Absolutely Education Prep & Pre-prep Autumn/Winter 2021 by ABSOLUTELY Magazines

ABSOLUTELY EDUCATION PREP & PRE-PREP • AUTUMN / WINTER 2021

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Bright

Futures TEACHING FOR TOMORROW'S WORLD

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P LU S : GIVING BACK Why schools focus on building a spirit of community ROCKET MAN Homegrown hero Tim Peake tells us about his journey into space ﬁction CLIMATE ANXIETY How parents and teachers help children to stay positive

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CO N T E N TS upfront

12 SCHOOL NEWS

Out and about in the world of education

16 PIONEER OF PROGRESS Celebrating 130 years, Queen's Gate School has a rich history

20 CLIMATE ANXIETY

Finding positive teaching approaches amid the torrent of grim environment stories

pre-Prep

24 PERFECT POETRY

Gyles Brandreth's brilliant mission to get old and young together for poetry, tea and cakes

30 UNDERSTANDING HYPERMOBILITY

A new school toolkit aims to increase knowledge of potential issues with hypermobility

35 INQUIRING MINDS Southbank's IB programme creates strong foundations for future learning

37 ROLE MODELS

Why young boys need more male teachers

Prep

40 GIVING BACK

How schools teach the value of community

49 WHOLE PICTURE

The importance of thinking globally and locally

60 TECHNICAL EDGE

Skills and knowledge for the future world of work

72 TEENAGE SLEEP

30 4

New thinking on lie-ins in the mornings

75 60 SECONDS WITH...

...Jody Wells, the new Head of Wells Cathedral School Junior School

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ACTING EDITOR

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S c h o o l’ s O u t

78 ROCKET MAN

British astronaut Tim Peake talks life, the universe and his new space adventure

82 TOP AUTUMN BOOKS

From fantastic adventures to practical guides, our pick of the best reading

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86 BOARD RULES

The old-school board game is back – with bells, buzzers and apps on

88 MAKING OF ME

Vet and CBeebies presenter Jess French talks about her busy schooldays

94 GO WILD

Cornish resort Gwel an Mor is a perfect family destination – whatever the weather

98 PARENT POWER

F R O N T C OV E R Framlingham College, College Road, Framlingham, Suffolk, IP13 9EY, 01728 723789 framlinghamcollege.co.uk Photo: Millie Pilkington

Tackling tiny-tot phobias before they grow bigger

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CON T R IBU TOR S

Tim Peake Astronaut, pilot and author

Major Tim Peake is a homegrown hero – the first British European Space Agency astronaut. In this issue, he talks about how we help young people succeed and his collaboration with Steve Cole for stratospheric space and time adventure Swarm Rising.

Aimee Kimbell Principal, Riverside Nursery Schools and Little Dukes Training Academy

Eltham College is a coeducational day school in south London which welcomes girls and boys for entry in Years 3, 7 and Sixth Form. To discover more about the excellent range of academic and co-curricular opportunities on offer to students, visit our website or book a place at our Junior School Open Morning. Book your place: www.elthamcollege.london/ opendays 6

Aimee Kimbell taught in Hong Kong before specialising in Early Years – and discovering the Montessori approach. She talks about the ways in which the right Early Years environment sets the foundations for a healthy and happy adult life.

Jess French Vet, author and children's presenter

CBeebies Minibeast Adventure presenter, author and vet Jess French was passionate about wildlife and animals from her earliest years. In Making of Me, she describes jam-packed schooldays in Norfolk and her love of all creatures great and small.

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Inspiring Hearts & Minds

Junior School tours available throughout the Autumn term. Book online at www.jags.org.uk James Allen’s Girls’ School 144 East Dulwich Grove London SE22 8TE s 020 8693 1181

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FROM THE

EDITOR

hildren have been exposed to far too much bad news – and things they can't control – over the past 18 months. The health of our environment is one highly topical worry point, and in Climate Anxiety (page 20) Rose Hardy of Habs Girls looks at how we give young people hope and the conviction their actions can make a positive difference. Hope is also front of mind in Giving Back (page 40), as schools describe the ways in which they develop a spirit of community and responsibility. And in Technical Edge (page 60), we explore curricular and extracurricular approaches that are expanding minds and helping to develop skills needed for tomorrow's world – including finding solutions to our planet's problems. We head off planet to chat to astronaut Tim Peake (page 78) about his own stellar journey and his new departure into space fiction. As someone who didn't fulfil his potential while at school, he is an inspiring role model for all the young people he meets. In a time when so much focus is placed on academic goals, it's good to be reminded that what he describes as the "toolkit" for success is amassed both inside and outside the classroom.

L I B BY N O R M A N Ac ti n g Ed i to r

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Up Front

ROOTS : QU EEN ' S GATE SCHOOL p . 1 6 • CLI MATE ANXI ET Y: HOW TO SU PPORT YOU NG PEOPLE p . 2 0

GRAND OPENING NEW ERA AT ST DUNSTAN'S Page 12

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SCHOO L N EWS Apple teaching

G E T M U D DY The Royal Horticultural Society (RHS) is reminding families of the benefits to children of getting their hands dirty. There's recent research demonstrating the positive impact of outdoor learning and play – with nature's good bacteria supporting healthy immune systems. Recommended seasonal activities include making a wormery and collecting seeds. schoolgardening.rhs.org

JUNIOR A R R I VA L St Dunstan’s College has officially opened its new Junior School, STEM Block and Sixth Form Centre. The buildings were opened by Nobel Prize winner Sir Martin Evans and Chairman of Barclays Nigel Higgins – both former pupils. These new facilities will soon be joined by an outdoor space, The Plaza, and a theatre.

Southbank International School’s Hampstead Campus has gained recognition as an Apple Distinguished School for the second time. Integral to its approach is the use of the 1:1 iPad programme, with students aged 3-11 using technology across the curriculum. With 41 schools in the UK recognised as Apple Distinguished Schools, and 535 globally, the programme is by invitation only.

Top Story

Batsman out

M I L E PA R T N E R S

The terms 'batter' and 'batters' have been introduced to the Laws of Cricket, agreed by the MCC at Lord's. The committee decided on the change to reinforce cricket as an inclusive game. Women's cricket has seen tremendous growth over the past few years – including in schools such as Sandroyd (pictured), where cricket is now played co-ed.

The Daily Mile has entered a new partnership with home nations' athletics governing bodies and UK Athletics. The aim is to work with ambassadors from sport, including Olympic and Paralympic athletes, to inspire young people and teachers to become a part of The Daily Mile community. The Daily Mile was started by Elaine Wyllie eight years ago when she was head of a primary school in Stirling.

NEW HEAD Julian Noad is the new Headmaster of Queen's College. He was formerly Head of Oswestry School, Deputy at Rydal Penrhos and a teacher and housemaster at Clifton College. Chair of Governors Mark Edwards said: "We offer a true education for life, an ethos which is shared by Julian, and we truly look forward to welcoming him to our school".

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Up Front

NEWS

B I R T H D AY PA R T Y In September, Prince’s Gardens Prep in South Kensington celebrated its first birthday with a party to thank all those who were involved in realising the vision to create a beautifully equipped modern school in four elegant Victorian townhouses. Cognita CEO Frank Maassen joined Prince's Gardens Headmistress Alison Melrose to celebrate, raise a toast and, most importantly, cut the cake.

D U K E S E X PA N D S Dukes Education has bought Kneller Hall in Twickenham and plans are already underway to transform the former MOD music site into a state-of-theart Senior for Radnor House. In addition, it has announced that the four popular Clapham preps and seniors within the Northwood Schools group and the 10 west London nurseries that make up The Kindergartens are joining the Dukes family.

Deputy roles Cumnor House Sussex has appointed Michael Matthews as Deputy Head Pastoral and Bruno Shovelton as Deputy Head Academic. They have joined the leadership team working alongside Headmaster Fergus Llewellyn. Matthews joins from Farleigh School in Hampshire, where he was Deputy Head Pastoral. Shovelton joins Cumnor from Dragon School in Oxford, where he was Head of Staff Development and Appraisal.

Green class Putney High School GDST received a Gold Medal for its Biophilic Classroom at RHS Chelsea Flower Show this September. Its winning entry showcased part of the school's 'Breathe' campaign, demonstrating the impact of plants and nature on student wellbeing and ability to learn.

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P E S TA R Cottesmore School in West Sussex welcomed the nation’s PE teacher Joe Wicks, who came to visit the children as part of a tour to launch his children's picture book The Burpee Bears. Cottesmore’s Pre-prep and Prep children enjoyed an energetic ‘Burpee Bear’ workout, followed by a story read by Wicks. There was also a spirited Q&A session. Principal of Pre-prep Lottie Rogerson says: “The children have been incredibly excited about meeting Joe and taking part in the workout”.

Swim champs

V I RT UA L T E AC H I N G

Two Taunton Prep School students have been selected to attend the first phase of the Swim England National Development Programme. Evie Linden and Ronan Hill, both Year 8 pupils from Taunton, will take part in online and in person training camps. Taunton offers swimming as part of its weekly timetable from Nursery up, with clubs and many other training opportunities.

Following a successful pilot Cognita Tutoring is launching online tuition. Lessons will be delivered by teachers and delivered via edtech learning platform, CENTURY. Tailor made sessions will be offered one-to-one or to small groups. Video feedback to parents is provided and initial subjects offered are English, Maths and Science for Year 3 through to Year 11.

New a p p o i n t m e n t Aldwickbury School in Harpenden has a new Headmaster, Paul Symes. He is only the fifth Head in the boys' prep and pre-prep's 70+-year history. His predecessor Vernon Hales was Head for some 18 years. Joining from Belmont Prep, London, Symes' appointment coincides with the start of a project to create a new £3.75m sports complex.

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Up Front

NEWS

Quilting victor y

Q UA L I T Y M A R K Cumnor House School Kindergarten and Pre-School has been awarded an Early Years Quality Mark. This national accreditation is for settings that promote and support the development of young children in their communication, language and early mathematical skills by providing investigative learning opportunities with support from skilled practitioners.

Enthusiastic quilters at Hazlegrove Prep School in Somerset have enjoyed success at the national competition, The Festival of Quilts, and were placed third with their entry, 'The World We Live In'. Created in the school's thriving DT classes, the quilt is now on display in the school, having been exhibited at the NEC over the summer.

AIR SUPPORT

PHIZZICAL BOOST

Felsted School pupils were busy over summer supporting the Air Ambulance. Lucinda, 9, led a pop-up coffee and cake fundraiser for Northern Ireland. She and her sister, aged 6, baked for three days beforehand and raised over £600. Toby and Tegid, both 15, ran, cycled and swam Olympic distances, raising over £2,500 for Essex & Herts.

Olympian Adam Gemili is collaborating with new app myphizz, launched to combat sedentary behaviour and developed by four teachers turned entrepreneurs. Children can take up myphizz challenges, comparing results with friends, classmates or nationally. Teachers can access a dashboard to assess pupils' individual activity levels.

