE CREATIVE SCIENTISTS IN AN ENVIRONMENT THAT ENCOURAGES INTERACTIONS AND COLLABORATIONS ACROSS DIFFERENT FIELDS”

AHMED ZEWAIL

MARGOT ROBBIE

The Headmaster’s Welcome

The ..

RAISING THE BAR

Geography pupils at Malvern College won a prize in the My Environment My Future competition for their proposal to transform a derelict shop into a community bar and hub. Max and Seb Wilson, Ethan Chan, and Henry Needham impressed judges with plans for an outdoor performance space, kitchen garden and sophisticated waste management approaches.

Chess win

Stephen Perse Foundation

Year 10 student Ruben tied in fi rst place at the U16 British National Chess Championships. Ruben, who fi rst competed in the nationals in 2018, played over fi ve days and seven rounds for the win. He says: “It feels great to achieve fi rst place, something that I have been working towards for the last six years”.

ARTS AWARDS

Frensham Heights has introduced Arts Awards for artists, dancers, musicians and performers joining the Sixth Form. The Arts Awards will prepare students for the industry in their artistic discipline while supporting them academically. Arts Awards are open to all day and boarding students studying one or more Performing or Creative Arts subject.

SPORTS ADDITION

Andy Watts joins Reed’s School as Director of Sport – the first external appointment to this role in a number of years. Having led sport at both Kingston Grammar and Magdalen College School, he brings a wealth of leadership experience to the extensive sports programme.

Sussex arrival

Annabel Rolls has become the new Head of Year 3 at Cumnor House Sussex. Previously with Wetherby Pre-Prep in London, and with some 17 years’ teaching experience, she joins the day and flexible boarding school to guide and support young learners as they move into their prep years.

Top Story

Orchestra partnership

The Royal Philarmonic Orchestra and ACS International Schools have signed a partnership. Students across its schools – Cobham, Egham, Hillingdon and ACS in Doha – will have the opportunity to participate in virtual and inperson performances, lectures and workshops hosted by the RPO’s musicians and artists. This will become part of the group’s planned Arts Pathway.

DEPUTY APPOINTMENT

Dr Graham Mallard is now Taunton School Deputy Head Academic. He was previously Assistant Head at Cli on College. He has written six books, his most recent covering behavioural science in teaching and learning. He succeeds Damian Henderson, now Principal at King William’s College, Castletown.

SOMETHING THEY SAID

“ WE LIVE IN A SOCIETY EXQUISITELY DEPENDENT ON SCIENCE AND TECHNOLOGY, IN WHICH HARDLY ANYONE KNOWS ANYTHING ABOUT SCIENCE AND TECHNOLOGY”

CARL SAGAN

HIGH NOTE

Warwick Schools Foundation is continuing its range of musical partnerships a er a busy year. The Foundation’s new Executive Music Lead Stuart Thompson, who joined the Foundation recently from Leicestershire, is working to develop the musical community and enhance music opportunities in the town and local area still further.

Let’s sing

MusicShare marks its 20th birthday by staging Britten’s Noye’s Fludde in Lichfield Cathedral on 10th-11th November. This involves 200 children from local schools, plus Lichfield Cathedral School musicians, singers and teachers. MusicShare is an Arts Councilfunded partnership between the school and cathedral. It has worked with over 25,000 school children over two decades.

STAMFORD MERGER

Stamford Schools Principal Will Phelan, Head Vicky Buckman and Chair of Governors Tom Cartledge celebrated the new school year as Stamford Schools officially opened its doors. This merger between Stamford High and Stamford School means from September 2024 the school will be co-ed across every year group.

BIG ISSUE

St Dunstan’s College hosted a conference in June on children’s exposure to porn, bringing together delegates from 100 state and independent schools. Head Nick Hewlett was joined by international speakers, including Nicole Daley and Jess Alder, creators of the Truth about Pornography Curriculum, and founder of Teach Us Consent Chanel Contos (pictured).

Perfect harmony

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

Cricket director

Martin Speight joins Repton next January as Technical Director of Cricket. A talented wicketkeeperbatsman, and formerly with Sussex and Durham, he was the recipient of the Walter Lawrence Trophy for the fastest First-Class century, although he is most remembered for his performance in the 1993 NatWest final.

ROMANIAN VISIT

A team of 23 Dauntsey’s pupils and staff headed to Romania over the summer to work with Nightingales Children’s Project. The school has a longstanding relationship with the project and received huge practical support from the local community. Those on the ground quickly put donated supplies to work, running a six-day activity programme for local children.

“Dauntsey’s has a longstanding relationship with Nightingales in Romania”

SOMETHING THEY SAID

“ALL SPEECH, WRITTEN OR SPOKEN, IS A DEAD LANGUAGE, UNTIL IT FINDS A WILLING AND PREPARED HEARER”

ROBERT LOUIS STEVENSON

Focus

LEARNING IN HARMONY

Cheltenham College blends academic strength with rich opportunities to build repertoires.

See page 22

“WITHOUT GOOD PASTORAL CARE YOU WON’T GET ACADEMIC SUCCESS SO IT’S ABSOLUTELY THE CORNERSTONE ”

ABOVE Taking arts learning outside

RIGHT Cheltenham College Head Nicola Huggett

Passion for PROGRESS

Combining history with a tradition for progressive education, Cheltenham College champions community values, strong academics and havea-go spirit. British Education finds out more

LIBBY NORMAN

Cheltenham College is a school that proves you can successfully balance tradition with a progressive approach. Founded in 1841, and with those Victorian pillars of classical teaching, sport and public service, it has long been considered among the really prestigious schools. Its setting, right in the heart of the Regency spa town, is breathtaking. But this is also a town full of high-achieving schools – and that adds both energy and a youthful spirit to the place.

Cheltenham College nailed its colours to the mast on modern thinking a long while back, adopting co-education early. It didn’t dabble but embraced mixed education wholeheartedly. “One of the things that quite a lot of schools have done is still kept a higher ratio of boys to girls, but we made a very clear decision now, and before my time, that it was going to be a 50/50,” says

Head Nicola Huggett. She believes the secret to harmonious co-ed settings is co-operation between the sexes, not competition – and you have to be hot on detail. “Even if it’s things like alternating whose sports results are read out first in assembly or making sure you have equal numbers of girl and boy prefects.” She is herself the mother of two boys and two girls – including a twin girl and boy – so is well placed to understand the razor wire of fairness, as played out in all families and all schools.

Nicola Huggett became Cheltenham College’s first female Head in 2018 and perhaps it’s this wholehearted co-ed spirit here that means it wasn’t seen as a huge break with tradition. She admired its history, but it never felt like a weight. “You really have to respect the institution and respect the fact that when you join a school as the Head nobody in that school has signed up to you. You are coming into something totally fresh, and you have got to earn your spurs,” she says. “But it wasn’t a

weight, it was just a great opportunity – I really have found my place.”

She has seen big shifts throughout her teaching career. Having been a housemistress and then head of boarding at Haileybury when it went co-ed, she became deputy at Downe House and then first female Head at Blundell’s in 2013, while it was progressing on its co-ed journey. There, she was described as “unpretentious and e ective” in a Daily Telegraph article about rising-star school leaders, entitled: ‘What does it take to be a superhead’. And Nicola Huggett is not at all starry. Yes, she started her career in advertising with J. Walter Thompson. But as this involved a fair amount of time managing puppies in Andrex adverts, it wasn’t all glamour. Feeling there was something missing, she abandoned the advertising life and headed o to study for her PGCE as a History and Politics teacher (she had studied PPE at Oxford).

Just two weeks’ work experience in schools had been enough to convince her this was the missing element. “I thought, ‘why did no one ever even suggest teaching to me before?’. I

literally never looked back, ever. Not one single day did I think ‘oh I wish I was back in Berkeley Square’.” She is still a passionate advocate of teaching as a career when she speaks to pupils about choices (“I’m a bit of a bore”) and still puts in the hours herself. “It’s such a wonderful place to be, in the classroom. And when you’re a Head, being in the classroom is even more wonderful because you’re escaping from your laptop. You’re doing a very

di erent job with pupils who then get to know you in a di erent way.”

Knowing each pupil is an important element at Cheltenham College. With over 700 pupils in the mix – a combination of day, boarding and flexi-boarding – the pastoral and house structure is key to ensuring young people quickly find their feet and thrive. Houses are vertical and tutor groups are horizontal, so students in Years 9-11 have a tutor group made up of people from both their house and their year group. From Year 12, tutor groups are co-ed and blend the two sixth-form year groups. “You have a new tutor in the sixth form, and we try and link people to the tutor of their choice and in their subject area.

“Every child needs to have at least one significant adult in their school time who really gets them,” says Huggett. “And hopefully they will have a lot more than that. It might be their French teacher it might be their tutor it might be their matron. It’s important that we’re a really strong team.” With a background in pastoral, both as housemistress at Haileybury and deputy in charge at Downe House, it’s no surprise that this is central to her approach. “Without good pastoral care you won’t get academic success so it’s absolutely at the cornerstone.” And the team here

ABOVE Going to work in a Design Technology class

BELOW CCF is a thriving and growing activity, along with DofE

is wraparound, with houseparents plus two other residents in each house. Two people are on duty at all times, so there’s always someone to turn to. The health centre (earning glowing praise in the school’s ISI report) includes physiotherapists and psychotherapists alongside GPs and nurses. “It’s a team e ort – the team around the child.”

The space and the facilities lend themselves to boarding, with some 80% of families choosing that option (roughly 15% of these are flexi-boarders). There’s a good mix of local, national and international – it’s still popular with military families and UK families working abroad, and they make up around 20% of the full-boarding cohort. But a lot of boarders here live within two-hours of the school. “We have a lot of local full boarders. We don’t

o cially do weekly boarding. But flexi is definitely very popular.” Day pupils are wholly and harmoniously in the mix.

“My two youngest were both day pupils and they had access to everything, and they had lots and lots of friends who were boarders. We have these two lovely day houses which are kitted out exactly the same as the boarding houses. They look and feel the same and have families running them. You can stay overnight as we have a small dorm in each.”

With eleven houses, the life of the school is 24/7, and that’s a big draw. “Obviously, what is most attractive is having these wonderfully buzzy evenings, and flexi boarders love that equally. We’re one of those schools where every night of the week there will be a society (every subject has a society), concerts, plays, extra rehearsals, speakers coming in, fun

things. Evenings and weekends are very, very busy.” This, plus Saturday school, gives Cheltenham College pupils the opportunity to try just about everything and find their passions. Breadth is, in Nicola Huggett’s view, the vital energy of a full and satisfying school life.

The sports o er is, as you’d expect, comprehensive. With a professional sports teaching team numbering in the high teens, plus a really strong athletic development programme focusing on nutrition, sport and fitness, pupils can aim high. Many do, but that’s not the point. “I walk around on a Saturday afternoons and can see girls and boys’ Pilates, badminton, rackets, swimming. Our U14 D rugby team are only playing touch rugby but have a fantastic fixture list. We have horse riding, polo, clay pigeon shooting – you name it, we probably do it.”

