BRITISH EDUCATION SINGAPORE AW22

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.

For the elite and the aspiring. For the dreamers and the go-getters.

Online education for worldwide success

Every child is unique. With the choice of three online schools, we offer flexible and personalised access to robust British and US curriculums. High-quality private education is matched with one-on-one support and extracurricular opportunities, empowering every student to fulfill their potential at every stage of their learning journey.

Contact us at +44 7385 398 130 quoting EXPATS ukglobal.pearsononlineacademy.com

CONTENTS

EDITORS Libby Norman Pendle Harte

GROUP ADVERTISING MANAGER Nicola Owens

BUSINESS DEVELOPMENT MANAGER Jay Pawagadhi

GROUP SALES DIRECTOR Craig Davies

ART DIRECTOR Pawel Kuba

SENIOR DESIGNERS Mike Roberts Suzette Scoble

MIDWEIGHT DESIGNER Carmen Graham

JUNIOR DESIGNER Kai Nicholls

MARKETING MANAGER Jessica Shaltout

FINANCE DIRECTOR Jerrie Koleci

DIRECTORS

Greg Hughes, Alexandra Hunter, James Fuschillo

PUBLISHING DIRECTOR Sherif Shaltout

From the EDITOR

One of the challenges post-pandemic is helping young people to communicate e ectively. This has become a theme running through our autumn issue since it a ects every age and stage. For the earliest years, there has been far less exposure to the social situations that build key skills, an area we explore in Speech Delay (page 36). In Generation Communication (page 54) we find out how

schools ensure teamwork, face-to-face meeting points and fruitful connections for a generation raised with technology and, of recent times, left isolated within it.

For our cover and Focus feature we have explored the fully global approach of Marymount International School London, and it was a pleasure to talk to Headmistress Margaret Giblin (from page 20) and find out more about her plans. The cohort at Marymount London truly is international – something like 40 countries and over 50 nationalities

Welcome Libby Norman EDITOR

if you count students’ primary, secondary and sometimes third passports. The majority are day pupils, but when it comes to boarders, there’s a real geographic spread but no one dominant group, which the school sees as important.

Sport is another great opportunity for young people to learn together. We look at some of the less well-known competitive arenas in which independent schools excel in Fantastic Sports (page 58). I’m fascinated by the drive and passion demonstrated to take any sport to elite level, and it’s good to be reminded that there are many more routes to sporting achievement than those

traditional team games. In that spirit, we’ve taken a look at the wonderful world of quidditch (page 64), a game imagined by J.K. Rowling and then given real-world structure and organisation by students around the globe. The rules are – I confess – somewhat ba ing to the uninitiated, but the enthusiasm and sporting spirit of its players and fans are pure magic.

“ I’M FASCINATED BY THE DRIVE AND PASSION DEMONSTRATED TO TAKE ANY SPORT TO ELITE LEVEL ”

CONTRIBUTORS

Chris Ramsey

Headmaster, Whitgi School

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

Amanda Jayne

Head of Physics and STEM Leader, Hurst College

Amanda Jayne studied Engineering at Bath and was in the RAF before becoming Head of Physics at Hurst. In this issue, she looks at perceptions of STEM subjects and suggests we need a major makeover in the way science, technology, engineering and maths careers are promoted to young people and perceived in wider society.

Nicolas Hewlett

Headmaster, St Dunstan's College

A er attending Whitgi School, Nicholas Hewlett spent a gap year in a stockbroking firm before studying Geography at King's College London. During his degree, he sang professionally and, while he had the option to study Opera, he chose a PGCE instead. In this issue, he talks about St Dunstan's 'Diapason' – an initiative to involve pupils in shaping the school's culture of diversity.

Welcome

From BESSA

Othe tail of the most recent A-level and BTEC results day, we continue to see the impact that the Covid-19 pandemic has had on students.

Pupils who spent two years online are sitting in-person exams, and some are struggling to regain their rhythm. Research studies focused on school attendance problems are showing that pupil attendance has decreased since the return to in-person classrooms. Students are no longer accustomed to coming into school since the pandemic forced them to develop learning habits better suited for virtual learning. Although things have returned to “normal” in the UK on paper, the way students learn has been impacted.

into some of the top universities not only in the UK but across the world.

Covid-19 has re-shaped the market for UK boarding schools. China and Hong Kong’s continued restrictive travel policies have made it di cult for overseas pupils to travel freely, and this has reflected in student enrolment.

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. In an age where going to school is no longer a habit or customary for many children, the prospect of a boarding school with its extensive on-site facilities, opportunities and like-minded peers is a glimmer of hope.

Boarding schools sidestep the daily commute to school entirely. They o er the ability for pupils to be fully immersed in a school community, and its academic and extracurricular culture. In this period where we are trying to move past pandemic habits, boarding school provides the ability to dive right in.

Moreover, excellent academic results and university destinations have kept the UK as one of the most sought-after locations for boarding school pupils from Asia. UK boarding schools are good springboards

There are approximately 500 boarding schools in the UK.

boarding schools in the UK.

Finding a good fit of school for your child could be the stepping stone to their future. Join us again in-person at the BESSA school shows in Kuala Lumpur, Malaysia on 28 October, and in Singapore on 30 October where you can find the best of UK boarding under one roof. This diverse curation of top boarding schools demonstrates what di erent schools have to o er – let’s use this invaluable resource to make the right match. bessa.asia

Stephanie Cheah

MOVING PAST PANDEMIC HABITS WITH BOARDING SCHOOL

“WHILE WE ARE TRYING TO MOVE PAST PANDEMIC HABITS, BOARDING SCHOOL PROVIDES THE ABILITY TO DIVE RIGHT IN”

STAR AUTHOR

The King’s School, Canterbury alumna Annabel Steadman (2005-10) has published her fi rst novel, Skandar And The Unicorn Thief, and now fi nds herself on the New York Times Best Seller List. Already published in 38 different languages and tipped as the most exciting arrival since Harry Potter, this the fi rst of a planned fi ve-book series.

School partnership

King’s Ely in Cambridgeshire and Fairstead House in Suffolk have announced a partnership. Fairstead House is a nursery and prep in Newmarket, while King’s Ely is a through school in Ely. Respective school Heads Michael Radford and John Attwater have a position on each other’s Senior Leadership Team, with the two schools retaining their individual identities under a single governing body.

ONLINE SUCCESS

Harrow School Online pupils have celebrated great success with their A Levels this year. 70% of pupils achieved an A* and 98% of awarded grades were graded A* to B. The pupils studied exclusively online from their own homes throughout sixth form, proving that online study can hold its own.

New name

From September, The Moat will be renamed Burlington House School and is opening a prep close to the Fulham senior. Part of Cavendish Education, the school was founded in 1998 by parents seeking an environment to support their dyslexic children. Nicola Lovell, Deputy at The Dominie School, will be the new prep's Headteacher.

SHACKLETON’S BOAT

In the centenary of Sir Ernest Shackleton’s fi nal expedition – and with the discovery of Endurance – Dulwich College has been welcoming many more visitors to see James Caird, the boat used to secure rescue for the crew. Visits are available during term times every Friday. Email College reception.

MADELEINE ALBRIGHT

“I was taught to strive not because there were any guarantees of success but because the act of striving is in itself the only way to keep faith with life”

“Steadman's book is being tipped as the most exciting arrival since Harry Potter”

Head arrival

Sasha Davies will be the new Headteacher at Kew Green Prep School following Jem Peck’s retirement. Formerly Head of Sinclair House Prep, her appointment coincides with the arrival of the school’s Kew Green Nursery, which opens its doors this September.

DEBATING CHAMPS

Chapel singers

Tonbridge School Chapel Choir deputised for the Cathedral Choir at St Paul’s Cathedral over the early May Bank Holiday. The choir sang Choral Evensong to a congregation of more than 500. Tonbridge Choirmaster Julian Thomas says: “It was a unique experience for the boys to be making music in such a large space with resonant acoustics “.

EXTRA TIME

Bromsgrove continues to be lauded for its extra-curricular activities, particularly sport. Ranked in the top six of all UK independent schools for the last six years, not in one particular sport but across 26 sports. In addition to 280 sports teams, pupils have 104 other activities to choose from each week.

SOMETHING THEY SAID

WELLBEING AT WARWICK

Warwick School has launched a brand-new Wellbeing Hub in the very heart of the school – this new space offers themed quiet rooms, a multi-faith prayer room, and access to pastoral staff. The school's vision is to be "the most inspiring, rounded and caring boys’ school in the UK". Applications for boys boarding are welcome at ages 13+, 14+, and 16+.

EMELI SANDÉ

“’INFORMATION’ AND ‘COMMUNICATION’ ARE OFTEN USED INTERCHANGEABLY, BUT THEY SIGNIFY QUITE DIFFERENT THINGS. INFORMATION IS GIVING OUT; COMMUNICATION IS GETTING THROUGH”

Sixth Form pupils from The Leys School, Cambridge are regional winners of ‘Youth Speaks’, the Rotary Club youth public speaking competition. Ellie M, Sienna H and Georgia D delivered a presentation on the theme: why marriage is outdated, beating strong teams from St Albans’ Girls School and Stamford High School.

SYDNEY J. HARRIS

“I just found it very di cult to talk, so singing was like freedom for me; freedom from this oversensitive, over-shy kid to suddenly let go”

BEACH BALL

ACS International School Cobham hosted a beach volleyball tournament for independent schools at Barn Elms Sports Centre in May. Not only did students have a ball, but they received top-flight coaching from England stars Joaquin Bello, Javier Bello, Jess Grimson and Daisy Mumby. Lycée Français won the boys’ prize, while Lakenheath High School triumphed in the girls’ event.

Girls’ gambit

Girls and young women from across England played 2004 Global Chess Champion Antoaneta Stefanova in a rapid ‘simul’ tournament in May – the first time since 1979 that a chess champion has visited the UK to play this match style. Stefanova beat 28 out of 29 players, drawing with Emily, 14, from St Albans. The event was organised by chess charity She Plays to Win.

EXPLORER ASSEMBLY

Children at Cameron Vale Prep in Chelsea welcomed historian Dan Snow and Marine Archaeologist Mensun Bound for a special assembly to share stories about the Antarctic expedition earlier this year where they found the wreck of Sir Ernest Shackleton’s Endurance. “It was a real treat for our children to share in the retelling of the discovery,” says Headteacher Bridget Saul.

NEW PREP

Abingdon House School, which has a strong reputation for the progress students make within its specialist SEN provision, has announced the opening of a new prep school in South Kensington this September. The prep, for students from Year 3 upwards, will support children’s academic and personal development in a mainstreamstyle environment.

EARTH WARRIORS

Pupils from Knightsbridge School took over the streets in April with a peaceful march to Duke of York Square as part of Earth Day celebrations. The pupils were joined by naturalist Nick Gates and the S.O.S. from the Kids choir, which performed at COP26. As part of the event, the whole KS community were encouraged to make individual pledges to help the planet.

Boarding prize

Queen Ethelburga’s Collegiate (QE) received Boarding Innovation Award at the BSA Supporting Excellence Awards 2022 for its Houseparent Assistant App that helps streamline admin. Lauren Blakeley, Head of Boarding, says: “It has transformed the job of Houseparent here at QE. It allows more time to be spent with the students, which is vitally important to us”.

SOMETHING THEY SAID

FLOAT YOUR BOAT

Dauntsey’s Lower Sixth took part in a High Pressure Leadership challenge recently. Teams had to design a boat, buy materials (limit £50) and build it before racing it. Some floated better than others, but Head of Adventure Education Sam Moore says the real challenge was in making decisions and seeing the outcome.

JOHN CLEESE

Top Story

“IF YOU WANT CREATIVE WORKERS, GIVE THEM ENOUGH TIME TO PLAY”

NEW CLASS

DLD College London is welcoming Year 9 students from September 2023. Taking advantage of the school’s location on the South Bank, the new Year 9 curriculum will include an Urban School Project that uses London as a classroom – all part of a curriculum designed to engage students as they progress towards GCSE and BTEC pathways.

Reception welcome

Conifers Prep in Midhurst, West Sussex has welcomed Fiona Allan as Reception class teacher. Having previously taught in Surrey and also Hong Kong, Allan studied to be a teacher at Exeter, where she received the Ted Wragg Award. “My aim is to foster a love of learning and curiosity about the world by having a fun and focused classroom,” she says.

JUNIOR HEAD

James Allen’s Girls’ School has appointed Victoria Goodson as the Head of Junior School from September 2022. She succeeds Finola Stack. Goodson will join JAGS from Sydenham High School GDST, where she has been Head of the Prep School since 2019. Prior to that, she was Deputy Head (Lower School) at Newton Prep in Battersea.

WINNING 6

St Catherine’s School, Bramley has won the BSA’s Supporting Excellence Award for The 6 – the school’s new home for Sixth Form day and boarding students. It opened in spring 2021 and was designed by IID Architects, with alumna Helen Whateley (Year of 2008) leading the process. The judges commented on the very impressive facilities and the naming of the spaces a er inspirational women.

School buzz

A bee-friendly garden designed by Joe Swi and shown at RHS Chelsea Flower Show is to be rehomed at St George’s Church of England Primary School in Camberwell. It features a variety of nectar-rich flowers, while an Automated Pollinator Monitoring machine, known as a Polly, will enable the RHS to compare pollinator numbers at the school to other sites in the area.