Wellington abroad

E LT H A M AC H I E V E M E N T S

Wellington College has made an agreement with the Unison Group to establish schools in India, with the first located in Pune, Maharashtra. Wellington College International is a subsidiary of the College, currently with six schools in China and Thailand. Wellington College International Pune will be a co-ed day and boarding school for ages 2-18.

Eltham College has earned a Microsoft Showcase School Award for the third consecutive year. It is one of just 300 schools around the world to gain this status. It has also been given the Secondary Geography Quality Mark Award from the Geographical Association in recognition of curriculum development, learning and teaching in geography.

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Pioneer of

PROGRESS Marking its 130th birthday, Queen’s Gate is a school with a rich and remarkable history – and a long tradition of being in the vanguard of educating girls and young women Wo r d s L I B B Y N O R M A N

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Up Front

ROOTS

QUEEN’S GATE PRINCIPAL ROSALYND KAMARYC

n the 1860s, The Taunton Commission had reached the conclusion that the sexes had equal mental capacity. Despite that, education opportunities for girls remained severely limited in the decades that followed, so this was a time of female education pioneers Miss Eleanor Beatrice Wyatt was one of them, deciding to establish Queen’s Gate School for girls in 1891 (later she would go on to establish Heathfield School). She opened the school in her parents’ home in Stanhope Gardens, moving it round the corner to 132 Queen’s Gate a year later. Among the traditions that began in those earliest days is The Log – the school magazine was started in 1896 and is still going strong. Another tradition is no school uniform – a rarity among schools then and now, although girls have always had a dress code. Beatrice Wyatt’s successor was Annabel Douglas, who expanded the lease into 133 Queen’s Gate. Under her tenure the school thrived. Her strong North American connections attracted

new pupils from across the Atlantic and that cosmopolitan quality has remained. The school’s South Kensington location put it in prime position for pupils to benefit from the cultural riches of London’s great museums – located just down the road – so it was among the very first to make all London a classroom. Douglas founded the Queen’s Gate Debating Society in 1902 – another tradition still going strong. Girls began sitting public examinations at the turn of the 20th Century and in 1903 the first student was accepted to Newnham College, Cambridge. As you’d expect, there were some Suffragettes among the cohort. One of the most notable was Lavender Guthrie, who joined the WSU as soon as

she turned 18. Arrested first for breaking windows at the National Liberal Club and then for smashing the windows of Garrard jewellers in Mayfair, she was sent down to Holloway. She came to a sad end and her mother said at her inquest that she: “was not quite a normal girl. She studied very hard and had ideas of Socialism and giving her life and her all to her more unfortunate sisters”. Queen’s Gate girls and old girls did their bit during the Great War – some as nurses. Jane Trefusis Forbes left school and volunteered for the Women’s Volunteer Reserve in 1916, later becoming first director of the WAAF. In her last entry in The Log, Miss Douglas noted: “Our private affairs, other than tragic, seem very trivial now”.

“QU EEN’S GAT E H AS ALWAYS BEEN AH EAD OF T H E T I ME S , BU T I T H AS NEVER LOST I TS ORI G I NAL C H ARACT ER – NOR I TS P RI DE I N T H I S I NDI VI DUALIT Y ” AUTUMN / WINTER 2021

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Up Front

ROOTS

In 1919, Miss Spalding became Principal and bought No. 131 to give more space for the Junior School. She also added a modern science laboratory. Four years on, the school held its first Queen’s Gate election – fitting given the recent enfranchisement of some women; school elections are still held today. Queen’s Gate was recognised by the University of London in 1927, meaning pupils could sit their London Matriculation on the premises. World War II meant disruption – the school was evacuated to Berkshire after an invitation from the Headmistress of Downe House. All the school basements were commandeered by the London Auxiliary Fire Brigade, but one former pupil kept watch. The Sub-Commander of the Women’s Section housed in No. 131 was an Old Girl. The school was damaged by bombing raids but was refurbished and back to work by October 1945. The extraordinary Miss Spalding – in service for 43 years – retired in 1951, the same year as the Festival of Britain. Staff hosted a cocktail party in her honour, while the Old Girls’ Association held a dance. A new decade, and a new Principal in Mrs Johnston, meant a House system for the Seniors. The syllabus expanded still further under her successor Mrs Sée, who arrived at the dawn of the progressive 1960s and introduced Chemistry, Biology, Economics and History of Art to A-level options. During the Swinging Sixties, in common with all Londoners, Queen’s Gate girls enjoyed the thriving cultural scene. At some point during these liberating times the front doors were painted purple. Lulu Guinness (1976-78), who was attracted to the school for its exceptional teaching in art and art history, later recalled those purple doors in an interview in The Log. The arrival of Mrs Newnham as Principal in 1971 meant expansion of specialist classrooms and science labs. Student and parent needs were 18

QUEEN’S GATE STUDENTS OUTSIDE THE SCHOOL

changing and she made the decision to close the boarding house to make space for teaching facilities. Queen’s Gate was now a day school for pupils aged 4-18. Under the stewardship of Angela Holyoak, the school continued to increase in size and its reputation also flourished. Its centenary in 1991 was marked by a special service at St Margaret’s Church, Westminster Abbey, followed by a ball – held, fittingly, down the road

“AT SOME P OI NT I N T H E SW I NG I NG SI XTI E S , T H E FRONT DOORS W ERE PAI NT ED P U RP LE , A S LU LU G U I NNE S S L AT ER RECALLED”

at the Natural History Museum. Expansion didn’t stop at 100. In fact, in 2006 Queen’s Gate acquired Nos. 125 and 126 Queen’s Gate to accommodate the growing Junior School and new science labs. This enabled part of 131 to become a dedicated Sixth Form Centre, with enhanced teaching and learning facilities. Throughout its 130-year history, Queen’s Gate has been ahead of the times, but it has never lost its character – nor its pride in this individuality. The spirit of independence that was there from the start has helped generations of alumni carve their own paths in the arts, in business, science and public life. Former pupils range from the Redgrave sisters to Tilda Swinton, Kelly Hoppen and Nigella Lawson. HRH, The Duchess of Cornwall is an Old Girl too – and returned to open new science labs in 2016. Thanks to the many international students who have chosen Queen’s Gate, there’s also an extraordinary Old Girls’ network around the globe. In fact, as Principal Rosalynd Kamaryc puts it, “Wherever you go in the world you bump into a Queen’s Gate Girl.”

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curriculum staple in our schools, and rightly so. We are educating the future generations of society and it is important that they are aware of the potential challenges our planet faces as a result of how we live.

THE DARKER REALITY OF CLIMATE EDUCATION

CLIMATE ANXIETY

Rose Hardy, Headmistress of Habs Girls in Elstree, considers how we help young people to navigate their fears and anxieties about climate change – and respond positively ourselves

ven a child who doesn’t watch or read the news cannot fail to be aware of the climate change that is happening all over the planet. Our children are global citizens and observers of the modern world. From the earliest days we have taught children about the weather, about the impact of the natural world, storms, fire and floods. Whether it be recent

Most schools are openly playing up climate action, with eco councils and eco prefects becoming the norm within school communities. Yet over-consumption of the environmental agenda also brings with it a darker reality. Climate anxiety is growing amongst children and there is a palpable sense of apprehension, burden and fears about the future. In some cases, there are even deeper feelings of hopelessness and despair. In a similar way that politicians and the media during the 1980s fuelled children’s fears with the prospect of nuclear oblivion, the sense of panic and fear around individual safety that stems

HABS GIRLS’ FASHION SHOW

forest fires in Russia and Spain, the extinction of species, recycling campaigns, sustainability or the impact of what we eat, climate change information is all around us and children are all-consumed by it. Over the last few years children have been exposed to young climate activists such as Greta Thunberg, student strikes, Extinction Rebellion and multiple protests, so climate change is very accessible to young people today. Over the last decade or so, the environmental agenda has become a

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Up Front

P E R S P E C TIV E

ROSE HARDY WITH PUPILS FROM HABS GIRLS

from predictions of a future of uncertainty and destruction are consuming many young people’s minds today. The question is, how can we retain the importance of climate change without resorting to fear, scaremongering and negativity? Climate education needs to be inspiring; it needs to challenge. As schools, we need to look to channel anxieties into actions that are both empowering and encouraging. At a recent school freshers' fair, it was striking to witness just how many young students were signing up for environmental clubs and campaigns focused around climate change. There is a big appetite out there for creating a better, safer world – as educators, we need to capitalise on that positivity. Sadly, there are enough mental health issues within our younger generations today and feeding a culture of nihilism could lead to destructive behaviours that manifest in many negative ways.

‘WHAT IS THE POINT IF THE ICE CAPS ARE MELTING?’

The ‘extreme’ environment approach usually leads to conclusions that if the damage is done then there is no point in trying. It is

concerning to learn that some young people are so affected by climate change that they are even questioning the feasibility or the security of having their own children in the future. After all, they CLIMATE CHANGE NEWS reason, why bring a new IS ALL AROUND US human being into a world that has such a bleak future? Again, this comes back to how we POSITIVE APPROACHES communicate the impact of climate change Inspirational speakers can be very useful, to our children. We must continue to push sharing their experiences of those who the importance of making changes to the have made a difference and with focus way we live and consume, but in a way that on giving back rather than on impending is supportive, invigorating and useful. doom. We also need to consider the age Most schools are already looking at ways group we are educating. For younger to strengthen climate education within the children, fears are more related to things PSHE curriculum to ensure that we are they can readily grasp such as physical inspiring rather than reeling off statistics. safety or animal extinction. For older There is a post-Covid curriculum agenda children, the focus might be more on how here too, one that uses the last 18 months the world will be impacted by the global to educate children on important topics movement of the population, for instance. such as: What is a sustainable way to spend For parents, it is important not to brush money? How can we live more sustainably at off the impact of climate change. We must university? What credit options should acknowledge the current generation's we avoid or consider and how can we create worries and reassure our children about financial security and wellbeing in the future? the future. This means taking the whole agenda seriously – whether that is your child going vegan, buying secondhand fashion or taking part in a local community recycling project. Our children will hopefully be the last generation to suffer such climate anxiety, but these things matter. As with so many issues, to fully understand and participate in meaningful conversations with the young, we must continually re-educate ourselves too.