“WE WANT PUPILS TO BE ABLE TO PLAY IN THE ORCHESTRA , PLAY IN THE TEAM, DO THEIR PREP AND STILL ENJOY HAVING SOME DOWN TIME WITH THEIR FRIENDS”

ABOVE Cheltenham College Chapel is at the heart of school life

Nicola Huggett, still a keen runner herself, loved her school days at Marlborough and sees sport, drama, music and extracurricular (there are something like 40 school clubs) as another vital part of the whole-child building mix. “If you score a goal in the First XI football team, you’re going to do better in your maths test. If you come somewhere in the debating competition, you are probably going to do better in your geography or science practical.”

Of course, academics are the critical consideration for the vast majority of families. “No parent sits on my sofa and says, ‘I don’t want good academic results’. Our aim is to get children the very best results – you’ve got to be there with your academics, and the support is very, very strong. And then around that

is where you’ve got your elite sport, your drama, your debating, and so on.”

Academic choice is a selling point –Nicola Huggett can still recall not being able to do the A levels she wanted. Here, there’s a full suite of options, and no ‘blocking’. But then it has changed at universities too – she cites a student who recently got to medical school with Art, Biology and Maths – and that, she believes, is a wonderful thing. “It’s just a fantastic chance to explore di erent parts of your personality in the sixth form,” she says. “We’re very into the EPQ. Everybody in the Lower Sixth does the Extended Project Qualification and that is like our fourth A level. That gives someone total free rein to do what they want. We’re wedded to that – it’s important to us.”

The opportunities to ‘top up’ skills and refine interests are there throughout – from the thriving (and growing) CCF and DofE and Year 9 Wilson Diploma to the mini-MBA for sixth formers. “I would be very disappointed if I ran a school for children where it was all about success and nothing about the journey,” she says. There’s even a sixth form travel scholarship available to adventurous groups who successfully pitch a purposeful plan.

This pupil journey – whether in or out of school – is about far more than furnishing and burnishing the CV (although that is, as every parent knows, increasingly important). It is about giving young people depth. “You only have your school days to grow intellectually and to grow in curiosity. Once you get

“NO PARENT SITS ON MY SOFA AND SAYS, ‘I DON’T WANT GOOD ACADEMIC RESULTS’. OUR AIM IS THE VERY BEST RESULTS – AND THE SUPPORT IS VERY, VERY STRONG”

ABOVE Science practical session – the school has a state-of-the-art Science Centre

to university you’ve chosen one direction.” The school helps children with planning – even stepping in to help ‘declash’ for younger pupils. “We want pupils to be able to play in the orchestra, play in the team, do their prep and still enjoy having some down time with their friends – and that’s where the tutor system is so helpful,” she says. “They have what’s called a Reflection Meeting with their tutor every week, and that’s where we can spot if they are overloaded.”

Cheltenham College has a thriving little sister – Cheltenham Prep – with delightful new nursery, and the all-through option is a draw for the many parents who want continuity of education (the majority of prep families do). But that’s certainly not a given, and the prep is self-contained on its own site, sharing only chapel and sports training and facilities. Headed by Tom O’Sullivan, it operates on a “separate but together model”. Prep and senior share the same governing body, but the school exists as its own entity. “It’s very important to us that the nursery and prep school both have their own remit – an adventure in education.”

While in many towns, such large schools (College and Prep add up to some

1,150 pupils) might dominate, this is a learning-centric place. There are 12 schools and a highly collegiate approach, as demonstrated by the Cheltenham Education Partnership (CEP). This is a model of how things can work when clever Heads get together, and with all schools as equal partners. “CEP run opportunities for children across the town and further afield, but totally on an equal basis – state schools, private schools – we just o er what we feel we can o er and what we feel we’re good at.”

There’s a “bespoke” partnership, too, with All Saints Academy, involving multiple collaborations (its principal is also a governor at Cheltenham College). This sees regular interaction between pupils of both schools for coaching, mini-MBA activities and the like. Nicola Huggett describes this as a relationship that benefits everyone. There are fruitful partnerships, too, with schools in Kenya and Nepal – mindbroadening stu to get young people thinking beyond their own lives. “We’re so lucky here – we’ve got the time, we’ve got the pupils, we’ve got the energy.”

Energy could sum up the whole Cheltenham College approach. If there’s one overriding mission it’s to get children up to speed on every front, enjoying success, having fun and being ambitious for their future, whatever path (or paths) they choose. “Once they go to uni, they have got to be self-starters. That’s our whole reason for being,” says Nicola Huggett. “We want to introduce our pupils to everything so that when they walk out of our door for the last time they can make a list of all the exciting things they want to do with their life beyond.”

At a Glance

Cheltenham College

FOUNDED: 1841

HEAD: Nicola Huggett

GENDER: co-educational

NUMBER OF PUPILS: 730

DAY OR BOARDING: Day, boarding, flexi-boarding

AGES: 13-18

POINTS OF ENTRY: 13+, 16+ and occasional in year entry (subject to availability)

ADMISSIONS: admissions@cheltenhamcollege.org

RELIGIOUS AFFILIATION : Christian foundations, and welcoming all faiths

FEES: £33,990-£46,500 per year, depending on age group and boarding option

ADDRESS: Cheltenham College, Bath Road, Cheltenham, Gloucestershire GL53 7LD cheltenhamcollege.org

Cheltenham Prep School

FOUNDED: 1841

HEAD: Tom O’Sullivan

GENDER: co-educational

NUMBER OF PUPILS: 420

DAY OR BOARDING: 3-7 day only; 7-13 day and boarding

AGES: 3-13

POINTS OF ENTRY: 3+ 7+ and occasional in year entry (subject to availability)

ADMISSIONS: prepadmissions@cheltenhamcollege.org

RELIGIOUS AFFILIATION: Christian foundations, and welcoming all faiths

FEES: £10,000-£29,580 per year depending on year group and boarding option

ADDRESS: Cheltenham Prep School, Thirlestaine Road, Cheltenham, Gloucestershire GL53 7AB cheltenhamcollege.org

BELOW Interior of Cheltenham College Chapel

LEFT Prep and College have a fruitful ‘separate but together’ relationship

RIGHT Cricket is one of many sports played at Cheltenham College

MATHS POSITIVE

Rory Vokes-Dudgeon, Headteacher at Abingdon House School, on the specific learning di culty dyscalculia and how best to support students’ maths learning

Dyscalculia, like dyslexia, is in the family of specific learning di culties (SpLDs) but is a term that is much more recent than its literacy counterpart. As such, it has much less research, advice and resources associated with it.Dyscalculia can present itself very di erently and there is no ‘one size fits all’ approach to supporting students. It takes careful assessment and may require attempting a variety of di erent strategies to find out the right approach to support each individual.

For someone with dyscalculia, maths is a very abstract concept. To overcome this, students can use objects to create mathematical calculations. The physical nature of moving objects supports them in understanding if a number is growing, shrinking, being shared, and so on.

At Abingdon House, we use this method to start new concepts and create a depth of understanding, even up to GCSE-level. Once using manipulatives has been mastered, we introduce concepts that can be drawn on paper but still without using abstract numbers. Here, students may draw pictures, lines or

“Being positive about numbers and maths can go a long way to supporting dyscalculic children and children with maths anxiety”

dots and will count them in order to know the value of the number being represented.

Finally, we implement the use of abstract numbers. Someone with dyscalculia will often use pictorial alongside number sums for a significant period of time. They may even continue to use the pictorial method permanently if that is

what supports their understanding.

Students with dyscalculia often have di culty in remembering number facts, such as number bonds, times tables or the order of numbers. These are all important parts of maths and should be explicitly taught. However, they may become unhelpful barriers when learning new concepts due to the additional working memory load required. Here, the use of visual multiplication grids, number bonds or number lines can reduce the stress of trying to remember taught facts.

Dyscalculia can often lead to maths anxiety. Of course, anxiety is not limited to children with dyscalculia, but there is a significant co-occurrence which can be reduced by individualising lessons to focus on areas of strength –even literacy focused areas

such as vocabulary learning. For students who have a strength within literacy this may be an area where they find success and, as such, build their confidence.

Being positive about numbers and maths can go a long way to supporting dyscalculic children and children with maths anxiety. Maths is a subject di erent from all others in that it has become socially accepted that people are ‘bad at maths’. Indeed, it is commonplace to hear people say they hated maths at school.

While this might be true, as adults we all have a responsibility not to share our own anxiety or negative feelings. Children pick up on these things remarkably quickly and such concepts then become normalised. We must give all children the best chance to succeed – and this starts with a maths-positive approach.

RORY VOKESDUDGEON Headteacher Abingdon House School

EVIDENCE Growing

A major long-term study will provide important data on both UK education and growing up during and after the pandemic

We are surrounded by ‘pop’ surveys –headline-grabbing findings that make lively news but often don’t give us much in the way of reliable information. G ood then to have a major longitudinal study into education, beginning this year and designed to provide a solid base of evidence about what it’s like to grow up in the here and now

‘Five to Twelve’ is being undertaken by the National Centre for Social Research and has been commissioned and funded by the Department for Education (DfE). There will also be collaboration with the National Children’s Bureau and National Foundation for Educational Research. The study of primary and early secondary education runs over a five-year period. Importantly, data from the longitudinal study will be gathered from independent schools as well as the state sector.

Longitudinal studies are, of course, a very di erent beast from their snapshot cousins as Jules Allen, Senior Researcher on ‘Five to Twelve’, explains. “The main benefit of a longitudinal study as opposed to a single wave (which we call a cross-sectional study)

is that, because we collect data at repeated intervals over time, researchers who use the dataset can identify developments and changes in the population that we’re studying,” she says. “You can look at causation rather than just correlation.”

GATHERING DATA

Longitudinal studies require careful design. “We definitely do not start these studies with what we want to say, we start with what we want to find,” says Jules Allen. What is under the spotlight here is understanding more about education outcomes and inequalities – why some children do better than others and the multiple factors shaping these outcomes.

“Importantly, the longitudinal study will span not just the state sector, but independent schools”

The groundwork for ‘Five to Twelve’ began in summer 2022 and a ‘dress rehearsal’ took place in spring 2023. While many longitudinal studies begin by randomly sampling postcode files, the target here is specific – children in schools – so both studies began with the DfE central database of all children in school. That database was then used to randomly select children via their schools. As study parameters include insights into the independent sector (where there’s no such central database), the research team asked independent schools to opt in. From there, they were able to gather a random sample of pupils for the study.

For ‘Five to Twelve’ participating children have annual cognitive exercises until Year 6, when they respond to questions. For their parents, there’s a mix of face-to-face and online or phone surveys annually. Teachers are asked for input too, with an additional element where headteachers respond to describe school ethos, culture, and so on.

This body of evidence gathered over time requires buy-in and commitment from all those involved. Jules Allen says they are delighted so many have responded so positively. “People are quite enthusiastic. In

ABOVE ‘Five to Twelve’ monitors progress and areas such as wellbeing

particular, we’ve found that children really enjoy the cognitive exercises. And teachers too – despite how busy they are – we have found that they respond to the survey.”

We should be grateful to these thousands of participants for their time because their input will provide a seam of really useful data in the public domain. It might be used to draw comparison with earlier or later surveys to see di erences

over time, or to gain closer insights into di erent educational experiences – and educational inequalities. It will also give us insights into areas such as wellbeing.

Then there is the impact of Covid – never far from the surface in any current debate. “All of the children who will participate will have lived through Covid,” says Jules Allen. “Although we can’t compare Covid with past studies,

we can look at outcomes and di erences.”