SIBLING STARS

Millfi eld fencers have competed internationally at the African Zonal Championships. They included Upper Sixth student Kelsey Woname and her Year 9 brother Kaden Woname. Kelsey led the Ghanaian team for the fourth time, fi nishing eighth in the U20 Women’s Sabre. Kaden competed in the U15 category and was placed second.

In the swing

Felsted School celebrated music from around the world with the annual ‘Swing into Spring’ concert. This brought together orchestras, choirs and bands from across the school to perform a wide range of music. The concert started with folk tunes from England and Italy, and then took the capacity audience on a music journey through African rhythms and melodies, Caribbean calypso and South American samba.

MARK TWAIN

SOMETHING THEY SAID “GOOD DECISIONS COME FROM EXPERIENCE. EXPERIENCE COMES FROM MAKING BAD DECISIONS”

“Millfield students also competed in the Asian Zonal Championships”

Focus

“IT’S MORE THAN JUST BEING AN INTERNATIONAL SCHOOL, THERE’S AN INTERNATIONAL MINDEDNESS HERE”

A global OUTLOOK

LIBBY NORMAN

Head up the drive of Marymount International School London and you could almost believe you had stepped back in time. It sits on a private estate close to Coombe Hill Golf Club and the delightful Edwardian main building harks back to an age when fine architecture and pride in craft prevailed. The sevenacre campus with spectacularly well-tended gardens is a calm oasis. Yet Kingston upon Thames is just down the road, it’s close to the London ‘villages’ of Richmond, Wimbledon and Putney, and with superb road and rail links to central London (just 20 minutes away) and Heathrow.

The setting is Surrey idyll, but there’s a resolutely forward-looking approach in the education provided here. Marymount was the very first all-girls’ school in the UK to adopt the International Baccalaureate

(IB) curriculum back in 1979. This is something it remains, justifiably, proud of. The school o ers both the IB Diploma and the innovative Middle Years Programme.

Marymount London was established in the mid 1950s by the Religious of the Sacred Heart of Mary (RSHM), a pioneering Catholic order focused on education. It is part of a network encompassing nine countries and three continents, with sister schools spanning Paris, New York, Rio and other world cities. The school welcomes all faiths and none, but Headmistress Margaret Giblin sees the RSHM element as its bedrock. “I say to the students that it’s our anchor and it’s our guide because it roots us in why the schools were formed.

“I find Mother Butler, who founded Marymount Schools, quite inspirational. She set up the first school in the early 1900s and she wanted holistic education. She talked about physical, academic, moral and spiritual

British Education visits Marymount International School London, a place that blends a truly global education with strong community traditions that set girls on course for bright futures

ABOVE Marymount girls are part of a global RSHM community

learning. She was preparing women for a changing society. At that time, many were establishing churches, but Mother Butler was setting up schools. As an order, they are very progressive and very community oriented.”

Margaret Giblin knows whereof she speaks – Theology is one of her teaching subjects (the other is English). She has also seen the Marymount community spirit at work, having started as Headmistress here in January 2021 – in the maelstrom of Covid.

“The community here is so welcoming to the students, and I also felt very welcomed as an incoming Head and a new member of sta .” And this despite the fact that she had her first two weeks all mapped out – down to cookies and hot chocolate for her tutor groups – when the government decision was made, two days before the start of term, not to reopen schools. “But what can you do? I put my assembly online, I had virtual hot chocolate and cookies with

all the students – it was an interesting way to begin!”

Giblin was new to this role, but arrived as a seasoned school leader, having trained in Ireland and taught there on both sides of the border. She’s covered both state and independent sectors in her time and came to Marymount from Woldingham, where she had what she calls a “boomerang” tenure – teaching there first in the early Noughties and then returning in 2012. Second time around, she

covered a range of roles culminating in Senior Deputy Head. She’s grateful for this breadth. “I’ve seen all facets of school life, which puts you in good stead to relate to people,” she says.

She says it also helped that she was on the teaching roster in those early days. “I had Grade 6 RE, and that was really lovely. For that period of time that you are in the classroom you’re just Mrs Giblin their RE teacher.” Head duties in the last school year – with routine but important inspections and accreditations to prepare for – made a timetabled slot impractical, so she became “super sub”, ready to cover absences and unforeseen events. “Any time there was an opportunity, I taught,” she says. “I think every teacher goes into teaching because they love it.”

The cohort at Marymount International School London truly is international – something like 40 countries and over 50 nationalities if you count students’ primary, secondary and sometimes third passports. The majority are day pupils. Some are so local that they walk to school, while others catch one of the school buses that travel in from London and Surrey environs. “Day pupils are London based and they are locally based, but they are coming from international backgrounds oftentimes. Many have dual nationality – they may have one parent who is British

ABOVE Chapel is part of daily life at Marymount

RIGHT Popular sports here include soccer (football)

RIGHT Science investigation in action

and one who is another nationality. But I think it’s more than just being international, there’s an international mindedness here,” says Giblin.

When it comes to boarders, there’s a real geographic spread but no one dominant group, which the school sees as important. “What you want it to feel like is a genuinely diverse community where all are welcome.

It’s all about coming together as a community, so we are really fortunate that we have such a breadth.” In the school’s light-filled and welcoming Dining Hall you see an important element of how breadth is celebrated, with a smorgasbord of imaginative and healthy choices inspired by all continents. Food is savoured here, and no need to forgo home comforts.

Boarders live in halls overlooking the gardens. There’s a homely but modern feel, with comfortable twin rooms and social spaces. The recently added kitchen and dining areas are “absolutely loved” by the girls, o ering a useful taster of university-style independence.

The boarding is organised in grade-specific corridors, but with a strong sense of integration – between age groups, but also boarders and day pupils – thanks to the House structure that blends them. While day pupils often invite boarders over for sleepovers, at Marymount it works the other way too. “I think that’s really lovely – it is their home. Our Head and Deputy Head of Boarding really work to foster that.”

Marymount o ers options to match modern family life. Fiveday and seven-day boarding remain extremely popular, and flexi is also firmly in the mix.

There are many advantages in boarding – not least ease of access to facilities and fixtures after hours – but every pupil here enjoys a wealth of educational spaces. Marymount’s new STEAM centre brings interdisciplinary and digital learning to life, while wonderful Visual Arts facilities include a kiln and potter’s wheel, but also laser cutter, 3D printers and Adobe software. Performing Arts are a strong suit too, and Drama and music happen throughout the year in the auditorium and other spaces, with exciting o -campus events and

“THERE’S A SKILLSET EMBEDDED IN IB –THE ATTITUDE TO LEARNING, THE SELFREGULATION, THE INDEPENDENCE, THE CURIOSITY, THE BALANCE ”

ABOVE Marymount London has an idyllic sevenacre campus

enrichment opportunities locally and internationally. There’s also a great mirrored dance studio, and the subject has become so popular that the school is o ering Dance within the IB Diploma for the first time this year. Giblin says that she’s excited to see what the cohort here who “live and breathe dance” will achieve.

There’s a well equipped new sports hall, plus outdoor pitches and courts where team games are played – volleyball, soccer (football), badminton and basketball among them. Wimbledon is ten-minutes away, so tennis is, of course, a mainstay. School teams (Marymount Aces) compete weekly in the London Schools

Sports Association against rival international schools in London and Surrey, and Varsity teams have the opportunity to travel across Europe for fixtures. There’s also the RSHM Sports Festival each year – a friendly three-day tournament among network schools. Local opportunities to represent the school range from golf tournaments to swimming meets.

There’s a strong sense of community evident in everything at Marymount London, and never more so than in the IB structure. Open-minded enquiry and group and individual project work are central principles, and the impressively stocked Library is a hub for embedding this approach

from the Middle Years Programme onwards. Collaborative lessons between teachers and librarian help students hone sophisticated information-gathering skills and there are a huge number of books and periodicals (covering nine languages).

Margaret Giblin believes some “myth busting” is needed about the Middle Years Programme as it is not as well understood as the Diploma. She and her team have been engaging with prep schools they work with to help them understand more about the foundation it provides.

“There’s a skillset embedded in IB – the attitude to learning, the self-regulation, the independence,

“WE’RE A VERY TIGHT COMMUNITY, BUT A COMMUNITY THAT IS BOTH INWARD AND OUTWARD FACING. I THINK OUR STUDENTS ARE SUPERB AT KEEPING THAT VISION”

ABOVE The Library is a hub for collaborative study and individual research

the curiosity, the balance,” she says. “By the time learners come to the Diploma they’ve acquired that instinctive approach because it has been so repeated and so supported in the Middle Years journey.” One thing that Giblin loves about the IB route – and she speaks with deep experience of di erent pathways – is the spirit of enquiry it engenders. Also, as she puts it, “this sense of being comfortable with not knowing the answer because part of the education journey is in finding that”. Results speak for themselves, with a consistent average IB Diploma score of 37 points. This puts Marymount into the top 15% of IB schools worldwide. A third of the class of 2022 scored 40 points and above. Also, and this shows the international nature of the cohort, a third of graduates took the Bilingual IB Diploma. “We

are really fortunate that the core academics here are really strong, and they have to be. That’s every school’s bread and butter – you have to be getting it right in the classroom.”

Small class sizes support high achievement, but the focus is always on developing students’ curiosity. The enrichment programme, led by Specialist Learning Director Dr Sandra Forrest, o ers support and stretch to suit individual needs and interests. This feeds into the holistic approach that Giblin sees as central to the school’s ethos. Students are encouraged to think independently and also look outwards in academic and other areas – for example, studentled initiatives for Kingston Foodbank and for a sister school in Zambia. Whatever they are planning, there’s feedback and encouragement from the sta . “We are always saying to the students ‘so what other areas are there for you to explore?’”

Underpinning all of this is the RSHM bedrock – Margaret Giblin believes it is the extra ingredient that gives the Marymount London community strength and purpose. “We’re a very tight community, but a community that is both inward and outward facing. I think our students are superb at keeping that vision – where do we fit in the world and what di erence can we make here and more widely?” she says. “And there’s a lot of laughter here. We work hard and we laugh a lot – there’s a real joy in learning.”

At a Glance

Marymount International School London

FOUNDED: 1955, by the Religious of the Sacred Heart (RSHM)

HEAD: Margaret Giblin, since January 2021

GENDER: Girls’ school NUMBER OF PUPILS: 250 DAY OR BOARDING: Day and boarding AGES: 11-18

POINTS OF ENTRY: Most popular points are Grade 6 (Year 7) and Grade 11 (Year 12), accept in-year applications for admission too

ADMISSIONS: Assessment, references from current teachers, reports and interview

RELIGIOUS AFFILIATION: Catholic FEES: School fees £27,250pa; full boarding and school fees £46,130pa; flexi and 5-day boarding options available

ADDRESS: Marymount International School London, George Road, Kingston Upon Thames, Surrey KT2 7PE

LEFT Headmistress Margaret Giblin

ABOVE Performing arts are a school strength

RIGHT The lush gardens o er space and calm

Since 1918, when women were granted a somewhat limited power to vote, the majority of policy and law has continued to be written by men and naturally reflects their bias. To level the playing field and ensure fair representation in politics and the working world, we need to give girls the tools to voice their opinions and break the bias.

Gender bias starts young – girls are told to sit nicely and behave while boys are encouraged to be noisy and boisterous. This has parallels in the adult world too; vocal women are labelled ‘bossy’ or ‘shrill’, whereas vocal men are just ‘determined to get their point across’.

The more opportunity, support and guidance young women have to share their ideas, the more expert they will become in the future – whether that’s holding discussions in departmental meetings, representing

discussion, debate and public speaking.

Our Speaker’s Corner is an opportunity for students to speak publicly about a topic they feel passionate about for two minutes without questions, sharing their opinion and declaiming about it – rather like Speakers' Corner in Hyde Park. The topic that resonates most with the students is then used for our School Debate in the Summer Term, when opinions and ideas are challenged and debated.

speaking out or seeing themselves in top jobs – and that was the theme of this year's International Women's Day, with the hashtag #breakthebias. Of course, we need to be sure we are building the skills, knowledge and understanding that enable informed decisions.

an organisation or speaking in Parliament. Alongside the necessary qualifications, communication skills and what the individual brings to the job are the essentials for success.

At Heathfield we recognise the importance of building confidence, communication skills and an open-minded approach to new experiences. We want our students to be critical thinkers who can discuss and view issues from di erent perspectives. To ensure they are informed about politics and current issues, our Careers and Outreach department hosts various programmes to promote

Later in the Michaelmas Term, in celebration of Parliament Week, we host a ‘Question Time’ with a student panel taking topical questions from the audience, which includes local politicians from the three main political parties.

We also have a Speaker Programme to introduce new ideas and broaden experiences for our students as they learn about the world of work. Professionals are invited to come and speak about their work and experience, and the students start to develop their networking skills.

We still need to overcome the barriers that prevent girls and women from

We need our young people to think critically and raise their voices so their thoughts and opinions are heard. We must also teach them to first look at their own assumptions, to bring the bias to the fore and question it. To achieve equality, there can be no automatic assumptions.

“The more opportunity and guidance young women have to share their ideas, the more expert they will become in the future”

Rushi Millns of Heathfield School on how we overcome bias, giving girls the confidence to speak up and aim for the top in public life

GIRL POWER

RUSHI MILLNS FRSA Director of Careers and Outreach Heathfield School, Ascot

ABOVE Heathfield School pupils

NOT JUST FOR THE PRESTIGE

STEPHANIE CHEAH

Why do British schools continue to attract international pupils?