“ T H E R E I S A BI G AP P ET I T E OU T T HE R E FO R C R E AT I N G A BET T ER , SAFER WOR L D – A S E DU CATORS W E NEED TO CA PI TA L I SE O N T HAT P OS I T I VI T Y ”

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Pre-Prep

PERFECT POETRY p . 2 4 • U N D E RSTAN D I N G HYPE R M O B I LIT Y p . 3 0 • I NQU I RI NG M I N DS p . 3 5

BROOMFIELD HOUSE SCHOOL See page 37

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P O ETRY E V E NT

GYLES BRANDRETH – POETRY TOGETHER WAS INSPIRED BY HIS FINDINGS ON LATER-LIFE MEMORY AND EARLY BRAIN DEVELOPMENT

PERFECT

POETRY

Gyles Brandreth talks to Absolutely Education about the Poetry Together initiative – bringing old and young together through the spoken word Wo r d s L I B B Y N O R M A N

yles Brandreth's way with words is legendary. Just a Minute and other much-loved radio and TV shows sit alongside books, speaking engagements, and so much more. Now, he is a man on an important mission to share a multigenerational event called Poetry Together. It all started some five years back when Gyles Brandreth was researching human memory for a radio programme. He went to speak to a professor in the Memory Lab at Cambridge University. There he found out not only that learning things by heart is excellent for the older brain, but also that babies and small children who regularly hear poems and rhymes are quicker to speak, to read and to write. The seeds were sown and, after Gyles Brandreth's programme aired, he continued

to think on. He recalled his own schooldays and the power of group poetry readings – an activity so satisfying it must be worth reviving. To get this revival off the ground meant, as he puts it: "Persuading old people in care homes and young people in schools to learn the same poem by heart and then get together and perform their poems". Brilliant, but there's more: "Over tea and cake – tea and cake's the important bit ". This, then, is his annual celebration of rhythm and rhyme. Poetry Together is now in its third year. It has been helped along by Aatif Hassan, Founder and Chairman of Dukes Education, who got behind the idea after Gyles Brandreth discussed it with him at a school prize-giving. Now Dukes Education is a high-profile supporter. There has also been a big helping hand from Dame Judi Dench. The two of them were inspired by the directive, right at the start of the pandemic, to time washing your hands to a poem but AUTUMN / WINTER 2021

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Pre-Prep

P O ETRY E V E NT

HRH THE DUCHESS OF CORNWALL ATTENDED THE TEA PARTY HELD AT EATON SQUARE SENIOR SCHOOL

thought the nation could improve upon 'Happy Birthday'. "We did 'The Owl and the Pussy-cat' together while washing our hands. It's exactly the right length. It went viral – me and Judi Dench at her kitchen sink, with lots of spuds," says Brandreth. After people watched and downloaded, many also looked up Poetry Together and that swelled support. "We now have people across the Commonwealth and across the world. There are people from America and Canada, India and Jamaica, so Poetry Together has become international." There have been many special moments. He recalls a moving reading at the very first event when a Chelsea Pensioner and

THERE WAS A READING OF ‘MATILDA’ BY THE DUCHESS OF CORNWALL AND YOUNG KNIGHTSBRIDGE SCHOOL PUPILS

a 15-year-old pupil from a local Pimlico school read a Siegfried Sassoon war poem: "There wasn't a dry eye in the house". There was also a wonderful reading of Hilaire Belloc's 'Matilda' by HRH The Duchess of Cornwall and a young group from Knightsbridge School. She'd learned the poem as a child and re-learned it for the Poetry Together Nationwide Tea Party held at Eaton Square Senior School in Mayfair (it's hoped she may attend a party this year). At that same Eaton Square Senior gathering – which brought together five schools and their care home partners – there were poems read in Welsh and Polish too. It all added up to a truly memorable tea party. Even last year, during the very worst of lockdown times, Poetry Together participation grew – much to Gyles Brandreth's surprise. "Our hearts sank last year – we thought, 'this finishes it'. Far from it, as it turned out people wanted to perform their poems on Zoom, so we had virtual tea parties." He believes there is a rediscovery of poetry – reading it and writing it – partly because of lockdown but also because this is something that brings us so much pleasure and comfort. "There is such a great tradition of spoken poetry around the world." As a lifelong poetry lover, he'd be hard-pressed to pick just one poem. After all, this is a man who met both C. S. Lewis and T.S. Eliot as a boy. Eliot

even encouraged by him to memorise 'Macavity: The Mystery Cat', so that would have to be on his list, along with anything by Shakespeare and, of course, 'The Owl and the Pussy-cat'. He also has enormous fondness for Derek Mahon's 'Everything is going to be All Right'. Whatever people's poetry choices, this year's event is a golden opportunity to share them. "We have tea parties taking place all over the UK – and across the world. They can happen anywhere and the point about Poetry Together is it is fun and it is relaxed. Language is power, and for young people especially, learning something by heart and then speaking it out loud helps with their confidence. For everyone, poetry is just generally a great and good thing."

Poetry Together events run until the end of November. A celebratory tea party with very special guests takes place during early November. Participation is free. To register and receive a Poetry Together Kit, visit poetrytogether.com/register AUTUMN / WINTER 2021

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An affordable Independent Education

Our school motto is ‘Serviam’; I will serve

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INSIDER

The foundations of a healthy, happy adult life are laid in our nursery classrooms

AIMEE KIMBELL AND A PUPIL AT RIVERSIDE NURSERIES

Strong START

Aimee Kimbell, Principal of Riverside Nurseries and the new Little Dukes Training Academy, says if we get early years right everything else will look after itself

know how important early years education is. I have seen firsthand how children flourish and grow in the right surroundings, and with the right support. But a good early years education does so much more – it is sowing the seeds for the adult that this child will become. A child’s first years have an extraordinary impact on the rest of their life and the foundations of a healthy, happy adult life are laid in our nursery classrooms. Neurological research has proven that our experience in early childhood – from pregnancy up to five years old – has implications for our development that go far beyond our physical abilities. Indeed, investing in the early years doesn’t just make sense for parents, it is one of the best ways to ensure the wellbeing

and happiness of us all. As the Duchess of Cambridge, an early years champion, recently said: “The early years are not simply about how we raise our children. They are about the society we will become". There are various approaches to early years education – I discovered Montessori 15 years ago and my belief in its childcentred approach has strengthened ever since. It not only offers the best possible outcomes but, with the right training, a Montessori guide can change a child’s future. So, I am pleased that early years education – in no small part due to the efforts of The Duchess of Cambridge – is finally getting the attention that it deserves. The revised Early Years Foundation Stage (EYFS) framework introduced from this September reflects the Government’s

recognition of how important this stage of education is. There is, for example, an emphasis on the need for a clear curriculum (which Montessori settings have). Priority has also been given to a thorough developmental assessment at two years of age to ensure early intervention occurs should any delays be found. This is particularly important given the impact of Covid on lost learning. What's more, there is more space for professional judgements to be made, highlighting the need for educators to be thoroughly knowledgeable about the developmental stages and how to best support children through them. We are introducing our own changes this autumn. Little Dukes, the nursery arm of Dukes Education, has just opened the Little Dukes Training Academy (LDTA) in south-west London. This will offer a range of early years training courses – including the first training for Montessori guides to care for children from birth up to age three. There is a very simple reason why we have opened LDTA. We want to attract and train the very best people and to foster and encourage educators who will establish a gold standard of early years education. We believe it is that important. By training early years educators ourselves, we ensure that we have the very best staff. More than that, we ensure the best possible nursery teaching and provision for Little Dukes – both now and in years to come. The foundations of a healthy, happy adult life are laid in our nursery classrooms. Children's futures – and our future as a society – can be shaped by what we do today. I truly believe we have the power to make that difference.

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HYPERMOBILIT Y

U N D E R STA N D I N G

HYPERMOBILITY Hypermobility can have a profound impact on children, but a new School Toolkit aims to raise awareness among educators so they can deliver the right support Wo r d s L I B B Y N O R M A N

ypermobility is a term many are familiar with – the common phrase for the most obvious manifestation used to be 'double jointed'. Many children are very supple and can appear hypermobile, but that flexible or 'bendy' body that is a distinct advantage for aspiring ballet dancers and athletes may sometimes be a marker of hypermobility syndromes – a group of conditions that can affect connective tissues throughout the body. It's important to note that hypermobility is relatively common (often estimated at around one in ten of the population) and is not of

itself a cause for concern. Where it is associated with repeated pain, fatigue, and other ongoing or intermittent health issues, this may indicate Joint Hypermobility syndrome (JHS) or Ehlers-Danlos syndromes, including (hEDS). These are still considered rare conditions, but some researchers suspect they may be under-recognised and reported. This is where a new School Toolkit comes in. Jane Green, an educationalist and adviser on Autism and Hypermobility Syndromes, is lead on the School Toolkit – she also has hEDS herself. Educators are the primary target because they are on the 'front line' with young people day to day, making them well-placed to spot issues

Hypermobility markers Conditions and symptoms that may be an indicator of hypermobility syndromes include: Severe tiredness/lack of concentration • Persistent widespread pain • Blood pressure regulation (dizziness, sweating, fainting) • Stomach, bowel and bladder problems • Joint dislocations/frequent sprains • Frequent bruising / scarring /skin fragility.

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and provide support. Funders of the toolkit for schools include The D’Oyly Carte Charitable Trust, The Peter Harrison Foundation and The Ehlers-Danlos Support UK, and it has been developed in collaboration with the Hypermobility Syndromes Association. Flexibility of joints – including the ability to bend thumbs right back to the elbow or touch the ground with palms flat and knees straight – is a visible sign of hypermobility. Both thumb bending and toe touching are among tests used in assessment. But hypermobility can affect connective tissues inside the body. "People with these conditions have connective tissues that are defective, but each person can present differently, from being asymptomatic to severely disabled," says Jane Green. One of the key issues for young people with a potential diagnosis of hEDS or JHS is the sheer diversity of possible symptoms, but, says Green, there are some markers that warrant further investigation. "There are many common symptoms, including dislocations, sprains without previous trauma, pain, tiredness, dizziness, stomach issues, bowel and bladder problems, temperature 32

“EFFECT I VE MANAG EMENT MAY MEAN T H AT C H I LDREN DI SCOVER EARLI ER T H E S P ORTS AND ACT I VI T I E S TO AVOI D” issues, anxiety, clumsiness and allergies." For younger children, there can be specific challenges visible in early years. "Laxity of core muscles and ligaments often means that it is challenging to hold a pen," says Green. "It is uncommon for many children to actually get a diagnosis at this age, so they are often left to just try and manage, as are their parents." Of course, nearly all young children have very 'bendy' bodies and all develop skills at their own pace. But useful things to know are that there is a higher recorded incidence of hypermobility syndromes among girls (often presenting most strongly from early adolescence) and that hypermobility syndromes are often heritable. Heritability means, says Green, that parents do not always see their child's issues as unusual;

perhaps they experienced similar 'growing pains' themselves. She has given talks where suddenly the penny has dropped for a parent who recalls experiencing pain, fatigue or other mysterious symptoms they are now investigating in their own child. She has a profound insight into the impacts on children who don't get a timely diagnosis, having only received her own formal diagnosis of hEDS at the age of 53. "As a long-term hEDS sufferer, I often experienced pains, including migraines, viral illnesses, and stomach issues like bloating and spasms when I was growing up," she says. "At secondary school, I failed entrance exams and I was placed in the bottom sets. I did not reach attainment levels or often attend school as I was either unwell or unmotivated, so I left early with a couple of qualifications."

