A thriving global school community with live and recorded lessons across a choice of three time zones – fully online.
Enrolling now www.kingsinterhigh.co.uk
Every Heathfield girl has an irrepressible spirit. Uniquely hers, it drives her passion, voice and character. As well as providing an excellent academic education and top-class pastoral care, Heathfield identifies your daughter’s distinctive strengths and encourages her to live her ambitions, embrace her spirit and talent so that she develops as the best possible version of herself. Live life like a Heathfield girl.
OPEN MORNING
Saturday 13 May
9.45 to 12 noon
To book your place or to attend one of our Meet The Head events, please email admissions@heathfieldschool.net
Day, Weekly and Full Boarding for Girls 11-18
heathfieldschool.net | +44 (0) 1344 898343
“ONE WORD: EXCEPTIONAL”
“MOST FORWARD THINKING SCHOOL”
EDITORS
Libby Norman
Pendle Harte
GROUP ADVERTISING MANAGER
Nicola Owens
BUSINESS DEVELOPMENT MANAGERS
Anna Clarke, Steve Playfoot
GROUP SALES DIRECTOR
Craig Davies
ART DIRECTOR
Pawel Kuba
SENIOR DESIGNERS
Mike Roberts
Suzette Scoble
MIDWEIGHT DESIGNER
Carmen Graham
JUNIOR DESIGNER
Joe Munsey
MARKETING MANAGER
Jessica Shaltout
FINANCE DIRECTOR
Jerrie Koleci DIRECTOR
James Fuschillo
PUBLISHING DIRECTOR
Sherif Shaltout
For advertising enquiries please call +44 (0) 20 7704 0588 or email: advertising@zest-media.com
Subscriptions are available simply by emailing info@zest-media.com
SENIOR
The many benefits of sport in children's education
How education embraces technology at King's Interhigh
Celebrating 50 years of MPW London
Inspiring learning at Brighton College
Zest Media Publications Ltd . cannot accept responsibility for unsolicited submissions, manuscripts and photographs. While every care is taken, prices and details are subject to change and Zest Media Publications Ltd. take no responsibility for omissions or errors. We reserve the right to publish and edit any letters.All rights reserved. @ABSOLUTELYEDU ABSOLUTELY-EDUCATION.CO.UK
FRONT COVER
This issue celebrates some of the wonderful things that games bring to school life.
We explore the benefits beyond the physical in Healthy Competition, as four schools tell us what they see as the extra skills, for life, classroom and socially, that sport delivers. And Reed’s School in Surrey explains its unique ‘foundation with a school’ approach to widening opportunity, and its close
Also in this issue we consider the impact of AI on learning, and note how tools such as Chat GPT can be used to benefit students. While many schools sprang to ban Chat GPT just a few months ago, current thinking is more focused on harnessing its power and considering it as a tool. At Kings Interhigh, online learning uses AI to create bespoke, personalised packages for individual students. Since no two students are the same, a onesize-fits-all approach is unsuitable, they believe, and AI is leading the way.
Many of us have witnessed the benefits pets can bring to people within care
links with former tennis scholar Tim Henman and his foundation.
Meanwhile, Stephanie Cheah of the British Education and Schools Show in Asia explores how playing golf is a character-building exercise that brings challenges and opportunities in equal measure. She started playing golf during the period of Covid restrictions, and found that it benefitted her concentration skills and strategic thinking. She writes about how the sport is a good indicator of character on page 58.
home settings, so I’m intrigued to see their increasing presence in schools. The wellbeing they generate is something rather wonderful. In Pet Therapy, from page 28, we find out more about some of the stars bringing happiness and pleasure to pupil (and staff) working days. Should pet therapy be considered for every school in the land? You decide.
Libby Norman EDITOR“ PLAYING GOLF IS A CHARACTERBUILDING EXERCISE THAT BRINGS MULTIPLE CHALLENGES AND OPPORTUNITIES ”
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.
Jack Sims studied Marine Biology at the University of Southampton, completing a masters in the same subject, where he became particularly interested in deep sea ecology and vertebrate palaeontology. Whenever he is able to, he travels abroad to experience new places and cultures; usually to a place where there is excellent scuba diving.
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.
It’s hard to believe that a year has flown by since the last BESSA Schools Show in 2022. Although we are no longer grappling with test kits and quarantine, educators and schools continue to face an endless barrage of new challenges. In the last 12 months, artificial intelligence, and in particular chatbots such as OpenAI’s ChatGPT, has taken the education world by storm. Chatbots, for the unacquainted, are trained from big data inputs to perform tasks like answering questions, engaging in conversation, writing essays and creating summaries. Even more remarkable is that every suggestion the chatbot produces is unique, even when given the same prompt. With no cost to use and their ease of accessibility, chatbots – notably ChatGPT – have quickly become
their backs on this new technology, teachers are looking at ways to integrate generative AI in the classroom. Learning by rote is old-fashioned pedagogy and a di erent approach is now needed. AI has the potential to revolutionise education, transforming it from a system focused on memorising facts into one that helps students build their critical-thinking and problem-solving skills. Equipping students with these skills is vital to prepare them for jobs of the future . As AI technology develops, it is becoming increasingly straightforward for teachers to deploy AI tools to create personalised learning experiences. While the spotlight has been on ChatGPT, there are thousands of AI products on the market that could greatly enhance a student’s learning. Existing technologies such as
a staple for many students. Not only can they be used to look up answers and complete assignments, but they also have the functionality to create summaries, essay outlines and more. As learning has become increasingly digital, utilising chatbots in the classroom or for assignments is often straightforward. Within weeks of ChatGPT’s launch, schools across the globe began to prohibit its use. The idea of an AI tool with the ability to answer questions and produce articulate essays on almost any topic from quantum physics to the Homer’s Illiad was disconcerting to educators. It is not surprising that educational institutions swiftly reacted with a ban.
More recently, though, schools have started to re-assess their approach. Instead of turning
Duolingo, Khan Academy and PowerSchool continue to be extremely useful and generative applications are being developed every week. In a time where information can be found at the click of a button, schools play the role not just of informing, but also of curating education. Information that was once dispensed through textbooks in the classroom is now available everywhere. By the next edition of BESSA, I trust that we will see our schools showing students not only how to find it, but what information to trust and what not to, and how to tell the di erence. Being at the forefront of pivotal changes such as this is the hallmark of a British education. bessa.asia
Stephanie Cheah
“TEACHERS ARE LOOKING AT WAYS TO INTEGRATE AI IN THE CLASSROOM”
ACS International School Hillingdon student Izzy Edwards has been signed for Greater London WFL Division 1 North side, Brentford FC and is now in the Women’s B team. Izzy, who is in Year 11 and is playing for the Bees as a defender, joined the club following support from ACS Hillingdon’s Elite Performance Pathway. She says: “Signing for Brentford Football Club is a dream come true.”
King's Ely Year 11 student
Ella Martin has had her photography recognised in two awards. She was Highly Commended in the Khadija Saye Photography Award category at the Boarding Schools' Association Supporting Excellence Awards. She also won a prize for portraiture in Norwich University of the Arts' Beyond the Frame competition.
Smiles all round as Gordon’s GCSE students learned of their results, which broke two school records! The ‘gold standard’ of 5+ GCSEs were achieved by 92% of students at the non-selective Surrey day and boarding school, 88% were graded 9-5, a school record and 53% attained 9-7 – another school record!
Historic British school Cobham Hall has announced a prestigious new music partnership with world-renowned Steinway & Sons. Cobham’s stunning 17th century Gilt Hall music room will soon be home to a Model B Grand, giving music scholars the chance to play, as a matter of course, Steinway’s ‘perfect piano’ and participate in masterclasses with its extraordinary artists.
Bromsgrove School's exceptional Young Enterprise team, Monito, have been awarded the prestigious title of UK Company of the Year 2023 at the Young Enterprise Company of the Year awards. Monito is designed to teach children essential fi nancial skills with a reward system whereby the child inserts colourful tokens into the koala.
“Books must come from their time and of their time. If not, you are free to pick another book”SIR SALMAN RUSHDIE
“King's Ely student Ella Martin has been recognised in two photography awards”
Hazlegrove Prep pupils held a real Olympic Gold Medal when Peter Wilson MBE revisited his old school to open The Wilson Centre, the Somerset school's renamed Learning Support Unit (LSU). A gold medallist in double trap shooting at the London 2012 Olympics, Peter Wilson also won silver in the team double trap at the 2011 European Championships.
Forfar Education, which has eight schools and nurseries across the UK, is running an inter-school debating event. The fi rst competition was held at Park School, Bournemouth and with debates between its pupils and those of Cameron Vale and Horris Hill. Topics up for debate included 'does homework promote learning'.
Sandra Reynolds has become Chief Operating Offi cer at Taunton School. She joins from a multi-academy trust in Wiltshire to lead the operational side of the Somerset day and boarding school. She takes over from Nikki Miller, who was a fi nalist in last year's TES awards for ‘Best School Business Leader’.
The Leys, Cambridge pupil Edward S achieved a gold award in the fi rst round of the 2023 UK Linguistics Olympiad Advanced Paper and has qualifi ed for round two. Two other Leysians achieved bronze awards. In all, 14 pupils at the school sat the tough paper, solving problems in languages including Albanian, Lardil and K’iche’.
Wakefi eld Girls High School is hosting the #empowHER conference in late June. The event is for girls aged 10 and is led by women from the business world. The Chair is WGHS old girl and head of marketing for Amazon and Prime Video Lizz Wainwright, and participants include Sophie Browning from Nestlé, Faith Ridler of Sky News and Kanika Kapur of Sanofi .
“I DON'T THINK THERE'S ANYTHING SPECIAL ABOUT MY BRAIN... I JUST HAD THAT LITTLE PUSH IN THE RIGHT DIRECTION AT THE POINT IN TIME WHERE IT MADE THE BIGGEST DIFFERENCE.”
SOMETHING THEY SAID
DR HANNAH FRY
SIMONE BILES
“I’d rather regret the risks that didn’t work out than the chances I didn’t take at all”
Shakespeare’s Globe put on a BBC CBeebies Shakespeare production, with four live shows of Twel h Night in front of audiences of school children over half-term. This new production follows last year’s sell-out As You Like It (pictured). These Shakespeare’s Globe performances introduce the dramatist to younger audiences – both comedies will be available to watch via BBC iPlayer and CBeebies.
Year 10 students at Stephen Perse Foundation in Cambridge enjoyed a talk by jewellery designer Harriet Kelsall about her life and career as a dyslexic individual, as part of Neurodiversity Week. Kelsall, a bespoke designer and jewellery industry spokesperson, explained strategies she’s learnt and common misconceptions around neurodiversity.
Eastbourne College
Year 10 student Isaac Lee is Joint Winner of this year’s Royal Opera House Design Challenge with his The Queen of the Night costume for The Magic Flute. He wants to be a fashion designer and says: “I was really shocked when I heard the results as this competition meant so much to me”.
A St Paul’s Girls’ School team has won the English-Speaking Union’s Schools’ Mace debating competition 2023. Eppie, Maya, Haya and Anya beat 11 other semi-fi nalists at Dartmouth House at the end of March in a competition which has featured over 114 heats and 345 schools. The King’s School, Worcester’s team were runners up.
Dulwich College’s new Lower School development is on track for topping out in September and opening to students and staff this November. The new threestorey building will use 60% less energy than a typical building of its type and house a library over two floors, IT and robotics suites, and offi ces.