Over four million students across the world choose a British-based curriculum.

Nearly 450,000 pupils hold visas to study in the UK, including over 15,000 Malaysians in this mix. With a 143% increase of international students in the UK since 2019, these phenomenal statistics beg the question: If not for the prestige, why else is the UK still the world’s top education destination?

We are witnessing an undeniable shift of economic and geopolitical power to the East, and in particular, China. This brings great opportunity to Asia, but for now, intellectual power remains firmly embedded in the West.

Oxford, Cambridge, London, Boston, New York and Paris: these cities stand as the major intellectual centres and are home to the world’s leading academic institutions. Universities in the UK have a rich history of providing a world-class education to their students and continue to be set the standards for higher education in other countries. They are recognised worldwide for having creative and challenging environments, high standards and every graduate knows that their degree will be accepted and respected, no matter which country they end up living or working in. The variety of degree courses in di erent disciplines is extensive, ranging from purely academic studies to vocational and professional pathways, providing a

solid foundation and springboard to a successful future.

Although most international students arrive in the UK for higher education, more parents are seeing the upside of tapping into the benefits of a UK system earlier on. British boarding schools (also called “public schools” in the 18th Century as they prepared their pupils for public service) take in students as young as 11 years old and provide a unique learning environment. With centuries of experience under their belt, these schools have tried and tested an approach and pedagogy for generations of pupils. Of course, every school has its own ethos and philosophy, specific academic courses and co-curricular o erings.

ABOVE Dance at Brighton College

“British boarding schools boast some of the best facilities and up-to-date equipment”

It’s impossible to use a broad brush. My role and duty as an education consultant is to assist families to sift through choices and pinpoint the best fit school for their children. That said, the reasons for British boarding are compelling and attract families from all over the world.

Parents in Malaysia have high expectations in terms of their child’s academic performance. Boarding schools o er small class sizes - at Eton

College, the average teacher to pupil ratio is 8:1taught by highly qualified sta armed and plenty of classroom experience. An Eton boy told me that of his seven final year teachers “five had PhDs and DPhils, or both”. They were “all incredibly passionate, going the extra step and giving extension material so we can learn beyond the curriculum”. The examinable academic curriculum is the core of every school’s o ering, but there is also an interest in developing life skills: the ability to research, communicate, problem-solve and think both critically and creatively. Harrow School’s “super-curriculum” is taken by every student and encompasses elective classes, lectures, debate and other activities. The International Baccalaureate is also well taught in UK boarding schools. At Sevenoaks

School, where the IB has been taught since 1978, the average grade of its 200+ annual graduates is consistently one of the highest globally. Academic success comes naturally to teenagers who find themselves living and breathing education together with their friends in this stimulating environment.

British boarding schools now boast some of the best facilities and up-todate equipment available to students. Massive investment in the sector in recent years has seen new science labs, sports centres and performing arts theatres being built across campuses together with modernised housing accommodation. The hardware is well-matched with a rich co-curricular life in a vast range of activities – from beach volleyball to board games and coding to choir – and starting a new club if it does not already exist. In the Sixth Form, students are able to tap experienced university counsellors and preparation programmes. A Singaporean parent observed that UK schools have expertise in applying not just to the UK, but also to the US Ivy League and top universities elsewhere in the world. She said that “Inspecting the Leavers’ Destinations list is a sure way to gauge a school’s higher education support system”.

The sense of camaraderie amongst boarding school pupils sows lifelong friendships and an extensive global alumni network. This unique bond and shared experience is simply “a by-product of having attended Harrow School”, as alumnus Tunku Abang Faisal Amir puts it. A British boarding education is not just about the prestige, but “in the humblest way, it sets you up for the future with the belief that you can achieve just about anything”.

LEFT IB Pupils at Sevenoaks School

ABOVE Haileybury College Girls' Rugby LEFT Cheltenham College

Pupil VOICE

If schools do not allow their pupils to become active agents in strategic thinking, we risk an ever-polarised society where the young feel disenfranchised from authority, generationally dislocated and where issues that matter to them become locked in an echo chamber of bitterness and injustice.

Like many Heads in our sector forced to navigate the necessary self-questioning presented through the challenges posed first by the Black Lives Matter movement and then latterly by Everyone’s Invited – having soul-searched and questioned the very core of my educational belief and educational purpose – I felt strongly that we were not advocating enough of a role for children in the decision-making of the school.

That is not to say that we do not have a well-meaning pupil parliament, annual pupil surveys, working groups and an active prefect body – we do all of that – but I felt

on reflection that these things were at risk of providing little more than lip service. How we can improve catering and the cocurricular programme is all very well and good, but do children have a say in the very culture they help to cement and of which they are both custodians and beneficiaries?

My mind was drawn to a presentation I was asked to give to the Barclays Spectrum group. This is a significant network of employees representing the LGBTQ+ community from across the Barclays group and their task is to formulate and

take ownership of a strategy for improving equality, inclusion and diversity within the group. I was taken by this idea, as it had the benefit of coming directly from within. It had cultural clout because the employees themselves were shaping their lived environment. I started to think about whether something similar could be achieved in a school setting and the idea of the St Dunstan’s Diapason was born.

The first thing most people ask me is what does Diapason mean, which is a good question. It means a burst of harmony, or the entire scope and range of a thing. It seemed to me a very appropriate term for what we were trying to achieve.

The Diapason is structured around five ‘pillars’ – Race,

Sex and Gender, Religion and Belief, Sexual Orientation and Disability. Each has a nominated pupil and sta lead who work with the broader pupil and sta community to formulate a strategy for action. I chair and resource the group. We meet once a half-term and the purpose is clear – we want to make sure that our community is founded on deep principles of equality and that we are actively showcasing the very great benefits that diversity brings.

The Diapason liaise with governors, speak with parents, and support the pastoral team in finding solutions to problems when they arise. Although still in its infancy, we have had great success. Fundamental change to our curriculum, driven by the pupils themselves, sits alongside more concrete changes – for example, this summer we are building our first multi-faith prayer room. Their list of actions is significant, and this is a lively and sometimes challenging group to manage.

We do not always agree, but at least we are talking. Sta and pupils from across the school organisation bring together di erent views and ideas into one forum where everyone is heard. This allows meaningful change to be driven by those in direct receipt of the culture that is created here at St Dunstan's.

NICHOLAS HEWLETT Headmaster St Dunstan's College

The Head of St Dunstan's College discusses its 'Diapason', a working group designed to include the student voice in every aspect of school life

"Diapason means a burst of harmony – an appropriate term for what we were trying to achieve"

ABOVE Pupils at St Dunstan's with Nicholas Hewlett

Speech DELAY

There isn’t a parent on the planet who doesn’t worry at some point if their child is on track. Milestones are monitored and alarm bells ring when other children appear to have key skills your child is struggling with. Children do, of course, develop at di erent paces. But on top of existing concerns about the impact of screen use in early years, now we have nearly two years of intermittent lockdowns to contend with. This is raising concerns among experts as well as parents about speech, language and communication skills – especially for our youngest learners. Trips on the bus, exposure to family members and visits to play settings all help children acquire language. It’s not just speaking that matters, but understanding what others say.

Speech therapist Amy Loxley, a Lead Speech & Language Advisor for the children’s communication charity I CAN, believes lockdown deprived children of many of the usual routes for developing communication. “Even that requirement to stay close to home and have limited contact with others has deprived children of a range of social experiences,” she says. “This is the range of experiences you have in early life where you’re exposed to new words.”

There’s now some evidence to support the idea that this has led to an increase in speech and language issues. “I CAN undertook some research last year, published in a report called ‘Speaking up for the COVID generation’. We found in that research that there are 1.5m children in the UK who are at risk of not being able to speak and understand language at an age-appropriate level,” says Amy Loxley. Certainly, referrals for communication di culties have increased – noted by both the Department for Education and speech therapists.

I CAN develops intervention programmes used in mainstream schools, as well as running two specialist schools for children with complex language di culties. A lot of their work with mainstream schools centres on Developmental Language Delay (DLD). This is a condition unconnected with any other conditions that can cause lifelong issues speaking and understanding others. “It a ects 7.6% of children – another way of looking at that is two in every class of 30 – so is actually quite common,” says Amy Loxley.

The other key group that I CAN works with is children who have language di culties due to environmental factors – in other words, the setting they are in. This group is much larger in areas of disadvantage. “One in ten children across

Parents often wonder if their child’s development is on track, but one of the most problematic areas is speech and language.

We find out about sources of support

the UK has a di culty with speech and language, but that can rise to one in four in areas of disadvantage,” says Amy Loxley.

WARNING SIGNS

One of the big questions for parents is: do I need to seek help? While no one wants a label on their child, the fundamental building blocks need to be in place.

“Language skills underly all skills, so even when children learn to read and write, that’s based on them understanding and using spoken language,” says Amy Loxley. I CAN runs a free phone advice service where parents can talk to a speech and language therapist. Typically, parents ring for advice because they have noticed that their child uses less words or simpler words and sentences than their peers. It could be that a child’s speech sounds jumbled or muddled up, so that it’s hard to understand.

Less commonly, parents may recognise their child is having trouble understanding what is said to them – often this isn’t spotted so early. It might be trouble following an instruction, for instance, or a teacher reporting that the child doesn’t listen in class or isn’t getting work done when asked.

The issue here can become complicated by how adults view this failure to do what’s asked.

“Sometimes that’s interpreted as something else – people think it’s a behaviour problem, when it’s actually the child not understanding language.”

GETTING SUPPORT

If parents are worried and believe they may need expert support, the team at I CAN can explain the steps for getting a speech therapy referral via the NHS or privately. Usually, the first recommended step is approaches to try at home. They include going a bit slower when you are talking and making comments rather than asking questions – a technique to open up dialogue without putting undue pressure on a child. “Children do pick up on that feeling when parents are particularly anxious or worried and are trying to get them to do something,” says Amy Loxley.

Although lockdown hasn’t helped any of our children, the good news is that parents can make a real di erence to build both speech and understanding. Chatting and playing are vital, says Amy Loxley, also a

really good way to spot potential issues. Taking time and choosing the right language level are vital, which means choosing simple, age-appropriate words and keeping things light and open. “It’s about talking with children rather than talking to them – you’re trying to get them into a backand-forth interaction,” says Amy Loxley.

As to screen time – that other great worry – expert guidance suggests that the less children have in early years the better. TV (or other device) is never a substitute for the learning provided by good oldfashioned play and interaction. That said, children love screen time, and so watching an age-appropriate programme with your child and discussing what’s going on with them is a way to make this an active experience that builds communication skills. The other great route that helps children get into speaking and understanding language is books, using the same sharing approach. “Parents don’t always have to read all the words in the book. They can even just talk about the pictures and about what the child is interested in,” says Amy Loxley. “Relate things in the book back to their experiences – it’s all about drawing those connections for your child.”

For more guidance and support about speech, language and communication, visit I CAN’s talking point for parents at ican.org.uk

“There are 1.5m children at risk of not being able to speak and understand language at an age-appropriate level”

ABOVE A first practical step for parents concerned about speech delay can be to try some simple techniques at home

SENIOR TRANSITION

Making the choice and managing the entrance to Senior school can seem complex for parents familiar with the UK system – even more so for families who are moving (or returning) to the UK. The first important step is not to panic. Your priority should be to find a fantastic school for your children – and the good news is there are plenty of excellent choices. A good school will not only actively prepare your child academically and emotionally for every transition but will also support your family throughout the educational journey. Here’s a checklist of areas we suggest parents focus on.

Decide what it is you are looking for in a senior school

Do you prefer a single sex environment or a co-educational one? Perhaps you are open to all. Are you looking for a boarding school or a day school? While traditionally there was a tendency to look at the league tables and start from there, what is equally if not more important is the ‘value added’. This is a great measure of a school’s determination and ability to get the best out of children and help them to thrive. Also decide what values are important to you as a family. This is particularly important at a boarding school, as your child will spend a great deal of time there and the values and ethos should replicate your own.

Carry out research

While nothing quite compares to visiting a school in person, since the pandemic – when schools couldn’t host physical visits – many o er website tours that give great insights into what the school is all about. The best capture the life of a school. This is useful starting point to focus your search and set of criteria before narrowing down. Visiting schools in person (or via one-to-one virtual appointments if physical visits are impossible) is the next step. This will provide a clearer sense of the atmosphere and culture. It’s also an opportunity to meet key members of sta who will tell you more about the inner workings of school life.

Don’t be surprised if your criteria change

Many parents I see will have an idea of the type of education or school they envisage for their child. Sometimes this is based on their own experiences, or it might be reputational and based on what they have heard. Sometimes it is purely down to the stats. But education has moved on considerably since we were at school, and it is important to stay open-minded – the first and foremost priority is to find a senior school where your child will thrive, not simply survive. It is very common for families to end their search in a very di erent place to where it started. I have parents who only wanted day school but ended up pursuing a boarding route and families who took a risk on a newer school versus more established ones. Time and again, parents will say ‘we never thought to consider that school, but it turned out to be exactly what we were looking for’.