In a world of ‘pop’ surveys, such carefully gathered study results will surely be worth the time and e ort involved. In a little over five years’ time, findings will shine a light on the longer-term impact of pandemic restrictions on our children. This will inform future thinking on how to manage both ingrained inequality and events that impact young people’s access to school.

AND CRITICAL THINKING

LEARNING FOR LIFE

Pupils from Embley School Page 36

TOMORROW’S SKILLS

Teaching skills for life is an essential element of the prep years, helping to develop confidence, knowhow and responsibility. We speak to schools building empowered and engaged young citizens from the earliest years

James Allen’s Girls’ School (JAGS)

At JAGS in Dulwich, pupils get an early start in developing skills for navigating modern life. “We are committed to creating a holistic education which ensures our pupils thrive in every situation,” says Kerri-Anne Bannon, Deputy Head, Pastoral at JAGS Junior School. “In tandem with our Maths curriculum, a carefully curated PSHCE curriculum has been developed which includes a dedicated unit on the world of money and work.”

This element expands as pupils progress through the school, incorporating understanding job opportunities, financial influences and balancing needs and wants. “On top of this, guest speakers from the financial sector provide firsthand insight into investment and savings,” says Kerri-Anne Bannon. The thinking here is clear – promoting healthy discussions about money from a young age.

There is focus, too, on developing pupils’ social skills. “We are currently working towards UNICEF’s Rights Respecting Schools Award, with the aim of achieving Silver accreditation by July 2024.” This year,

“At JAGS Junior School, guest speakers from the financial sector provide firsthand insight into investment and savings”

the school also unveiled its ‘Bee Brilliant!’ Junior School values. “They crystallise all the attributes we hope to see in our pupils, as they are inspired to be Kind, Brave, Respectful, Resilient, Inclusive and Authentic.” Pupil Voice plays a pivotal role in co-curricular activities to ensure what’s on o er taps into children’s interests. “Following feedback, we introduced skateboarding, fencing and bouldering clubs last year.”

Communication is critical and Kerri-Anne Bannon says there are lots of practical routes to building skills. For instance, JAGS Junior School has close links to local care homes and this o ers the opportunity for pupils to exchange letters with residents. “Children recognise how the form of such letters di ers from those, for example, to our local MP when they are lobbying over an issue close to their hearts.” They are also taught about getting the tone right with other communications –especially emails – within computing lessons.

JAGS is introducing 1:1 digital devices for all pupils in Years 3 to 6, so digital safety (and savvy) is critical. “As well as engaging with Childnet and celebrating Safer Internet Day, we explicitly teach children the tools to stay safe online as part of our day-to-day

classroom practice.” Thinking critically is specifically addressed. For example, pupils are taught the di erence between online and real-world friendships, as well as how to get help if they ever feel in danger. Pupil teaching is supported by JAGS Parent Talks – ensuring everyone is on the same page when it comes to appropriate use of digital devices. Children are also taught about selfregulation and when to switch o devices.

Knowledge and skills for life are enabled in many other ways. Pupils participate in the Junior Duke Award, which has a focus on practical life skills and independence. There’s a mentorship scheme to help the older pupils at JAGS Junior – pairing Year 6 pupils with Year 12 students in JAGS Senior. This is mutually beneficial, developing leadership skills for older students and helping mentees benefit from interactions with positive role models. JAGS Junior pupils are also taught about the value of contributing to both local and global community. For instance, they write Christmas cards to residents of nearby care homes, support drives for the local food bank and fundraise for charities such as the Red Cross in response to real-world global situations.

ABOVE Building digital skills at James Allen’s Girls School

BELOW

Classroom learning at JAGS Junior School

The Kingsley School

At The Kingsley School in Royal Leamington Spa, a fresh initiative has just been unveiled to prepare pupils for the world to come.

“We have rolled out our new 4D Curriculum in the Prep School this year, following an extensive audit, research and design process,” says Head of Prep Jennie Phillips. “The curriculum is designed to prepare pupils for future success and is built around key skills that will not only stand them in good stead during their school years but are also highly valued by employers.”

The new curriculum embraces a wide range of social and environmental themes. Pupils work on challenges and projects set in real-world scenarios, encouraging them to make links between subjects and themes while building an understanding of their place in our fast-changing world.

The Kingsley School recently established a partnership with 8billionideas. Its award-winning team deliver workshops and challenge packages designed to build entrepreneurship, digital fluency and collaboration. “The result is a school environment where pupils understand that taking risks and making mistakes is a crucial part of the learning process,” says Jennie Phillips. She adds that this approach is also important in teaching them to value the ideas and opinions of others – and to celebrate their own and others’ success. “Pupils perform extremely well academically against national benchmarks, but gains in confidence, independence and resilience are equally highly valued.”

Enrichment is another key way in which the school helps children grow and learn to make choices. With activities as diverse as first aid, horse riding, yoga, debating and STEAM Challenge, there’s something to appeal to everyone. Co-curricular activities also build strengths and confidence, and with plenty of opportunities for participation in music and sport. Musicians at The Kingsley School have multiple ways to perform, in string ensembles, orchestra and choirs, while gifted players have the opportunity to play alongside counterparts within

ABOVE & BELOW

Warwick Schools Foundation Orchestra. Sports teams are also a big opportunity to shine, with the school participating across many disciplines. “Children are encouraged to experiment with a wide variety of disciplines, which has led to success in tennis, skiing, martial arts, gymnastics, cricket and rugby,” says Jennie Phillips. “We also have a long and successful history in equestrian events, with pupils as young as eight competing at senior level.”

With development and expansion of Foundation sporting facilities, there is the opportunity to increase the school’s o ering, and develop further sports that are seeing a surge in popularity for both boys and girls, including cricket and golf. “Both at Kingsley Prep, and throughout the wider Foundation, there is an understanding that the pupil experience is top of the agenda in order to provide the best preparation for future success. There must be a commitment to innovation and the flexibility to provide the best outcome for each individual pupil,” adds Jennie Phillips.

“Pupils at Kingsley understand that taking risks and making mistakes is a crucial part of the learning process”

Embley School

At Embley School in Hampshire, practical skills acquisition starts in the Early Years in a fun way. “In Reception to Year 2 the children take part in money management activities, including setting up and running a shop,” says Head of Prep Sheina Wright. Learning all about money continues via the maths curriculum throughout Prep years, and with specific events to help children understand the complexities of earning,

saving and spending. “During Enrichment Week Year 5 & 6 took part in ‘Money Matters Workshops’ with our Head of Economics. There was an introduction to managing money and investment beliefs, and a focus on financial budgeting and saving. Year 3 to 6 took part in ‘The Big (Little) Boat Build’ where children had to work to a budget and buy the resources they needed to build a boat which was fit for purpose.”

Linking practical and theoretical knowledge is key and is enabled by P4C (Philosophy 4 Children) sessions. “We have a ‘Curious Classroom approach’ and P4C helps to create that community of enquiry. The aim is for each child not to ‘win’ an argument but to become clearer, more accurate, less self-contradictory and more aware of other arguments and values before reaching a conclusion,” adds Sheina Wright.

PSHE lessons discuss active and passive listening, helping children to learn how to listen carefully and respond appropriately. These lessons are also used to give children the opportunity to discuss rights and responsibilities. This starts in Year 2, where children learn about rights and how to uphold these for themselves and others. By Year 4, children learn to draw on their own sense of right and wrong to help with making decisions. “Using some simple assertiveness techniques can help children feel more empowered in their

“Using simple assertiveness techniques can help children feel more empowered in their lives – and help them make safe choices”

lives – and help them make safe choices.”

Embley has its own Student Council, plus prefect roles and a buddy system. “It is important for children to understand that their voice can create an impact and make a change,” says Sheina Wright. This has been demonstrated notably this term with a new catering company at the school. Its ‘You said – We did’ whiteboard lets children add their own menu ideas.

The co-curricular programme is a cornerstone. “Giving things a go is not just about trying something once, it is important that even if it is out of their comfort zone that they give new things a ‘proper go’.” With everything from conservation and enquiry clubs to meets for film bu s, marine biologists and journalists there’s plenty to keep children engaged.

Literature and libraries are celebrated at the school, but traditional and modern

co-exist happily. “Children have an individual school iPad from Reception to Year 6, but it is always used to enhance rather than replace,” says Sheina Wright. She says literature-based and book-inspired English lessons give a grounding in quality drafting, writing and editing – whatever the medium. Both PSHE and Computer Science lessons focus directly on digital knowhow and staying safe online,. There’s a lot of scenario-based learning to help children consider problems they may encounter. “This allows our pupils to consider what may happen online and how they might respond appropriately and safely.”

Embley has strong community links –including with local care homes – to build a wider sense of responsibility. Residents are regularly hosted by Year 5 and 6 at school productions and always served tea and cake. “It’s a great relationship and we all love it,” says Sheina Wright.

LIFE SKILLS

Jonathon Anderson, Headmaster of Aysgarth School, on the true value of embedding life skills that help children connect, trust and become independent

Iam struck over and over again by how much thought and investment goes into the lives of our schools, both in the classroom and beyond. We continue to grapple with how we split our time across a range of subjects while still allowing space for sport, music, the arts and, of course, some time to be independent and to make choices.

On visits to senior schools, I have marvelled at science departments that look like universities and engineering departments using technology that makes my head spin. Sporting endeavours now come with a level of analysis and data collection that my own experiences at school simply could not match. Our pupils have a grasp of communication across the world that makes my childhood look very localised.

With all these impressive advancements and innovations, I am always left wondering about ‘life skills’ – what they really are, how we develop them and what value they have to young people of tomorrow. For me, life skills are about one individual’s ability to deal with others, one-to-one and as part of a community. They are, perhaps, part of a Venn diagram that doesn’t overlap too much with technology and is more rooted in intangibles: trust, feelings, independence, confidence, and so on.

“Some life skills can be planned and taught but many only become second nature when lived through school culture”

The recent focus on mental health might leave some feeling we have all gone soft, but the significant benefit I see is a willingness to talk, to enlist help and to trust. The point at which we follow this path will vary, but knowing it’s time to talk, that help is there and that stigma in this regard is all but gone better equips our pupils for the inevitable bumps in the road. We might take steps forward in confidence after public speaking, a moment on stage, a sporting victory or an improving set of grades, but talking, getting help and trusting are core confidences – the true foundation for these other experiences to add to.

I feel very conscious of the importance of the ‘preparatory’ element of

schools such as Aysgarth. In many cases, we are quite small, incredibly caring communities where pupils are known inside out. However, we prepare children for bigger stages to come, where life skills will be tested.

JONATHON ANDERSON Headteacher Aysgarth School

Having to consciously build a group of friends and adapt to a community, house, class and team is a new experience for many and, I would suggest, requires skills learned through PSHE lessons, boarding, positions of responsibility, collaborative work, school council experiences and time left to make choices. Some life skills can be planned and taught but many only become second nature when lived through school culture, minute to minute, with a set of values and expectations. Happily, I find myself in a place where trust has been actively developed through targeted interventions and forums and then reinforced through daily activities. While our grades are something to be proud of, it is the life skills that our pupils take into the testing times ahead that fill me with confidence that exciting, fulfilling, compassionate futures await them.

ABOVE Aysgarth School pupils

MAKING AI WORK

Neil Brooks, Headmaster of Cranleigh Prep School, considers potential future uses of artificial intelligence in our schools

Headmaster

Neil Brooks

Educating is an incredibly positive occupation. Schools, colleges and universities are preparing future generations, and it is human instinct to aim to better what has gone before. Society demands progression: better health provision; more e cient transport networks; secure energy supplies; increasing leisure access; clean, reliable drinking water; the list goes on.