In a fi rst for Repton School, two pupils are part of the high-performance swimming programme, representing Team GB at the European Junior Swimming Championships in Belgrade. Hannah Bowley will compete in 200m Breaststroke while Laurie Devine will compete in Freestyle. Director of Swimming Ash Morris will also head to Belgrade in July as part of the GB coaching team.
Mark Snell succeeds Huw May as Headmaster at Eaton House Belgravia in September, joining from Wetherby School. He arrives in its 125th anniversary year and at a time when Eaton House Schools is celebrating a ra of outstanding exam results and school offers for pupils at Eaton House Belgravia and Eaton House The Manor.
SOMETHING THEY SAID
“I DON’T SEE THAT FIGHT SO MUCH ANY MORE. I’VE SEEN MY KIDS GROW UP ONLINE AND IT MAKES THEM LAZY, THEY SETTLE WITH THAT, THAT’S THEIR WORLD”
TERRY HALL
Why community is at the heart of Queen Ethelburga's Collegiate
See page 20
Daniel Machin, Principal of Queen Ethelburga’s Collegiate discusses the importance of preparing a community to be ‘future ready’ in a world of opportunity
At QE, our primary goal is to prepare our students, both British and international, for their educational journey and ultimately the challenges of university study, equipping them with the skills and mindset they need to thrive in an ever-changing world.
One of the most common concerns voiced by our international students is whether their English competency is good enough to excel in university studies. Within the Collegiate, we recognise the significance of strong English language skills in achieving academic success. To address this, we provide comprehensive English Language lessons that are tailored to meet the individual needs
of each student and the requirements of IELTS examinations, a critical component of university admissions. Our students are immersed in a culturally diverse environment with classmates from 60 di erent nationalities, promoting language proficiency and cultural understanding. We also emphasise critical thinking throughout our academic programmes. Our students are taught not merely to learn information for examinations but to approach problems with curiosity and a keen analytical eye. We encourage independent learning and the exploration of creative solutions, preparing them to face the challenges of higher education with confidence. Reserving opinions and concerns about
engaging in debates is a common trait among some of our international students. At QE, we understand the importance of honing communication skills and encourage participation in debates and discussions. Our Personal Development programme, for example, covers personal, social, health and careers education, providing a platform for students to develop and articulate their thoughts and opinions. Moreover, our focus on critical thinking extends to presenting extended research from multiple sources. We train our students in research methods and equip them with the tools to organise and present information e ectively. Through collaborative learning and individual guidance, we ensure that they can confidently
evidence advanced critical thinking in their assignments and projects.
Choosing the right university and course can be daunting, and our international students often seek more help in making this crucial decision. Our dedicated Careers Department provides personalised support to each student, with experienced careers advisors helping students explore various universities and courses that align with their academic interests and career aspirations. Individual appointments with careers advisors offer guidance in making informed decisions and navigating the complexities of university applications. All our students are allocated a senior member of academic staff to act as a UCAS supervisor, overseeing their entire application process.
Although we have an enviable academic track record across both of our secondary schools, success is not solely defined by examination grades. We believe in nurturing a sense of belonging and community, where students contribute actively to the Collegiate’s development through service and student leadership roles. Our extensive enrichment programme of stretch and challenge activities encourages students to take on opportunities that foster personal growth and character
development. We also offer Performance Sport Pathways to those students who are talented and committed to their sport, which allows students to access the highest levels of coaching, bespoke strength and conditioning packages and nutritional advice. Our Queen’s Academy and Academy of Performing Arts also both allow talented students to indulge their creativity; these programs are run seven days a week and give students the chance to build up their experiences in music, dance, drama, fashion, photography and art to name but a few.
Our ambition with all that we offer is to inspire lifelong learners who make meaningful contributions to society. By providing a dynamic and enriching learning environment, we empower our international students to embark on university journeys with confidence and a thirst for knowledge.
We are also aware that students who are studying away from their homes need the highest level of care and support. Within the Collegiate this support comes in two forms; the first through our Pastoral and Boarding teams who can offer 24/7 care for our students. These teams are highly trained professionals who are experts in their fields. They have full time roles focused on the welfare and wellbeing of the students on campus. We have a comprehensive support program that is led by both staff and students so that students can confidently access any support that they may need. Alongside this, we also have our team of International Liaison Officers, who speak a variety of different languages to provide families and students with the opportunity to discuss any issues in their native language where possible. They ensure that our staff are trained in issues such as culture shock and homesickness, so that we can all try and give wrap around care to our international community. We do all of this as we believe that happy students will feel more confident in their studies. With many years of experience in working with students from across the globe, we take a holistic approach to preparing our international students for university study. From fostering English language proficiency and critical thinking skills to providing guidance in university selection, we strive to equip our students with the necessary tools for success. Through a diverse and supportive community, we instil a passion for learning, curiosity, and confidence, enabling our students to thrive in their academic pursuits and beyond.
“Our ambition with all that we offer is to inspire lifelong learners who make meaningful contributions to society”RIGHT & BELOW
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.
Last year, the Times’ Education Commission published a report on the current state of schools in the UK, setting out a 15-year vision for change based upon the views of educationalists and drawn up in consultation with business leaders, scientists, civic leaders, and cultural figures.
Given the challenges exposed in the education sector by the pandemic, the report could not have been better timed. A radical education shift is needed to ensure that all children can reach their full potential, both inside and outside the classroom, and develop the resilience necessary to lead happy and fulfilled lives.
The report covered themes already central to the essence of Warwick School’s priorities, recommending greater support for wellbeing, a wider range of extracurricular activities, increased funding for debating, music and drama, and wider access to in-classroom technology.
Warwick School is the proud winner of the Independent Boys’ School of the Year Award 2022, which recognises our parallel commitments to tradition and innovation.
From September 2023, Year 8 will be pioneers of the first UK school-accredited course in Design Thinking. McKinsey’s 2018 report suggests that Design Thinking
is one of the skills most highly sought after by employers. It is increasingly recognised in the business world as central to innovation. The report found that 70% of employers feel the need for a curriculum shift that accommodates the contemporary workplace, emphasising the areas of creativity and entrepreneurship.
Our Design Thinking course was developed in collaboration with Warwick University’s Business School and consultancy firm Sprint Valley. The award allows pupils to learn the skills of design as a supplement to their Design Technology course, and as part of our work in developing a future-ready curriculum. Pupils are encouraged to hone their creativity, to be compassionate, curious, and collaborative in their thinking. They will develop their ability to prototype and respond to feedback, skills that are
increasingly required in the world of work. Innovation is not limited to teaching and learning. The independent sector is leading the way in pastoral care by researching and integrating best global practice to prioritise the wellbeing of young people and allow them to flourish. Warwick’s vision is to be the most caring boys’ school in the country. This year we launched our Wellbeing Hub, which is a physical space where pupils can go at a time of need to receive support from caring and highly trained sta , and a gateway through which pupils can access specialist support best suited to their individual needs – including counselling and life coaching.
At Warwick School we are immensely proud of our long and rich history. However, we also understand the increasing need for a forward-looking approach that will ensure pupils are fully equipped to deal with 21st-century life.
James Barker, the Head Master of Warwick School, reflects on why innovation in education is more important now than ever before
“Year 8 will be pioneers and our Design Thinking course has been developed in collaboration with Warwick University’s Business School”
Two schools. One transformative education.
From the best start in life to the best possible future life, we nurture and achieve success for pupils aged 3 to 18.
PET THERAPY – HOW ANIMALS CAN IMPROVE LEARNING OUTCOMES P 28
PET THERAPIST: COCO
Variety: Chocolate brown Springador (Springer Spaniel-Labrador cross)
Coco joined Wellington College in September 2021 and she's based in the Modern Foreign Languages department with her owner, Head of MFL Dr Rachelle Kirkham. Coco attends all Spanish lessons, greeting students when they arrive and then lying quietly in her bed until the end of class, when she gets up to say goodbye to them all. She can do commands (sit, paw, down, high five, etc) in three languages. Alongside her human pals, she has a lot of toys – Paddington being her favourite – which she's keen to show to everyone. Coco has her own email address at Wellington, where students and staff can request a personal visit.
Coco has a natural aptitude as a pet therapist, says Rachelle Kirkham, and has been in training since she was eight weeks old. She still has regular training visits from experts at CAL (Canine Assisted Learning) and it's hoped she will move from ‘assistance dog in training’ to fully qualified school
assistance dog this summer. "There are lots of assessments both for Coco and me as handler."
So what does Coco add to school life? "She has the best role in the school – basically to help everyone feel happy! Her role is primarily to support the wellbeing of our students by offering sessions where they can come and play, cuddle or stroke her and talk through things that are on their mind," says Rachelle Kirkham. "Coco is always pleased to see everyone and it takes us a long time to get anywhere."
It's not just students who request meetings. Coco is a regular in staff departments (particularly IT and the Library}. Rachelle Kirkham says there's lots of evidence about the power of stroking a dog to relieve stress – and there's an added benefit in a boarding school, where students may sometimes miss their own animals. Coco is especially useful to students during Year 11 and 12 oral exams. "She goes and sits next to them, puts her head on their lap or paw on their knee and it really helps them at a time of high stress."
As to the joy she brings: there's no question about it. “Even on my worst days, seeing Coco never fails to make me smile and brighten my mood,” says one student. "Coco is the absolute best thing about Wellington,” adds another.
Animals bring joy, calm and even improve learning outcomes. Absolutely Education spoke to schools about their pets' therapy superpowersRIGHT Hanford has lots of animals to love and care for
“Hanford girls head to the stables to help with the ponies, visit the guinea pigs, feed the chickens or walk a dog round the grounds”
PET THERAPIST: RIO
Variety: Huntaway-Collie cross
Rio is a rescue dog from Bath Cats and Dogs Home who loves nothing more than spending time with people, chasing tennis balls, eating salmon and ear-scratches. Although he had a di cult start to life, his new owner soon recognised his strengths of calmness and balance. Pets as Therapy had Rio assessed as a therapy dog – he passed with flying colours.
Fully qualified, he started visiting Wells on a weekly basis back in 2017 and has been a star member of visiting sta ever since. "Rio is a huge part of the Prep sta ; his presence is so calming," says one member of the team. "The security of his presence and the calmness he brings to all is wonderful. He is also the best listener."
Sta say that the minute Rio enters the classroom, pupils' demeanour changes. After the initial excitement of seeing him, the atmosphere in the room becomes calmer thanks to his presence. They say the children love to sit on the bean bag and read to Rio and he is extremely pleased to lie next to them, listen to their stories and watch their confidence improving. Sta have noticed that Rio also seems to sense when a particular pupil might be having a challenging day and will make a beeline – going to lie by their feet as they complete schoolwork. Alongside his prep duties, he has special visits with a pupil in the senior school who uses this
time as a form of therapy. Rio especially enjoys the weekly 'Walking with Rio' club, where a group of pupils explore walks around Wells, enjoy the fresh air and learn about responsible dog ownership. He also accompanies sta to Claver Morris, Wells' prep boarding house, which is a lovely experience for all boarders, but especially those who might be missing their own pets at home.
Pupils at Wells see Rio as part of school life and a great source of comfort. As one puts it: "When I first see Rio I feel so warm as he’s so flu y and happy – I love dogs so much." Another adds. "I love dogs and especially Rio. I am so happy I still get to see him, even when I am in the senior school. I feel calm and happy when I am with him."