ABOVE & LEFT Pupils at Broomswood Hall Upper School

“The first and foremost priority is to find a senior school where your child will thrive, not simply survive”

Louisa McCa erty, Head of Broomwood Hall Upper School discusses how parents can ensure the application and transition to Senior years goes smoothly

LOUISA MCCAFFERTY Head Broomwood Hall Upper School

Boarding schools have come a long way since those tales of cold showers and huge dormitories. Dedicated sta now guide students as they navigate social interactions, mental-health issues and meeting the high expectations of school, all the while being away from home for the first time.

Today’s students often describe boarding as ‘one big sleepover’, a ‘home from home’. Secure and friendly, it is where they not only flourish academically, but learn tolerance, resilience, discipline and independence – and make lifelong friends. Free time is packed with activities. They can enjoy the company of hundreds of others – with older students becoming sibling figures.

At Gordon’s – recently named TES Boarding School of the Year – Year 7 boarders are accommodated in Woolwich House, with us as Houseparents. Settling in new charges

time), an action supported by the vast majority of our parents. The reasoning behind their removal is to encourage friendships. It’s easy for children to sit in a corner with their phone if they’re feeling self-conscious, but without one they are making friends and learning how to gel with those in their house. Phone usage is gradually increased but often, once these much sought-after privileges arrive, they are ignored in favour of spending time playing with friends.

and allows them to focus on their academics and sports. Similarly, if they are active rather than passive – be it looking for ‘lost items’ or keeping their dormitories tidy – they are solving problems for themselves and are in control. This, in turn, gives them confidence.

begins months before students’ arrival. During in-person meetings or Zoom calls, we glean as much information as we can about each child so they can be helped to settle in quickly. For their part, parents are urged to prepare their children before they arrive by increasing their independence, reducing their dependence on mobiles and encouraging them in practical tasks and chores such as making their own bed.

Mobile phones are limited in the junior house and removed from students for their first three weeks (although children may use the house phone to phone home during this

In the early stages, the children are kept busy. Playing rounders or ‘capture the flag’ means they’re building relationships through play and are less likely to dwell on home. However, homesickness is always going to crop up – usually at bedtime. Then they come downstairs and are soon on the sofa talking it through with a warm drink. They also support each other in their bunk beds – that is how they develop those lasting friendship bonds.

Each new boarder is assigned a buddy from a year above, to guide them through their first year and on to their senior boarding houses. Independence and organisation are encouraged from the start – if they can get that sorted in their first year, it will be easier in the long run

A bell wakes them up for the first half of their first term, but after that they are given an alarm clock and become responsible for waking themselves up. They are all ready for their senior houses at the end of the year, looking forward to more independence and with the skills and maturity to deal with the next stage of their boarding journey.

SAM & DAISY COOPER Houseparents Gordon’s School

“During meetings, we glean as much information as we can about each child so they can be helped to settle in quickly”

Sam and Daisy Cooper, Houseparents at Gordon’s School (TES Boarding School of the Year), describe ways in which they help first-time prep boarders settle in and thrive

BOARDING SUCCESS

ABOVE Social time at Gordon’s School

GENERATION

Communication

This is the social media-savvy, connected generation, but that brings its own problems. Post pandemic, we catch up with leading independents to find out how they manage real dialogue, foster kindness, and also ensure confident teamwork and face-to-face meeting points among their young people

ABOVE ArtsEd students

UCS, Hampstead

UCS in Hampstead follows four Learning Values of responsibility, relationships, resilience and resourcefulness.

There’s a big emphasis on encouraging pupils to listen to one another and be bold in sharing their thoughts and opinions. “Our pupils’ willingness to question and challenge, and engage in clubs, societies and community projects, creates such a stimulating atmosphere,” says the school’s Director of Wellbeing Bimba Kumarasinghe.

Within the co-curricular framework pupils are given support to take ownership. With 70-plus pupil-led clubs and societies, including debating, Model United Nations, Duke of Edinburgh’s Award and Young Enterprise, a spirit of enquiry feeds into the fabric of the school. Students run these clubs for peers and younger age groups, also stepping up to responsibilities such as House Captains. They also drive the annual Community Action fundraising initiative – and are very good at it. A recent example of this is a pupil-led fundraiser for Ukraine, which raised £5,000 in less than a month. “Through being involved in co-curricular activities, pupils acquire new skills but also develop character and discipline and appreciate the importance of camaraderie,” says Headmaster Mark Beard. Developing empathy and listening skills is critical to building a strong moral

sense, and UCS works for an “unambiguous culture of equality” in which the student body is closely involved. Pupils are encouraged in this through teaching and mentoring younger children, both at UCS and at local partner schools. In particular, Sixth Form students play a key role in ‘paying it forward’ by helping younger pupils. “There are numerous mentoring schemes and our peer education project trains Sixth Formers to teach lessons on wellbeing and mental health to Year 7s,” says Deputy Head Pastoral Andrew Wilkes. This, alongside their input into fundraising (organising events and choosing charities) helps to build a culture of service – also an understanding of the bigger issues. The spirit of looking after others is, says Headmaster Mark Beard, a critical element in developing outward-looking young people. “We foster social responsibility alongside respect for the individual. Pupils are taught humanity, understanding and empathy.” Here too, the element of broadening young people’s horizons –showing them life beyond their small circle – helps to foster the kind of communication skills needed for their futures. “Varied experience beyond the classroom serves to nurture and champion creativity, aspiration and individual talents,” says UCS Assistant Head Co-Curricular Jessica Lewis.

Queen’s College, Taunton

At Queen’s College, Taunton the focus is on creating a culture in which students are comfortable in class settings and able to communicate and share freely. This is helped by both the small class sizes and the structure of teaching and learning. “Every pupil is provided with a chance to communicate in every lesson,” says Head of College Julian Noad. “Collaborative activities are carefully structured to ensure that each pupil plays their part in expressing ideas, responding to others’ views, and taking the opportunity to lead.”

Within the wider curriculum, there are plenty of opportunities to mix and share, with performing arts opportunities a priority and sports and outdoor education used to develop ‘people skills’ and leadership potential. There’s lots of focus on fun, but also using these platforms to develop young people’s strengths. Alongside the benefits drama brings in building confidence, other forums include Model United Nations, debating, academic societies and discussion platforms such as Book Club.

Queen’s College’s Debating Society is a particularly useful means of helping students develop listening skills and

ABOVE One-to-one time at Queen’s College, Taunton

BELOW Mentoring is encouraged at UCS

empathy, ensuring an atmosphere where pupil contributions are welcomed and acknowledge by their peers. “The ultimate ambition for many pupils is prefectship, with its opportunity to ‘give back’ and earn genuine leadership and people skills,” says Julian Noad. Mentoring is also encouraged, where there is a pastoral or academic need, while PHSE sessions encourage informal discussions and discovery opportunities.

Formal and semi-formal settings can also be a valuable way of giving young people confidence and the weekly ‘tea parties’ with the Head and his wife, plus Sixth Form dinner parties at the Head’s House, o er a means to support confident communication. Students often lead visitors round the school, support social events at the school and take the lead on charity initiatives.

Boarding here has a vertical approach, in which students get to know pupils from their House of di erent years. This, says the College, encourages interaction with di erent age groups, peer leadership and also team working. There is also a strong role for young people in looking out for each other – Queen’s College runs a highly successful ‘Talkabout’ group to help those who need support interacting with others.

More House

More House in Knightsbridge sees confident communication as a top priority. Girls are encouraged to speak up in and out of class. Head Faith Hagerty says that the traditional ‘hands up’ approach does not serve every child well so the school uses di erentiated questioning to encourage whole-class participation.

An in-house specialist in Speech and Language Therapy works with specific pupils, as recommended by the SENCo or other teaching sta , and this nurturing work helps everyone to develop key skills in questioning, listening and conversing. Whole year group singing facilitates pupils finding their voice, while LAMDA lessons o er individual pupils or small groups the opportunity to explore voice through character. The school’s Debate Club also provides a platform for developing skills in clarity of expression and use of language. Variety is key here, since a non-competitive environment helps some pupils while others thrive in a more public forum.

As a Catholic school, More House talks openly about love, and this naturally leads on to discussions around the importance of

empathy. Pupils are encouraged to practise e ective listening, and this is modelled by sta – the school believes young people must feel listened to in order to be good listeners.Leadership opportunities are o ered that go beyond the scope of everyday school life. More Holidays, the school’s programme of holiday courses, involves sixth formers in areas from finance to marketing and operations. Students are also invited to assist in the delivery of courses for younger children, developing workshop ideas and leading a variety of games and activities. They also liaise with parents, which requires excellent communication skills. This initiative gives pupils of all learning profiles a chance to shine.

There are, of course, ongoing concerns since the pandemic, but More House sees this as a problem with a solution. “What we are seeing is a generation of young people who have missed out on growing up around their peers,”, says Head Faith Hagerty. The school has worked closely with pupils to address this, using opportunities such as the co-curricular programme, concerts and productions so that pupils mix freely outside of their own year group. “We must help our young people to value their own worth more than their online presence,” adds Faith Hagerty.

“At UCS there’s a big emphasis on encouraging pupils to listen to one another, value each other’s input and be bold in sharing thoughts and opinions”

“At More House, pupils are encouraged to practise effective listening, and this is modelled by staff – young people must feel listened to in order to be good listeners”

ABOVE A student at More House

BELOW Queen’s College, Taunton students

Cumnor House, Sussex

At Cumnor House, Sussex, a co-ed day and flexible boarding prep close to Haywards Heath, the sta place real importance on building close relationships with pupils and their families. This is a vital formative stage, so it’s all about understanding how children learn best and how to provide both challenges and support. The team say that strong relationships provide an environment of safety and security, giving children the confidence to try new things.

The school believes it is important not to see the extra-curricular and the academic as discrete because, done well, they are intrinsically linked and bring education to life.The focus here is on an individualised approach that sets the right goals for pupils, no matter where their strengths and weaknesses lie, as well as teaching the importance of community and the role everyone plays within the Cumnor community.

The school motto, ‘Aim High, Be Kind, Dare to be Di erent’ permeates every aspect of school life and is constantly reinforced through lessons, assemblies and interactions. Pupils have timetabled Wellbeing lessons each week – a safe space to discuss what constitutes a healthy relationship and what it takes to be a true friend.

In Wellbeing lessons and ICT, significant time is spent helping children look at the way they engage and communicate online – an even more important element

of education in the wake of lockdown when children experienced extensive screen time and isolation from peers. Parent seminars support the work with children, some led by sta and others by external speakers. The Cumnor approach is that instilling healthy online habits and open communication at home are crucial at this stage – children’s experience of being online should be positive, formative and shared.

Enabling children to connect with traditional childhood freedoms is also intrinsic to the Cumnor approach. The school’s 65-acre site provides plenty of opportunities to embrace outdoor learning – from alfresco drama and time in the Reading Garden to scientific exploration in the Woodpeckers, its school in the woods. Outdoor learning is used to teach skills and values such as cooperation, problem solving, risk taking and leadership. There are also the unforgettable pleasures of just being together having fun – lighting fires, den building and toasting marshmallows.

Emanuel School “A

t Emanuel, the importance of the relationship between students and members of sta is emphasised, whether that be with a form tutor, subject teacher, head of year or member of senior sta ,” says Deputy Head Pastoral Ravi Kothakota. The Battersea co-ed encourages students to speak up on both school and wider societal issues. “Students need to know they feel heard and listened to on issues that relate directly or matter to them. We place a significant focus on ensuring all students are provided with opportunities to express themselves,” he adds.

There are lots of opportunities for students here to make a mark. Assembly presentations, Drama lessons and regular plays and performances give a creative outlet. There are also public speaking competitions, weekly form discussions, debating clubs – even a film club for aspiring directors, actors and presenters.

“Learning to communicate effectively through whatever medium is an essential skill and we spend significant time on this at Emanuel”

ABOVE Cumnor House, Sussex pupils

Alongside the school council and nutrition review groups – which include representatives from all year groups –there are groups where pupils can formally discuss gender equality and mutual respect, race and diversity and LGBTQ+ matters. These provide platforms for pupils to drive tangible change, and this year an impact video including each pupil voice group was shared across the school community.

Emanuel’s House system provides opportunities for pupils to mix across year groups, with the oldest pupils supporting and mentoring the youngest. Students can be appointed to leadership positions,

achieve awards (House colours) and take part in a range of hotly contested competitions. Team sports are, of course, vital to the life of the school, with large numbers of students taking part in competitive fixtures. “Our co-ed House sport competitions ensure that girls and boys learn how to communicate with each other as part of team activities and not just within the classroom,” says Ravi Kothakota.

Emanuel places great emphasis on respect across the community. “Learning to communicate e ectively through whatever medium is an essential skill and we spend significant time on this as part of our Life Education programme.” The goal here is to prepare students for the modern world. “The role we play as a school is encouraging young people to connect away from their screens, while simultaneously introducing them to the many possibilities that technology presents,” adds Ravi Kothakota. Sixth Formers recently watched the film I am Gen Z, exploring the impact of social media. Many have volunteered for a school trial and will be reporting back – the goal being to shape an approach where agency in use of mobile phones is emphasised.

ArtsEd

Young people at ArtsEd need less encouragement to express themselves than in most other schools, since this is an independent with a stellar reputation for training stage and screen talent. Students are here to pursue their love of performance. “All ArtsEd students are driven by a passion to express themselves, be it through drama, music or dance,” says Head of Day School & Sixth Form, Matthew Bulmer.