Progress plays an enormous part in teaching. All stakeholders expect schools to facilitate progress at individual, group, community and societal levels when steering future generations. Naturally, that progress ends up being defined and quantified within the parameters of our current knowledge and will inevitably change as understanding moves on. Look, for example, at how fossil fuels expedited progress in the 19th century and how the Industrial Revolution was heralded as a new dawn for humankind. Now, we have tempered our enthusiasm for the internal combustion engine.

Artificial Intelligence presents a new revolution. Without doubt, and in a similar vein

to coal (no pun intended), oil and natural gas, its use will be hugely beneficial to improving the prospects and lives of many millions of people. In its relative infancy, the world is seeing huge advantages of AI applications –for instance, in healthcare to speed diagnosis. But history’s lessons should not be ignored and AI in schools should be managed with the mantra ‘everything in moderation’ at least until we all have a deeper understanding of its power and the possibilities of its influence.

Nevertheless, the sector will be doing children a disservice if it does not embrace the current technology and thoroughly explore its applications and possible benefits

in school settings. Many have long believed that education needs to move away from the rote learning of facts and figures of old – it has been a strain – towards greater critical thinking and the development of solutiondetermining skillsets. AI is an obvious catalyst for that move and could even make educational experiences more bespoke to individuals. The challenge will be in getting students to learn how to use AI such that it produces truths which can be ratified. They also have to learn how to feed it with quality information such that it produces worthwhile, applicable and relevant results.

Schools can embrace AI as a tool to enhance their o ering to pupils and improve educational standards, but there is much more to it than that. If the future sees Artificial

“Many have long believed that education needs to move towards greater critical thinking – AI is an obvious catalyst for that move”

Intelligence heavily threaded through our lives, then we must teach children to understand how AI works, steering them to explore possibilities for its application – just as successful engineers have adapted and applied the principles of past inventions.

AI will be innovating for the core aims of schools: teaching and learning. Surely, there is an additional expectation that it will change the way in which the school as a business is run, too, o ering potential e ciencies in administrative functions, documentation and communication.

That said, we must never lose sight of the fact that schools are about community, and it is people who must be prioritised.

NEIL BROOKS Headmaster Cranleigh Prep School

ABOVE

Cranleigh Prep pupils with

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

Live science at DOYRMS

See page 44

LIVE S cience

How do we deliver science and engineering subjects in a way that moves them beyond dry theory and into real life?

Absolutely Education speaks to leading schools building both broader understanding and scientific connections

Tonbridge School A

t Tonbridge School in Kent, the £20m Barton Science Centre is a hub that makes STEM subjects come to life. Opened in 2019 and named after a Nobel Prize-winning alumnus, it includes 20 state-of-the-art classrooms andlabs across three floors. Practical and teaching spaces combine with libraries, a dedicated project lab, and interactive displays. With lots of whiteboards, the centre is designed with a focus on collaboration, says Head of Science Nick Waite.

“With the adage that ‘the most e ective way to test a student’s understanding of a topic is to ask them to explain it to others’,lessons will often include boys presenting their group’s work to the class.”

Feeding academic curiosity is crucial, so first-hand investigation and enquiry are prioritised. At Wednesday Afternoon Activities (WAA) Chemistry Research Group, for instance, Tonbridge boys joined forces with a local girls’ grammar to investigate Ionic Liquids. The group also visited Queen Mary University of London, where students prepared their IL samples for NMR and IR spectroscopy analysis. This was an object lesson in real-life research.

The Tonbridge Student Science

“Last year, more than 100 students from schools across the UK came together to share their research at Tonbridge School’s Barton Science Centre”

Conference, hosted annually at the Barton Science Centre, is an opportunity for students to present their research projects. Last year, more than 100 students from schools across the UK came together to share research. This was a full programme, with 50 student presentation sessions plus display stands created by pupils from as far away as Los Altos High School in California.

The school ensures a huge range of extracurricular opportunities to build connections between STEM subjects. Multiple science clubs meet during the school day – Astronomy Club do so after dark when members observe the night sky using the telescopes on the roof of the Barton. Nick Waite says it’s often the wackier projects that create the connections between science and life and spark deep curiosity. “When pupils are given the opportunity, for example, to design a rocket and fire it thousands of feet into the air at several hundred miles per hour, or to build an intricate puzzle box to stump the best ‘safe crackers’ amongst their peers, it creates a great sense of achievement and fun.

“A quote displayed in the Barton Science Centre sums up our philosophy on science enrichment activities: ‘Only attending the lessons is like opening a beer and just looking at it.Sure, you’ve made a start, but you’re missing the point...’.”

Gordon’s School

At Gordon’s School in Surrey, the team have worked hard to counteract the perception of science subjects as dry and ‘geeky’ and make them appealing to both girls and boys. It has worked, as STEM subjects are now attracting record numbers. This is also reflected in onward study choices, with science and health fields being popular university choices for all students.

The school says it has invested heavily in the infrastructure that brings science and engineering subjects to life, with a STEM hub, purpose-built Maths block (completed two years ago) and, even more recently, a Business and Computer Science suite. Another Science lab recently joined six others at the school and the Design Technology department has also been upgraded. “This is a new era for STEM at Gordon’s. We have invested heavily in the infrastructure and upgraded the facilities available as well as expanding what we o er to students,” says Deputy Head (Academic) Andrew Reeve.

In the early stages of a student’s journey through STEM at Gordon’s, the emphasis is on building their curiosity and engagement, also relating subjects back to everyday life. Making solar-powered pancakes or lava

LEFT & BELOW Science brought to life at Tonbridge School

RIGHT Science Club at Gordon’s School

“For Gordon’s younger students, creating solarpowered pancakes or learning how to make ice cream without a freezer have proved popular”

lamps in an after-school club, or learning how to create an endothermic reaction to make ice cream without a freezer have proved popular, unsurprisingly. Students in the younger years have also competed in the TeenTech Awards.

Older students are encouraged to develop their interests through cocurricular options such as Olympiads, CREST Awards, SATRO and Siemen’s competitions. A regular Inter-House Maths competition has joined the sports and arts competitions – adding to those mainstays of intra-school battles. Outside school, students have participated in the UKBC Biology Challenge. This tasks entrants to look beyond curriculums to other sources – including media and current a airs. And an all-female coding club won ‘Judges’ Favourite’ in the Global Innovators category of the Apps for Good Showcase with their food app that encourages healthier and less wasteful diets.

Andrew Reeve sees such student enthusiasm for science as hugely positive. “It’s an era of adventure and exploration within the curriculum and finding talent for something that the students can take further in life,” he says. “There are countless opportunities for students to go above and beyond the curriculum.”

Heathfield School

At Heathfield School in Ascot, the focus is on a lively and challenging syllabus with strong connections to the real world.

Head of Science Lucy Johnson says it’s designed to inspire students to get a glimpse of the future scientists they could become. Enquiry and projects are incorporated into teaching and learning, engaging students and enabling connections across the syllabus, and with other subjects.

There’s a huge focus, too, on fun and practical experiments and investigations that relate things back to the real world and spark a spirit of enquiry. Over the past year, students have investigated whether co ee will help spring onions to grow hydroponically, built wind turbines and solar-powered phone chargers, tested the strength of dog poo bags, determined which crisps would be the best for lighting fires in the wilderness and

measured the concentration of catalase in di erent vegetables and hair types.

The Science Building at the school is designed to foster a ‘can do’ attitude, with the entire downstairs corridor displaying a photo-realistic mural of the timeline of scientific breakthroughs, with a focus on Women in Science – especially women of colour – within STEM fields. Lucy Johnson, who is lead in Biology as well as Head of Science, says: “Facilities in our STEM building include specialist laboratories for each science subject, supported by subject-specific technicians. This enables us to build practical work into our teaching and learning, so we can support tricky or abstract concepts with experimental work and demonstrations”. The aim is to replicate the environment students will encounter within science-based environments and professional labs.

STEM is also taken beyond the classroom and lab. “Every year we have a range of trips across di erent year groups. These may include a trip to the farm with the lower school, a visit to a gin distillery with

“Heathfield students have built wind turbines and solar-powered phone chargers and determined which crisps would be the best for lighting fires in the wilderness”

RIGHT & BELOW

Practical work in the laboratory and the science timeline mural at Heathfield School

A-level Chemists, or the ever-inspiring Natural History Museum,” says Lucy Johnson. Tapping into both student interests and the future direction of careers, study of sustainability and the environmental impact of human activities is also prioritised. “A-level Biologists benefit from a residential trip to learn ecological and environmental sampling and study skills from the experts at the Field Studies Council. These trips help our students view science in a wider context.”

The Science team at Heathfield have been raising the profile of physics and engineering-related careers in recent years. Activities have included STEMKarts – with racetracks set up in the Sports Hall for a spot of high-energy racing with battery-operated go-karts. The fun is accompanied by serious science related to electric car technology, aerodynamics, design and sustainability. “This year we are entering the F1 in Schools UK competition and are planning to take a group of students to visit the McLaren Technology Centre,” adds Lucy Johnson.

There are plenty of extracurricular STEM-related activities through the year – from wildlife watching with motionsensor night cameras to dissection club and designing siege weaponry. Every year, the school hatches ducklings and one of the most coveted Science Club positions is duck monitor – caring for and teaching the brood how to swim. “Science really does come to life at Heathfield!” says Lucy Johnson.

Malvern College

Malvern College, which sits in Worcestershire’s Malvern Hills, has a superb science setting in its state-of-the-art Science Centre, complete with multiple labs and prep rooms and a lecture theatre. With a full range of traditional science subjects on o er, there’s also a ground-breaking approach that brings STEM applications into the real world.

Young scientists at the school are asked to put their entrepreneurial hats on for the annual FY Challenge, which sees teams of budding scientists and inventors produce and market their own cosmetics brand. This is a challenge grounded in real-world industry because the UK health

“Malvern College’s FY Challenge sees teams of budding scientists and inventors produce and market their own cosmetics brand”

and beauty market is currently estimated to be worth £36 billion. With that in mind, Foundation Year (Year 9) students are tasked to look for an elusive gap in the market.

Malvern College sees this as a great example of inter-departmental working and sharing best practice, since Chemistry, Business, DT and Maths are all thrown into the mix – along with English, for good measure. The multi-day project this year kicked o with an insight into starting up an ethical cosmetics company, with a guest lecture by Old Malvernian Vicky Charlesworth, founder of JAYA Beauty. Further business acumen was then shared by teachers from English, Economics and Business who gave talks on ‘the analysis of advertising messages’, ‘what makes a good brand for a business’ and ‘pitfalls to consider when advertising in a di erent country’.

With target market identified, the challenge progressed to the Chemistry department where raw materials were waiting to be transformed into a skin cream and lip balm. The critical and most challenging part of the manufacture was to make an emulsion of the correct consistency to be used as a skin cream. Beeswax and natural oils were carefully combined to form an emulsion, and essential oils were then added for fragrance. Once satisfied, the UV absorbance properties of the

BELOW Malvern College cosmetics challenge

“DOYRMS students manufactured and tested WiFi antennas for Infineon Technologies, ensuring they were delivered on time and to client specifications”

product had to be thoroughly tested. When the product had been manufactured in the lab, pupils return to the DT department to design and create their logo, packaging and pointof-sale display. The financial underpinning of their business plan was guided by the Maths department, who took the teams through costing and forecasting their business model.