PET THERAPIST: NUMEROUS
Variety: Includes ponies, guinea pigs, dogs and cats
Pet therapy has long been in the mix at Hanford. There are too many names to list, with some 25 ponies, many dogs, one pig, two cats, five guinea pigs and a growing population of chickens (five chicks hatched just recently).
The Dorset boarding school has always been a destination for pony-mad girls, but also welcomes non-riders, who might like to learn or just enjoy pony company. The sheer variety of animals at the school means something for everyone. The animal companions they share their lives with
“Wellington resident Coco has picked up language skills and can do all commands – sit, paw, down, high five – in three languages”ABOVE Rio has a calm nature and loves ear scratches
are a huge part of pupils' enjoyment, and remembered years down the line. Old girls become misty eyed at the memory of their animal friends – and especially the experience of riding before the start of the school day. "I can still remember the excitement of being woken early for a morning ride and having breakfast in riding clothes afterwards!" says alumna Arabella. "My favourite part of school life," adds Harriet.
All the pupils have part of every day left untimetabled. It is their time to do as they choose, whether it's reading a book, playing a game, climbing a tree or building a den. In fact, that's when many of them make a beeline for the animals, heading to the stables to help with the ponies, visit the guinea pigs, feed the chickens or walk a dog around the grounds. The school says it's important that young people not only get the benefits of the animals, but also understand the responsibilities that come with having them around – and that includes mucking out, cleaning out and exercising.
But the extra support they bring is also recognised. "When we have exams and I am feeling super stressed, I run and hug a pony and it makes all the di erence," says one pupil. "The guinea pigs are adorable, so cute and gentle. It is fun to go and visit them with your friends and have a chat – there's such a cosy atmosphere in the stables," says another.
PET THERAPIST: KANGA
Variety: Hungarian Vizsla
At Francis Holland
School, life is made happier by Kanga, a trained therapy dog who belongs to the school's Lead Counsellor Zoe. She has been at FHS for four years, having begun her training as a pet therapist when she was just a puppy. She is considered a key member of the team at ContemPlace, the school's counselling service, working alongside five therapists within the Wellbeing Suite. Students and sta can visit her during the school day for a chat, a pat or to tell her their worries.
Vizslas are renowned for their a ectionate nature, says Zoe, and have earned the nickname 'Velcro dogs' for their loyalty. Kanga is happy to spread her a ection wide and many girls will come to lie down next to her for a few minutes to boost their mood. Zoe says stroking an animal helps create a sense of calm – particularly useful for any student who is feeling anxious. This helps girls 'reset' their emotional state and the rest of their day becomes much more manageable.
At the beginning of the academic year, Kanga helps pupils starting at FHS to settle in. She's on hand for everyone from Reception children missing their parents to
Year 7 girls feeling overwhelmed by the step up to secondary school. A side benefit is that many friendships are forged when children gather to meet the resident pet therapist.
During exam periods, she is also on hand to save the day, helping to soothe anyone finding the stress too much. One especially popular therapy service is 'walk and talk', where girls take a short stroll round Chelsea with Kanga and a counsellor – often that's all it takes to restore perspective.
Sta say Kanga o ers a good way for some students to explore the idea of counselling. They drop-in to see her and then find themselves opening up to one of the counsellors. They have realised that if you're stroking a dog you don't have to look the person you are talking to in the eye –making it much easier to broach di cult subjects. For all the children at FHS, Kanga is a reassuring confidant. "I love Kanga's ears – they're so soft and they listen to all the worries I tell them," says one. "Visiting Kanga is the highlight of my day. She is unfailingly calm and peaceful," adds another.
“At the start of each school year, Kanga's therapy role at Francis Holland is particularly valuable as she helps everyone new settle in”ABOVE Pony time at Hanford
We all know that sport is good for us physically, but it can also develop a whole range of mental skills – including a positive outlook on life Absolutely Education spoke to four leading independents to find out why sport is a winner on and off the field
Oakham School is well known for the scope of its sports offer, with 30 different options. While the choice is fantastic, it’s about more than that. Director of Sport Iain Simpson says: “We focus on developing skills that can be taught progressively at every age group and at every level, including commitment, self-regulation, and organisation. These skills are equally beneficial for those aspiring to compete at the highest level as they are for those who we hope will follow healthy and active lifestyles throughout adulthood”.
There’s a strong awareness that sport teaches much more than rules of play. “Challenge and failure are intrinsic to competitive sport,” says Iain Simpson. But the staff here see this as an important step on the road to success. “Performance evaluation, emotional control, self-regulation, utilising support networks and planning and organisation skills are the real detail behind getting back up and going again.”
Of course, sport is also a wonderful place to build teamwork, so Oakham builds that in – everything from ‘player of the match’ to awarding School Colours to athletes at Speech Day.
Fielding teams from A to F, it also ensures lots of healthy team building via interhouse competitions where every pupil can win points for representing their House.
Beyond timetabled sessions and competitive fixtures, there is additional coaching in core sports throughout the school year. For those who might have a future at elite level, there are specialist coaching staff to provide tailored support. “We work hand in hand with external professional sporting bodies in different sports to help our students who are on performance pathways to manage their
time,” says Iain Simpson. There’s education, too, on all aspects of managing the important detail, from nutrition to preparing for the inevitable failures. “In terms of mental preparation for the challenges and risks of high-level competition, we view deselection from a squad or being cut from a programme as a normal part of progression.”
With sport also an intrinsic part of the cocurriculum, Oakham aims to help all its young people find physical activities they enjoy well beyond school. “We have always known that sport plays a crucial role in the development of young people, but a better understanding of the mechanisms of this development enables us to structure cohesive and coherent programmes,” says Iain Simpson. “As well as developing skills such as teamwork, strength and flexibility, we aim to help our pupils discover a sport that they love, enjoy the social aspects of sport and enhance their wellbeing.”
At Emanuel School in Battersea, sports are designed so everyone has the opportunity to represent the school in a competitive match in each term. Extracurricular is also vital to widening enjoyment and participation. “Pupils can select what they take part in. Clubs include our performance sports but also participation in engagement sports such as table tennis, dance, swimming, water polo, tennis and basketball,” says Director of Sport Kerry Smith.
Beyond the obvious physical benefits, she says sports build a whole raft of transferable skills. “Pupils are often exposed to challenging situations on the field and off the sports pitches. Through sport, pupils have to work as a team to find a solution to a challenge, or as individuals to overcome obstacles.” These benefits also spill over into social development. “Relationships built through sport are enduring and can filter into relationships in the classroom.” She believes the positive mindset sport develops also transfers to daily life. “Success in sport can boost a pupil’s self-confidence, which will only help them in their daily challenges – academic, social or emotional.”
The focus at Emanuel is on celebrating participation as much as success. Numbers are reviewed at the end of each term so engagement can be increased. “Our main
“Success in sport can boost a pupil’s self-confidence, which will only help them in their daily challenges – academic, social or emotional”
aim has to be to make sport fun. If we are engaging pupils in physical activity, they will more likely commit to the competitive side of it as well,” says Kerry Smith. The school also celebrates the process involved in building a team or performance. “Successes in individual and team sports are celebrated in assemblies and via staff briefings, as well as on social media and via our communication channels. Our sport scholars are rewarded with seminars from significant figures in the sporting world.”
For the most gifted, there is recognition that the path ahead can be tough. Emanuel has a mentor system in place alongside extra training and nutrition support.
“Our Sports Scholars touch base with a member of the department regularly throughout the year and discuss the challenges they are facing in sport.”
Mentorship between pupils is also encouraged, with older students helping out at after-school clubs and captains chosen not just for prowess but because they are positive role models. The sports team also encourage young people with advice on accessing out-of-school sports clubs. Kerry Smith has no doubts sport does far more than build our bodies.
“Sports participation provides pupils with self-discipline, including commitment to training and adherence to rules. It develops pupils’ resilience to challenges and builds confidence. These skills will serve them well in life after school.”
For the past five years there has been a ‘no drop’ policy for all students at TASIS who would like to participate in the sports programme. The team here, led by Director of Sport Marc Butler, say that this ensures that all students can sign up for a sport in the knowledge that they will be supported through the programme.
The Surrey through school, which welcomes over 50 nationalities, offers everything from co-ed lacrosse and golf to soccer, futsal, golf and Ultimate Frisbee. “An important focus for our coaching staff is to create positive relationships with the students in their teams and consider the person before the athlete,” says Marc Butler. “This frequently opens up discussions about other aspects of the school day, and provides the opportunity for coaching staff to support students in identifying how drawing upon both their negative and positive experiences through sport can help with academic, social and/or mental health issues they may be facing.”
Sporting success is celebrated in many ways. The gymnasium has banners on the walls, photos of triumphs and a healthy trophy cabinet. But, says Marc Butler, it’s not just about winning – however good that feels. He says there’s an important element in role models and sports ambassadors, and it’s also vital to celebrate the whole team effort. “A great example of this takes place following the conclusion of the endof-season sports tournaments, where a guard of honour is formed by students and
staff to welcome teams back to campus.” This is to recognise the efforts of every individual and the value of school spirit. Alongside the many positive examples offered by team and individual success, the staff go out of their way to make sport a welcoming social and learning experience. For those heading for the top of their game, there’s a dedicated Athlete Development Coach to provide personalised/bespoke coaching sessions. Marc Butler says that while TASIS values the sporting edge that can bring for the most able athletes, it’s equally important to enable students to carry on through school-led programmes to maintain social ties and mental wellbeing.
“Some students want to develop skills, win trophies, or participate in competition,” says Marc Butler. “Other students want to feel part of a social group, improve fitness or just have fun enjoying something they like.” While ensuring a full suite of sports opportunities to embrace every sporting persuasion brings its own challenges, Marc Butler and the TASIS sports team have no doubts about the long-term benefits participation in school sports brings. “The benefits to those involved can be truly life changing.”
“Some students want to win trophies, while others want to feel part of a social group, improve fitness or just have fun”
Sydenham High School incorporates its original AngloSaxon motto, ‘Nyle ye drede’, (‘fear nothing’) into sport as well as academic life. “You learn more by losing by two points than you do by winning by thirty points.” says Director of Sport Jenny Matthews. The focus at the through girls’ school is to encourage pupils never to be afraid to try anything, and especially not to be afraid of failure.
There’s a ‘sport for all’ policy within the PE Department to encourage all pupils to join in recreationally and competitively. Sports teams are created on a no trial basis, giving every girl the opportunity to represent her school. This approach is reflected in Sydenham High’s annual sports awards, which span every year group and level, while House Sports Days ensure that each girl takes part in football, netball or hockey tournaments. “For those who show a particular aptitude for a sport or pursuit, we offer a huge range of opportunities through our Sports Scholarships and High Performance Programme,” adds Jenny Matthews.
She and the team at Sydenham High believe sport is a perfect way to learn how to move forward. “Competitive sport gives pupils the opportunity to develop the psychological skills essential to building resilience.” Alongside the awards that mark the big wins and achievements, the team here try to ensure every victory is recognised – it might look small from the outside, but they know it can represent
a huge achievement for that individual. There’s a busy social media feed for the Sports Department and announcements of successes and progress are also made in assemblies and at staff briefings.
Sport is also a vibrant extracurricular activity, with football, cricket, rowing and basketball in the mix alongside tennis and athletics. The school is a keen competitor in regional and sometimes national leagues in sports such as hocket and netball, including GDST national tournaments.