He says this is a setting which inspires communication between students. “The performing arts – and I think sport is another good example – force young people to engage with one another physically and emotionally.” Without this dynamic learning in class, it would be impossible, in his view, to excel. “Rehearsal and performance builds a natural confidence in students and helps to develop their listening and empathy skills. This does not make them immune to moments of anxiety or doubt, nor does it mean that they are impervious to the temptations of social media, but their immersion in the performing arts gives them both the resilience to deal with di cult situations and the desire to focus on the moment.”

One area where some may lack confidence when they arrive is in more traditionally academic subjects, but the confidence and creativity nurtured in vocational lessons gets carried across into all areas, helping them to exceed their own and others’ expectations. “A creative education allows young people to develop the skills necessary to thrive in the modern world,” says Matthew Bulmer. “The mobile phone isn’t going anywhere soon, but through the healthy, creative interactions that are a daily part of ArtsEd life for our students, it can become an extra to the day-to-day, not a lifestyle choice.”

“At ArtsEd, exposure to rehearsal and performance builds a natural confidence in students and helps develop listening and empathy skills ”

Emanuel School

pupil voice

RIGHT ArtsEd students develop empathy skills

LEFT Emanuel champions mutual respect

Beyond the CURRICULUM

The competition for places at the best universities is more intense than ever. Even the brightest students can find themselves in a battle to make their application stand out. They may find themselves competing for fewer places on the most competitive courses due to deferrals from the pandemic, a changing demographic and a constantly changing political landscape of university admissions policy.

One fact remains unchanged: exam results matter. The typical o er of a place to study Law at Cambridge or Medicine at Oxford is A*AA, though many of the recipients of such o ers will get even higher grades. Only one in five applicants to Oxford or Cambridge on average secure a place; for some courses the success rate is much lower still and almost all applications come from students expecting top grades. Excellent grades open up the possibility of a student’s application to a top university being taken seriously. However, this year in England alone, over 8,500 students got 3 or more A* grades at A Level. In other words, though high grades enable application to these prestigious courses, they are not enough on their own. So, if you are a parent of an academically able child, what should you be looking for in a school to help set them on a path to realizing their ambitions?

It is natural for parents to seek out the schools with the best A Level results, and there is good sense in this. But beware: league tables based on exam results in isolation can be misleading because they are based

on di ering numbers of students doing di erent suites of subjects and courses in very di erent environments. Consider schools with outstanding results, but it is only in asking what else they do that you will find the right school for your – unique – child.

A growing number of universities require students to sit entrance tests or additional papers. Schools should o er dedicated support for students in preparing for these. Beyond these, however, universities look for subject knowledge and passion combined with the ability to demonstrate personal skills that allow them to thrive at their institution. Students who can demonstrate their ability to balance a busy portfolio of interests, who work well under pressure and in teams are at a strong advantage. A key factor is a student’s ability and willingness to think beyond the scope of a single discipline. How broad are their intellectual interests, and how well are they able to make and discuss connections between ideas? It is the true polymaths that dazzle admissions teams.

Choosing a school to support your child’s wider intellectual and social development is key. At Concord we have a sophisticated

super-curriculum: a wide range of societies and activities linked to students’ studies and career interests which look around and beyond the exam syllabus. We encourage students to take a lead in organising and running these. A prospective medical student here can discuss ethics on one evening, debate international relations the next, help organise a charitable campaign the next, and then relax with the piano, the football team or even the crochet club the next. Such variety provides them with the tools to live healthy balanced lives and enables them to succeed in their ambitions.

For a parent, beyond the wish to provide every opportunity for a child to fulfil their potential is a need to know that they are cared for as they do so. Choosing an environment that is safe and caring, where your child will be known and supported, where their wellbeing is of the highest importance will give them the chance to succeed. So don’t settle for anything less than the best in a school.

CONCORD COLLEGE

Dr Michael Truss is Principal of Concord College and formerly a Teaching Fellow and college tutor at Durham University and a research fellow in Astrophysics at the University of St Andrews.

Aiming for top universities in the UK is about more than just results, says Dr Michael Truss of Concord College

ABOVE Concord College

“Though high grades enable application to prestigious courses, they are not enough on their own”

Time to connect

Almost everyone working in schools will have been feeling a sense of positivity around the ‘great return’. When schools closed in March 2020, I naively thought this would be short-term, but after the trickle-back of that summer, the ‘bubbled’ term of the autumn, the second, depressing lockdown of January 2021 and the spring return, this academic year has felt increasingly normal.

Most schools will recognise the problems lockdowns caused, too: increased anxiety, especially amongst already-vulnerable groups; frustration and even anger at the loss of activity and ‘milestone’ events; social atomisation and, above all, the damage (to be frank) caused by months of online learning. This online environment created a whole set of issues in a new

informality of approach (instant messages to teachers at all hours) and a reliance on online material. For some, there was what I might tactfully term a ‘loss of social skills’. Reminders of codes of behaviour have been the order of the day, but also a serious strategy to reboot communication. This has been one of the most important aims for all schools, I would argue, in the post-Covid months. I think there are four key strands. First, the vital importance of rediscovering group work and discussion. Whatever the EdTech gurus might argue,

group work on Teams or Zoom does not work. And as much as it was a relief to be back in school, teachers keeping their distance at the front and students in rows did not make for great oracy or articulacy. Students need to be able to take part in discussion more than ever, so prioritising group work has been vital. For our youngest students, we ran some ‘collapsed days’ in the summer, with Model United Nations, Global Citizenship discussions and debating… they found it hard, but we needed this impetus. Secondly, it has been so important to reconnect in person informally. Most Heads are good at Assemblies, and most of us developed some skill in online Assemblies, but nothing replicates the connection with an audience. With large gatherings still olimits, I and my senior teams took to visiting tutor groups informally, to take questions, hear views, say what was on our minds. This has been

the most enjoyable and I think most valuable way I can possibly have spent my mornings. It links, too, to my third strand. I am never sure about Student Voice: schools are not democracies. But ensuring the students have a vehicle for having a say is increasingly vital. The success of my tutor group visits has led us to empower prefects to develop their own programme of drop-ins with groups of younger students built around specific themes.

Finally, all this underlines the importance for students of setting out an argument. One benefit of all that time at home is that some of our students have found interests to research and even become expert in. We should harness that enthusiasm and find ways to validate and publish the o -beat, the quirky, the unusual. The pandemic has taken its toll, for sure, but schools can rebuild, and we can discover hidden gems too!

CHRIS RAMSEY Head master Whitgi School

Chris Ramsey, Headmaster of Whitgift, discusses the challenges and benefits of rebuilding group work and communication in our schools after many months of online learning

“Students need to be able to take part in discussion, so prioritising group work has been vital”

ABOVE Whitgift students

Sporting SUCCESS

For every school in the land, there are challenges in getting sports education right. On the one hand, competitiveness and sporting success, and on the other ingraining the habits of healthy activity in all young people by delivering sports they love enough to continue after school. St Columba’s College in St Albans has a third – its transition to full co-education means sport here now encompasses stretch and challenge (and fun) for boys and girls aged 4 to 18.

Every challenge is also an opportunity and, with a substantial investment programme in facilities, there are exciting times ahead. Director of Sport Ed Lowe says: “Our vision here at St Columba’s is to provide a variety of opportunities that engage pupils of all abilities and interests”. The aim is to spread the net wide at first, with a broader range of sports o ered for the youngest age groups, before delivering extra choices and specialism opportunities as they grow. A love of physical activity is key, as is engagement with competitive

sports. “Whilst prioritising the experience, rather than solely the outcome, we hope to also develop positive personal characteristics and values that form the basis of a flourishing student,” adds Lowe.

The upgraded fitness suite and cardio area works for everyone. Lowe describes the facilities as “inspirational” both for pupils wanting to develop fitness and strength for a sports advantage and those who simply enjoy this as a healthy recreation activity. Even bigger news is the ambitious sports pitch building programme, which is transformational. Currently under construction, the stunning new sports spaces include a 4G artificial grass pitch match facility for year-round rugby, football and other field-based sports. There’s also a sand dressed multi-use games area (MUGA), where students can enjoy everything from netball in the winter to tennis in the summer. “The final piece of the jigsaw is a grass pitch suitable for sports such as football and rugby as well as the summer sports,” says Lowe.

While St Columba’s plays all the traditional independent school sports, it is also widely known for basketball – a legacy

With its move to co-education and substantial investment in new facilities, St Columba’s College is looking forward to bright sporting times ahead

ABOVE Co-ed games ensure fun for everyone BELOW Basketball is a key sport at St Columba's

of the Brothers of the Sacred Heart, the US-based religious order that refounded the College in the 1950s. This authentic slice of American sporting tradition thrives here in historic St Albans. “County titles are won with regularity (usually by multiple age groups each year) and previous national titles adorn the trophy cabinet.

St Columba’s College can rightly claim to be the most successful independent school in the England Basketball competitions,” says Lowe. Swimming is another strength, with talented individual swimmers over the years and recent success in qualifying for national relay finals, both for girls and boys.

St Columba’s is keen to continue its strengths, but that is underpinned with a strong belief in o ering diverse opportunities in team and solo challenges. Fencing, climbing and golf are in the mix – and with notable national-level players. Cross-country is doing very well under the tutelage of sports sta who are former internationals in athletics. Table tennis is growing in popularity and new sports, including spikeball and touckball, have joined the menu of PE options. Lowe says

it’s about inspiring “maximum engagement” among boys and girls.

The girls are, of course, key to all of this, and the sports teaching sta have included traditional and non-traditional options here. “Netball will form half of the winter programme alongside football. With football being the fastest growing participation sport in the UK for women, it is the progressive choice that will bring both engagement and, hopefully, competitive success in the future,” says Ed Lowe. “Similarly, the summer sport options of athletics, cricket, and tennis will harness the expertise in the department and allow for a range of experiences.”

The team are proud that the PE programme they are developing shows no gender bias and are keen to develop as many mixed opportunities as possible. This includes co-ed sports, which Lowe

sees as adding an extra dimension. “In picking football as a focus winter sport and having cricket as a summer sport there are possibilities for boys and girls to play competitively all the way through the College.”

There are high hopes for co-ed success in athletics – including in some of the combined competitions now available.

“This includes the Combined Overall District Athletics trophy,” says Lowe. “It was donated by the Brothers of the Sacred Heart in the 1990s with the view that St Columba’s could never win it given that we didn’t have girls at the time!”

Now that would be a prize that everyone at St Columba’s would like to see carried home for the trophy cabinet.

“There are possibilities for boys and girls to play competitively all the way through the College”

RIGHT New facilities under construction enable a wide variety of team sports all year round

FANTASTIC

GAMES

Independent schools go way beyond the classic team sports, to bring on the champions, and also help every pupil find their sporting spirit

NORMAN

In the foreword to the 2014 Ofsted report ‘Going the extra mile: Excellence in competitive school sport’, the then Chief Inspector of Schools Sir Michael Wilshaw namechecked Alan Wilkinson, PE teacher to a keen would-be footballer called Mo Farah. Wilshaw noted that it was Wilkinson who steered the Olympic legend away from the beautiful game based on a hunch that the lad would go much further on the running track.

No one can have any doubt of the positive influence that a steer in the right direction has on potential elite sportsmen and sportswomen, but the Ofsted report was highlighting the broad opportunities independent schools o er, how this impacts whole-school

culture as well as sporting success – and also considering how all schools might improve sporting achievement.

The tendency still when we talk about school sport is to think of the classic team games – rugby, hockey, netball, cricket, and so on. While these remain core, the menu of sports opportunities in independent schools is far richer and broader, and ultimately feeds into success at national and international events. Sports directors recognise that not everyone is a natural for mainstream team games, and it could be the individual tests and endurance challenges – or the less usual team sports – that ignite a student's enthusiasm.

A drive for excellence is really important here, but so too the fun factor. For instance, Brighton College makes full use of its beach access by hosting the annual Independent

School Beach Volleyball Competition. O season, the school hones team skills in its double-height sports hall, but once the summer comes, students head down to Sussex’s most famous seafront for proper play. Brighton is deadly serious in its endeavours – the school is current Independent School champion. The College also has highly active sports clubs in fencing (one female pupil was recently selected for the U17 GB squad in Cade Sabre) and in water polo, where it regularly competes in tournaments.

Dulwich College may not be on the waterfront, but its students also love water polo. Boys are introduced to it as a lunchtime club in Years 5 and 6 – provided they can swim well in deep water – and it’s become a really popular sport, with six friendlies against local opponents each

year. When they get to senior school, there’s the opportunity to compete in all age groups within the Schools League and the English Schools Swimming Association national event. Teams are coached by former international competitors and have been on overseas tours. As it happens, Team GB remains one of the most successful competitors in Olympic Water Polo historically, but the last time we carried home gold was 1920, so there’s plenty for young people to play for.

Like Brighton College, Dulwich also has form in fencing. Recently, it celebrated the achievements of Old Alleynian Oliver Lam-Watson, who was part of the silver and bronze-medal winning GB wheelchair fencing teams at the Tokyo Paralympics.

Merchiston Castle School in Edinburgh honoured a win in the Olympic arena even

more recently. Merchistonians Hammy McMillan and Grant Hardie won silver for curling at the Beijing Winter Olympics. Notably, the women’s curling team led by Eve Muirhead (alumna of the independent Morrison’s Academy in Crie ) brought home gold. These were the only two medals for the nation from Beijing, and so all the more likely to generate interest and enthusiasm for the sport of curling among young people over the next few years.