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While she went on to have a successful career, Green says hypermobility syndromes – and particularly the absence of a diagnosis – negatively impacts lives. A key issue can be the struggle to be believed. "Sometimes, because symptoms are disbelieved, especially as they can appear ‘out of the blue’, the effects of trauma can build up from a young age." She also says this can damage the whole family, since parents or carers may be accused of being over-fussy or neglectful – even of intentionally harming their own child. Green suspects there are children who slip through the net completely and drop out of mainstream education. "I saw this as an Assistant Headteacher/ Lead for Autism Education," she says. "There seemed to be a lot of home-educated pupils who were autistic, neurodivergent, anxious, dyspraxic or had unspecified ‘health problems'." She suspects there's a pattern of symptoms at play across our schools that are being missed because educators have not been made aware of the markers and clues that could indicate hypermobility syndromes. This is where the School Toolkit hopes to effect change, improving school outcomes and children's wellbeing. Green says it's long overdue. "It is aimed at schools UK wide and includes information about how education staff can identify some of the most common ways symptomatic hypermobility can impact pupils’ functional and academic participation. It links to how reasonable adjustments can be made and how understanding hypermobility can affect a person’s life physically, emotionally, socially and mentally." She believes that increasing awareness among educators and SEND specialists, alongside a growing body of research – although more is needed – may also help. In particular, Green hopes we may start to gather more information on potential links or co-occurrences between symptomatic hypermobility and other conditions – from fibromyalgia to CFS/ME to sensory processing differences. "It is not only important, but essential that pupils are supported by some knowledge, understanding

and belief," says Jane Green. Effective management may mean, for instance, that children discover earlier which sports are beneficial and which may not be a good fit with hEDS or JHS. It also means they and their teachers can find workarounds for some of the symptoms that inhibit their attendance or enjoyment of school or stop them from studying and participating at the same pace as everyone else. "Given the right support and management, children with hypermobility syndromes can go on to excel at school," she adds.

F U R T H E R A DV I C E Access the School Toolkit at theschooltoolkit.org. To find out more about hypermobility visit Ehlers-Danlos Support UK ehlers-danlos.org and Hypermobility Syndromes Association hypermobility.org

HYPERMOBILIT Y

About hypermobility syndromes Ehlers-Danlos syndromes are a group of heritable disorders of connective tissues, of which hEDS is by far the most common. Prevalence of hEDS has been estimated at 1 in 5,000, however some research suggests it remains under-reported. There is no specific genetic test for hEDS, so diagnosis is via medical examination. Joint hypermobility syndrome is a term used to cover a range of symptomatic hypermobility conditions. These include hEDS, and also cEDS, Stickler and Marfan syndromes.

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INSIDER

INQUIRING MINDS Flora Winter, the Primary Years Programme Coordinator at Southbank International School, says from the outset the IB curriculum builds skills for learning and values for life

he International Baccalaureate curriculum teaches young people aged 3-18 how to develop characteristics that are representative of being ‘a good learner’ and ‘a good person’. At the same time, it aims to develop specific skillsets – recognising that young people need to be able to collaborate, negotiate, problem solve, be creative and become critical thinkers. Right from the start, the IB aims to foster curiosity and encourage young people to ask questions. For the youngest children at Southbank International School, there is a big focus on how they can help one another improve. In grade 1 (age 6-7), students participate in a ‘Unit of Inquiry’ on how to express themselves. Working in small groups, they develop questions, allocate roles so they know who will take responsibility for each aspect, and then they present their findings to

PUPILS AT SOUTHBANK INTERNATIONAL SCHOOL

Right from the start, the IB aims to foster curiosity, and for the youngest children there is a big focus on how they can help one another improve

the rest of the school and to parents. We also have specific units of inquiry looking at ourselves and our cultural identity. It is the school’s belief that understanding ourselves helps us to understand others better, which is something that our parent community support through participation in events – sharing cultural practices and elements of their home life in different languages. Among the many advantages of being

a school in central London is that there are so many opportunities for students to go out and explore different parts of the city. We see London as our classroom and this helps children to develop an understanding of the world around them. A core element of the IB Primary Years Programme (PYP) is encouraging children to take ‘Action’. We talk about five different types of action in response to learning: Participation and being involved in the community (classroom and beyond); Advocacy (individually or as a group); Social Justice (taking action for positive change); Lifestyle Changes (healthy eating or keeping fit); and Social Entrepreneurship (locally and nationally). This is further supported through linking back to the United Nations Sustainable Development Goals. One example was the ‘Gratitude Project’ last year, when the school council worked with the PTA to raise money for North London Food Banks. Smaller things happen daily too. For instance, some children undertook a unitive inquiry on pollution. Noticing parents were leaving their vehicles running at drop-off, they made signs reminding drivers to switch their engines off. Everything we teach is underpinned by a sense of community, which is essential to children developing an understanding of their role in society. Children are taught to take responsibility for something beyond themselves. It could be as simple as caring for a plant, helping a friend who is upset or putting things away tidily. These are the sorts of attributes we believe children need to develop, learning at a micro level from a very young age and then applying the same principles to life as they progress through the school and beyond. AUTUMN / WINTER 2021

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An Independent Prep School for Boys & Girls aged 3-13

Please visit our website to learn more, or contact Kate Spooner admissions@dolphinschool.com www.dolphinschool.com 0118 934 1277 Waltham Road, Hurst, Berkshire, RG10 0FR DOLPHIN.indd 1

09/02/2021 10:34

Pre-Prep

OPINION

ROLE MODELS Susie Byers, Head of Broomfield House School, says that we need more male teachers in our classrooms to help young boys learn about respecting girls and women

have often wondered why there is such an imbalance between male and female teachers in our schools. Across the UK, in both independent and state schools, you will find this gender disparity, with women often outnumbering men, particularly in our prep and primary settings. In my 25 years as a teacher, I am yet to understand all the reasons for this gulf, but in light of #MeToo and Everyone’s Invited, it is something we must urgently address. For how do we guide our students and help them become young adults who respect each other, regardless of gender, if we can’t show this to them in their younger years? Role models matter – after all, you cannot be what you cannot see – particularly in those crucial younger years when attitudes are formed. Boys and girls need to be taught by men and women, and they need to see these same adults interacting with each other, respectfully, calmly and equally. Our young men – yes, young women, too, but the spotlight is on boys right now – need to know how to conduct themselves. When does playground rough and tumble, particularly when directed at girls, become unwelcome? I have also heard boys describe their dad as the boss who goes to work, and their mum as the one who ‘just stays at home’. At 10 or 11 years old, as hormones kick in, boys can sometimes egg each other on to behave in unthinking or inappropriate ways. If we see any such behaviour, we will, of course, step in and guide our boys. But it is helpful at this age to have male teachers, and to be able to see how these teachers behave towards female colleagues. Pre-teen boys need good role models to signpost how to regulate their own behaviour and navigate the teenage years ahead.

PUPILS AND TEACHER AT BROOMFIELD HOUSE SCHOOL

Boys listen to female teachers, but male teachers can often connect with them in a more meaningful way

At Broomfield House School, we have a good ratio of male to female teachers, ranging from our Year 1 TA to our Academic Deputy Head and Head of School. But we are not resting on our laurels. Like everyone, we were appalled by some of the Everyone’s Invited testimonies and have since rolled out a

number of Respect Lessons for all of our Year 6 children, using our male teachers to talk to boys on a very real level. Our boys listen to their female teachers, but male teachers can often connect with them in a more meaningful way. We are, admittedly, a well-resourced school, but that doesn’t mean this shouldn’t be a nationwide expectation. It’s too important to the next generation for us to fail at this. We have an amazing team, but this year I have been particularly proud of our male teachers. They have given something to our boys that is intangible yet powerful. When I lay my head on the pillow at night, I know we have done all we can to ensure our boys leave Broomfield with the knowledge and skills to treat the opposite sex with the respect they deserve. S U S I E BY E R S Headteacher Broomfield House School

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G IVI NG BACK p . 4 0 • TECH N ICAL EDG E p . 6 0 • TEENAG E SLEEP p .7 2

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BERKHAMSTED’S ANNUAL SENIOR CITIZENS TEA PARTY

Giving

B E R K HAM STE D SC H OO L

T BACK

Supporting community is a key element of school life, giving young people the opportunity to learn about their own place in the world. Six schools tell us how they develop a culture of giving back 40

he spirit of giving is a strong element of life at Berkhamsted, the family of six schools for pupils aged 3 to 18. There are regular whole-school events such as MUFTI days and Christmas services. “Students make suggestions for charities and we oversee this to get a good diversity of causes,” says the school’s Community Services Co-ordinator Kathryn Tomlin. She works closely with School Chaplain Jane Markby and there is a lot of input from young people too. “Each House has a charity to

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support and they raise funds and awareness,” says Jane Markby. “This is determined by the students in that house. Individuals might want to raise funds for a charity special to them and school supports them in this.” Berkhamsted sees huge value in this style of action. “It impacts positively on mental health to think of others,” says Kathryn Tomlin. Then there is the “steep learning curve” of organisational and communication skills developed, along with an awareness of big-picture issues. “Our annual shoebox appeals allows for a really practical way of showing they care,” adds Jane Markby. “Organising or buying the components for the boxes and wrapping them up is a great activity that is really relished – by the Sixth Form in particular.” Many students are already volunteering outside school – for instance for the Duke of Edinburgh’s Award – and around a quarter of Sixth Formers make a regular commitment, with others dedicating time for short-term and one-off events. “Our approach is that volunteering is as valuable as academic study – promoted as part of the school value of serving others,” says Kathryn Tomlin. And there are a whole host of causes supported by Berkhamsted’s Sixth Formers, from a ‘play a thon’ of live music on the high street in aid of mental health charities to sleeping out in support of a local night shelter.

For other year groups, there are opportunities too. One of the most high-profile and warmly received is the annual senior citizens’ tea party. With 200 guests and 100 plus student volunteers, it’s a wonderful opportunity to mingle with another generation. The inter-house bake-off for this party produces “outstanding” baking talent, says Kathryn Tomlin, while the party is hugely enjoyed by pupils. “They love talking to the senior citizens – even those who are apprehensive at first come away having had a great afternoon.”