For the most able, including Sports Scholars, there’s access to a mentor, bespoke training advice and half-termly workshops from elite professional athletes, as well as nutritionists. The aim is to help athletes realise their potential and achieve the right
balance between sports training, academic and social life. On this year’s programme, sessions have included a workshop on ‘Body Change: Training though puberty’ and a talk from a physiotherapist about injury prevention and rehabilitation. Recently, the programme welcomed back two notable Sydenham alumnae, netballer Ally Housley and cricketer Kira Chathli. Sydenham High has no doubts that sport, at whatever level, is an essential. “Participation in sports inside and outside of school has a host of benefits for body, mind and soul,” says Jenny Matthews. “Girls are encouraged to try new things and challenge themselves, as well as enhance their overall health, which in turn has a positive impact on their mental wellbeing.”
“In sport, performance evaluation, selfregulation, utilising support networks and planning and organisation skills are the real detail behind getting back up”LEFT & BELOW Sydenham High School has a strong focus on sports opportunities for all
Teaching is the most incredible profession, as all teachers know. Ensuring that every single pupil is challenged to develop both socially and academically is a responsibility that all teachers must face. This is regardless of background, ability, talents – a personal approach is fundamental.
Each school across the world will have selected those who are deemed ‘gifted and talented’, to use an older pedagogical phrase. These more obviously able pupils will naturally benefit from extra provision and care so that they reach their potential. But what if this recognition of ability was cross-curricular too?
What if schools celebrated not only those who obviously excel academically, but also those with talents in individual subject areas or even socially – emotional intelligence, say, or entrepreneurial thinking? It could result in more acceptance across a school, as well as bringing out the leaders of tomorrow in all fields.
Naturally, high-quality teaching is the facilitator to this somewhat utopian vision. We all have them – pupils who display those aspirational qualities. Teaching to the Top is a phrase that some pedagogical experts fundamentally disagree with. Perhaps it is to do with the fact that it seems somewhat divisive at first glance. But setting a high expectation
across a curriculum and allowing a good deal of personalised plasticity in teaching methods means that pupils can benefit from highly structured and planned lessons to enable them to reach those higher bars. Teaching to the top really should say Challenge for All –and this should extend beyond the classroom. Pangbourne College is a National Association for Able Children in Educationaccredited school and holder of a NACE Challenge Award. We recognise that by daring our pupils to regularly engage in more challenging work, and to dream of possibilities that they did not think were feasible at the outset, we challenge all. Ultimately, the impact across our whole community can only be beneficial. Those
more able pupils from across disciplines then become role models. They set the bar higher for others in the school, also having a knock-on e ect for the rest of their class.
Some in education fear that perhaps some pupils could get left behind if teachers challenge every pupil, every lesson, but I disagree. It removes glass ceilings and equips pupils with the confidence and desire to drive themselves forward. When this is coupled with first-class pastoral care, exciting co-curricular opportunities and a caring community, I believe that this recipe only results in success.
If we celebrate each pupil for their talents, loudly and proudly, and adopt a mentality that focuses on exceptional teaching every day, that utopian vision is not too far away. No school will get it perfect at first but, with a collaborative e ort, the generation of tomorrow will thank us for it.
JACK
Head of Scholars Pangbourne College
The Head of Scholars at Pangbourne College on encouraging all pupils to aim higher and aspire for more
“What if schools celebrated not only those who excel academically, but also those with entrepreneurial thinking?”
SIMS
Reddam House Berkshire is an independent, co-educational boarding school for children aged 11 to 18 years old.
www.reddamhouse.org.uk
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,
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 offer. But perhaps no longer. The steady growth in applications to US universities has been well-documented, particularly at the most academically selective schools. Here at
Whitgift, growth has been steady, but really hit home to me only last year, when one of our school captains turned down his Oxford (Languages) offer in favour of Stanford.
According to the Times Higher Education rankings, seven of the top ten universities 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 the place to be for coding.
Why? The prevalence of scholarships is a big driver, as is the well-known American and Canadian admiration for the
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.
“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”CHRIS RAMSEY Headmaster Whitgift School
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
As the home to a uniquely balanced community of 1,000 pupils – 50:50 boarders and day pupils and 50:50 boys and girls – providing exceptional pastoral care is at the heart of Oakham School life. Children who live in the local area enjoy the company of students from international backgrounds (19% of students represent nearly 40 different countries) and this social harmony forms the basis of Oakham School’s friendly, down-to-earth atmosphere. Key to ensuring that all pupils have the best and most ageappropriate support throughout their time at Oakham School is the House structure.
At Oakham School, all pupils, day and boarding belong to a House. Each of Oakham’s 16 Houses is led by a Housemaster or Housemistress and supported by a qualified team of pastoral staff. They provide pupils with the care and support they need to develop intellectually, physically, emotionally and spiritually. This thoughtfully refined House system is at the heart of what makes Oakham School such a great place to live, work and learn.
A significant characteristic of the House system at Oakham School is that pupils do not remain in the same House throughout their whole time at School. Children change House as they change. This is because Oakham School recognises that different aged children require different types of care and benefit from age-appropriate environments.
Sarah Gomm, Deputy Head Pastoral, explains: “To have a strong and supportive
community, you need to have a good structure. We must ensure we support the children’s specific pastoral needs at each stage of their education.
“Boarders must feel like their House is their home. Pupils all have a team of adults to whom they can turn and feel nurtured, safe and supported. Our House arrangements are such that you have that level of support for each child.”
Oakham’s Lower School houses pupils aged 10-13 in its own dedicated campus, Jerwoods. Just a stone’s throw from the rest of the School, it has a distinct identity and feel. All pupils in the Lower School are members of one of four Lower School Houses, whose boarders stay in the comfortable and homely surroundings of Hodges.
Head of Lower School Boarding, Tom Banham, explains: “We have co-educational areas, including a lounge, a family kitchen,
a snug and a games room. There is a great dynamic; it is like living in one big family of brothers and sisters. Our dedicated team looks after the children seven days a week, ensuring we meet their needs and provide age-appropriate support and guidance.”
Pupils moving up into the Middle School at Year 9 will join a new House. There are six Boarding and four Day Houses, each with its own identity and traditions.
Tim Dixon-Dale, Senior Housemaster, explains: “Alongside enjoying an excellent education, boarders have a lot of fun and benefit from social events, camaraderie and support from resident House teams, matrons, and older pupils who mentor the younger ones.”
In Year 12, pupils can become House Prefects and take on leadership roles. These pupils become mentors for younger students and lead ‘House Families’, comprising children from all the year groups.
In Year 13, pupils move into Round House (girls) or School House (boys). These two Houses are close to Oakham’s town centre, making trips to local cafes and shops more accessible and reflecting the additional freedoms afforded to Form 7 pupils. This structure helps prepare pupils for life beyond School. Many pupils describe this environment as a great stepping stone in preparation for life at university.
How Oakham School’s House structure benefits children of all ages
“We never feel like we’re bored or that we want to go home, because our House becomes our home”
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
Ispend a lot of time talking to mystudents about the importance of making connections between di erent fields of study. At Concord, we’re fortunate to have hundreds of brilliant students, and like many students today, they are often already highly motivated to pursue challenging careers. We educate future doctors, engineers, economists, entrepreneurs and architects amongst many others. It goes without saying that such careers are most readily accessible to those with outstanding qualifications. But what separates the good doctor, engineer or architect from the future superstar or leader in their field?
I am convinced that the best – the very best – are those who have interests across a range of disciplines. The doctor who has read widely and has an understanding (or an appreciation) of di erent areas of study is a better doctor. The economist who has learnt the lessons of history is a better economist. Every teacher – and every school student – knows that the most memorable or exciting
lessons are the ones that go beyond the curriculum, often into unexpected territory. These almost always involve a realisation that seemingly unconnected things are connected. Such realisations can inspire careers. Consider the college structure at the Universities of Oxford and Cambridge. A student will attend lectures with other students doing their subject or course, just like any student. But unlike just about anywhere else, they live, eat and have tutorials in their own college: a smaller, academically diverse community. There they are surrounded by perhaps only a few hundred students, all doing a wide range of courses
The diversity of conversations surrounding each student within this environment is critical. It fosters inquiry and intellectual arguments that go way beyond the contents of any single academic course. The very able (and very fortunate) student of physics able to sit at dinner between a medieval historian and a philosopher is at a huge advantage in the future. Who
knows what connections can be made between their fields, what inspiration comes from discussion with an exceptional mind trained in a di erent discipline? The temptation to specialise early is understandable; indeed, specialism by choosing A levels is necessary and advantageous, but doing so in the company of others specialising in diverse fields, attending academic, and extra-curricular societies together o ers the best of all worlds.
My experience with students here has only served to strengthen my view. Concord is roughly the size of a larger Oxford or Cambridge college. We are probably best known for our STEM provision and yet we curate a rich and diverse curriculum. Our artists, historians and linguists are as successful as our medics and engineers. Why? Because they get to work alongside each other in an environment that rewards rigorous hard work while understanding the benefits of seeing and using connections between fields. It’s truly exciting.
“The most memorable or exciting lessons are the ones that go beyond the curriculum, often into unexpected territory”MICHAEL TRUSS Principal Concord College ABOVE Concord College winning team at an Imperial College London schools challenge
Celebrating its 50th birthday this year, MPW began as bright idea from a gifted tutor and it has grown in line with its reputation for providing first-class teaching
MPW (Mander Portman
Woodward) has carved a distinctive place in education and, in its 50th year, has attracted testimonials and recollections from many former students (and sta ) whose lives were changed by the education and enthusiasm for learning they experienced here.
It started out very small indeed. In The Independent’s 2008 obituary for Robert Woodward, written by the newspaper’s co-founder, journalist Matthew Symonds, Woodward was described as unusually gifted. “Educational entrepreneurs are a rare breed; rarer still are those capable of inspiring, exciting teaching while building and running a successful business. Robert Woodward... achieved all those things,” said Symonds.
Woodward had studied at Cambridge in the hippie heyday years and, after an agreeable period drifting in Paris, returned home in 1970 and drifted into working for a Knightsbridge ‘crammer’. Teaching various disenchanted and ‘dropout’ students from his small house in Lambeth, he discovered his calling. “There they would be taught English literature and history as if they were brilliant undergraduates and Woodward a witty, engaging but ferociously demanding don,” recalled Symonds fondly, for he was one of Woodward’s Lambeth students.
Three years on, Woodward came up with the idea of starting his own college – he wanted to work for himself – and got together with two
Cambridge contemporaries, Rodney Portman and Nicholas Mander. While Portman became intrinsic to the mix, Mander was an absent partner and subject of various apocryphal stories. One account describes him turning up for one day and deciding then and there tutoring wasn’t for him. Another says he couldn’t even find the premises on his first day so drove straight back to Gloucestershire to spend the rest of his days immersed in reading his hero Thomas Browne.
MPW initially operated from premises in Hollywood Road, Chelsea – next door to a pub of the same name where tutors and students would sometimes retire for intellectual debates. Unfortunately, this
happy arrangement was curtailed when the council turned up at the college premises to talk about the absence of planning permission for running an educational establishment.
Fortunately, such was the trajectory of the venture by this stage that the college was able to relocate swiftly to a former school premises (already with requisite planning) in Wetherby Place, South Kensington. A new maths and science block came on stream in nearby Elvaston Place by 1976. This coincided with the arrival of new MPW partner Joe Ruston, brought in to build up the STEM teaching side.