Merchiston has a great tradition in another Scottish sporting invention, with a highly regarded Golf Academy that enables talented players to pursue their sport without compromising on their education. The school approach is broad – it has a winning reputation in many individual and team sports – and with a clear focus on bringing on all the talents. It is fortunate in its facilities and location, so sailing (at a club on the Firth of Forth) and shooting on its own range and within the grounds are both popular. These are two sports in which Team GB has an excellent track record at international events.

Sports sta at Merchiston and every school work hard to bring on the most able and rightly celebrate each win by a student or former student, but it’s a lesser, albeit vital, part of their remit. All research points to the same thing – if students leave school with an enjoyment of physical activity, they are more likely to stay active into middle and later life.

Medals apart, this is why the rich diet of sports and the quest for excellence in many competitive arenas is a positive thing. After all, most young people hang up their rugby boots and hockey stick when they leave school. But a spot of sailing or beach volleyball on holiday or a round of golf or clay pigeon shooting at the weekend is there to be enjoyed for many years to come.

“O season, Brighton College hones team skills in its double-height sports hall, but once the sun comes out, students head down to Sussex’s most famous seafront”

ABOVE Fencing at Brighton College

LEFT Water polo is a Dulwich College strength

LEFT Merchiston o ers a rich choice of sports, including shooting

INDEPENDENT BOYS’ SCHOOL OF THE YEAR

Explore an award-winning education for your son.

Visit bedfordschool.org.uk or get in touch with our Admissions Team for an informal conversation at admissions@bedfordschool.org.uk.

Boarding and day for boys aged 7-18

Bedford School is part of the Harpur Trust

Wellbeing Markers

According to the Mental Health Foundation, depression a ects more children today than it ever has. So, how can you be sure that your child’s school is doing all it can to look after young people's mental health and wellbeing? Here are some of the key indicators to look out for.

Is there a ‘tra c light’ system to show up pupils struggling with mental health? This system helps pastoral sta to share information on those children who may need extra support. Background information on the child is confidentially shared with sta to ensure that everyone is aware of a particular pupil’s situation. Sta then know which behaviours to look out for and appropriate actions to take.

Does the school use tools to flag pupils who are at risk? One example of this is AS Tracking, a social-emotional assessment tool which flags pupils and enables the school to put a plan in place to address the issues facing them. This is an excellent tool for uncovering issues which children may be hiding from those around them.

Is there an onsite counselling service? Most schools provide access to counselling services, but an onsite counselling service makes it so much easier for children to get counselling as and when they need it and in a supportive and familiar environment.

What about a peer mentoring programme? Some schools give their Sixth Form students the opportunity to peer mentor the younger pupils, who often feel more comfortable talking through their problems with someone closer to their age. These programmes help to create an ethos of care and kindness in the school.

Can parents get support too? Quite often, parents struggle as much as their child to understand what is happening, let alone how to support them through their di culties. Tools such as the Wellbeing Hub from TeenTips provide excellent, practical advice on how to support a child, also giving parents useful information to help them understand more about wellbeing and mental health issues.

Is there an equal focus on physical health and exercise? According to a joint report from the Education Policy Institute and the Prince's Trust, frequency of exercise is a key factor a ecting young people’s mental and emotional health. This shows that a school that encourages sport and other physical activities on a frequent and regular basis, is

more likely to be able to help your child to take care of their mental health and wellbeing.

Does your child’s school help them build resilience? Prevention is always better than cure, so your child’s school should do as much as possible to help them develop positive strategies to take care of themselves and cope with life’s inevitable ups and downs. Activities which foster a strong sense of resilience – in other words, the ability to face, overcome and ultimately be strengthened by challenges – include the Duke of Edinburgh’s (DofE) Award and the Combined Cadet Force (CCF) Programme.

Is there a culture of care? Finally, and most importantly, a school needs a culture of care. This is a setting which is values-led, with an ethos that encourages kindness and respect, where positive mental health and wellbeing is accepted as an important aspect of school life, and where everyone is encouraged to take part in activities promoting wellbeing. This is most likely to be an environment where a child can flourish. If a school employs all of the above initiatives, it is clearly a place which also values and supports your child’s mental health and wellbeing.

Pangbourne College Assistant Head Caroline Bond outlines the key markers of a school that prioritises children's mental health and wellbeing

ABOVE Pangbourne College pupils

CAROLINE BOND Assistant Head Pupil Mental Health and Wellbeing, Pangbourne College

“A school needs a culture of care – a setting which is values-led, with an ethos that encourages kindness and respect”

Wizard PLAY

A once fictional game is finding a loyal following among students. We catch up with QuidditchUK to find out the state of play

LIBBY NORMAN

Quidditch – that game in Harry Potter that required wizard powers and real broomsticks – has, by some strange magic, become a sport. Not only that, but it's played in some 40 countries and with a set of rules and grassroots approach that make it fast-paced, fun and with a great sense of community. In fact, if you are looking for a case study that ticks boxes for 21st-

century sporting ideals around inclusivity, quidditch would be a good place to start.

It emerged when a couple of Vermont college students set out to take the rules from the Harry Potter books and codify them to create a game Muggles could play. This was back in 2005, and since then it has developed structures, nationally and internationally. QuidditchUK (QUK) started out playing to those Vermont rules, but it is now a full member of the International Quidditch Association. Other active nations include Canada,

Chile, Australia, Argentina, Turkey and several European countries. There are emerging and associate members spanning the globe, from Japan and Pakistan to Uganda and Vietnam. As a full member, QUK participates in rule making and changing – ensuring the game works as it continues to grow.

Beck Throup, QUK Media Director, began playing the sport while she was at University of Bristol and believes the secret of its growth is the community spirit involved. "It's a well-loved sport – a small

community of a few hundred players in the UK, but it's such a tight community," she says. It may be diminutive but it's gathering momentum and QUK recently hosted its national championships involving a community league for the first time, alongside the university league.

When you consider that a full team complement is 21 players (due to the number of substitutions), you get the sense of what an inclusive activity this can be. Also, and this is vital, it's mixed sex and with scope for every body type. "There's no stereotypical quidditch player. I'm five foot two and then you've got six-foot rugby lads – you've got so many di erent ways of playing the game and so many tactics involved that it always ends up fairly evenly matched. The only thing that tends to a ect the outcome is if one team doesn't have its full roster of 21 players."

Throup was drawn in, like a lot of people, by the idea of playing a game she'd read about. "I did love the Harry Potter books and I met the captain of the quidditch team at a party and I promised I'd come to training – and about a year later I showed up!" She enjoys the fact that this is a game

of equals. "That's important to us to a degree where it's actually in the international rule book. We have a Gender Rule, where you can only have four people of any one gender on the pitch at any one time. Referees and o cials are made aware of all the players on each team's gender for when they are subbing on and o ." This ensures a balance of weight and strength or, as Throup puts it: "You don't have a team of seven rugby lads on the pitch at any time".

QUK is building a youth outreach programme to work with younger players – including through schools who want to organise games or taster sessions. There are also, curiously, a fair few enquiries from stag and hen parties who want something di erent. "There's a lot of goodwill," says Throup. "Even when people retire from play a lot of them stick around in the community and volunteer, as well as coming to tournaments. These volunteers are essential to running the sport."

Watch a game in play, and you can see why people stick around – there's a lot happening on the pitch. "It's essentially a cross between rugby, dodgeball and wrestling," says Beck Throup. "It's great fun to watch." There's enough complexity in quidditch to keep those who love rules in clover, while those who don't will still find it thrilling, if mystifying. With seven

players on each team in play at any time, the aim is to outscore opponents by getting the qua e (a volleyball) through one of three opposition hoops. Each team defends their own hoops with tackles and bludgers (dodgeballs). The game ends when the winning team has a legal catch on the snitch (a neutral player, who enters play 15 minutes in wearing what is e ectively a tennis ball in a sock attached to the back of their shorts) or when one team has a 30-point lead. You can understand why students love it: fast, fun and a bit wacky – you play while holding what is e ectively a broom handle between your legs in homage to the fictional game. While quidditch is, at 17 years old, a newcomer, it's looking ahead. One current discussion centres on whether the name should be changed. "As we're moving away from 'oh there's that sport in the Harry Potter books', it will be interesting to see where we go," says Beck Throup. A two-year goal for QUK is to get quidditch recognised here as a sport. So, next stop the Olympics? Beck Throup believes there's a fair way to go yet. But then again, 30 years ago no one would have bet on skateboarding or BMX earning Olympic stripes. For quidditch fans everywhere, there's everything to play for – and they're also having a wizard time.

quidditchuk.org

“There's a lot happening on the pitch in quidditch – It's essentially a cross between rugby, dodgeball and wrestling”

ABOVE Warwick vs Oxford at the national championships BELOW Liverpool and Manchester fight it out at the hoop

We made friends for life

STEM makeover

It’s 20 years since UK engineer, Sir Gareth Roberts, produced his report on UK productivity and economic growth. He identified a significant shortage in the number of young people pursuing Science, Technology, Engineering, Maths – and ‘STEM’ subsequently became part of the educational lexicon. Initiatives have been around ever since, so when I introduce myself as the ‘STEM Leader’ at Hurst College, the acronym no longer requires laboriously spelling out – or so you would think.

Economic data shows that all developed countries still have a massive shortfall of trained people to meet predicted workforce demands. The UK is facing a well-documented engineering crisis.What is even more worrisome is that we still aren’t rearing a population fully prepared for the world they will live in. No matter what their career choice, they will all need skills to be able to cope with ever-increasing mechanisation, digitisation and artificial intelligence.

A STEM focused education addresses these issues, helping students to develop confidence in experimentation and risktaking. Students learn to examine problems and create logical plans to solve them, and in so doing develop critical-thinking skills. They also learn about teamworking, data recording, report writing and presentation.

Students with a STEM-focused education are more likely to be motivated to access careers with competitive salaries and rapid career progression. So why do we still need to promote STEM? Studies cite several key reasons, with one of the main ones being the poor perception of technical jobs that

young people and those who influence them still hold. There’s also a lack of employer engagement with STEM initiatives.

A bigger problem is that STEM promotion is everywhere and nowhere, with over 600 organisations involved in supporting engineering education. At Hurst, I have been involved with the Engineering Development Trust, the Big Bang Fair, CREST, Industrial Cadets and STEMnet. After 15 years, I am frustrated that I cannot quite explain how they link together, what they do di erently or why there is a need for so many bodies.

So, what’s the solution? From my own experience I can state with confidence that teachers are significant role models. Our attitudes and passion for a subject can motivate and drive students to make career decisions. We can help steer the next generation towards making better informed subject and career choices. Pancurricular teacher training is also required; we can all play a role in promoting awe and wonder in the pivotal roles that science and engineering play in our daily lives.

STEM-based industries need to be more active in forging formal links with local education settings. Without doubt, the STEM machine itself needs an overhaul, streamlining its provision and with clearer accessibility to the excellent initiatives it does o er.

And finally, that acronym needs to be rescued – moved on from ‘the elephant in the room’ to a respected enterprise designed to safeguard the economic security of our country and better equip us all for modern life

ABOVE & LEFT STEM in action at Hurst College

“We can all play a role in promoting awe and wonder in the pivotal roles that science and engineering play in our daily lives”

Hurst College’s STEM Leader Amanda Jayne on why we need a major makeover in the promotion of Science, Technology, Engineering and Maths

AMANDA JAYNE STEM Leader, Hurst College

This

learn to love your mind

is

leading

boarding

school in South West

for

aged between

Co-ed confidence

Communication is an essential instrument when it comes to developing confident and compassionate young adults. In striving to equip our boarding and day pupils with the skills they need to thrive in life, one of the most important things we can teach them is how to be good communicators themselves.

We communicate in every aspect of our lives, with everything from talking to our friends about our weekend plans to asking for help on a question we do not understand. At Oakham, we provide an education where pupils learn to think for themselves and develop their own strong moral compass. In doing so, they are shown how to practise care and empathy, develop the courage to stand up for what is right, and listen to one another.

Co-education and the diversity of ideas

experiences of how learning in this environment has helped them to develop into more confident adults.

and opinions shared among the sexes plays a vital role in this. It not only allows girls and boys to live, work and grow up side by side, but also to learn from each other whilst appreciating their strengths and weaknesses, and enjoying each other’s company.

As one of the first independent schools in the UK to become fully co-educational in 1971, we have seen countless benefits and successes from this legacy. Throughout the milestone celebrations, we have witnessed many Old Oakhamians and sta , as well as current pupils, share their

To quote the then Headmaster John Buchanan himself: “A school should be co-educational, because education must prepare for life”. For me, this is an absolutely vital message, as co-education gives pupils a truly rounded education, with boys and girls living and learning together, and then taking that learning with them. Given the fact that men and women are constantly in contact with one another throughout all stages of their lives, it’s important that they have the communication tools to build professional and personal relationships and be confident in doing so. Looking back at when co-education was introduced, Old Oakhamian Jonathan Stevens (’79), said: “Whilst it was a very di erent time, with shyness and cultural di erences

to overcome, this awkwardness certainly didn’t last long, and everyone adjusted very quickly. We were all very proud to be part of a forward-thinking School".