The project, which happens every year over three days, compresses what it takes to bring a new product to market. From initial inspiration to the R&D process, pupils must also consider the realities of sales.

Every year, pupils produce a short video for social media, and an advert for the overseas market, while the final showcase pitch sees pupils present and respond to rigorous grilling in a Dragons’ Den-style session.

This annual challenge is included in all Year 9 timetables because it has proved to be an exercise that pupils find inspiring and exciting. Not only does it allow them to apply real-world scenarios, but they also develop presentation skills and learn to work as part of a team while honing high-level STEM skills. And who knows where this knowledge might lead them?

for Infineon Technologies, ensuring they were delivered on time and met client specifications. Students also go on lots of science and engineering trips. Recently, this included visiting CERN in Geneva. Activities outside the classroom and working with science and engineering institutions add invaluable real-life scenarios and hands-on experiences.

Duke of York’s Royal Military School

At DOYRMS in Kent, students (known as Dukies) have the option to study Engineering, Product Design and the Sciences, including Computer Science, across GSCE, BTEC and A level. The school’s recent £24.9 million refurbishment included the creation of state-of-the-art science labs and engineering and design classrooms. Students have access to equipment such as 3D printers, laser cutters, a chip forge and brazing hearth.

The school is supported by industry sponsors the James Dyson Foundation, Secondary Engineer and Infineon Technologies, and all three contribute teaching resources to build a real-world understanding of engineering and STEM practices. Recently, students manufactured and tested WiFi antennas

The school has an extensive cocurricular programme, with over 80 weekly clubs and activities, many of them covering science and engineering. Inspired by James Dyson’s story, the school works on the basis that engineers and scientists share common characteristics – thinking outside the box and perseverance. Teachers across subjects work together to ensure DOYRMS students’ understanding stretches across subject areas. Theories and knowledge learnt in the science classroom are often put into practice in engineering lessons, and vice versa.

With leading industry sponsors in the mix, students here take part in real-life challenges and create STEM products – some of which have even gone on to be used in industry and developed further. There’s lots of support from the school’s careers team, who help children unlock their interests and strengths when considering future opportunities.

Many students from the school have gone on to study engineering, design and the sciences at leading universities, while some have secured professional apprenticeships with companies such as Amazon in fields such as Mechatronics Engineering. The school prides itself on ensuring students are equipped with as much information as possible to make informed decisions about their future pathway, be it further study, apprenticeship or employment.

ABOVE & TOP Lab work and live engineering at DOYRMS

“Engineering-related projects at Pangbourne include the design and manufacture of an electric car, but also classic car restoration projects”

Pangbourne College

At Pangbourne College in Berkshire, live science means plenty of time for practical work. The outdoor classroom is a recent addition. Head of Science and Physics Dr Katerine Richard says this is particularly useful for experiments such as ‘whirling bung’ and messy jobs such as planting peas. “We place great emphasis on practical equipment being ‘old fashioned’ – rulers, stop watches, and

so on – through to cutting edge,” she says. “Pupils need a range of ways of interacting with the taught content.” This flexible approach extends to learning opportunities beyond the classroom. There are wholeyear-group trips to broaden everyone’s exposure to science. “At the other end, we provide opportunities for specific classes, groups of pupils or individuals –from external competitions or speakers invited to chat and answer questions with a single class to going out to support teaching of science in primary schools.”

There’s a vibrant extracurricular programme designed to work alongside

academics. Opportunities develop up the school, starting with Science Club for Year 7 and evolving into CREST Awards and the STEM Ambassador programme in Sixth Form. Pupil ambassadors support the Science Department and the school’s annual Science Week.

There’s lots of joined-up departmental thinking at Pangbourne – for instance a joint KS3 Science and Geography trip to see wind turbines and solar farms at work, followed by a sustainability survey at a nearby town.

Students also acquire strong practical skills via the Design Technology facilities. The large mixed media workshop develops basic hand skills in lower years, with increasingly sophisticated applications taught as students progress. The aim is to get their critical thinking to the stage where they can tackle a design and manufacture task from ideation to production.

Fun DT-inspired and engineeringprojects at the school include the design and manufacture of an electric car and classic car restoration. Everyone is looking forward to the national competitions promised in the future by the school’s emerging Electric Car Club. This four-wheeled challenge is a shining example of science being brought up to speed and into real life.

ABOVE Maker-doer approaches at DOYRMS

RIGHT & BELOW Science investigations are fostered at Pangbourne College

Culture STUDIES

Pupils at Wycli e College benefit from an international environment and an individualised learning approach

Choosing a UK boarding school for your child is one of the biggest decisions you can make as parents. At Wycli e College, we ensure that we understand your child’s needs, and what is important to you, before they join the College.

Joining a boarding school will be exciting and daunting at the same time, but it’s important to remember that boarding abroad presents an amazing opportunity to immerse in new experiences and cultures.

At Wycli e College in Gloucestershire, we welcome international pupils from over 30 nationalities, with most of our pupils being from the UK. We are based 90 minutes from London in a safe and beautiful part of the Cotswolds countryside, a very attractive location.

We are a non-selective independent school, o ering boarding for children aged 7-19. We understand exactly what will make them feel comfortable and settled, so parents are assured that they are well supported and looked after.

Our award-winning boarding accommodation is superb and provides a home-from-home experience. Boarding houses have en-suite rooms, social areas, saunas and many have pets!

Wycli e o ers the perfect blend of international and English culture, alongside our individualised learning approach. Boarding schools o er something for every pupil and a range of choice when it comes to subjects and extra-curricular activities. This allows pupils to develop academically,

“Boarding schools o er something for every pupil and a range of choice when it comes to subjects and extracurricular activities”

spiritually and creatively enriching the child as a whole. Our expert teachers work to ensure each pupil reaches their full potential in their studies, with regular feedback being sent to parents.

The learning experience at boarding schools is very often cited as one of the main reasons to attend a boarding school. Wycli e College has superior facilities such as a swimming pool, tennis courts and state of the art theatre. Facilities help pupils to thrive and develop outside the classroom and, if your child has a particular passion or talent in a particular field, a boarding school which o ers specialism in this area may be a good route for your child.

Our reputation for high-level success in basketball, rowing and squash, brings pupils to us from all over the world to get first-class training.

British qualifications are widely respected globally, and gaining such qualifications such as GCSEs and A Levels has a positive impact on future career prospects, while also opening up opportunities to attend UK universities. Studies show that results tend to be higher than the national average when studying at a UK boarding school.

Being immersed in the UK culture and being part of a diverse community is one of the main drivers of attending boarding school. Pupils excel in learning the English language and meeting pupils world-wide. For international pupils, this can be particularly appealing as this has the potential to open more career opportunities later in life both in the UK and in other countries.

For girls aged 11-18

Co-educational Sixth Form

Inspiring surroundings. Inspiring education.

Welcome to Cobham Hall, a day and boarding school of untold opportunity, where centuries of history meet a curriculum for the future and creativity knows no bounds. Achieve more than you ever dreamed possible at Cobham Hall.

Prestigious Steinway Scholarship for pianists now added to the range of awards available.

in partnership with

High Aspirations

Duncan Reith, Principal of St Clare’s, Oxford gives a personal reflection on what to consider when it comes to making senior school choices

It remains a hard task for parents to find the best school for their child. But there are unexpected criteria parents might consider, as I learnt from personal experience. What did my wife and I get right in choosing a secondary school for our children? The usual checklist was in our minds: an academically rigorous school, plenty of individual support, a wide range of sports and clubs, and leadership development. These criteria worked. My younger son took a first-class degree from London and my elder son won a scholarship to study medicine at Oxford.

But these were not the only criteria that made the di erence. Some of the most important benefits happened more by accident. One benefit was attending a school close to a prestigious university. While their teachers attended educational research conferences, my sons got involved in project work alongside university students, understood in advance how university study works, and benefited from the public lectures. However, the most important accidental benefit was that they experienced a truly international education. At one point, we decided to teach overseas, and enrolled our children in an international school with students from 47 di erent countries. Here our children encountered cultures and perspectives from all over the world and developed tolerance and global understanding. What was remarkable was the e ect it had on their aspirations.

“If I were choosing a school for my sons again today, I would also look more closely at the quality of university guidance the school provides”

Today, I see this e ect at work at St Clare’s, Oxford, a school founded explicitly to bring students from di erent nations together. Our student cohort spans 50 di erent nationalities; young people develop a strong international awareness from their friends, from our curriculum and through events such as our TEDx conference on internationalism or our MUN conference. Many of our graduates go on to work for the UN or in international business, and over time we have become a popular school for the sons and daughters of diplomats and government ministers, as well as international business leaders, who see the benefits of a truly international education.

Returning to school choices, as parents we got things wrong too. My sons studied a British curriculum of GCSEs and A levels. I had not taught in an IB school then and did not realise how much broader and deeper an IB education is. While it is not the right curriculum for everyone, my sons would have benefited

from such a thorough education. St Clare’s, Oxford, is the oldest IB school in England and for decades has taught IB teachers from all over the world.

If I were choosing a school again today, I would also look more closely at the quality of university guidance the school provides. Because we have students looking to place themselves in leading universities all over the world, we need an expert team of college counsellors who can ensure our students gain access to where they want to go.

DUNCAN REITH Principal, St Clare’s, Oxford

Finally, everyone should look for a school where their son or daughter will thoroughly enjoy their experience and thrive. I cannot work out why the students at St Clare’s are the happiest I have yet come across, but my best guess is that it is the combination of the Oxford environment, an inspiring international education and the broad range of activities they enjoy in the company of a supportive network of friends from all over the world.

ABOVE Pupils at St Clare’s, Oxford

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 thriveensuring that they are ready for the opportunities modern life brings.

Visit us and find out more:

admissions@malverncollege.org.uk

www.malverncollege.org.uk

Girls FIRST

Annah Langan, Deputy Head Pastoral at MarymountInternationalSchool London, discusses the benefits of all-girls’ education

Throughout my 15 years as a pastoral lead in an all-girls’ senior school, I have witnessed first-hand the transformative power of all-girls’ education. The environment fosters a unique culture of empowerment, selfdiscovery and academic excellence, enabling young women to reach their full potential.

Recent data provided by the Girls’ Schools Association (GSA) has shown that students in girls’ schools consistently outperform their peers in co-educational institutions when it comes to academic achievement. This is attributed to the single-sex setting, which allows for a dedicated focus on girls’ learning styles and interests without the distractions and gender dynamics that can sometimes hinder them in co-ed settings. All-girls’ schools provide a nurturing environment where students feel confident to take academic risks and challenge themselves. They also pursue more STEM subjects, in general, than in co-ed settings.

At Marymount International School London, students are encouraged to celebrate each other’s triumphs, own their individuality and pursue their aspirations without fear of comparison. This supportive atmosphere cultivates a strong sense of selfbelief and confidence, empowering them to believe in their abilities and express their ideas with enthusiasm.

Our students show a fearlessness when tackling problems, whether in the

“By empowering girls to take charge, we provide a platform for them to hone their leadership skills and be role models for each other”

classroom or when considering global issues through Model United Nations or service programmes. They are praised for the sportsmanship that they show towards each other, which gives me great hope for what their futures hold.