It wasn’t just the quality of teaching at MPW that proved so attractive, but the whole ethos.
“WITH A UNIVERSITY-STYLE SYSTEM, TREATING STUDENTS AS ‘GROWN UPS’, MPW APPEALED TO YOUNG PEOPLE WHO WERE DISILLUSIONED WITH THE TRADITIONAL SIXTH FORM”
“Truly international
Good Schools Guide
For Girls 11 to 18 Co-educational in Sixth Form
UK rooted but globally engaged. Grounded yet groundbreaking. Welcome to Cobham Hall, a day and boarding school of untold opportunity, where centuries of history meet a curriculum for the future.
Prestigious music scholarships are available in partnership with Steinway & Sons. Academic, art, drama and sport scholarships are also offered.
With a university-style tutor system, small group teaching and an attitude of treating all students as ‘grown ups’, MPW appealed to young people who were disillusioned with the traditional sixth form route of those days. It was also popular with people changing academic direction, retaking exams, seeking greater academic stretch or simply broader A-level options.
MPW had a forward-thinking ethos in other regards – it quickly offered a bursary scheme with reduced or no-fee opportunities for able students. They rubbed along happily with academic high-fliers and exam retakers, royalty, the offspring of rock stars and actors and international students navigating their way into UK higher education. While MPW has never been an international school, it has a long tradition of welcoming students from across the globe and helping them on their way.
Richard Martin was among the many gifted tutors recruited from Cambridge who became integral to the culture of MPW London. His entertaining memoirs, now housed on its website in honour of its 50th year, include anecdotes about teaching the sons and daughters of his music heroes – Beatles, Rolling Stones and more.
Martin met one of his all-time favourites, Mick Jagger, when his daughter Jade was considering MPW London. She ended up in Cambridge – he recalls her father concluding it presented fewer temptations than the capital. He did teach Keith Richards’ son Marlon – who thoughtfully gifted him a tour-crew-only ‘Steel Wheels’ suede jacket. A snug fit, he admits, but worn with pride, including at Hard Rock Café. There, he was able to impress his future wife with a special pass that enabled the bearer to jump the long queues – that
pass was also gifted by Marlon on semi-permanent loan.
An MPW branch opened in Birmingham in 1980 while the sister branch in Cambridge opened in 1987. By this stage, MPW London inhabited three sites in South Kensington, and it was around this time that the partners decided to step back and let the college continue into the next phase. The name, and reputation for ensuring university outcomes, led to a collaboration in the 1990s with publishers Trotman for MPW Guides, providing essential guidance on both courses and UCAS navigation – and still successful today. By this stage, MPW was also running intensive Easter revision courses for both GCSE and A level.
In 2000, MPW London moved to Queen’s Gate, South Kensington – handily close to ‘Museum Mile’ – where it has remained at Numbers 90-92 ever since. Over the years, MPW’s academic options have grown alongside students’ interests and aspirations. For instance, a longstanding track record of getting students into toprated Art & Design courses across London and the globe has led to the UAL Diploma, an MPW art foundation course in association
with University of the Arts London. Student demand has also led to the opening up of the college to the 14+ age group, and now with a superb new site for UK and international boarders at Queen’s Gate House, (formerly Baden-Powell House), a cleverly repurposed and light-filled building that also houses stunning studios for Art & Design students.
MPW London has kept pace with its students’ ambitions over five decades, remaining constant in its goal of delivering top-flight teaching and preparation for university. MPW students always feature highly in the CIFE Awards, presented to high achievers annually at the House of Lords. There’s a recurring theme in testimonials gathered to mark this milestone birthday – that of inspiring teachers, an eye-opening approach to education and a life-changing opportunity to fulfil potential
“A LONGSTANDING TRACK RECORD OF GETTING STUDENTS INTO TOP-RATED ART & DESIGN COURSES HAS LED TO THE UAL DIPLOMA, AN MPW ART FOUNDATION COURSE”
“This symbiosis between Reed’s School and Foundation is one that is unique and brings benefits to the whole community and beyond”
Reed’s School was founded as a charitable orphanage in 1813 by Rev. Dr Andrew Reed. It was originally named the London Orphan Asylum, during a time when ‘asylum’ meant a place of sanctuary. Reed believed all children, regardless of circumstances, deserved access to a good education to break the cycle of disadvantage. This charitable ethos remains; we are a foundation with a school, not a school with a foundation.
Although now an independent school with 800 pupils set in Surrey, the Andrew Reed Foundation supports children who have suffered the loss of one or both parents and experienced some of life’s worst traumas. Each year, the number of Foundation pupils supported is approximately 70. Coming to Reed’s gives them continuity, support, care and, most importantly, the hope for a better future for themselves and their families. They, in turn, bring something very special to the Reed’s community and the Foundation’s ethos comes
through everything that is done at School with understanding and compassion. This symbiosis between School and Foundation is one that is unique and brings benefits to the whole community and beyond.
In addition, through the work of our Outreach programme, the reach of the Foundation is extended to children in the state sector. Today, over 40 state primary and secondary schools in economically deprived areas within London and the south east are part of this programme and some 1,800 children are hosted at Reed’s – engaging our staff and pupils to deliver enrichment activities using our facilities.
Much of this work would not be possible without the strong partnerships developed over the last few years with a broad range of partners to ensure the Foundation supports the most deserving children. This includes local authorities, youth groups, children’s charities, social mobility organisations and other charitable foundations. This, of course, includes the Tim Henman Foundation – an organisation that we are very proud of, having been founded by one of our alumni.
The forging of meaningful relationships is not only important externally but internally too. Working with state-school teachers, charities and families directly, there is in place a bespoke and caring Foundation application process for bursaries. By the time the children join, a tailored support plan is already established covering their social, emotional, and academic needs. It’s the holistic approach that Reed’s provides which enables our Foundation pupils to integrate into everyday school life and have opportunities to shine and flourish.
Reed’s School describes its unique position as a ‘foundation with a school’ and its important work with former pupil Tim Henman and his charitable foundation
Co-educational excellence in the heart of Berkshire.
We believe that every child has immense potential that, in the right environment, can be uncovered, nurtured and realised.
wellingtoncollege.org.uk
Reed’s unique ‘Circle of Support’ ensures no child falls through the net. Every member of sta is empowered to take on a duty of care that complements the education on o er and ensures that every child’s time at Reed’s is as fulfilled as it can be. Emphasis is on collaborative teamwork, regular communication and shared strategies.
It is this unique model that Tim Henman – a former tennis scholar at Reed’s and loyal and active ‘Old Reedonian’ – was able to see for himself. Tim is so grateful for the scholarship he received from the school in recognition of his sporting talents that he wanted to provide the same opportunities for children, regardless of background. So, when the Tim Henman Foundation (THF) was established in 2015, he felt it was important that the charity worked with the Reed’s Foundation because of their shared values: that every child deserves the right to fulfil their potential. Today, THF provides targeted funding for six Reed’s Foundation pupils to attend the
school and experience the same opportunities he was able to receive.
This educational focus is very much part of the three key strands of the Tim Henman Foundation: sport, education and health. Naturally, as a sportsman himself, he and the team at THF fully understand the benefits sport can bring to young people. The physical benefits are clear to see, and the mental health benefits of regular participation in activity are increasingly valued. Benefits also reach further by increasing confidence and resilience. The THF believes that young athletes should have the opportunity to pursue their sporting aspirations, which is why they provide support in the form of funding and mentoring to those with goals of reaching an elite or professional level.
Like the Reed’s Foundation, the THF understands the important work that community-based organisations do for young people. However, one-third of these organisations don’t have enough reserves
to cover even three months of running costs (source: Sported Foundation, Parliamentary written paper), yet the coaches, teachers and mentors act as important role models. THF partners with these organisations to make sure these essential sport and education opportunities continue to be available.
Tim Henman Foundation also runs initiatives to support and provide opportunities for young people who have special educational needs and disability. Working with SEND units within schools and special needs schools is an important part of their strategy. There are substantial financial barriers to getting the required specialist support or additional opportunities that young people with special needs and disabilities deserve. Families face, on average, extra costs of £581 a month and for almost a quarter (24%) of families with disabled children, extra costs amount to over £1,000 a month (source: scope.org.uk). By delivering programmes specifically for those with SEND, the Tim Henman Foundation ensures these youngsters have the support they need to be happier, healthier and to thrive.
Both Foundations exemplify commitment to providing education and support for children who have faced significant challenges in their lives. With a rich history rooted in charitable values, the Andrew Reed Foundation continues to nurture a symbiotic relationship between the school and the wider community; the support of the Tim Henman Foundation is crucial to this aim. Fostering partnerships and implementing outreach programmes allows the impact to extend beyond immediate beneficiaries and, through shared values and dedication, these organisations create a brighter future for all.
“Tim Henman Foundation provides targeted funding for six Reed’s Foundation pupils to attend the school and experience the opportunities he received”ABOVE THF helps children to fulfi l their potential
Sport has long been viewed as a mirror, reflecting the intricacies of human nature. While many sports showcase the physical prowess, strategic thinking, and mental toughness of athletes, few are as revealing of character as golf. This centuries-old game, revered by many, is not just about getting a ball into a hole but about understanding oneself, confronting one’s weaknesses, and adhering to a code of conduct even when no one is watching.
Like many others, I took up golf during the Covid pandemic to get a few hours of socially-distanced fresh air.
Unlike the fast-paced, reactive sport of tennis that I played in my youth, I discovered that the essence of golf is patience, and it demands a far more thoughtful approach. As I make my way around the course, it is essential for me to carefully assess the landscape, the wind direction, and consider the most suitable club to use. Rash decisions can cost dearly in this game. This sport was telling me more about my character, and watching others on the course, I began to learn more about them too. If I observe their demeanour when faced with a challenging shot, I may notice if they rush. Are they driven by frustration? Or do they take a moment to reflect, strategize, and
execute with deliberation? One could say that their approach on the course may parallel their approach in life!
Golf is unique in that it relies heavily on self-regulation. Players are often responsible for keeping their scores, calling penalties on themselves, and adhering to an honour system. While golfers could easily cheat or bend the rules slightly, the essence of the game calls for unwavering integrity. In fact, how a person behaves on the golf course—whether they own up to a mistake, or whether they respect the game’s principles—can be a big clue to what their character is like off the course. It underscores the ageold adage: true character is revealed
not when someone is watching, but when they believe no one is.
While golf can be solitary because every shot is executed by yourself, it is still a social game. As we interact with different partners or opponents, we get to see the interpersonal dynamics at play. A golfer can show sportsmanship and consideration on the course. On the
other hand, they may be competitive to the point of being unkind. The dynamics on the golf course can be very revealing of how a person navigates relationships and collaborations in other arenas of life.
Many boarding schools in the UK offer golf as a sporting activity, using the facilities at a nearby local golf club or perhaps even on their own course within
the school grounds. It’s a well-known fact that sport not only builds character but is a microcosm of the ups and downs in life. Golf is a seemingly simple game of hitting a ball towards and into a hole. But the journey to that end is layered with lessons, challenges and opportunities that reveal the core of a person’s character. Whether it’s the tenacity to bounce back from a poor shot, the honesty to admit a mistake or the humility to accept defeat graciously, golf is a profound testament to one’s character.