CO M M U N IT Y

C L AY E S M O R E SC H OO L

ituated in the Dorset countryside, Clayesmore offers a through education for pupils aged 2-18. Here, there is a strong sense of the importance of making a difference. The LEX programme – the school’s initiative to provide a rounded education – has a ‘Service & Contribution’ pillar with Social Action Group module. This

PUPILS AT CLAYESMORE

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“It is humbling for the children when they realise how much they take for granted – such as having a safe bed indoors at night”

C R A N LE I G H SC H OO L

t Cranleigh, a day and boarding school for pupils aged 13 to 18, there is plenty of opportunity for young people to develop their social awareness. “Our eight boarding Houses choose a different charity to support each year and the pupils have a choice in that,” says Bex Barker, Housemistress of South House. This becomes an opportunity for them to learn more in the process. “Choosing and learning all about the cause, via visits and activities, helps BROADER VOLUNTEERING ACTIVITIES ARE A MAINSTAY AT CRANLEIGH

tasks students to look for needs in the community, country or globally that can be addressed through fundraising or organising a campaign. In the Sixth Form, ACE (Action, Community, Environment) forms part of the co-curricular programme and encourages students to get involved with volunteering and fundraising for the local community. An active group of students who are passionate about social enterprise have formed the Charity Committee to identify worthy causes and raise funds to support them. The Duke of Edinburgh’s Award and CCF also deliver community support as an

intrinsic part of their activities. The school says that pupils are taught early on in the Prep school that charitable giving and volunteering are an important part of being a valuable and global citizen. Pupils, in turn, relish the opportunity to help, and many initiatives end up being pupil-led, rather than school-led. The sense of making a difference and being empowered to help in tangible ways becomes a valuable lesson. Clayesmore pupils take away the understanding that they don’t need to accept the status quo and be a passive bystander, but can make a real difference by taking action.

RUNNING FOR CHARITY AT CRANLEIGH

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CO M M U N IT Y

THE SPIRIT OF GIVING IS EMBEDDED AT ST EDMUND’S

the pupils to get invested in the areas they are supporting. It’s incredibly important that they really understand the cause and get actively involved in supporting it, rather than just donating money,” adds Bex Barker. She says that Cranleigh places extra value on these initiatives – even beyond the positive impact on the causes supported – for the way they build young people’s inner strength and insight. “Pupils are helped to recognise their privilege and live lives of service to ensure they give back. Supporting good causes at school is a big part of that, and actively volunteering helps them to gain a better understanding.” These opportunities are varied. Duke of Edinburgh’s Award is a strong element within the school, but there are also initiatives such as its Voluntary Action on Wednesday afternoons. Here, pupils work with, for example, local charities and primary schools. Bex Barker adds that Cranleigh pupils are always quick to offer their help. This

is a prosperous part of the country, making it all the more important to the school that young people look beyond local horizons. “It is humbling for pupils when they realise how much they take for granted – such as having enough toilets at school, a safe bed indoors at night,” she adds. “And it is also empowering for them to be part of the solution to these challenges.”

ST E D M U N D ’ S SC H OO L

t St Edmund’s School, there is a strong tradition of giving back – as rooted as the school’s long history and close affiliations with Canterbury Cathedral. This begins in pupils’ younger years. “We support charities through our House

system,” says Head of Junior School Andrew De Silva. “Through the House system the children play a central role in deciding which charities will be supported and the form this will take. In recent years the school community has donated money to good causes including the Pilgrims Hospice, Kent Air Ambulance and Kent Animal Rescue.” There is no shortage of fundraising ideas, either. In recent years these have included raffles and book fairs, but also the less conventional whole school talent shows. “We are also fortunate to have such an amazing group of parents and guardians to support our efforts; in particular, our St Edmund’s Associations (PTA),” adds Andrew De Silva. Even in the last academic year, they raised in excess of £10,000. The spirit of giving is integral to the school’s educational approach. “We have a duty to ensure that our pupils support those in need, not just because of the fundamental importance of being global citizens, but also as these events

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THE STRONG HOUSE SYSTEM AT ST EDMUND’S GIVES CHILDREN AGENCY IN CAUSES THEY SUPPORT

develop a range of transferable skills,” says Andrew De Silva. “Enabling our pupils to actively support others through charitable giving encourages a connection to the community.” This fits in with the school’s holistic approach to education, in which thinking and learning skills are supported by the development of young people’s emotional intelligence. “Providing opportunities for our pupils to support charitable organisations is a catalyst to foster these traits, particularly empathy, teamwork and resilience,” adds Andrew De Silva. So important is this element that St Edmund’s Junior School is enhancing its giving back opportunities still further through the curriculum.

“In one day, pupils and staff ran 1,505 km collectively and raised over £3,000 for the local hospice – their fundraiser was even recognised on JustGiving” 44

SY D E N HAM H I G H SC H OO L G D ST

t Sydenham High School GDST, the aim is to ensure that pupils develop a strong moral compass as well as academic strength. Underpinning this is an approach that instils a clear sense of global responsibility. “This is a school that prides itself on being part of the local community and as a result pupils feel that it is vital that they give back and help

towards local causes as often as they can,” says Sydenham High School Headmistress Katharine Woodcock. “More often than not, the school’s charitable contributions and direction are initiated and led by the pupils themselves. This not only inherently makes pupils more involved but expands the scope and possibilities of what they can do with the support of the school.” One of the school’s most recent fundraising efforts was for the local St Christopher’s Hospice. The whole school decided to collectively run 1,000 km in a day. The fundraising target of £1,000 was achieved even before they began running, so they decided to up the ante by doubling the monetary target. From 7.30am that morning staff and parents were out on the Astroturf in the pouring rain and had smashed 100 km by the time registration was finished. Head Katharine Woodcock was one of those who managed 10km even before starting her day. By the end of it, pupils and staff had managed 1,505 km collectively and raised over £3,000 for the hospice. It was even recognised on JustGiving as one of the top 5% of fundraisers that month. Pride in the achievement of everybody helps to cement shared values of giving back – students, staff and families were all out together in the pouring rain. The school actively encourages students to participate in initiatives that embrace community and wider society. From the Duke of

SYDENHAM HIGH SCHOOL’S SISTER SCHOOL IN NEPAL

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Edinburgh’s Award – a mainstay of school charitable work – to the bespoke Active Citizens Programme for sixth formers, pupils undertake volunteering as part of these projects. While local is vital to Sydenham High School’s giving back activities and fundraisers, pupils and staff also look much further afield and Katharine Woodcock says it’s vital to give young people a broader perspective. One such global initiative is focused round a biannual trip to Sydenham’s sister school in Nepal. The whole-school community have helped with rebuilding the school after the devastating 2015 Nepal earthquake – working alongside their chosen charity In Your Hands – and continue to support the school through different activities. “I look at the pupils here and feel so positive about their ability not only to cope with whatever the future holds but also to actively engage with current affairs and issues that are important to them and the world,” says Katharine Woodcock. “They are future confident, possess a true sense of self, recognise only too clearly what is right and wrong and are open minded, switched on and genuinely care,” she adds.

D R AGO N SC H OO L

t Dragon School in Oxford, there’s a mission is to inspire a sense of social and environmental responsibility, right from Reception through to Year 8. Philanthropy is a key part of learning, with a framework of activities, spanning partnerships with local schools, charity activity,

CO M M U N IT Y

SOCIAL ENTERPRISE AT DRAGON SCHOOL, OXFORD

“Pupils are all involved in voting for how funds will be spent and are also able to pitch to the Trustees on behalf of a chosen charity” presentations and fundraising events. “Pupil voice is essential in ensuring the children are invested in projects. Whether it is through voting to support a chosen charity, suggesting ideas for fundraising events, communicating their experiences with the rest of the school through assemblies or making decisions in meetings about social and environmental issues,” says Director of Social and Environmental Impact Ellie King. In the younger years, Changemaker Champions are elected to be spokespersons for their form, and as they move further up, elected Environmental Ambassadors identify, select and support causes each year. The Dragon Christmas Charity Sale is a major fundraiser that also becomes an opportunity for fun. It raises thousands each year and stalls are run by children and families. Pupils are all involved in voting for how the funds will be spent. The many opportunities to be active in charitable

initiatives are integral to QUEST, the school’s Saturday morning enrichment programme. There are also local and wider community causes, and also a Parent Volunteer Programme, supporting reading, speech and language, maths and music skills in local schools. In 2020 the school developed a partnership with local charity Oxford Mutual Aid. Every Friday the school kitchen makes 250 nutritious, and tasty meals for delivery to households across the city. Children and families support this cause by visiting the local foodbank to prepare parcels, as well as collecting presents for Christmas. With all these activities, the spirit of giving back is fostered for the long term. “Our hope is that we can inspire our Young Dragons to grow up as active citizens who recognise their responsibility and the positive contribution they can make to local, national and global causes,” says school Head Emma Goldsmith.

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OPINION

TALK I N G

Time to

THINK

Karen Thomas of The King Alfred Lower School on the importance of giving children agency and making their learning relevant, inspiring and fun

ow, more than ever before, it feels like time to pause and consider both what and how we teach the children in our schools. We have the responsibility and the privilege to ensure that each child’s school experience goes much deeper than their acquisition of facts and figures. Our role is to foster a real joy and understanding of the learning process and to equip them with the tools and strategies that will help them successfully navigate a future unknown. With high stakes end-of-year testing replaced by a suite of childfriendly, rigorous and significantly more informative alternatives, there is a different sense of purpose to the primary years at King Alfred School. Time is made to analyse the attributes of successful learners. Commitment, curiosity, courage and compassion are celebrated and nurtured across the school. Children are helped to recognise when they are in a state of flow and they learn to embrace productive struggle. We make moments to be mindful, to stop the noise of the day and create space to breathe – understanding that these moments will create a readiness for our next lesson. The metacognitive layer of learning is compelling. Motivation levels are high. We find that our children are reveling in the excitement of new discoveries, the fun of getting things right and

wrong, sharing what they know with others, tracking their progress and defining new goals or areas of interest. There is excitement as they evidence their progress to share with parents, peers and teachers in student-led conferences where successes can be celebrated and new goals established. As our children gain more agency in their learning, they also develop a greater knowledge of the potential impact of their effort and actions. This, in turn, grows all-important understanding that they can make a difference. This concept is structured across the curriculum, as we consider how best to look after ourselves, others, and the world around us.

"Children are revelling in the excitement of new discoveries, the fun of getting things right and wrong"

HEAD

KAREN THOMAS Head The King Alfred Lower School

Topics have been revised to become enquiries that run throughout the year and pick up on aspects of the UN Sustainable Development Goals. We challenge children to be problem finders (Does this seem fair?) as well as problem solvers (What could we do about it?). Our student activists have crafted playground agreements and class contracts, written to their MPs, organised food bank collections and shared concerns about pollution with performances for year groups. Traditional topics are now underpinned by deeper conceptual understandings – a World War II topic helps us explore conflict, while finding out about the Romans teaches us about governance. The concepts introduced are timeless and transferable, helping us to make sense of the present and guiding our future decisions. The convergence of the what and the how has enriched learning for us all, setting an exciting pace and elevating expectations of what can be achieved by fresh approaches to learning. Best of all, we are having fun. The school is buzzing with questions, reflections, ideas and laughter. Now, more than ever before, these feel like some of the most important things we can offer our children in school.