By nurturing leadership qualities and empowering girls to take charge, we provide a platform for them to develop and hone their leadership skills, to be role models for each other and inspire those who come after them to be aspirational and inspirational. The emphasis on female role models and mentorship encourages girls to step up and take initiative, a mindset that prepares them for future success in their careers. As they build resilience and emotional intelligence, navigating life’s challenges is more achievable.

As to the question of whether girls are limited in a setting without boys, the answer is that we can be creative in our approach – finding ways for girls to collaborate with boys and yet maintain the academic excellence of their all-female environment. Marymount is part of a global network,

RSHM, which includes both all-girl and co-ed settings. This gives us opportunities to socialise and collaborate with boys outside of the school classroom through Sporting, Arts and MUN Festivals held in various schools around the world.

The challenges that young women face as they enter employment are still present in 2024. This requires a holistic approach to their education, where they are supported to be whatever they aspire to be. This enables them to hold their place in a world that will benefit from, the skills expertly nurtured by an all-girls’ environment.

ANNAH LANGAN Deputy Head Pastoral Marymount International School London

ABOVE Students at Marymount London

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

www.worthschool.org.uk

A Curriculum of CHOICE

Queen Ethelburga’s Collegiate (QE) in York explains how its campus built on choice creates well-rounded, future-ready students

An education at QE is all about learning through experiences, trying new things, and discovering what you enjoy and excel at. Students choose from a wide range of subject options and are encouraged to try extracurricular activities which enrich their education and enable them to become more well-rounded individuals. There are more than 100 clubs for students to get involved in, including Mandarin, Games Design, Home Economics, Woodland Sessions, and Esports, as well as more traditional options such as Art, Dance, Design Technology, Drama,

Gymnastics, Music and both competitive and recreational sports clubs. We have academically focused clubs in Medicine and Veterinary, Journalism, Law, Enterprise, History, Politics, Psychology, and Philosophy, which better prepare them for university applications and further education.

QE seeks out the most enriching opportunities for our students. That is why we became the first ever UK school team to participate in the Student Motorsports Challenge and why our students had the opportunity to work with professional music producers Billen Ted to create and record the hit song, ‘Feels Like Home’. As well as composing the melody, creating

lyrics, singing and playing instruments, students created the choreography for the music video. All recording and filming was done on-site, making the most of our state-of-the-art facilities and 220-acre site.

Those interested in STEM can benefit from the Practical Science CREST Award, Critical Thinking Club, Advanced Mathematics Club, and the internal Medical Conference Competition. Students can join annual QE Volcano and Bath Bomb Days and send items to space as part of the Mars Balloon national initiative.

The QE Stretch and Challenge Programme encourages students to seek opportunities that foster a lifelong passion for knowledge. This includes attending industry professional and alumni lectures, entering internal and external competitions, work experience, volunteering, and partaking in both personal and group research projects. Students can also become representatives and leaders in a variety of roles throughout the school that allow them to grow in confidence whilst developing core collaboration and leadership skills.

Nestled in 220 acres of North Yorkshire countryside, QE is a co-educational day and boarding school for students from 3 months to 19 years. admissions@qe.org qe.org

LEFT Music at Queen Ethelburga's Collegiate

LEFT AND BELOW

Pupils at Queen Ethelburga's Collegiate

FLEXIBILITY for the FUTURE

How flexibility is leading to excellent grades, meaningful connections, and all the components of future success at King’s InterHigh online school

Words TAHOORA KHALIL UREHMAN

Putting all children into one rigid box can be stifling; when learning revolves around them instead, they get the space they need to truly flourish.

The traditional path of fixed schedules and standardised classes has, indeed, guided many students to bright futures. Still, there’s no denying that it’s not the right fit for every child — nor is it the only way to achieve success. We are firm believers that more flexibility can clear the way for students to achieve their dreams, and as an online school, we’ve seen the power of that approach first-hand for over 18 years. Take the worldwide accessibility that comes with flexible online learning: regardless

of their location, students can now access the very best of education from anywhere. Gone are the days when boarding schools, international moves and lengthy waiting lists were the only options for accessing a British education, for example. At King’s InterHigh, we bring the British and IB curricula to students in over 130 countries, from the UK to the UAE and as far as Southeast Asia.

Naturally, being able to pursue worldrespected qualifications with UK-qualified teachers is of great benefit to international students aiming for top universities and careers. But the geographic diversity this flexibility creates also makes for an incredibly enriched learning experience. A

geography lesson may be brought to life by photos from a classmate living in the Alps, while any group project is enhanced by the vast range of cultural perspectives shared.

Collaborating with global peers opens students’ eyes to a new world of understanding.

Hand-in-hand with collaboration is friendship. Despite the misconception that online schooling is isolating, flexibility can actually give rise to even more social opportunities. For one, students with flexible timetables have more time for inperson activities. One of our own students, Alexander D’Cruz, spends much of his time between classes in athletics training in Dubai. Plus, on top of that, there’s the chance to network and build bonds with students around the world in school. Our own learners may meet fellow online school

ABOVERIGHT

Tahoora Khalil Urehman, Head of Middle East and Southeast Asia

LEFT

Everyone learns at a di erent pace

“Despite the misconception that online schooling is isolating, flexibility can actually give rise to even more social opportunities”

families in their local areas one day, then have fun in one of our virtual clubs the next.

The low-pressure, inclusive environment of online schooling can also be a gamechanger for students who struggle to socialise in traditional schools (for example, those who are neurodivergent or struggle with anxiety). This, too, is another area where flexibility can help propel students of all needs on their way to success.

Everyone learns best at a di erent pace, but no one can deny the benefits of learning interactively in a classroom. With flexible learning, neither has to be sacrificed. At

King’s InterHigh, students join live classes each day, but every lesson is also recorded to view at any time. A learner with ADHD who struggles with memory, for example, can revisit a lesson (along with all the valuable input from their teachers and classmates) whenever they need to, instead of falling behind when new topics come up in class.

The advantages are also unmatched for students working hard on their future goals. While school is arguably the most important part of any child’s pathway to the future, experiences outside the classroom are crucial too. Take the student who needs

time to train to pursue a sports scholarship at any Ivy League college, or the teen who wants to shadow doctors during their workdays to prepare for a medical degree.

With the ability to watch lessons at any time, they can fit a quality education around their endeavours, from activities to internships to enrichment trips. As an example, alumnus Thomas Ralfs told us online learning was special to him because he was able to achieve all he did without giving up time spent on his love of mountain running. Thomas achieved four A*s at A Level with us and went on to the University of Cambridge.

Ultimately, with a flexible education, students have no limitations. They can enjoy a world-class education and everything school has to o er while maintaining their wellbeing, building lifelong friendships, and pursuing their ambitions. It’s a recipe for long-term success and future achievement, and we’re delighted to be uniquely placed to bring that to families at King’s InterHigh.

ABOVE

Flexible learning with King’s InterHigh

Riding HIGH

With a location in prime Sussex horse country, Hurst College is expanding its riding and training opportunities for pupils – from grassroots up

Ponies and children can be a sparkling mix, and Hurst College is well aware of the value of riding in building confidence and skills – alongside sporting prowess. The school has a huge advantage here – it is just down the road from Hickstead, home of the All England Jumping Course. Indeed, the school relationship with this worldfamous centre began many years ago; it held the first annual Hurst College National Schools Jumping Championship in 1964.

There have always been good and very good riders at the school, and the arrival of Head of Equestrian Tracey Pargeter some 18

months ago has seen opportunities step up. With vast experience and a background in The Pony Club, plus a strong commitment to growing all levels of riding, she is developing equestrian opportunities through the school – and the numbers are growing. "We've got all abilities. Starting o with grassroots with the children in the Prep right up to the older children – and some competing and even representing Great Britain."

The number of riders competing is particularly good news. The school fielded over 20 in the National Schools Equestrian Association (NSEA) championships last October, where previously there had been eight competitors. Recent school achievements have incorporated CCF

RIGHT Hurst College is in prime equine country, and with a long tradition of nurturing young riders

"It's not all about riding –it's the whole package I'm trying to get across. It's learning how to look after horses"

(a strong element here). The school was invited to nominate one pupil to go to the Cadet Forces Military Equitation Competition at Windsor last year. "At this competition they were shown how to ride a military horse if they were on parade. They then had to ride one of the military horses and be judged," says Tracey Pargeter. "Harriet Birkby won this for Hurst out of 20 pupils!". She was equally thrilled when a school military service team competed at the Royal Windsor Horse Show in May. It not only won its section but also came second overall – and with awards presented by both the Duke of Edinburgh and the King of Bahrain.

Training takes place at the school every Thursday afternoon, with a focus not just on jumping but elements such as dressage and flatwork. Also included are talks and training

"Riding is a sport children can do well and achieve in. I don't mean by winning or getting to the Europeans, but by achieving their personal best"

sessions by elite riders to explain more about the hard work involved in competing and getting to the top. The children have had the opportunity to visit Shane Breen's stud, both to see the foals and to find out about artificial insemination of horses. "It's not all about riding – it's the whole package I'm trying to get across to them. It's learning how to look after horses."

There's been a fascinating visit from an equine vet and – during a pony camp held over four days in April – insights into the 'hard graft' of stable management and other important aspects of being a responsible rider and owner. At the moment, Hurst riders need their own pony or horse – some pupils stable them at nearby liveries but a lot more ponies turn up on a Thursday afternoon. BELOW

This means that pupils e ectively enjoy their own in-school pony club training sessions with their friends and fellow pupils. And, of course, pony mad boarders get to see their much-loved steeds.

Equestrian is something the UK does really well, so heartening to see hard work to develop the next generation of potential eventers, Olympians, racehorse and stud owners. But for every level, Tracey Pargeter sees a huge value in equestrianism. "I've noticed this over many years. For children who aren't doing as well as they could at school, for whatever reason, it definitely helps them. You can praise them, and they can feel good at something."

Self-confidence in one area tends to build confidence across the board. She's seen this among some of her youngest pupils already. "I've seen huge improvement from a little girl last year with a new pony – she was terrified to come o a lead rein at first. Well, she's jumping round the course now, a year on, and the improvement is amazing. It's so rewarding to see.

"Riding is a sport children can do well and achieve in. I don't mean by winning or getting to the Europeans, but by achieving their personal best," she adds.

"We do quite a lot of team competitions. Sometimes you have a good show and sometimes you might be the one in your team who knocks poles down or doesn't get the best dressage score." Children become team players through this process, and pick up great lessons in resilience. "As a team, they all encourage each other, and they know sometimes they won't do well and sometimes they will – it's what happens in life."

Training focuses not just on jumping, but important skills such as fl atwork, dressage and care of horses

ABOVE Hurst riders at Windsor with the Duke of Edinburgh and King of Bahrain

“There

UNIVERSITY CHALLENGES

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

The 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 o er.

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

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) o er in favour of Stanford.

According to the Times Higher Education rankings, seven of the top ten universities and 13 of the top 20 are in the States (three and three in the UK) so this is perhaps hardly surprising. And, of course, the universities increasingly being considered by discerning students are not only in the US. McGill and Toronto in Canada are being talked of more, and rightly so. This year, to me even more startlingly, one of our students turned down a Cambridge Computer Science place in favour of the University of Michigan. Apparently, it is theplace to be for coding.