As the legendary golfer Bobby Jones once said: “Golf is the closest game to the game we call life”. There is no better place to start playing a sport than at boarding school. And just maybe that sport will be golf.
“How a person behaves on the golf course— whether they own up to a mistake, or whether they respect the game’s principles—can be a big clue to what their character is like off the course”ABOVE Golf at Radley College
Every child in a classroom is different, so why are they all taught the same? At King’s Interhigh, teachers are developing personalised learning pathways using AI
We all know that education should never be onesize-fits-all, but meeting every learner’s unique needs at once has long been a pipe dream for even the best of teachers — until now.
Artificial intelligence (AI) is no longer a figment of the future, and it has far brighter potential than you’ve seen in news stories about ChatGPT. At King’s InterHigh online school, we’re bringing AI into our teaching toolkit to help every single child get the right education for them, and the results have been nothing short of remarkable.
“Personalised learning” isn’t just another buzzword. In fact, it’s been a key focus for the UK’s education department for over a decade now, because no two children are the same. The government estimates that one in seven is neurodivergent, for example, and even students with no learning differences still learn in different ways. The problem is that while every child has their own unique strengths and areas for improvement, they usually have no choice but to follow the same pace and scheme of learning.
Now, artificial intelligence is helping us create a solution to that. As part of the global schools group Inspired, we’ve had the opportunity to introduce a new and incredibly powerful tool to our online school students: Inspired AI.
You’re not alone if the recent AI headlines have worried you, but there’s more to artificial intelligence than tools that can write an essay. Developed specifically for education, our AI
can understand a child’s unique learning needs and guide them on a pathway to success.
Using an AI-powered algorithm, this groundbreaking platform gauges each student’s progress and identifies their knowledge gaps. Evolving in real time, the tool carves out personalised learning pathways, presenting each student with interactive activities that help them bridge their specific knowledge gaps. Take the example of a child who’s struggling with a grammar particle in English. Instead of getting left behind when the class moves onto a new topic and forever struggling with their writing, they can master that concept in a way that works for them, going into their next lesson feeling confident and accomplished.
Of course, this isn’t a dystopian replacement for human teachers — far from it, in fact. Artificial intelligence must be a supplement to excellent teaching, and it’s a great tool for educators too. When teachers can see whole-class progress with AI, they can tailor lessons perfectly to every student. This is the key to differentiation, removing learning barriers and encouraging progress for learners of all abilities.
Outside the classroom, this style of after-school learning has been a huge hit with our pupils too. It’s no secret that many children are resistant to homework, but we’ve found that students happily log onto their personalised platform outside of the encouraged hours. When learning is tailored
to the student, they are truly eager to learn.
The outcomes? Undeniably transformative. We currently use the platform across English, maths, science, and geography at King’s InterHigh (with more subjects in our pipeline), and our data shows that students who use this AI tool can increase their achievement by an entire grade boundary. In those crucial final years of school, this could be just the boost a young person needs to get into their dream university and kickstart their future.
Even before I joined King’s InterHigh, I’ve spent my career championing the power of technology in education. Without a doubt, artificial intelligence is set to become one of the biggest gamechangers of our time. It’s not just a teaching aid or a fun way to learn; it’s a paradigm shift. It’s a way for every young person to get the education they deserve, empowering them to become active and enthusiastic learners no matter their abilities. With the support of personalised learning, students can walk into exams with confidence knowing they’ve truly understood the curriculum — not passively sat through it. The best part? We’re only just scratching the surface of what this technology can do.
The world is continuously evolving, and it won’t be slowing down any time soon. At King’s InterHigh, we’re proud to pioneer a unique way of learning that evolves with it and prepares our young people for tomorrow’s world.
“Developed specifically for education, our AI can understand a child’s unique learning needs and guide them on a pathway to success”ABOVE Anthony Peters, Head of Educational Technology, King’s InterHigh
There is strong evidence that educating girls in a girls-only environment, leads to greater academic achievement, stronger self-confidence, resilience and enhanced career progression. At a time when female CEOs still battle for recognition and women still campaign for gender equality, we need places where girls can grow wings, believe they can achieve anything and learn in an environment free from stereotypes. Places where girls can learn to lead in a way true to themselves and to “own” any subject, are now more relevant than ever. Having worked as both a teacher and a Housemistress in one of the most exclusive all-girls’ boarding schools in England, my belief is that for girls, a singlesex education is the most precious gift you can give any daughter.
As the league tables demonstrate, there is compelling evidence that girls-only education leads to higher academic achievement and greater diversity of subject choice. In co-ed classrooms, boys often dominate discussion, and take more commanding roles in practical exercises, monopolising teachers’ attention and focus. In all-girls classrooms, teachers can work with and also challenge girls’ tendencies to seek safety in structures and schedules, they can challenge risk-aversion and encourage girls to cross boundaries, finding their voice within an affirming environment. Girls are also empowered to reject gender stereotyping, and higher numbers of girls choose to continue with what are otherwise seen as ‘masculine’ subjects – like Maths, Physics and 3-D Design.
One of the most compelling reasons you should consider single sex education for your child is confidence. Boys are often praised when they’re younger for being brave and courageous and girls are often praised for being kind and compassionate. In fact, we want our girls to be brave and courageous and kind and compassionate and the same for the boys. In an all-girls environment, we can tailor our teaching and learning to the way girls learn best. We encourage them to take risks and give them a safe space to offer opinions, ask questions and make mistakes, without worrying what boys might think.
In girls-only environments, girls are more likely to assume leadership roles, responding well to a wider range of possible “niches” in the school community, and leading in a way authentic to themselves, away from gender stereotypes. Introverts are just as capable of leading as their more extrovert counterparts and are encouraged to find their voice in a way that works for them.
In a single-sex school, girls don’t wear makeup, they’re not all dressed up, they are delightfully
free. In the world our children now live in, there are huge pressures to conform and behave in certain ways, particularly via social media, but in a single-sex school, children can be themselves, away from societal pressures, for longer.
Gone are the awkward discos of 20 years ago. Instead, schools are increasingly working in partnership, offering opportunities for pupils from both types of schools to work together academically, socially and for enrichment. At Downe House, we have a strategic partnership with Radley College, with girls, boys and staff benefiting from an extended array of opportunities to come together, learn and create friendships for life, way beyond the classroom. By the time they enter the co-ed world of university, work and life, they have acquired the life skills and self-confidence to succeed. There is no limit to what girls can achieve and how wonderfully privileged they are to go out into the world with such empowerment.
Empowering the women of the future with an all-girls’ education: Why girls-only schools are more relevant today than ever beforeABOVE Girls at Downe House
“In a single-sex school, girls can be themselves, away from societal pressures, for longer”
TARA REEVE Director of Admissions Downe House School, UK
BOARDING AND DAY CO-EDUCATION FOR PUPILS AGED FROM 7 TO 18. INSPIRING ACADEMICS SUPPORTED BY A FULL PROGRAMME OF CREATIVE AND PERFORMING ARTS, SPORTS AND ACTIVITIES.
Scholarships
Academic Music
Achieve the exceptional at Cambridge’s leading co-educational boarding and day school for ages 11-18
Choral
Sport
Art
STEM
Drama
Whether a student remains in the same institution for Sixth Form or chooses a fresh start somewhere else, the concept of ‘Community’ for this age group (16-18 years) has arguably never been more vital in terms of instilling core values to last a lifetime.
The social, emotional and academic pressures facing sixth-formers can lead them into the trap of focusing exclusively on their own needs, which is neither healthy for the individual nor helpful or pleasant for those around them.
The good news is that the start of Year 12 is an optimum time for educators to proactively intervene to instil new habits and ways of learning. The change in educational context can neatly disrupt habits; this allows opportunity for kind and outward-looking character traits to develop and take hold, in addition to the grit and determination required for academic success.
At Worth School, Community is one of our six values alongside Humility, Silence, Worship, Stewardship and Service. These values form a firm foundation for the education we provide which, without it, could be reduced to a mere set of skills to be applied to the workaday world instead of the formation of mind and spirit that will prepare young people for a secure, fulfilled and happy life.
Research shows that embracing a sense of Community – and the generosity and
altruism which follow – is not just a desirable trait but that selfless acts improve psychological well-being, and this is particularly effective for the formative 16-18 year age group for whom longterm benefits have been recorded.
We have found that a powerful way to inspire our Sixth Form with this ‘outwardlooking’ direction is through our Leadership Formation programme. Introducing this course to Year 12 has been revolutionary. Every student is invited to take part (and nearly everyone does) and benefits from a challenging year-long programme including workshops, listening to the experiences of guest and internal speakers, reflection essays and personal portfolios of what they understand a leader to be. Crucially, this prevents the competition to be a prefect in Year 13 from being purely about popularity; it means that from our Head Boy and Head Girl through to the subject-specific prefects, students are awarded their positions on their true leadership merits.
Although not all students can become prefects the process is attractive none-theless; everyone is rewarded for their efforts
with the appropriate grading (distinction, merit, pass) and formal certification but most importantly we instil in them values and a moral compass that will guide them now and beyond school life.
For so many young people who focus intensely on their own goals it can be a seismic shift to take responsibility for their role in other people’s lives; especially in our current – increasingly digital – world, it can be easy to overlook the needs of others and not truly grasp the skills required to lead happy, healthy, real-life relationships with those around us.
Community and altruism are integral to young person’s development; put to work properly, the transformative power is clear.
The intrinsic value of community and altruism in Sixth FormABOVE Sixth Formers at Worth School
“Selfless acts improve psychological wellbeing, and this is particularly effective for the 16 to 18 age group”
Kent College is a school steeped in sporting history. We have a reputation for delivering a strong sports programme as part of our diverse and varied school curriculum. We see sport as an integral part of a student’s life here and understand the important role it plays – at both the elite and participation ends of the performance pyramid.
Our department seek to instil a positive attitude towards exercise with a firm understanding of its importance towards building both physical and psychological health. We prepare and deliver regular, high-level, progressive coaching and skills development to all students across all ability levels.
We o er a diverse range of activities and opportunities across all year groups –including termly masterclasses – and work to develop key life skills such as leadership, communication, decision making and teamwork. The Sports department provides the talented athletes here at the school with a performance pathway to play at the highest level through our Elite Programme.
Kent College sports facilities include a sports hall, gym, squash courts, an AstroTurf for hockey and tennis, and extensive sports pitches for football, rugby and cricket. We also have a Riding Centre and o er horse riding lessons, and the opportunity to take part in competitions, as part of our sports programme.
The major sports for girls in autumn and spring are hockey and netball, while boys play
football and hockey. Major sports for boys and girls in the summer term are cricket, athletics and tennis. For exceptional hockey players (boys and girls) training is available for indoor and outdoor hockey, with one-to-one coaching and support. Our expert coaches include hockey player Ali Brogden, who represented team GB in the 2016 Rio Olympics, and Kent cricketer Darren Stephens.
KC takes its commitment to o ering a varied set of sporting opportunities seriously and many students take part in cross country running over the winter, and athletics events in the summer term. There are facilities for trampolining, badminton, volleyball, basketball, yoga and body strengthening and conditioning in both our gym and at Kent University. A full calendar of fixtures against schools in the south-east of England and further afield, plus sports tours, give all of our pupils the opportunity to expand their sporting horizons. Recent hockey tours have included Berlin (indoor hockey), and Holland (Euro Hockey tournament).