PUPILS AT THE KING ALFRED LOWER SCHOOL

AUTUMN / WINTER 2021

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Devonshire House Preparatory School

Outstanding prep and pre-prep in Hampstead, with its own nursery To book an open morning visit or arrange a private tour please visit our website or contact Admissions Tel: 020 7435 1916 Email: enquiries@dhprep.co.uk Website: www.devonshirehouseschool.co.uk DHS.indd 1

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HEAD

Whole PICTURE The Headmaster of York House School discusses how we inspire our young people to see the whole picture, playing their part locally and globally

ewind a couple of decades and there was far less emphasis on children’s need to become global citizens – whilst overseas travel was not rare, it felt like a real adventure. Children today travel (at least, before the pandemic they did) easily and inexpensively to a much greater range of nations. It’s sometimes hard to believe that not so very long ago, communication with those overseas, meant talking over the phone and writing letters. Tech devices and the internet mean that children are able to gain instant access to resources, so building PUPILS AT YORK HOUSE SCHOOL

greater understanding of the world around us is easier. The curriculum, of course, still features knowledge of the world, especially in subjects like geography and science where topics such as the environment are, thankfully, centre stage. Children learn about the CO2 emissions of various large nations and may well be conversant with important themes such as the Paris Agreement. Seeing individuals – including Greta Thunberg – plays a part in their geopolitical landscape. It is important that this admirably broad canvas still attracts brush strokes from the children viewing it. They may not be able to do anything directly about emissions in another

“They may not be able to do anything about emissions in another country, but children can certainly plant new trees in their gardens or on their school site”

TA L K I N G

JON GRAY Headmaster York House School

Prep

OPINION

country, but they almost certainly can plant new trees in their gardens or on their school site. The expectations of local communities from institutions (including schools) and their leaders have never been higher. Schools are looked upon to provide reassurance and guidance to the wider community, especially during difficult times. Encouraging the school council to engage with communities, sending older pupils to assist in local primaries or help out with practical support such as litter picking – all help to give something back. Going into the first lockdown, we wrote to all the neighbours of the school saying that we were here to help them if they were scared or alone or simply needed practical help. This kind of gesture cost next to nothing financially but provided great value at a time when people really needed to feel supported. Children are also changing the way they think about their local area. Something that comes across strongly through the lens of sustainability is the importance of ‘Doing No Harm’. That is immediately related to the environment, but it also goes to areas of vexation such as traffic and the aesthetic landscape. Over the last year schools have had all too much interaction with global problems. These are complex, rapidly evolving issues with no template to work from. The pace of change doesn’t lessen either and that makes it vital that schools recognise that, alongside other organisations, they will face much greater demands to be part of the solution – globally and locally – and the paradigm of how to respond is key. As Shackleton said, “Difficulties are only something to overcome, after all”. AUTUMN / WINTER 2021

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OPINION

HEAD

Small and

MIGHTY

The Headmaster of Perrott Hill Prep explains why he thinks the school’s size is one of the key secrets of its success.

ur Somerset school has won multiple awards over the past few years, including Pre-Prep of the Year in 2019 and the BSA Supporting Junior Boarders Award in 2020. There’s no denying that the last 24 months have been tough on the whole independent sector, with travel restrictions, lockdowns and the low-level threat of (whisper it) remote learning creating an unprecedented

PUPILS AT PERROTT HILL PREP SCHOOL

level of uncertainty among parents. At Perrott Hill, we’ve emerged with an even greater belief in the power and strength of small schools. Small schools enable a family atmosphere where every staff member knows every child and every child benefits from subject-specialist teaching. Our Director of Sport teaches from Nursery to Year 8, as does our Director of Music, Head of Art and Head of French. Such connections extend across the whole school community. Here, Mr White

“A smaller size gives our senior pupils the chance to take on positions of responsibility”

TA L K I N G

ALEX MCCULLOUGH Headmaster Perrott Hill Prep School

in maintenance runs a carpentry club; parents and former parents run activities such as pinhole photography and textiles. Socially, children know one another and make friendships across year groups. One thing about such connections is the impact on all concerned. One former pupil summed up what this means: “I spent my activities sessions volunteering in Pre-Prep, reading to the children and helping with playtime. It was a formative experience and one which improved my patience and communication skills. It also made me realise the experience of being looked after by your peers is precious". Smaller schools can often take a more tailored approach to education, and this can give children the encouragement to find their passions at an early age. Sometimes, there can be changes made to assist with this. We recently added a bagpipes teacher to our peripatetic staff – a few years back the same thing happened with the harp. If a spark is ignited in a child, there is the flexibility to nurture this – whether it’s in STEM clubs, book clubs or athletics. The success of this ‘something for everyone’ approach can be seen as children progress. Our scholarships in recent years include an all-rounder award to Radley, a rugby scholarship to Millfield School, an academic scholarship to Canford and art awards to Harrow, Marlborough and Sherborne. A smaller size allows senior pupils the chance to take on positions of responsibility, and this in turn develops character and social confidence. As well as the obvious Head Boy, Head Girl and Prefect, there are other roles: Head Chorister, captains of sport, Captain of the Tinker Lab, heads of houses, boarding prefects. The list goes on. Small can be mighty, especially if you believe, as we do, that it means scope for every child to shine within the range of responsibilities on offer. It is incredibly rewarding to see pupils at age 12 or 13 step up – especially those who might be forgotten or overlooked in a larger school. AUTUMN / WINTER 2021

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WHY S T U DY

GEOGRAPHY ALICE MOLLISON James Allen's Girls' School, Assistant Head, Head of Teaching & Learning and Geography teacher. She studied at Edinburgh University and her favourite topic is glaciation. She was once snowed in while camping on Tien Shan glacier in Kazakhstan and is a Fellow of the Royal Geographical Society. 52

We may have GPS, but the world still needs expert explorers, researchers, mappers, data gatherers and problem solvers. Two experts in the ﬁeld give their elevator pitch – explaining why Geography is so cool and where studying it can take you

VICTORIA BURTON St Edmund's Canterbury, Head of Geography. She studied for her degree at Newcastle University and is most fond of Physical Geography. She becomes "disproportionately excited" about glaciers and has a soft spot for the late health professor and data visualisation developer Hans Rosling.

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What makes Geography so brilliant? AM: The physical and human world of today is constantly changing. It is crucial for current and future generations to understand these trends and flows so that purposeful actions and decisions can be made. Geography is the subject that helps make sense of all aspects of the world. VB: Geography is everything that has gone before and everything that is to come. It unlocks secrets and solves puzzles. It makes you ask and answer questions, find patterns, identify problems, work solutions. With every news item – from questions of immigration to climate change to Covid patterns – geographers are quietly sitting in the background of every decision that matters. Who gets the aid, where to build that stadium, how to find those survivors? It is in all times and all places. What made you choose it? AM: I loved having the opportunity to study a really broad subject, which incorporated fields such as geology, ecology and economics. And the trips are, of course, always fun! VB: I like a map.

GEOGRAPHY FAST FACTS

FAMOUS GEOGRAPHY STUDENTS Michael Jordan, HRH The Duke of Cambridge, Theresa May *HOT SPOTS FOR DEGREES St Andrews, London School of Economics, Glasgow, Durham, UCL WHERE GEOGRAPHERS HANG OUT Royal Geographical Society, founded 1830 and with headquarters in South Kensington. Find London, regional and online events at rgs.org *Source: Guardian The best UK universities 2021. Note: Cambridge and Oxford ranked (1, 3) but with no student satisfaction ratings.

stu dy c H O I C E S

Transferable skills and knowledge acquired? AM: Geography helps you to develop excellent decision making and research skills, use statistics to make sense of data and use computers to collect, present and analyse information. You'll be studying global trade one day and the science of earthquakes the next. VB: Geographers are literate, numerate, computer skilled, team players, independent learners, researchers, analysts, scientists, problem solvers, creative thinkers and often look splendid in corduroy. What pathways does it open? AM: At A level, its breadth means it complements any subject combination. Contemporary research and themes regularly filter down from universities and become part of Geography at school, particularly in human geography. A huge range of doors will be opened with a Geography degree, from being a geoscientist designing a wind farm, to working in finance or law, to marketing. I worked in advertising before training to be a teacher.

“G EOG RAP HER S AR E LI T ERAT E , NUM ERATE , COMP U T ER SK ILLED... AND OFT EN LOOK S P LEND ID IN CORDUR OY ” VB: Far more than you might imagine. Very few of us are teachers. Most become urban designers, political analysts, peace negotiators, MPs, (Prime Ministers!), economists, accountants, vulcanologists, software designers, vets, doctors, epidemiologists... Two things students might not realise Geography covers AM: Themes such as human rights and diversity help young people to further their understanding of issues at a local and global scale. VB: Piracy and Mars landings – Geography is brilliant. AUTUMN / WINTER 2021

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HEAD

FINDING BALANCE

The Head of Cottesmore talks technology in education and the importance of pupil agency

t Cottesmore the children do not have phones. They are always talking, always engaging, face-to-face and in real time. They build camps and dens in the school grounds and they all play sport daily. This is where we start the Cottesmore journey, but there is another important aspect to modern life – the screens in our hands and on our desks. Do we surf the digital wave, or do we stand on the beach and watch as it crashes towards us? Of course, the answer lies in balance and discipline. With a rise in screen time, smart phones, Zoom lessons and social media, the digital age has well and truly landed. Over the last 18 months, schools have harnessed these technologies with huge speed and a positive attitude towards change has never been more important. The key is to value both technology and tradition in equal measure and to strive for a balance between implementation of technology and typical childhood activities. While Cottesmore has always strived to liberate children from dependency on screens – as our approach to mobile phones indicates – children’s screen education is important. Here, it takes place during ICT lessons and coding club and we have an award-winning robotics team. The recent collaboration with Priya Lakhani OBE, founding CEO of edtech

company Century Tech, indicates our commitment to digital-based learning. This platform has been a huge success, enabling teachers to better understand each child’s learning journey and enhance their working relationship with technology. We are delighted and honoured to have Ms Lakhani join our community as ‘Digital Patron’. With the experience she brings, we are enjoying not only her entrepreneurial spirit, but also her innate understanding of the powerful partnership between technology and education. Fundamentally, the role of all schools is to create and curate an ideas-led environment where children feel confident to explore their own passions. This means arming children with the

“The key is to value both technology and tradition in equal measure and to strive for a balance”

TALK I N G

TOM ROGERSON Headmaster Cottesmore School

Prep

OPINION

confidence to have a positive input into their education. Our Councils provide children with an opportunity to implement change across various elements of school life, including the Boarding, School, Safeguarding, Kindness, Food and Charity Councils. Pupil agency and entrepreneurialism are concepts that are only going to become more important. Our Cottesmore Talks were conceived three years ago to introduce children to the concept of entrepreneurship and help them understand how individual aspirations can dictate and inspire the professional journey. The children have been inspired by all of our guest speakers and have embraced the candid nature of these sessions. All eyes at Cottesmore are on the future, but it is important that we are mindful of the present and the people around us. A good education teaches us to have a firm grip on both at the same time.