Why? The prevalence of scholarships is a big driver, as is the well-known American and Canadian admiration for the

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,

“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”

since Colleges, rightly in my view, retain the residential, tutorial vision despite steeply rising applicant numbers. Quite simply, it gets tougher every year. Is there social engineering? I still think the jury is out, although ‘access courses’, competitions from which our students are excluded, and contextual data use are definitely edging out many great independently educated candidates.

Maybe it is a simple shift. As the UK forges a more independent path, our young people are becoming more international, broader-minded, braver, more independent. That has to be a very good thing.

CHRIS RAMSEY Headmaster Whitgi School

ABOVE Chris Ramsey with Whitgift students

WHY STUDY

BUSINESS

SARAH TOTTON

The Leys School Cambridge. Business Studies Lead. Studied Business at University of Sheffield and PGCE Secondary Business at Warwick. Beyond teaching, worked as Executive Assistant to the Head of Workforce for NHS East of England and Project Manager for the Association of Directors of Public Health.

From start-ups to global corporations, the world badly needs smart thinkers and doers to create, innovate and generate prosperity. Two experts in the field give their elevator pitch for why Business is a subject worth studying, and where it can take you

EDWARD FRY

Reed's School, Cobham Business and Economics teacher. Studied Business Management at Kingston University and has a Master’s in Teaching and Learning. He is most fond of Business Strategy and enjoys teaching students the skills of enterprise and how best to develop their inner entrepreneur.

What makes Business so brilliant?

ST: Businesses underpin the success of economies around the world. In an increasingly connected world our interdependence for economic growth has come to the fore and demands our attention. Future economic success will be driven by individuals who possess a deep understanding of business principles and practices.

EF: The business world is increasingly dynamic as it grapples with an everchanging external environment. Students of Business are provided with the opportunity to develop critical thinking, problem solving, and time-management skills, all set within topical business scenarios.

What made you choose it?

ST: I connected the importance of choices that individual business owners make having a ripple e ect on the macrocosm of their society.

EF: I really enjoy helping students develop skills they’ll be able to use in real life. Enhancing their career capabilities is one of the great joys of teaching this subject. Also, I’m a big Dragons’ Den fan!

BUSINESS FAST FACTS

FAMOUS BUSINESS STUDENTS:  Mick Jagger, Cate Blanchett, John Grisham, Kevin Costner, Konnie Huq

5 TOP SPOTS FOR DEGREES:

Warwick, Bath, Leeds, Loughborough, London School of Economics

WHERE BUSINESS BRAINS

HANG OUT:

Home Grown in Marylebone – members' club for the entrepreneurial set, and with actual Dragons among its ambassadors homegrownclub.co.uk

Transferable skills and knowledge acquired?

ST: Business students develop a diverse skill set. Financially literate, they also become skilled communicators, critical thinkers, problem solvers and decision makers.

EF: Students gain a whole suite of sought-after transferable skills including numeracy, communication, data handling and entrepreneurial skills.

"Students of Business develop critical thinking, problem solving, and time-management skills – all set within topical business scenarios"

What pathways does it open?

ST: Employers seek well rounded individuals who have the skills and attributes to excel. Business courses are designed to develop these skills and the confidence to tackle new challenges. Whether choosing a university course, exploring apprenticeship schemes or diving straight into working life, Business is a great foundation.

EF: Business is a pragmatic subject which can lead to a variety of pathways. Business students can expect careers in any of the key functions of business such as Marketing, Human Resources, Operations and Finance. School leaver and degree apprenticeships have also become popular in recent years.

2 things students may not realise Business covers...

ST: Infographics, a picture says a thousand words while a chart in a financial paper can create a perspective that may doom a business or propel it to glory!

Cartoons – Dilbert is a personal favourite.

EF: Business ethics – acceptable behaviours within business, such as fairness, respect and integrity. Also Corporate Culture, the values that characterise an organisation and guide its practices

MEASURING VALUE

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

Each 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 by their school 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”

(CEM) was established at Durham University in 1983 and is the largest educational research unit in a UK university. CEM works with UK schools, colleges, education authorities and government agencies to provide scientifically grounded research that monitors every school’s academic performance.

Students sit baseline tests for CEM at ages 11, 14 and 16. Having amassed 40 years of this assessment data, CEM is able to give each child a scarily accurate predicted grade for every subject and can then standardise each school’s actual results in order to tell us how far above or below the predicted grade a student is. From this, CEM can provide evidence of how much value each school adds academically.

Every independent school that I have worked at over two decades uses CEM data internally to assess its own academic progress at both school and department level. It is a standard aspect of the

department reviews written every September in schools. From our CEM data this year, I can see that RMS sits on the 92nd percentile of all schools and the 87th percentile of all independent schools for value-added performance. In other words, we add more value academically than 9 out of 10 schools.

CEM’s value-added data enables schools and departments to receive just as much credit for a less able pupil who might have been expected to attain a Grade 4 but achieves a grade 5 or 6 at GCSE as a more able pupil expected to attain a Grade 7 who achieves a grade 8 or 9. This is just how it should be, of course.

Value added is the most important metric because it reflects the extent to which all pupils are achieving their potential. Unfortunately, it is not what is published in your Sunday newspaper each year, so perhaps we should all be questioning what value is actually added by looking at newspaper league tables of raw results

KEVIN CARSON Headteacher

Royal Masonic School for Girls

ABOVE

Kevin Carson with RMS for Girls pupils

Talking HEAD

PROBLEMS SOLVED

The Principal of Concord College, on the need to support student’s complex problem-solving skills while also ensuring success in traditional exams

As an educator I feel fortunate to work with the bright and highly motivated children who come to Concord. I regularly consider whether the assessment systems we have, and particularly the exam systems we must work within, are doing their jobs properly. Are they assessing the skills that really matter in our digitally and globally connected world?

The World Economic Forum publishes a report called the Future of Jobs, which outlines the core skills identified by modern employers as of fundamental importance. In the 2023 report, we find in the top three places: analytical thinking, creative thinking and resilience, flexibility and agility. All these skills boil down to a common theme: complex problem solving.

Employers want solutions to real-life problems, and real-life problems are unpredictable, multi-faceted and dynamically changing things. Our pupils – the employees, entrepreneurs, doctors, economists and leaders of the future – will need to think on their feet. They must adapt to changing parameters, think creatively and be equipped with analytical strategies that break down a large problem into smaller, simpler units that can build towards to a full solution.

This is music to the ears of Maths and Physics teachers, who will argue, reasonably, that the realm of complex problem solving is exactly what their subjects involve. Beyond

“The employees, entrepreneurs, doctors, economists and leaders of the future will need to think on their feet”

STEM, however, I can find important elements of complex problem solving taught across the school curriculum. From devising the staging of a play in Drama (and conveying abstract concepts or feelings) to learning lessons from history or considering how big data can influence geopolitical policy, our students are challenged to address hugely complex ideas.

To some, success at school might appear to require only success in a system of public examinations that test and reward recall of knowledge first and foremost, at a time when knowledge of facts is of

DR MICHAEL TRUSS Principal Concord College

declining value. I disagree, since I believe that the two are not mutually exclusive. Leaving aside the very important idea that a doctor, for example, still needs to understand and remember a huge body of knowledge and make life-or-death decisions – hopefully without the need to consult their mobile phone – exam-based curriculums are being developed to test and reward analytical thinking and unseen problem-solving. And guess what? These are the parts that even the most capable students can find di cult. At Concord we encourage participation in a wide range of super-curricular activities as well as concentrating on the more di cult aspects of the school qualifications. “How do I get an A*?’ is something we hear all the time. Our answer: practise the bits you find the hardest and value the other things you do. Subject-based Olympiads, performing in the College musical, debating in our Model United Nations competition, organising charity fundraising – they all matter. And, as they all involve complex problem solving, they will all contribute to that A*.

Diverse

UK Boarding School Exhibition

ANDERSON EDUCATION

andersoneducation.co.uk

Are you a UK/Irish expat family considering university in the UK for your son or daughter? Join us for the UK University Fee Status Seminar at the exhibition at 2pm on 24 February. It will give you a better understanding of how universities assess and assign fee status (home or overseas) to their incoming students.

Saturday 24 February and Sunday 25 February 11am to 4pm at Grosvenor House Hotel, Dubai Marina

Tuesday 27 February 4pm to 8pm at Le Meridien Al Khobar, Saudi Arabia

Thursday 29 February 4pm to 8pm at The Fairmont, Riyadh, Saudi Arabia

enquiries@andersoneducation.co.uk

DUBAI SCHOOLS

Bethany School

bethanyschool.org.uk

Location: Kent

Head: Francie Healy

Age range: 11-18 years

School Type: Co-Ed, Senior, Sixth Form

USP: Welcome to Bethany School, where boarding pupils can find a home away from. We value the happiness and well-being of pupils, ensuring they reach their full potential. Bethany is known for excellence across various fields, including academics, creative arts and theatrical performances.

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.

Cheltenham College

cheltenhamcollege.org

Location: Gloucestershire

Head: Nicola Huggett

Age range: 13-18 years

School Type: Co-Ed, Senior

USP: Educating young people since 1841, Cheltenham College is an exceptional day and boarding school for girls and boys aged 3–18. Perfectly located in the heart of Cheltenham, it has an enviable reputation for academic excellence and developing pupils beyond the classroom – from Drama and Music to Sport.

Cheltenham Prep School cheltenhamcollege.org

Location: Gloucestershire

Pupils from the very youngest demonstrate curiosity and excellent attitudes towards their learning

BETHANY SCHOOL

Head: Tom O’Sullivan

Age range: 3-13 years

School Type: Co - Ed

USP: Cheltenham Prep School is one of the country’s leading co-educational independent preparatory schools for boarding and day pupils aged 3-13, welcoming boarding in Cade House from age 7. “Pupils from the very youngest demonstrate an excitement to learn, curiosity and excellent attitudes towards their learning.” - Independent Schools Inspectorate, 2023.

Clifton College cliftoncollege.com

Location: Bristol

Head: Tim Greene

Age range: 13-18 years

School Type: Co-Ed,Prep, Senior, Sixth Form

USP: Clifton has an enviable location in the attractive suburbs of Bristol, only 100km from London. With excellent academic results, outstanding facilities for Sport, Music and the Arts and dedicated sta , we are a first choice boarding school for many families. Clifton o ers an all round education for boys and girls, aged 3-18.

CHELTENHAM

Glenalmond College

glenalmondcollege.co.uk

Location: Perthshire and Kinross

Head: Mark Mortimer

Age range: 12-18 years

School Type: Co-Ed, Senior, Sixth Form

USP: Glenalmond College delivers real world learning in a unique rural location within Perthshire, Scotland, combining academic achievement with meaningful experiences outside the classroom. Our co-educational school for boys and girls aged 12 to 18 develops and challenges our pupils, allowing them to explore their potential and achieve extraordinary things.

Gordonstoun

gordonstoun.org.uk

Location: Moray

Head: Lisa Kerr

Age range: 4.5 - 18 Years

School Type: Co-Ed Prep, Senior, Sixth Form

USP: As well as preparing students for exams, Gordonstoun prepares them for life. The school’s uniquely broad curriculum encourages every individual to fulfil their academic potential and develop their character. The school’s location in the north of Scotland provides the background for Gordonstoun’s world beating outdoor education programme

Haberdashers’ Adams

adamsgs.uk

Location: Shropshire

Head: Gary Hickey

Age range: 11-18 years

School Type: Co-Ed, Boys, Senior, Sixth Form

USP: A selective co-ed state grammar school with boarding for boys in a 100-acre countryside setting and a small historic market town location. Recommended by The Good Schools Guide, our reputation for high academic results is equalled by a strong house system and a huge variety of enrichment activities.