As we delve into the history of the School, it is also important that we keep a focus on what lies ahead and consider how co-education can benefit future pupils. Outstanding pastoral care and a well-rounded, crosscurricular education shapes pupils into confident, grounded and responsible adults. Reflecting on her own experience of co-education, current Year 13 pupil Grace commented on the benefits that come from this environment. “I think that it’s refreshing to be able to meet with di erent people with di erent perspectives in order to achieve a truly collaborative environment, in which you can experience what everyone has to o er.”

HENRY PRICE Headmaster Oakham School

Oakham School Headmaster Henry Price discusses how a co-educational environment can help pupils develop as confident communicators

“Co-education gives pupils a rounded education, with boys and girls living and learning together”

ABOVE Students at Oakham School

WHY STUDY

Design Technology

ADELE CRABTREE

Northwood Senior

Adele Crabtree is Director of the Arts at Broomwood Hall and Head of DT at Northwood Senior. She graduated from Canterbury with a degree in 3D Design and worked as a designer for almost a decade in a WPP branding consultancy before turning full circle to inspire the next generation of designers.

Makers, inventors and problem solvers need firm foundations to set them on their way and Design Technology is the subject that opens career doors – from engineering to fashion and product design. Two experts in the field give us their elevator pitch

JAMES BUXTON

Framlingham College

James Buxton is Director of Design & Technology at Framlingham College. A er a BA in Furniture & Product Design at Nottingham Trent University, he worked in the design industry before a PGCE and Master’s in Education at Cambridge. He is most excited by mid-century modern furniture and sustainable design.

What makes Design Technology so brilliant?

AC: Everything in the world that every human interacts with that isn’t organically grown has been designed. A problem is identified, and solutions created. Designs evolve, adapt and improve the world in which we live. This is exactly what each child learns to do in DT.

JB: It is the most liberating, empowering subject – students gain more than just making skills, they also develop creative thinking skills, genuine autonomy, and ownership of their learning journey.

What made you choose it?

AC: The opportunity came, and I grabbed it with both hands. DT is creative, technical, challenging. Seeing a pupil’s ideas coming to life and guiding them is hugely rewarding.

JB: I love the freedom and variety. Every lesson brings new challenges and ideas – all to be solved or realised by exploring and experimenting. A studio of ten to 15 students all working on completely di erent projects is so engaging.

And transferable skills and knowledge?

AC: Skills of problem-solving, collaboration and evaluation. Knowledge of material

DESIGN TECHNOLGY Fast Facts

properties or technology can be learnt along the way. A flexible mindset and the ability to see opportunities in the ‘mistakes’.

JB: Students practise the design process –the ability to identify problems, research, plan, create and reflect. This translates well in any area of study or industry and enables them to apply their skills with creativity and confidence in other contexts.

What pathways does it open?

AC: There are too many to list here. As a STEM subject they can move into design, engineering, or CAD (computer aided design). Careers are as diverse as fashion designer,

WHERE DESIGNERS HANG OUT:

The RSA (Royal Society for the Encouragement of Arts, Manufactures and Commerce) is meeting point for designers, makers and problem solvers. thersa.org

rocket scientist, branding designer, architect. packaging or furniture designer and structural engineer. The broader importance of DT lies in helping pupils to think laterally and creatively and work in teams –important skills for the modern workplace irrespective of what you end up doing.

JB: Design is everywhere, now more than ever. Equipped with creative skills and selfe cacy, pupils are advantaged in careers ranging from engineering and architecture, to design for film and TV and UX.

Two things students might not realise Design Technologycovers

AC: GCSE DT is not just ‘making.' A large proportion is theory, where you can apply knowledge from other STEM subjects – and you don’t need to be able to draw! If you can get your ideas across to engage someone else, then that’s all you need. Computers and Visualisers are used in industry to help with this.

JB: The Climate Crisis and social issues like inclusion – Design Technology graduates will be the ones to solve these problems in the future, I hope!

3 FAMOUS DESIGN GRADUATES: Sir James Dyson, Jony Ive, Stella McCartney

5 STUDY HOTSPOTS: Royal College of Art, UAL, Dundee, Plymouth, Loughborough

“Careers are as diverse as fashion designer, rocket scientist, branding designer, architect. packaging or furniture designer and structural engineer”

UK Education Expo 2022

Parents continue to choose UK boarding schools despite their o en he y price tag because they believe their children learn so 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.

Join us again in-person at the BESSA school shows in Kuala Lumpur, Malaysia on 28 October, and in Singapore on 30 October where you can find the best of UK boarding under one roof. This diverse curation of top boarding schools demonstrates what different schools have to offer –let’s use this invaluable resource to make the right match. Be our guest and discover more about what a UK education has to offer your child at www.bessa.asia.

British Education and Schools Show Asia bessa.asia

Abingdon School

abingdon.org.uk

Head: Michael Windsor (BA Durham; MA London)

Location: Abingdon, Oxfordshire USP: Abingdon combines over 750 years of history and tradition with a modern outlook, o ering a world class education that sees former pupils at the top of just about every profession and industry. Situated just a few miles from the leading cultural and academic centre of Oxford and within easy reach of London’s international airports, Abingdon is ideally placed to welcome overseas boarders. Indeed, boarding has been synonymous with Abingdon throughout our history, attracting students who live locally as well as those from abroad.

We are an academically selective school and exam results are consistently excellent. In the Fifth Year, students typically study ten GCSEs and, in the Sixth Form, we follow A level and Pre-U syllabuses. The Sixth Form timetable is flexible, enabling pupils to take varied subject combinations from the 25 subjects on o er, all of which meet the School’s rigorous academic standards. In a typical year, close to 40% of pupils gain A* or A grades in three or more subjects at A level. We have a specialist team of career advisers who mentor the Sixth Form on university applications and, each year, Abingdon pupils go on to study at world leading universities, including the prestigious Russell Group and Ivy League colleges. including Yale.

All resources are focused on our students’ success, wellbeing and happiness

Alice Smith School KL

alice-smith.edu.my

Location: Kuala Lumpur, Malaysia USP: Alice Smith School was the first British international school in Malaysia and continues to be the only British international school in Kuala Lumpur which is ‘not for profit’. All resources are focused on our students’ success, wellbeing and happiness. With two stunning campuses, Primary and Secondary, providing world-class facilities and an abundance of green open spaces, we are proud of our excellent reputation in providing an outstanding and thriving all-round education based on the British curriculum for 3 to 18 year olds. Our academic results are consistently excellent, placing us among the best British international schools in the world with students gaining places at the world’s top universities.

Brighton College brightoncollege.org.uk

Head: Richard Cairns

Location: Brighton, UK

USP: Brighton College is one of the country’s leading independent schools for girls and boys. The College regularly achieves the best A-level and GCSE results of any co-educational school in the UK, whilst ensuring children enjoy a wealth of extracurricular opportunities. Renowned for its focus on kindness, the school also excels in art, music, dance, drama and sport, and is proud to ensure every child is valued for who they are.

In the College’s just published Inspection Report, the school received ‘Excellent’ in all categories. The Report included many glowing comments, including: “Kindness is at the core of the school.”

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. This is a Church of England institution, though the College welcomes children of all faiths and none.

Age range: 11 to 18 years (boarding from 13); fee range: Day – £8,400, Weekly boarding – £12,220, Full boarding – £16,740.

ART AT HEADINGTON

DOWNE HOUSE UPPER SCHOOL

Downe House

downehouse.net

Head: Emma McKendrick

Epsom’s Future Ready curriculum is tailored for the demands of the modern world

Bromsgrove School 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 Curriculum is wide and varied, all GCSE pupils study the sciences as separate subjects and all study one or more modern foreign languages. In the Sixth Form pupils can chose either the IB Diploma or A-levels, BTECs in Sports Performance and Business are also o ered in the Sixth Form. The majority of pupils continue to top UK and world universities. Among its fifteen hundred children aged 7-18, Bromsgrove has almost six hundred boarding pupils. The School has made massive investment into its buildings in recent years; all boarding Houses are either new or have been fully renovated to the highest standards.

Cheltenham College cheltenhamcollege.org

Head: Nicola Huggett

Location: Cheltenham, Gloucestershire

USP: Cheltenham College has been educating young people since 1841. Bestowed with stunning buildings and set in the heart of one of England’s most vibrant spa towns, boys and girls are provided with a modern first class all-round education that prepares them for their next steps. Pupils flourish under the guidance of dedicated teachers who are leaders in their subject fields.

The pastoral care at College is something that everyone takes pride in. This is a busy school o ering outstanding provision within sport, creative arts and outdoor education. Pupils are able to develop a range of interests that will last them a lifetime. The community service programme is a particularly important part of College life. This is an area in which pupils gain an understanding of the importance of giving their time to benefit others. Above all, Cheltenham inspires young people who are willing to learn and ambitious to achieve.

Location: Cold Ash, Berkshire

USP: Innovative yet traditional, academic but with exceptional co-curricular opportunities, this is an all-girls’ day and boarding with a family-friendly approach. Downe House values, challenges, supports and educates every girl as an individual. With only girls in the classroom, in the science labs, on stage and in the sports field, both intellectual and physical confidence can grow without any stereotyping or gender-weighted expectations. Being a Downe House girl takes in seven key characteristics as the hope and challenge for every girl: Collaboration, Resilience, Creativity, Aspiration, Compassion, Communication and being Outward Looking.

Epsom Collegein Malaysia

epsomschool.com

Head: Matthew Brown

Location: Darul Khusus, Malaysia

USP: Established in 2014, Epsom College in Malaysia is a K12 co-educational day and boarding school located on a private 50acre site in Negeri Sembilan, an hour away from Kuala Lumpur and 15-mins from Kuala Lumpur International Airport. Our sister school Epsom College UK was founded in 1855 and Epsom College in Malaysia is the only international sister school.

Epsom’s Future Ready curriculum is tailored for the demands of the modern world – as an example, whilst students learn under the English National Curriculum and prepare for IGCSE and A-Levels, they leave the school fluent in English, Mandarin and follow the Singapore Math curriculum. In 2021, Epsom students achieved spectacular results with 73% obtaining A* / A at IGCSE and A-Level, gaining placements at top global universities such as Cambridge, Stanford, Imperial and the LSE. Epsom Malaysia places equal emphasis on enrichment and curricular activities for a holistic education that further develops the students beyond the classroom. Its campus is equipped with specialist worldclass facilities for music, drama and sport, including a cricket pitch, rugby pitch, two astroturf football pitches, an indoor sports hall complete with basketball and badminton courts, squash courts, dance studio and swimming pool.

PUPILS AT STOWE

WELLINGTON PERFORMING ARTS CENTRE

SPORT AT RADLEY

Gordonstoun gordonstoun.org.uk

Head: Richard Devey

Location: Moray, Scotland

USP: As well as preparing students for exams, Gordonstoun prepares them for life. The school’s uniquely broad curriculum encourages every student to fulfil their potential academically, as well as guiding each individual to fulfil their potential as human beings. Gordonstoun follows the English GCSE and A-Level curriculum and students go on to Universities and Colleges all over the world to study a diverse range of subjects. The school’s location in the north of Scotland provides the background for Gordonstoun’s world-beating outdoor education programme. Through expeditions and sail training voyages, students gain experience in leadership and team building. Their outlook is broadened, their ability to consider the needs of others developed, and they gain resilience . Active engagement in service to the local community comprises a core part of Gordonstoun’s curriculum for all year groups, but from Year 11 each student also commits to one of the school’s nine services. With students aged from 6-18, the school is fully co-educational and students live and learn alongside fellow students from across the social, cultural and geographical board. The Gordonstoun International Summer School (GISS) o ers courses in July and August which capture the Gordonstoun philosophy of internationalism and learning through challenge. Students choose an academic subject which is dovetailed into a full and lively programme of sports, creative arts, confidence building, drama, music making and recreation. The course also includes a six day ‘adventure programme’ based on the beautiful West Coast of Scotland – where students spend three days walking, canoeing, coasteering, canyoning, climbing and abseiling and three days living and sailing on one of the Summer School’s fleet of ocean going yachts. For over 40 years, GISS has been providing a safe and happy environment for students aged 8-16 from over 35 countries, to come together to learn, have fun and make friends. With an excellent sta ng ratio of one sta to two children, parents and children can be completely confident that their expectations of an amazing international summer school experience will be met.

HeadingtonSchool

headington.org

Head: Caroline Jordan Location: Oxford

USP: Headington School is a leading British day and boarding school for girls aged 3 to 18, with boarding available for girls from the age of 11. 23 acres of green space house the school’s boarding houses and array of learning facilities. There is plenty on site to entertain and occupy the girls, wherever their interests lie in sports, dance, music, drama or art. Headington is able to sponsor boarding students for Child Student visas, working with Newland Chase Education to give girls a chance to study in the UK.

There is a strong academic focus, especially in the Sixth Form with girls consistently obtaining top results at A Level and specialist programmes are o ered for Medicine and Veterinary Science, Architecture and Law.

Work experience and careers programmes start in U3 including careers profiling, talks and lectures from inspirational professionals. Pupils can also access our extensive alumni support network.

A new Creativity & Innovation centre called the Hive, was opened 2021, placing an emphasis on cross curricular learning and the development of the essentially human skills of creativity and problem solving.

Keystone Tutors

keystonetutors.com

Location: o ces in Singapore, London and Hong Kong

USP: Keystone Tutors was founded in 2007 and has established itself as 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. Their Londonbased 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 (including GCSEs, A-Levels, IB and Pre-U) for a wide range of subjects as well as Oxbridge preparation.