PUPILS AT COTTESMORE

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OPINION

TALK I N G

Future

SUCCESS

An innovative Year 6 curriculum delivers skills for future success and builds confidence, says the Head of Middle School at Queen Ethelburga's Collegiate

t Queen Ethelburga's Collegiate (QE), our mission is for all members of our community to aspire to the Hill Standard: ‘To be the best that I can with the gifts that I have’. At King’s Magna, the middle school of QE’s four-school model, we harness this through an innovative curriculum. This has been designed to support the transition between primary education at Chapter House, our Preparatory school, and the demands of GCSEs and beyond in our two senior schools. In a difference from the traditional school model, where children stay in primary education until the end of Year 6, here at QE students join King’s Magna in Year 6 and stay with us until Year 9. Many students are ready for a new challenge at the end of Year 5, so we have developed a curriculum for this transitional year, with content designed in partnership between secondary school subject specialists and primary age teachers. The core curriculum consists of English, maths, science, personal development, history and geography. In addition, students have specialist teaching in art, music, drama, computing, design technology, languages and PE. They personalise their learning with two optional enrichment options within the timetabled day, covering areas of

the creative arts and sport beyond the traditional curriculum. The whole approach is designed to foster curiosity, also placing emphasis on skills for future success, such as critical thinking, collaboration, digital skills and entrepreneurship. Importantly, we have decided not to assess our Year 6 students using SAT testing. Students are instead assessed formally at three points during the year using standardised and moderated 'common evaluation

“Students are ready for a challenge, so our curriculum is designed by subject specialists and primary age teachers”

HEAD

STEVEN TURNER Head King's Magna Middle School, QE

tasks'. These track progress and identify what they could do to improve further. This allows us to focus on delivering those skills that our students need to be successful in Key Stage 3 and beyond. The breadth of extra opportunities in King’s Magna from Year 6 is varied. Students have access to over 100 clubs, as well as a varied trip programme. Co-curricular activities span five key categories: Creativity, Culture, Community, Leadership and Health and Exercise. Students are challenged to take advantage of these opportunities, which lead towards the King’s Magna Enrichment Award. Participation in 10 different activities from across the different categories leads to the coveted Gold Enrichment Award at the end of each year. This approach to developing the whole student, which is at the heart of everything we do here at QE, is designed to ensure a creative, vibrant and caring school environment throughout King’s Magna. We see it as vitally important to equip our students with the skills and knowledge they need to move seamlessly on to our College or Faculty at the end of Year 9, also ensuring they can grow into their teenage years with confidence.

PUPILS AT KING’S MAGNA MIDDLE SCHOOL, QE

AUTUMN / WINTER 2021

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HEAD

Bright SPARKS The Head Master of Dauntsey’s discusses the importance of both class and extracurricular in igniting children’s passions and developing strengths for future life

n estimated 65% of children entering primary schools today will work in jobs that don’t currently exist, according to the Universities UK report ‘Solving Future Skills Challenges’. It follows, therefore, that schools should not just equip children with exam certificates, but also life skills which enable them to embrace new opportunities and be resilient when their chosen path doesn’t unfold quite as they had planned. A significant part of developing those skills is helping each pupil find an interest or a talent where they can PUPILS AT DAUNTSEY’S

excel, and a good school will see this as its mission. Teachers can easily identify the more confident pupils, the sporty ones, the maths geniuses, the musical ones who sing as they pass along the corridors, and those who are first to volunteer or ask a question. But it’s equally important to identify the quieter ones who are more cautious and have not yet discovered their ‘spark’. On the sports field, these pupils may not be selected for the top teams. On stage, they may not be picked for a leading role. In social situations, some may find themselves on the edge. Any good school should seek to ensure that every pupil has the opportunity to develop and shine.

“We easily identify conﬁdent pupils, but it’s as important to identify the ones who have not yet discovered their spark”

TA L K I N G

MARK LASCELLES Head Master Dauntsey’s

Prep

OPINION

It’s not all about achievements in the classroom, although for some a particular subject – or teacher – will provide that lightbulb moment. Extracurricular activities can play a vital role. Our pioneering ‘Moonrakers’ adventure education programme for all Third Formers (Year 9) has a far-reaching impact. Pupils spend an afternoon a week on outdoor activities throughout the year. They might be kayaking, learning self-defence or orienteering, mountain biking, cooking outdoors, crossing a river, rock climbing or dinghy sailing. They develop teamwork and leadership skills, whilst stretching themselves mentally and physically. The activities themselves are only part of the picture. Everyone works with people outside their normal social circle, creating new teams and forming new relationships. Group dynamics change and the results can be surprising to both pupils and teachers. After a few sessions, vital life skills such as communication, co-operation, listening to others, sensitivity and tolerance of different ideas are learnt and new friends made. Working with others towards a common goal teaches young people how a team operates, how to lead and how to follow. A good school will educate their pupils, but an excellent school will develop the whole person – helping each individual find somewhere or something in which they can excel. Finding that spark helps each boy and girl develop a deeper understanding of how they function and this, in turn, brings greater self-esteem and a renewed energy and confidence in their own abilities. AUTUMN / WINTER 2021

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TECHNICAL

EDGE

The days of silos are over, and schools are ﬁnding new ways to deliver STEM and creative subjects to take learning further – from building real-world skills in CAD to tackling innovation challenges BRIGHTON COLLEGE

EXHIBIT AT BRIGHTON COLLEGE’S FUTURISTIC NEW SCHOOL OF SCIENCE AND SPORT

ith recent accolades including ‘School of the Decade’ from The Sunday Times and ‘Top in STEM’ from The Week, Brighton College is focused on delivering exceptional facilities as well as teaching. Long known for its inspired work in developing creative skills, it has added the new School of Science and Sport – a futuristic and bold design by Dutch firm OMA (Office for Metropolitan Architecture), led by principal architect Ellen van Loon. The design is all about light, cutting-edge energy conservation technology and 21st-century teaching and learning spaces. The school says one aim of the building was to move subject teaching away from the silo mentality – students of science enjoy the inside track on sports activities, but also brilliant views to other departments. This new building joins the recently added Yeoh Building, with its Creative Learning Centre, and the new Music School

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offering state-of-the-art recording facilities and large recital hall. Science and technology facilities in the School of Science and Sport include 18 university-standard labs, breakout spaces for shared research, discussion and workshops and a cinema-style auditorium where students and their teachers can hook up with science departments across the globe. As a break from science and tech teaching and individual study, pupils can head to the gym or sports hall, take a swim or take a turn round the running track. Facilities at Brighton College are designed to inspire self-directed learning – also replicating the kind of approaches pupils can expect when they head onwards to university or further study – but this is also a learning hub for the local area so that students engage with partner schools to share resources, learning and ideas. Brighton College is also rich in ‘club culture’, with 100 plus societies and meets for students to share ideas. With everything from coding, dissection and robotics clubs to DT and art activities, these extracurricular and enrichment activities take place in designated activity slots, enabling individual passions and interests to thrive both inside and outside the curriculum.

CUMNOR HOUSE SUSSEX

t Cumnor House Sussex, the approach to STEM is broad and designed to inspire young people to think for themselves, with subjects integrated into wider teaching and learning. The annual Science Week forms a highlight of the school calendar for everyone. Another hotly anticipated event is the Year 8 summer project. This has seen a wealth of brilliant STEM-focused admissions, including self-built computers, upcycled furniture and animations.

The school emphasises 21st-century key skills. Coding is introduced in Year 3, while engineering, scientific concepts and computational thinking start in pre-prep – introduced through play and then developed as children build their skills and understanding. The STEM building, The Peake, opened in 2017. This houses three science labs and a Design Technology workshop to enable children to start to imagine, invent and prototype. It is used by pupils, but also by other local primary schools. A hive of activity, it’s the place where children are taught the innovation process. They gain creative and ‘maker’ skills in a fun and inspiring way, growing in confidence as they learn about resistant materials, graphics, electronics and computeraided design and manufacture using a laser. The team here work with the children to foster real enthusiasm

“COMP LET ED P ROJECTS I NC LU DE S ELFBU I LT COMP U T ERS , U P CYC LED FU RNI T U RE AND ANI MAT I ONS”

NEW APPROACHES

and a ‘can-do’ attitude. “We try to work with real-life problems and make projects as relevant as possible for today’s world, with an element of sustainability in mind. Innovation and intuitive thinking are crucial to our approach, but we don’t lose sight of traditional skills. We run an open-door policy and pupils can access the department whenever staff are available,” says Head of Design Technology Tori Bramly. A new project-based learning module for Year 7 and Year 8 pupils involves group work, where children take on challenges through the process of action, inquiry and reflection. They are encouraged to work through reallife scenarios – many with a marketing, fundraising and communications angle. Technical exploration happens year round, but a high point is the school’s annual go-kart project. This requires teamwork to build a working kart, putting scientific and mathematical knowledge to the test and culminating in a competitive race. The most recent meet in June saw Cumnor take the fastest kart around Goodwood at their Green Power Event. The go-kart project is now being more closely integrated with the science curriculum, and with a Rocket Car Challenge as a precursor event.

LEARNING THROUGH DISCOVERY AT CUMNOR HOUSE SUSSEX

AUTUMN / WINTER 2021

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MAYFIELD SCHOOL

t Mayfield School in East Sussex, there is a strong emphasis on developing skills that will set girls on the right path into careers – be they budding entrepreneurs, inventors, scientists or creatives. “All girls enjoy regular talks from old girls who run their own businesses. The Year 12 students enjoy a series of practical workshops from Apprenticeship Support and Knowledge each spring, and Year 8 pupils take part in an annual Mayfield Young Entrepreneur Challenge,” says Amanda Glubb, Mayfield’s Head of Careers. The Mayfield Young Entrepreneur Challenge is a highlight, running over five weeks. It’s inspiring and demanding, as business groups of up to eight girls are loaned £10 as initial start-up capital. They then have to decide what product or service to offer – undertaking research for their market or audience – create a logo, plan a sales and marketing campaign, and manage the finances. Every person in the group contributes to the

company, whether through designing packaging, sales and marketing or keeping track of costs and sales on a spreadsheet. At the end of the five weeks, the loan is repaid and the profit is distributed among the ‘business owners’, often with a donation also being made to a charity of their choice. Another area where Mayfield is seeking to give its students an edge is the Year 9 subject called Innovate. It has been introduced to raise girls’ awareness of a variety of different technologies and develop their appreciation of how these could be deployed in an ethical and purposeful way. Over the course of the academic year, girls complete three projects. The first is a prototype electronic device that could, even in a small way, help to tackle the challenges presented by climate change. After learning how to use BBC Micro:bit and an array of external sensors/outputs, they choose their problem and find a solution. “Girls have impressed staff with their completed projects, which demonstrate both creativity and ingenuity in reaching solutions to real-world problems. Previous projects have included automatic forest fire detection systems, sea level/

temperature monitoring stations, a clean-up station for turtles caught in oil-spills and even a robotic ‘fish’ designed to ‘eat’ plastic waste in the ocean,” says David Warren, Head of History and Innovation Coordinator. The second Innovate project is designed to encourage a creative response to a real-world issue and is focused around using 3D design and manufacturing to produce a device to help somebody with a disability. The final project introduces robotics and driverless car technology. Once again, girls are encouraged to be independent in completing each challenge, with the more confident using text-based Python language in their work. “Girls have certainly enjoyed this fresh approach to technology in the classroom, and in the future it is hoped that the Innovate curriculum can be brought into the Lower School,” says David Warren. Girls in Year 7 and 8 already have the option to join Junior Tech Club, where previous designs have included the creation of mini drones and robots. There’s also an active school STEM club with Raspberry Pi micro-computers so pupils can dream up their own brilliant projects and technical innovations.