Supporting our high-performing athletes to reach their potential is extremely important. We have a number of athletes who represent
the college at both national and international level. Sports scholarships are awarded at three entry points on the basis of individual assessment by the Director of Sport and recommendation to the Executive Head.
The elite programme at Kent College supplements the academic timetable and is available for our main focus sports. This is designed to develop individuals’ talent by delivering a more comprehensive training schedule. As part of the programme, we include the support and training that professional athletes receive in order to maximise performance and reach their goals.
“We o er a range of sporting opportunities and work to develop life skills such as leadership and teamwork”ABOVE Kent College hockey coaching from Olympian Ali Brogden
The Director of Sport at Kent College, Canterbury outlines the ways in which the school provides sports opportunities for all and also brings on young talent
At Reddam House, we have been thinking about what it means to be living through the fourth industrial revolution. This term, coined in 2016 by the founder of the World Economic Forum Klaus Schwab, attempts to understand the changes in our global society and economy that are emerging in an age of cyber-physical systems – big data, artificial intelligence, breakthrough materials – all of which involve entirely new capabilities for people and machines. .
So why have we launched a new outdoor pursuits department at Reddam House to complement our highly academic and technology driven educational approach?
In this tech determined age, the World Economic Forum published its fourth edition of The Future of Jobs Report in 2023. This tracks the global labour market, identifying occupational disruption, growth and decline. It is a fascinating read that asks many questions
The Principal of Reddam House in Berkshire on the fourth industrial revolution and how to balance tomorrow's skillset with today's life experiences
"Reddam Adventure Department offers children opportunities to collaborate, create succeed, and fail, just as they do in the classroom and the metaverse"
of the education sector – those of us on the front line in helping to guide young people to succeed in a very di erent world to the one in which I grew up.
Academic excellence is core to what we do and learning traditional ‘tech’ linked subjects like science and maths will continue to be essential. It is not surprising that Computing A level saw the biggest increase in national entries in 2023, up 16.7% (a trend we have also seen at Reddam House), but how do we also develop the character for further success, which will in turn enhance employability?
Learning is diverse and complex and cannot be truly e ective if we simply rely on subject silos – nor will it be successful if we view education purely as a means to develop the skills to churn out economic units to fill roles awaiting in the future. The Future of Jobs Report suggests
the most important core skills future workers will need are analytical thinking, creative thinking, curiosity, technological literacy, resilience and flexibility.
These skills must be acquired in a variety of ways and an outstanding education creates opportunities for students to develop as rounded people. This is why we are now embracing the outdoors more than ever at Reddam House. Underpinning every change we make at our school is a focus on the individual child. We now enhance learning through our own bespoke Virtual Metaverse School and use Inspired AI in all core subjects, tailoring it to individual needs and accelerating students' learning (also reducing teacher workload, a nice double win).
We are also fortunate to live on a 125-acre estate with woods, wildlife and a lake. With these facilities, children will have timetabled lessons of RAD (Reddam
Adventure Department), o ering opportunities to collaborate, create, build, plan, cook, succeed, and fail, just as they do in the classroom and the metaverse. By being outside in nature, they will also enhance their wellbeing and deepen their appreciation of the environment, which in turn completes the loop back to employability. After all, according to the World Economic Forum, the strongest net job-creation e ect will be driven by investments that ‘facilitate the green transition of businesses’.
So, we will continue to learn on our devices, continue to roll out our AI learning tools and VR headsets and teach children computing and technological literacy. But we will also develop their creativity, curiosity and flexibility in other ways too – by putting them outside their comfort zone among the trees, the colours, the bats and the deer.
RICK CROSS
Principal ReddamHouse LEFT Outdoor adventure at Reddam House
"The most important core skills future workers will need are analytical thinking, creative thinking, curiosity, technological literacy, resilience and flexibility"Pupils at Reddam House
At a recent open day, one of our students stood up in front of an audience of prospective parents and spoke about how she was inspired to enter the world of biomedicine and molecular genetics. She told them that she had moved from GCSE to the IB, and that this had helped her find her calling and opened her mind to the possibilities for higher education and beyond.
With recent news surrounding curricula adjusting to a more baccalaureate-style of education, the IB Diploma seems to be gaining the attention it deserves. Students select six subjects, two of which are language subjects, and one a mathematics stream. Performing arts is an optional stream, and the sciences and humanity subjects are compulsory. This exciting, broad curriculum surrounds three core requirements: a research piece and dissertation of 4,000 words known as the Extended Essay; involvement in a form of creativity, activity and service; and study of a philosophical subject, the Theory of Knowledge.
Equipped with the skills learned from their vast choice of subjects, students complete the Diploma with an education that has prepared them for life beyond senior school years. Gone is the need to learn how to critically analyse subjects only at tertiary level; Theory of Knowledge prepared them for that. IB graduates are not fazed by writing sizeable pieces of work either; they are experienced in planning, researching, evaluating, drafting and
editing as a result of their work with their Extended Essay. What about being involved in the community, you might ask? IB students are willing and able to find ways to better serve their fellow man, keep themselves healthy, and ultimately, maintain their journey as compassionate citizens.
Today’s senior school students will probably be retiring around the year 2080, and it is likely that they will have had three di erent careers. Some of their jobs have not yet been conceptualised, never mind created. The adaptability they will require to be successful is incredibly important. By allowing them to question the ‘why’ and the ‘how’ of their world, we are encouraging them to take ownership of their education and future life.
Studying six subjects also allows for more options and opportunities at tertiary level. Some teenagers may not realise that, brilliant as they are at visual arts, mathematics is the underlying pathway for them – or vice versa. As individuals, we go into education to make these choices and ultimately end up making our own way and travelling our own individual path. By not limiting learning to a small number
of subjects, doors remain open to students, and previously unimagined routes can suddenly become option. We have seen many students come through our halls over the last 45 years of IB teaching. The young women who make up our alumnae often come back to share their achievements, and their stories only support our decision to use the International Baccalaureate as our curriculum. Our students have gone on to contribute meaningfully to their chosen careers. From sustainability consultants and human rights lawyers to working for education in conflict zones, they represent the richness an IB education is able to provide.
““Students complete the IB Diploma with an education that has prepared them for life beyond their senior school years”
Kirsten Crossland of Marymount International on why the International Baccalaureate (IB) is so successful in helping students build future skillsKIRSTEN CROSSLAND Director of Communications Marymount International School London ABOVE
At Brighton College we know that young people who are happy are young people who thrive. And we believe the best way of achieving a happy and content community is to ensure that everyone feels valued for who they are. We want our pupils to be first-class versions of themselves, not second-class versions of someone else, and we place great emphasis on kindness, acceptance and mutual respect.
The College regularly achieves the best A-level and GCSE results of any coeducational school in the country, allowing us to help pupils reach the global university of their choice. We support pupils through every step of their university application process, with a dedicated Sixth Form team who are experts in delivering successful outcomes, and with a number of bespoke programmes that prepare for university entrance tests and interviews.
Around 20% of our pupils are offered places at Oxford or Cambridge every year, with over 650 offers received annually from Russell Group universities. American and Canadian universities increasingly represent a highly desirable option for wellrounded and motivated pupils. Brighton College’s wide-ranging educational offering makes pupils well-suited and very attractive to the holistic US admissions process, and many Brighton College pupils take up places at a range of top North American universities each year.
We offer a wealth of activities – 150 per week – with options as varied as
dissection club, the TED Talk appreciation society, beach volleyball, programming, stand-up comedy, Rubik’s Cube club and a huge number of sporting clubs - there is something for everyone. We understand that this leads to pupils being happier both inside and outside the classroom, allowing them to achieve their academic potential.
Dance is hugely popular, and with a brand-new dance school and world-class theatre, the arts will continue to thrive at the College. Our award-winning Chamber Choir were thrilled to win the UK National Choral Competition this year, and will be performing at the Royal Albert Hall in London alongside the prestigious Royal Philharmonic Orchestra. We are one of the leading sporting schools in England, where our top sporting talent regularly achieve regional and national honours. Our ethos is very much about sport for everyone, and we cater for all pupils.
We are proud to offer a genuine home away from home for our pupils, allowing an excellent education alongside a truly fantastic life at school. With six modern boarding Houses and state-ofthe art facilities, boarders form warm
relationships with those in their House families, and events are held that join the Houses regularly, ensuring a wide group of friends are made across school.
Every boarding pupil takes full advantage of the excellent facilities within the College and there is a full and exciting boarders’ activities programme on offer each evening and every weekend, so boarders enjoy life to the full at school. These activities ensure every child’s experience is educational, social, busy and, importantly, fun.
The happiness and welfare of each of our boarders is of the utmost importance to everyone in our boarding community. We pride ourselves on providing our pupils with a safe and supportive environment, and our pupils make friends and memories in their boarding Houses that will last forever.
ANTHONY MERRETT Director of Admissions Brighton College
“We want our pupils to be first-class versions of themselves, not second-class versions of someone else”
BESSA
Parents continue to choose UK boarding schools despite their often hefty price tag because they believe their children learn soft skills and gain independence – vital skills needed no matter a child’s future path. There are approximately 500 boarding schools in the UK – and finding a good fit of school for your child could be the stepping stone to their future.
Head: Mark Hanley-Browne
Location: Tiverton, Devon
USP: Blundell’s is a fully coeducational community of just over 600 pupils consisting of a mix of Full, Weekly and Flexi Boarders as well as Day Pupils, aged 11 to 18. There is a strong boarding ethos which is underpinned by excellent pastoral care, and all pupils join a boarding house which will be their home throughout their time. As a non-selective school, we have a broader intake than academically selective independent schools. All our pupils, across all ability levels, achieve significantly more highly with us than if they were at any of the vast majority of independent schools.
brightoncollege.org.uk
Head: Richard Cairns
Location: Brighton, East Sussex
USP: One of the country’s leading independent schools, the College regularly achieves the best exam results of any co-educational school in the UK, while ensuring children enjoy a wealth of extracurricular opportunities. Renowned for its focus on kindness, the school excels in art, music, dance, drama and sport, and ensures that every child is valued for who they are.
Recently named ‘United Kingdom School of the Decade’ by The Sunday Times, the College has been awarded ‘Britain’s most forward-thinking school’ and ‘Top in Britain for STEM’ by The Week.
bromsgrove-school.co.uk
Head: Michael Punt
Location: Bromsgrove, Worcestershire
USP: Bromsgrove School’s results are impressive, but Bromsgrove is much more than a place to get good grades, it prides itself on being a happy school where children of all ages can thrive both academically and outside of the classroom. The Goods Schools Guide states that: ‘the school looks for what every individual is good at and helps them find their niche and passion’.
caterhamschool.co.uk
Head: Ceri Jones
Location: Caterham, Surrey
USP: Caterham School was named “Independent School of the Year 2023” by the Times Education Supplement. We are a UK-leading co-educational day and boarding school, and our top academic results are testament to the uniquely supportive community and inspiring teaching that is Caterham’s hallmark. Pupils progress to top UK and global universities.
Our extensive school grounds include our own woodland, high ropes course and outdoor learning centre.