King’s School Bruton

kingsbruton.com

Location: Somerset

Head: Ian Wilmshurst MA (Cantab)

Age range: 13-18 years

School Type: Co-Ed Senior, Sixth Form

USP: Community; quality; success. Pupils at King’s enjoy a broad and challenging academic curriculum where life is full of variety and opportunities. Small class sizes and numerous enrichment opportunities take place in an environment that helps nurture and promote confidence rather than arrogance, as well as intellectual and emotional development. King’s is a busy, happy, and thriving community.

Kings William’s College

kwc.im

Location: Isle of Man

Head: Damian Henderson

Age range: 11-18 years

School Type: Co-Ed

Senior, Sixth Form

USP: Founded in 1833 on the beautiful Isle of Man, King William’s College is a co-ed independent boarding school (ages 11-18). With a rich history, we excel as one of the longest-standing International Baccalaureate schools in the British Isles. Our students consistently secure placements in top universities across the UK, Europe, and the USA.

GLENALMOND COLLEGE

GORDONSTOUNE

HABERDASHERS' ADAMS

Queen Ethelburga’s Collegiate

www.qe.org

Location: North Yorkshire

Head: Mr Daniel Machin

Age range: 3 months - 19 years

School Type: Co - Ed

USP: With students from many nationalities speaking multiple languages, the experience at QE is an enriching one. The Collegiate comprises four schools each providing bespoke academic support for their students. O ering an extensive co-curricular programme of over 100 clubs, students can get involved in range of activities. The aim for our student community is that QE ‘feels like home’

Queen’s College, Taunton

queenscollege.org.uk

Location: Somerset

Head: Mr Julian Noad

Age range: 1-18 years

School Type: Prep, Co-Ed, 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 o ering 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.

Queenswood School

queenswood.org

Location: Hertfordshire

Head: Jo Cameron

Age range: 11-18 years

School Type: Girls, Senior, Sixth Form

USP: Queenswood is a progressive Boarding and Day School for 482 girls, aged between 11-18, where boarders make up roughly half of the School. Students receive an all-round education with a focus on equipping the girls with the life skills required in the 21st century and they enjoy a dynamic academic curriculum, supported by a diverse co-curricular programme. Happy girls are successful girls at Queenswood.

RMS for Girls

rmsforgirls.com

Location: Hertfordshire

Head: Kevin Carson

Age range: 2 to 18 years

School Type: Girls, Prep, Senior, Sixth Form

USP: RMS has proudly educated girls since 1788 but our focus is firmly on the future; we never stop questioning what skills and attributes young women need to thrive in the 21st century. This pursuit of excellence and innovation, combined with a commitment to educating the whole person, is what defines an RMS education today.

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: Royal Russell is di erent by design. We are a family school which values the things which make each of us distinctively brilliant. Our commitment to each other 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; whether you are a pupil, teacher, sta member, alumni or volunteer.

A calm and supportive culture alongside a wonderfully balanced wider o ering

ROYAL RUSSELL SCHOOL

QUEENSWOOD SCHOOL

SAUDI SCHOOLS ONLY

Pupils receive an education underpinned by a spirit of adventure

St Clare’s, Oxford stclares.ac.uk

Location: Oxfordshire

Head: Duncan Reith

Age range: 15 - 18 years

School Type: Co-Ed, Sixth Form

USP: Through our IB High school, Language school and Summer courses, we are committed to our responsibilities to broaden perspectives through education. Our mission to ‘advance international education and understanding ‘underpins our approach within the teaching experience and epitomises our values of international mindedness. With a shared focus, it creates a unique environment, where international awareness and respect for others is at the heart.

Windermere School

windermereschool.co.uk

Location: Cumbria

Head: Mr Frank Thompson

Age range: 3-18 years

School Type: Co-Ed,Prep, Senior, Sixth Form

USP: Windermere School in based in the English Lake District National Park, a UNESCO World Heritage Site and the scope of the facilities is inspiring. With access to a spectacular greater classroom, and private watersports centre, we live our school motto: Vincit qui se Vincit - or 'one conquers, who conquers oneself'. Pupils receive an education underpinned by a spirit of adventure.

ACS International School acs-schools.com

Location: Cobham, Surrey

Head: Barnaby Sandow

Age range: 2-18 years

School Type: Co-Ed,Prep, Senior, Sixth Form

USP: ACS Cobham is a day and boarding co-educational school. We o er IB Diploma, US High School Diploma and Advanced Placement courses. We have a dedicated university counselling team that work with every student on their applications for university. The boarding student community is extremely diverse, representing over 40 nationalities.

Ashford School ashfordschool.co.uk

Location: Kent

Head: Michael Hall

Age range: 0.3 - 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+ Co-Curricular activities Excellent location, transport links and proximity to airports.

WINDERMERE SCHOOL

CARDIFF COLLEGE

Cardi Sixth Form College

ccoex.com

Location: South Glamorgan

Head: Gareth Collier

Age range: 14-18 years

School Type: Co-Ed, Senior, Sixth Form

USP: Cardi Sixth Form College has been the top school in the UK for A Level results for over a decade and is one of the top A Level schools in the world. The College’s results are outstanding with well over 90% of students gaining the highest A* and A grades, consistently.

Cheltenham Ladies’ College

cheltladiescollege.org

Location: Gloucestershire

Head: Ms. Eve Jardine-Young

Age range: 11-18 years

School Type: Girls,Senior, Sixth Form

USP: Cheltenham Ladies’ College has been at the forefront of girls’ education for 170 years. Our heritage and global reputation were founded on our pioneering approach. We remain committed to providing unparalleled opportunities for girls in a nurturing and academically stimulating environment which develops intellectually curious, resourceful and compassionate young women.

Unparalleled opportunities in a nurturing and academically stimulating environment

Haberdashers’ Monmouth School

habsmonmouth.org

Location: Monmouthshire

Head: Simon Dorman

Age range: 7 - 18 years

School Type: Co-Ed,Prep Senior, Sixth Form

USP: Haberdashers’ Monmouth School is a co-educational day and boarding school situated in the beautiful Wye Valley. Pupils gain a real sense of identity, a grounding and sense of belonging that only comes from a school with a rich history that extends over 400 years.

HABERDASHERS' MONMOUTH SCHOOL

HEADINGTON

ASHFORD SCHOOL

Headington Rye

Oxford headington.org

Location: Oxfordshire

Head: Caroline Jordan

Age range: 3-18 years

School Type: Girls, Prep, Senior, Sixth Form

USP: Headington Rye Oxford is a curious, confident, ambitious school set in 35 acres of green space a mile from the centre of Oxford. Among the top performing schools at GCSE and A Level, the School benefits from superb facilities and o ers a huge range of enrichment activities alongside academic choice.

Sevenoaks School

sevenoaksschool.org

Location: Kent

Head: Jesse Elzinga

Age range: 11-18 years

School Type: Co-Ed, Senior, Sixth Form

USP: Sevenoaks (founded in 1432) is a co-educational day and boarding school for students aged 11-18. Half an hour from London and Gatwick, our superb 100-acre campus is in the Kent countryside. Sevenoaks is one of the world’s leading IB schools, having taught the International Baccalaureate for over 40 years.

UK BOARDING SCHOOLS / EXHIBITORS

Students learn how to think, not what to think

The National Mathematics and Science College

natmatsci.ac.uk

Location: West Midlands

Head: Andy Kemp

Age range: 15 to 18 years

School Type: Co-Ed, Sixth Form

USP: NatMatSci is the top specialist STEM college in the UK. We recognise that a high-quality STEM education must go beyond the narrow confines of the curriculum. NatMatSci is geared to help students learn how to think, not what to think, which will allow them to thrive at university and beyond.

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 a distinctive day and boarding school for boys and girls aged 11-18 years, set in 500 acres of beautiful Sussex countryside near London and Gatwick airport. We are an academically ambitious school with excellent results, wonderful pastoral care, and a diverse range of more than 150 co-curricular activities.

WORTH SCHOOL

THE NATIONAL MATHEMATICS AND SCIENCE COLLEGE

60

seconds with

William Brierly

The Headmaster of Claremont Fan Court School, Surrey on his background and educational philosophy

What is your background?

I joined Claremont from King’s College School, Wimbledon, where I had most recently been senior deputy head. I attended King’s as a child, but it was the opportunity to evolve the school that inspired me there; I was head of sixth form when we first admitted girls and academic deputy when we re-introduced A levels. Prior to that I taught at Whitgift.

What excites you most about your role at Claremont Fan Court School?

It is truly empowering to lead a school, and I feel so proud of the pupils here. The governors of Claremont recognised the school needed to evolve, and there have been so many opportunities to build upon what makes us so great. We have a dynamic and genuinely co-educational learning environment, small class and tutor group sizes but mediumsized year groups to ensure our sporting teams are exciting and our curriculum is broad. I love being able to shape Claremont to be something di erent and exciting.

What is your academic philosophy?

Last year’s A level results saw us placed 79th in the country, but I don’t believe in setting an arbitrary hurdle for joining the sixth form. Instead, I believe in challenging pupils to be the very best they can be, setting ambitious standards but as a carrot, not a stick. A learning environment where you are confident in seeking extra support and unafraid to select subjects that motivate you is key to this.

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

I was a locally elected councillor until 2010, and I had planned to pursue a political career when I first joined King’s, but the arrival of the new headmaster, Andrew Halls (now a Claremont governor), made me realise what an exciting opportunity leadership of schools o ers to genuinely make a di erence to the lives of others. He empowered me to improve so many of the opportunities we o ered there and gave me the understanding I have today – never being afraid to ask the pupils what we could do better and never losing sight of an integrity for standards.

What is Claremont’s approach and what sets it apart?

We are a more gently selective school than our London neighbours. When combined with the fact that we are co-educational from the age of two, and we are blessed with 100 acres of land within the M25, it means we can o er huge choice of what to study – over 30 sixth form subjects alone. Yes, every year we have seen pupils gaining places at medical school, in computing, economics and science, but you can also use this as a launchpad to film making and fashion design. We believe in o ering inspiring choices alongside nurturing teaching and ambitious support for our pupils’ learning journeys.

What makes a great student?

Until you have had the opportunity to develop new skills, interests, ways of learning,

how can you possibly know what is right for you? A great student is always willing to have a go. They support their peers and are unafraid to work outside their comfort zone. They learn from their experience, are never afraid to have another try, and they are ambitious to succeed, rather than knocked back by failures along the way.

What makes a great school?

A supportive school where you can be you. Neither too big, nor too small. Ambitious but open minded. Driven to achieve but not dogged by data. A school where the rules are understood, so that pupils can feel secure, but where the choices are broad and work for you. A school where you have freedom but also where you are not lost. A school that knows and understands you but has the breadth to enable you to bloom.

“Until you have had the opportunity to develop new skills, interests, ways of learning, how can you possibly know what is right for you?”

ABOVE

William Brierly

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For more information visit: oakham.rutland.sch.uk

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Polina (MPW London) achieved A*A*A*A* at A level. Now reading Accounting and Finance at King’s College.