Marlborough College Malaysia

marlboroughcollegemalaysia.org

Head: Alan Stevens

Location: Johor, Malaysia

USP: Marlborough College

Malaysia is a fully coeducational, and independent British boarding and day international school situated on a secure 90-acre estate on the southern tip of Malaysia. The campus provides a spacious and beautiful environment.

Marlborough College is a community where scholarship is cherished, creativity celebrated, diversity enhanced and conversation is paramount.

In addition to promoting and achieving academic excellence, our mission is to encourage children to explore, through compassion, companionship and conversation; and from that exploration, to build confidence and communities for good.

Scholarship is cherished, creativity is celebrated and diversity is enhanced

Radley College

radley.org.uk

Head: John Moule

We pride ourselves on the pursuit of excellence both inside the classroom and out

Merchiston CastleSchool merchiston.co.uk

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, o ering the English curriculum, but with a global, outward-looking dimension. Over 65% of pupils board, and a full boarding programme is o ered, seven days a week. Based in 100 acres of beautiful parkland, Merchiston is only 15 minutes from Edinburgh Airport and a 1 hour flight from London.

Committed to ‘personal excellence’, Merchiston has an impressive record of helping boys excel far beyond their expected results. The School’s exceptional academic performance demonstrates that our boys are consistently amongst the highest achievers in Scotland.

OundleSchool oundleschool.org.uk

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, situated in the small, charming market town of Oundle, Northamptonshire. Travel from London is less than an hour by train yet the School enjoys a beautiful setting in the heart of the UK countryside.

The School and town are closely entwined, with Oundelians taking their place within this wider community, not isolated from it. 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.

Location: Oxford USP: Radley College is a full boarding school for boys. We work hard to create a community where boys will be happy, grow in self-confidence, thrive academically, and make the most of the many opportunities on o er. We pride ourselves on the pursuit of excellence both inside the classroom and out, and on encouraging boys to develop their talents and discover new interests. A Radley education is about independent thought and learning with enthusiasm. It is about academic ambition and learning to live with others. It is about preparation for the world beyond our gates. Above all, it is about the core values that will underpin success in all its forms throughout a Radleian’s life: as leaders and as human beings. We are fortunate to do all this in a stunning rural campus inspired by the nearby city – and university – of Oxford. Boys make the most of the outstanding facilities available to them be that our Art and Design Engineering rooms or Strength and Conditioning Centre or indoor rowing tank. We celebrate our diversity as a school and educate boys from 38 di erent countries.

Rugby School

rugbyschool.co.uk

Head: Gareth Parker-Jones

Location: Rugby USP: Rugby School pupils flourish in a supportive community, both spiritually and socially aware, that challenges learners, develops resilience and encourages intellectual risk-taking. We teach tolerance and respect with as much dedication as academic subjects, because at Rugby, the whole person is the whole point.

Much copied but never bettered, Rugby initiated the ‘House’ system 200 years ago resulting in a genuine and uncompromised care plan which supports every single student. Girls and boys enjoy a proper ‘home from home’ experience here.

As one of the top academic schools in Britain, teaching and learning is at the core of what we do. Pupils at Rugby have the benefit of fantastic educational facilities and highly qualified sta . They learn what is needed to prepare fully for public examinations but, more than that, they develop a love of learning which stays with them long after they have left the School.

Pupils aim high and our record of university success is proof of this. Rugby boasts one of the most vibrant school alumni networks in the UK to assist in identifying jobs and work placements.

MALVERN SCHOOL CHOIR

SevenoaksSchool 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 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 di erent 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. For nearly 20 years, all Sixth Formers have taken the full IB Diploma. It has twice received the distinction of being named The Sunday Times Independent Secondary School of the Year, and the UK Independent Schools Inspectorate (ISI) awarded Sevenoaks the rare accolade of ‘Exceptional’ for its pupils’ achievement.

In 2022, our average Diploma score was 40.1 points, about eight points above the world average, and consistent with previous years. We proudly publish our university destinations with 98 per cent of our students progressing to their firm-choice university.

The majority go to Oxbridge, London universities or other top universities in the UK, like Bristol or Durham. Given our global perspective, 20% of our students go to universities in another country, specifically Ivy league and top universities in the United States. Sevenoaks delivers a broad, balanced programme of study. Strengthened by wise pastoral care, Sevenoaks students work hard to satisfy their natural curiosity and extend themselves far above and beyond the core curriculum. Students have access to world class-facilities for co-curricular pursuits, including sport, music, drama and art, at least 70 clubs and societies, a wide range of study trips and exchanges, and a well-established community service programme.

Recent campus developments include a new boarding house for boys, a state-of-the art science and technology centre uniting the four core fields of science, and an innovative new Sixth Form centre. With seven distinctive and comfortable boarding houses, our boarding community is fun, friendly and busy. A new girls’ boarding house is currently being built and will open in September 2023.

DRAMA AT UPPINGHAM

ShrewsburySchool shrewsbury.org.uk

Head: Leo Winkley

Location: Shrewsbury, Shropshire

USP: Shrewsbury School is a coeducational boarding school with approximately 800 pupils aged 13-18, founded in 1552 and set in the heart of England. We are fortunate to have one of the best locations of any school in the country, a beautiful campus-style site on the edge of one of the most historic county towns in England. 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.

Our 2019 leavers achieved another excellent year for A Level results with 87% of the exams awarded the top A*, A or B grades. At GCSE level, 53% of results achieved the top A* grade (or Grade 9/8). As Charles Darwin’s former school, we are proud that mathematics and the sciences form our largest sixth form subjects. In the past five years, the school has opened a new 19-classroom humanities teaching block, a new design and computing centre, a fully refurbished school library, and an extension of the school’s theatre. Nearly all leavers go on to university, with large numbers going to the top universities in the UK.

St Edward's School

stedwardsoxford.org

Head: Alastair Chirnside

Location: Oxford

USP: xFounded in 1863, St Edward’s, Oxford is a thriving co-educational boarding school o ering the unusual combination of a spacious 100-acre site at the heart of an academically and culturally stimulating city. Being in Oxford o ers pupils unparalleled opportunities to benefit from the rich academic life of the University. At the upper end, 90% of the top pupils gain the highest grades in their Sixth Form exams and ake up places at the world’s best universities – a record which exceeds the outcomes of many highly selective schools. St Edward’s, a ectionately known as Teddies, has just over 700 pupils who are expected to work with energy and purpose, taking full advantage of their opportunities.

St Swithun’sSchool

stswithuns.com

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 on the outskirts of Winchester.

It o ers excellent teaching, sporting and recreational facilities.The school has a long-standing reputation for academic rigour and success. Girls are prepared for public examinations and 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. St Swithun’s o ers a comprehensive careers and higher education support service throughout the school years, with kindness and tolerance at the heart of its community.

Girls are prepared for public examinations and higher education in a stimulating environment

Tonbridge School

tonbridge-school.co.uk

Head: James Priory

We nurture the individual in a friendly and broad-minded atmosphere

Stowe School stowe.co.uk

Head: Anthony Wallersteiner

Location: Stowe, Buckingham

USP: Stowe was founded to be a disruptive presence in education. We are ensuring that we fully equip Stoics with the skills that will not only help them flourish but will also help them make a genuine di erence. Whilst our academic provision continues to strengthen and improve, we recognise that the skills that future generations will need are far wider than the skills needed to get through exams. These skills will include: analytical thinking and innovation; active learning and learning strategies; complex problem solving; creativity; originality and initiative; technology, design and programming; creative thinking and analysis; leadership,social influence; and emotional intelligence. Stowe does not produce stereotypes.

Taunton School

tauntonschool.co.uk

Head: James Johnson

Location: Taunton, Somerset USP: Founded in 1847, Taunton School is one of the South West’s leading co-educational independent day and boarding schools for children aged 0–18 years. Set in a beautiful 52-acre site, Taunton School nurtures the individual in a friendly and broadminded atmosphere, equipping our young people with the life skills to enable them to shape the world in the 21st century. Taunton School is a lively, international community where we aim to challenge, nurture and inspire young people to succeed in a global community. We nurture the individual in a friendly and broad-minded atmosphere, equipping our young people with the life skills to enable them to shape the world in the 21st century.

Location:Tonbridge, Kent USP: Journalists and writers who were educated at Tonbridge include novelists EM Forster, Frederick Forsyth and Vikram Seth. Scientists include Norman Heatley OBE, who turned penicillin into usable mass medicine, and Professor Derek Barton, a Nobel Prize Winner for Chemistry.

Sir Anthony Seldon is a political historian and expert commentator on British politics; Businessman Sir John Bond went on to become the Chairman of Vodafone; Tim Waterstone founded Europe’s largest bookselling retail chain. In music and entertainment, our alumni include actor Dan Stevens and members of the band Keane – Tom Chaplin (lead singer), Richard Hughes (drummer) and Tim RiceOxley (keyboard player).

In the world of sport, Tonbridge’s many famous names include renowned Kent and England cricket captain Colin Cowdrey (Lord Cowdrey of Tonbridge), and former national cricket selector Ed Smith. Ben Earl (rugby) and Zak Crawley (cricket) have both featured in the England side in recent times.

UppinghamSchool

uppingham.co.uk

Head: Richard Maloney

Location: Uppingham, Rutland USP: Uppingham is a vibrant, stimulating, energetic and forwardlooking school where each individual and their talents come first. Founded in 1584, Uppingham has a long and proud heritage, while also embracing the opportunities of the future in its educational approach. Its warm, compassionate, welcoming and supportive environment is focused on values; a place where pupils are encouraged to embrace a holistic curriculum that emphasises the importance of intellectual rigour, exploration, critical analysis, creativity, risk-taking, communication and teamwork. At Uppingham, young people are guided and nurtured as they discover their passions. With 95% of its pupils boarding fulltime, Uppingham is unique in its o ering. Academic ambition matters at Uppingham, and pupils will find themselves challenged, stimulated and inspired within its state-of-the-art teaching facilities. Pupils are also encouraged to embrace the broader aspects of the curriculum, including sport, theatre, music and the creative arts. Uppingham cares about who its pupils are, giving them the skills, confidence and capabilities to embrace the opportunities and challenges of life.

Wellington College

wellingtoncollege.org.uk

Head: James Dahl

Location: Crowthorne, Berkshire USP: Wellington College is a vibrant and inspiring coeducational boarding and day school set in 400 acres of parkland, 40 minutes from Heathrow. The College, whose educational philosophy is based on values of kindness, courage, respect, integrity and responsibility, is celebrated not only for its academic achievements but also for its sporting, artistic and dramatic provision which are second to none. Although in many ways a traditional English boarding school, Wellington is both outward looking and modern, proud of its position in the vanguard of educational innovation and pleased to count students of 40 di erent nationalities amongst its number. Most students join in Year 9, but it has a particularly strong Year 12 entry.

Wellingtonians study GCSEs, followed by the IB Diploma or A Levels. Both routes see superb results. This year 21 gained Oxbridge places with a further 26 students going on to US universities, many to Ivy League institutions.

TONBRIDGE SCHOOL

Andrew Hammond

What is your background?

I have worked in education for 25 years and have served in both the independent and maintained sectors. My roles have included Headteacher, Deputy Head, Director of Studies, Housemaster, Head of English and class teacher. I have also served as a Common Entrance setter for the ISEB and as English Leader for the IAPS. Prior to joining Hall School Wimbledon (HSW), I was Senior Director of Learning & Community at Discovery Education, leading on professional development.

Outside school life, I have written over 30 titles for various educational publishers and regularly speak on creativity and character education. In my spare time I write fiction.

What excites you most about your role at Hall School Wimbledon?

HSW is a school that aligns with the values I have espoused all my teaching career: namely that we must look at the whole child in front of us and concern ourselves with their personal development as much as their academic attainment. At HSW, we value health and self-worth above everything because we know it leads to self-discipline, which in turn leads to students reaching their potential.

School is the arrivals lounge for life,

and we need to equip pupils with all the tools they need. One component of that is their academic education, but that is just one component – which is why viewing the whole child is so important

What is your academic philosophy?

I believe that rather than asking ‘How smart are you?’ it is important to ask ‘How are you smart?’. HSW pupils make up a lively community of budding scientists, artists, dancers, authors, musicians and athletes and we work hard to enable every child to find their ‘element’ and to feel valued for who they are and the unique contribution they bring to the school. Many pupils will discover talents at HSW which they never knew they had, such is the privilege and pleasure of working here.

What is Hall School Wimbledon’s approach and what sets it apart?

We are proudly co-educational, multicultural and non-selective and I believe

it is our pastoral care and emphasis on health and wellbeing that defines us. I have always believed the mark of an excellent school is the nature of the relationships between sta and students – and here at HSW we pride ourselves on the good humour and care that exists between everyone in the building.

What makes a great student?

For me, great students have a spirit of adventure, a thirst for knowledge and a kind and caring outlook.

From your experience, what makes a great school environment?

A supportive school culture makes for a great school environment. At HSW, our ethos and values are focused on the health and self-worth of everyone in our community. This ensures our culture is kind and caring, enabling our students to feel happy and valued and able to reach their full potential.

The Headmaster of Hall School Wimbledon (HSW) on his background and educational approach

with

60

RIGHT Andrew Hammond

“Rather than asking ‘How smart are you?’ it is important to ask ‘How are you smart?’ –we work hard to enable every child to fi nd their ‘element’ at HSW”