A strong boarding ethos is underpinned by excellent pastoral careBROMSGROVE SCHOOL
downehouse.net
Head: Emma McKendrick
Location: Cold Ash, Berkshire
USP: Downe House is one of the top all girls’ boarding schools in the UK, offering a world-class traditional education with a modern twist. With a focus on excellence and the individual, girls are encouraged to make the most of the exceptional academic, co-curricular and enrichment opportunities on offer and to create their own paths. Girls excel not only in the classroom and their studies but in Sport, Creative and Performing Arts and Music, going on to study at the top universities in the world.
gordonstoun.org.uk
Head: Lisa Kerr
Location: Duffus, Scotland
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. With a staff/pupil ratio of 1:7 and every student’s progress carefully overseen by their tutor, they go on to Universities, Colleges and Art Schools all over the world. GISS welcomes students aged 8-16 from 35 countries. For more information see giss.org.uk.
cheltenhamcollege.org
Head: Nicola Huggett
Location: Cheltenham, Gloucestershire
USP: In 2023 Cheltenham College was found excellent in all areas through the Independent Schools Inspectorate Inspection. Combining a strong academic record with a considerable reputation for sport, drama, music and outward-bound activities, Cheltenham College “wholeheartedly fulfils its aim to equip pupils to lead purposeful and fulfilling lives by providing an excellent all-round education” – ISI, 2023. Our academic focus is on educating pupils to know think independently while achieving the best possible exam results.
cheltladiescollege.org
Head: Eve Jardine-Young
Location: Cheltenham, Gloucestershire
USP: Cheltenham Ladies’ College opened its doors in 1854, with the purpose of providing girls with a thorough academic education and, over 160 years later, we continue to be proud of our strong tradition of innovation, academic excellence and empowerment in the education of young women.
Educating 850 pupils from around the world, College is a large community of boarding and day girls, with expert teaching and pastoral care, and outstanding facilities.
Head: Caroline Jordan
Location: Oxford, Oxfordshire
USP: Headington Rye Oxford is a curious, confident, ambitious school set in a beautiful location, opening in September 2024 following a merger between neighbouring schools Headington School and Rye St Antony. The Senior School, led by Headmistress Caroline Jordan, is a day and boarding school for girls aged 11-18. This is an exciting time to join our school, which will take the best of two fantastic schools, allowing your children to benefit from a wealth of teaching expertise, unrivalled facilities and exceptional pastoral care. A range of flexible boarding options is on offer to meet individual families’ needs.
keystonetutors.com
enquiries@keystonetutors.com
USP: Keystone Tutors is a leading provider of one-to-one tuition and guidance to students who are looking to join top UK schools, universities or follow the UK curriculum. Keystone has offices in London, Hong Kong and Singapore, advising on all aspects of school and university entrance and their London-based tutors are able to provide bespoke one-to-one support to students around the world via an interactive online learning platform.
Keystone’s professional group of tutors have an outstanding track record of delivering rigorous academic support and work with pupils ahead of competitive entrance tests for top UK schools at 11+, 13+ and 16+. They can also help with UK curriculum exams as well as Oxbridge preparation.
Head: Jonathan Anderson
Location: Edinburgh, Scotland
USP: Merchiston is one of the UK’s leading boarding schools, and a member of the World Leading Schools Association (the only school in Scotland), offering the English curriculum, but with a global, outwardlooking dimension. Approximately 65% of pupils board and a full boarding programme is provided, seven days a week. Merchiston is a remarkable school where boys gain a world-class, outward-looking education and are motivated in just the right way
Our excellent exam results consistently show a high proportion of our pupils heading to UK Russel Group Universities.
Head: Sarah Kerr-Dineen
Location: Oundle, Peterborough
USP: Founded in 1556, Oundle School is one of Britain’s leading co-educational independent schools with a full boarding ethos, in a beautiful setting in the heart of the UK countryside.
Pupils emerge from Oundle as decent, open-minded adults, ambitious about what they can go on to achieve and contribute, but never arrogant. That is not to diminish the School’s academic results which are steadfastly excellent. The Oundle curriculum equips pupils to think and is driven by learning rather than by assessment.
radley.org.uk
Head: John Moule
Location: Radley, Oxfordshire
USP: A Radley education is for life – its caring, close-knit community, founded on Christian and holistic values, has always inspired boys to become outstanding young men, passionate about what they do, with the qualities and character to create a profound and lasting impact on the world in which they live.Radley College is one of the only three remaining full boarding schools in the UK for boys aged between 13 and 18. Founded more than 175 years ago, the College is proud of its tradition and celebrated for its innovation and dynamism.
rugbyschool.co.uk
Head: Gareth Parker-Jones
Location: Rugby, Warwickshire
USP: Rugby School is the UK’s leading co-educational full-boarding and day school. We are a 7 days-aweek school with more than 200 years of House experience.Rugby focuses on helping our students become people who are multifaceted in their interests, talents and ambitions.We recognise that the three strands of academic, co-curricular and pastoral are inherently and inextricably linked. It is the successful combining of these three strands which is at the heart of our “Whole Person Whole Point” ethos.
A remarkable school where boys gain a world-class, outward-looking educationHEADINGTON SCHOOL RADLEY COLLEGE
sevenoaksschool.org
Head: Jesse Elzinga
Location: Sevenoaks, Kent
USP: Sevenoaks (founded in 1432) is a co-educational day and boarding school for students aged 11 to 18. Half an hour from Central London and Gatwick International Airport, our superb 100-acre campus is set in the Kent countryside. Boarding is an important part of the school’s ethos and students of 70 different nationalities contribute to an atmosphere that is globally engaged, tolerant and open-minded. Sevenoaks is one of the world’s leading IB schools, having taught the IB for 44 years. The school delivers a broad, balanced programme, strengthened by wise pastoral care. Students work hard and extend themselves beyond the core curriculum.
shrewsbury.org.uk
Head: Leo Winkley
Location: Shrewsbury, Shropshire
USP: Shrewsbury School is a co-educational boarding school with approximately 800 pupils aged 13-18, founded in 1552. We are committed to strong academic standards and the highest level of pastoral care, and we believe in a vision of holistic education, as demonstrated through a diverse range of activities, sports and societies. As Charles Darwin’s former school, we are proud that mathematics and the sciences form our largest sixth form subjects. This is a community which is aiming for the stars in every respect.
Head: Alastair Chirnside
Location: Oxford
USP: St Edward’s occupies 100 acres in the north of Oxford. A fully coeducational school for pupils aged 13 – 18, St Edward’s has strong links with Oxford University. The co-educational experience and inclusive ethos of the school prepares pupils for life beyond the school gates and brings pupils, parents, governors, staff, and the local community together. The Teddies community fizzes with diverse interests and enthusiasms, while 90% of top pupils gain the highest grades in their Sixth Form exams.
Head: Jane Gandee
Location: Winchester, Hampshire
USP: St Swithun’s School is a renowned independent day, weekly and full-boarding school for girls set in 45 acres overlooking the Hampshire Downs. It offers excellent teaching, sporting and recreational facilities. The school has a longstanding reputation for academic success. Girls are prepared for higher education in a stimulating environment in which they develop intellectual curiosity, independence of mind and the ability to take responsibility for their own learning.
stowe.co.uk
Head: Dr Anthony Wallersteiner
Location: Stowe, Buckinghamshire
USP: Our purpose is to create a community of Change Makers ready to transform the world. We believe that schools must equip pupils to thrive in an ever-changing world. We prepare Change Makers for jobs that don’t yet exist, using technology which hasn’t yet been invented, to solve problems which we haven’t yet thought about. Yes, we teach pupils numeracy and literacy and how to excel in exams, but we also teach them how to collaborate, to solve problems, to think critically and to reflect. We equip them with the skills, resilience and ideas they need to adapt and flourish.
tonbridge-school.co.uk
Head: James Priory
Location: Tonbridge, Kent
USP: Tonbridge is one of the leading boys’ boarding and day schools in the UK and is highly respected, both here and internationally, for providing a world-class education. One of the key strengths of Tonbridge is that it blends tradition and innovation successfully, with high achieving boys wearing their gifts lightly. The School is renowned for its excellent teaching and for academic achievement. Each year exam results are outstanding, with boys progressing to leading universities including Oxford, Cambridge and Russell Group institutions: the large majority securing their first-choice destination.
uppingham.co.uk
Head: Richard Maloney
Location: Uppingham, Rutland
USP: Uppingham School has approximately 790 13-18 year-old boys and girls, and is well known for its outstanding facilities, academic and musical excellence, the breadth and depth of the co-curricular programme and superb pastoral care. This is a seven-day a week boarding school with a wide range of extra-curricular activities and a long tradition of exceptional musical achievement, with three music schools, the newest of which is equipped with cutting edge music technology. The School was also among the pioneers of Art, Design and Technology education.
We equip them with the skills, resilience and ideas they need to adapt and flourishSEVENOAKS SCHOOL TONBRIDGE SCHOOL
Visit website
Arrange a visit: admissions@tonbridge-school.org tonbridge-school.co.uk
Tonbridge, founded in 1553, is one of the country’s ancient schools. And yet, despite its age, it is at the forefront of the new. We were the first school in the UK to embed Mindfulness into the curriculum, and our Life Skills course ranges from global perspectives and interview techniques to first aid and yoga. We believe this is innovation with purpose.
Ranked 8th best independent senior school in the country: Sunday Times Parent Power League Table
60
seconds with
What is your background?
I went to a state girls’ school, and this was followed by reading French and Spanish at Cambridge University, and lots of netball, athletics, cross county and football. After graduating I flirted with accountancy before taking up a teaching role. Initially, I was at Lord Wandsworth, followed by Oakham, Queenswood and City of London Girls’ –and now my role here at St Swithun’s.
What excites you most about your role at St Swithun’s?
First, I love having the opportunity every day to combat the stereotypical nonsense about girls and women that is still so prevalent even – or perhaps especially – in 2023. Everything we do aims to give our students the opportunity to develop interests and personal characteristics to reflect their unique character rather than some outdated notion about how women should think and behave. Secondly, I love seeing young people emerge from their chrysalis to become butterflies.
What is your academic philosophy?
Most importantly it’s: ‘everybody can’. By that I mean that with the right structure in place and the right attitude, everybody can improve. Secondly, it’s important to understand that things will always go wrong at some stage, whether in the classroom or elsewhere, and we simply need to learn from this. After all, there would be no point in coming to school if we could already do everything perfectly.
Can you tell us about one pivotal moment in your career?
When I was unsuccessful in my first headship application, I received the feedback that I spoke so fast in the interview that some of the governors had trouble understanding – useful feedback that I try to remember to this day. Similarly, I was unsuccessful in an application for deputy head, but went on to get a far better
role at a school to which I was more suited. That ‘failure’ led directly to my current role.
What is St Swithun’s School’s approach and what sets it apart?
As an accredited High Performance Learning school, we are serious about education and committed to the belief that all students can make improvements – but we proceed with a lightness of touch. We certainly have rules, but we break them if we need to because we are guided by the
needs of individuals. We have created our bespoke Positive Education programme to encourage students to use their best qualities to deal with their worst moments. We don’t sugar-coat life, but we teach students to laugh their troubles away. We embrace eccentricity and we encourage people to be who they want to be – in all their glory.
What makes a great student?
A great student keeps asking why? They are never complacent about their knowledge. They are open to advice and happy to take risks and learn from things that don’t work out first time. They understand the power of focused practice and they are kind to others. They laugh.
From your experience, what makes a great school environment?
It’s a place where students feel safe and are gently nudged to try new things, whether problem-solving, entrepreneurship, public speaking, abseiling, fire-walking or standup comedy. A great school environment understands the importance of fun.
“Our Positive Education programme encourages students to use their best qualities to deal with their worst moments. We teach students to laugh their troubles away”ABOVE Jane Gandee