MAYFIELD GIVES STUDENTS INNOVATION CHALLENGES

“GI RLS H AV E I M P R E SSE D WI T H T H E I R P ROJ ECTS, W H I C H D E M O N ST RAT E CRE AT I V I T Y A N D I N GE N U I T Y ”

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NEW APPROACHES

GETTING STUCK IN TO DT CHALLENGES AT NORTHWOOD SCHOOLS

NORTHWOOD SCHOOLS

t Northwood Schools – which consists of Broomwood Hall Lower and Upper, Northcote Lodge and Northwood Senior – there’s an approach right from the start that instils the skills for creative problem solving and entrepreneurship. Located in leafy south-west London (and now part of Dukes Education), the four schools’ benefit from space and excellent technology resources. At prep level, every pupil has their own iPad, and at senior level individual laptops enable independent working. Even Northwood’s pre-prep children are regular users of technology to problem solve, code and create. Film

school starts at age 6, with children having the opportunity to create their own movies using stop start animation. Tech is also employed to help children get a creative edge. At Northcote Lodge, VR headsets have transported boys from the comfort of their classrooms to the Jurassic period, Everest Basecamp and a funfair rollercoaster ride. Play can also help develop skills – Northwood is a past regional winner of Lego League. Then there’s the annual science fair where boys come up with an original question or invention, undertake scientific enquiry and then deliver a presentation. CAD is introduced early on, with Tinkercad used to help children develop concepts, prototypes and models. Scientific questioning is also developed throughout the curriculum and through clubs. One of the most popular at Northwood Senior is Dissection Club – enabling pupils as

young as 11 and 12 to actively learn how to dissect and see for themselves how things work. As with science, computing and IT skills are developed creatively to give young people understanding, and then confidence in developing and testing their own ideas. “Everything we do is about developing the skills to be an entrepreneur,” says Adele Crabtree, Director of the Arts at Broomwood Hall and Head of DT at Northwood Senior. “Design helps to build resilience, problem-solving skills and teamwork – some of the critical skills that employers look for in all workplaces, not just design workplaces,” she adds. The emphasis at the school goes beyond ‘maker doer’ approaches to consider the whole landscape of innovation. “We ensure that pupils understand the importance of using Design to explore ideas – not just produce results.”

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QUEEN ANNE’S SCHOOL

NEW APPROACHES

QUEEN ANNE’S SCHOOL FOCUSES ON INNOVATIVE TECHNICAL APPROACHES

aversham day and boarding girls’ senior Queen Anne’s School has a strong reputation for sciences and technical learning, and it is also a Microsoft Showcase School – this is the third year running it has received the award. The school incorporates extensive digital teaching and learning in its approach. “We developed the infrastructure, pedagogy and skills to embark on our 1:1 scheme in 2019 after having supported bring-your-own-device for some time. Since then, the school has grown from strength-to-strength, with digital thinking at the forefront. The Queen Anne’s staff have shown great dedication to continuing their journey as digital educators over the last 18 months, with 24 teachers having achieved Microsoft Innovative Educator Expert status,” says Assistant Head - Digital Thomas Lange. This, of course, proved to be a boon during remote schooling, when Queen Anne’s was able to carry on smoothly thanks to its technical capacity. At Sixth Form level, Queen Anne’s offers a bespoke professional-standard leadership programme that focuses on emotional intelligence and covers essential areas in any business or innovation setting, including running effective meetings and conflict management. The dedicated careers advice and support means that students here are encouraged to ‘think outside the box’. They are given plenty of expert advice on both university and other options – including sponsored degrees, degree apprenticeships and other training programmes that are becoming increasingly important options to consider. A strong network of alumni, parents and supporters are on hand to give

advice on careers in STEM, preparing for interview and developing a strong CV. QAS girls currently at university lend their support too, coming back into school to give talks and the inside track on what to expect. There are also STEM and careers trips and a full programme of external guest speakers, including university lecturers, authors and mathematicians. Queen Anne’s has a strong track record in developing students who go on to careers with a technical or innovation focus. As well as helping to develop career-ready skills, the school also ensures students have the opportunity to compete in rewarding (and CV enhancing) events throughout their education, including the UKMT Intermediate Mathematical Challenge and the British Biology Olympiad.

“QU EEN ANNE ’S OFF ER S A LEADERSHIP P ROG RAMME THAT FOCU S E S ON EMOT I ONAL I NT ELLI G ENCE ”

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CO 2 LEVELS REGULARLY EXCEED 2,500 PPM IN OUR SCHOOLS, CAUSING CHILDREN TO LOSE FOCUS

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WELLBEING

Breathe

EASY

Poorly ventilated schools remain a nationwide problem, says an air technology specialist at Plasma Clean By STEVE KEOGH

recent article in The Guardian estimated that 3.4 million children across the UK are at risk of longterm health conditions and infectious diseases due to poorly ventilated schools. Children spend a large portion of their lives in school – equating to around 7,800 hours across their educational life. We all generate CO2 when breathing out, and when you combine multiple bodies in an enclosed space with increased temperatures and humidity, this can significantly reduce air quality. It is known that a CO2 level above 1,000 ppm has a negative impact. Studies have shown it can cause pupil performance to decrease by up to 15 per cent, cognitive performance to worsen by 60 per cent and could even lead to a significant (30 per cent) increase in headaches and respiratory issues. According to a February 2019 report, also in The Guardian, CO2 levels in schools can regularly exceed 2,500 ppm, causing children to lose focus. There are some 32,000 schools across the UK and indoor air quality is a challenge for many of them – most specifically those in older buildings without good mechanical

ventilation. However, even newer school buildings put pupils at risk without proper measures to ensure indoor air quality and ventilation. Many believe opening a window is a way of generating a fresh air supply, but it isn’t a practical long-term solution. There’s also the very real issue of external pollution, such as vehicle emissions – particularly for schools located in some urban areas. The solution lies in further investment and tighter guidelines for schools to ensure the protection of pupils’ health and wellbeing. Investing in CO2 sensors and air quality technology allows schools to continuously monitor indoor air quality and adapt the ventilation accordingly. Although the government has begun a £25m initiative to supply over 300,000 CO2 monitors to state-funded facilities, there won’t be enough to cover every classroom. Moving monitors around is not a viable solution, as this can lead to inaccurate readings. What's more, indoor air quality must be monitored over a sustained period. At Plasma Clean, we've partnered with the air monitoring company Airthings, to deliver air quality technology to the education sector. This includes nondispersive infrared

sensors (NDIR) to monitor indoor air quality (these are recommended by the Chartered Institution of Building Services Engineers). As well as monitoring CO2 levels, the sensors assess temperature, humidity, radon, VOCs, pressure, light and virus risk – all in real time. When a problem is discovered, the right solution can be found. Ultraviolet germicidal irradiation (UVGI) improves indoor air quality and reduces the risk of airborne infections. It's a proven technology, used by schools for more than 80 years. From the hallway to the classroom, it is effective for old and new buildings. Upper room UVC can provide up to 20 air changes per hour in comparison to mechanical ventilation, which generates between two and four changes per hour. What matters here is the impact: improved air quality has been shown to improve performance and cognitive function – and support young people's health and wellbeing. In addition, it's a vital means to limit the potential for airborne infections. It's time for the nation's schools to tackle this issue head on because all parents have the right to know that their child’s health and education are not being impacted by poor air quality.

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A DVI C E

QUESTION TIME The experts at Gabbitas Education have the answers

ANASTASIA HATVANY SENIOR EDUCATION CONSULTANT AND SEN SPECIALIST

We're looking to place my daughter in a UK boarding school next September, but as we are living overseas we're not really sure how to manage the process of shortlisting and visiting schools. What would you advise? One of the first things you need to establish before you start looking at new schools is your daughter’s academic level. You want a school where your daughter will sit comfortably amongst her peers. Prospective boarding schools will also want to know what your daughter can offer to them – both in terms of academics and extracurricular. At boarding schools, children become totally immersed in their

surroundings, and what they give, they get back tenfold. With this in mind, look at the school and see what they offer to the child: will your daughter be able to get involved with school life? As you’re abroad, I’d advise you to look at full-boarding options, as everyone tends to stay in during the weekends. Even if there is the occasional quiet weekend, Saturdays will still comprise of lessons in the morning and sports fixtures in the afternoon, and many schools are keen to keep weekends as busy and as purposeful as weekdays. Visits and open days are imperative. Do go on these if you are able to, as they are the best way to gauge a school’s atmosphere and ethos. You’ll also get to see how pupils interact with one another and engage with their teachers, and in turn see how the staff interact with parents. Many schools are now offering in-person tours, so try and go for an open day, and then afterwards schedule a private visit. Having said this, Zoom is still a very good way to view a school and there are plenty of excellent virtual open days. Look at reviews, listen to word of mouth, but most importantly have confidence in yourself as a parent – you will know in your gut if a school is right for your daughter.

Is it a good idea to move my daughter to a new school for sixth form? She's already said that she might like 'a change of scene' at 16, but we're not sure how easy it will be to make the transition – both academically and socially. If you’re looking to move your daughter for sixth form, ideally you need to start shortlisting schools by the end of year 10. Schools tend to close their registrations by the end of September and, by the very latest, October, which is when candidate assessments start to take place. Many children find the change refreshing, but please bear in mind that this needs to be a very considered decision as she will be at a critical age. The process will not only take up valuable time that she could use for GCSE revision, but she will also be leaving behind friends and a structure that she has been used to for at least three years. Remember, too, that competition is often tough for sixth form places, and some schools will have a limited number of spaces; rejection can be disheartening. Your daughter’s current teachers and pastoral staff know her academic ability and level of wellbeing, so be sure to consult them for their thoughts on the matter. Ask your

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daughter her reasons for a scene change; for example, is she looking for a change in curriculum or is she looking for a better cultural fit? If you’re thinking of moving her from a day to a boarding school, this is often an excellent stepping stone for higher education. She’s likely to develop better organisational skills and grow in independence, all in the comfort of a school safety net – meaning moving to university won’t come as such a shock. Alternatively, she may be wanting to move closer to home with less school structure. Many children grow out of the school bubble before higher education, and flourish when working more independently. Overall, I would urge you to research what is out there and bring your daughter onboard the decisionmaking process. She will be able to give you a better idea of what she believes she is missing and this should help shape the final decision.

SARAH OSHUN WILLIAMS CLIENT ACCOUNT MANAGER

My son has his heart set on becoming a vet but knows this will mean proving aptitude as well as academic ability. What will he need to do to improve his chances? The methods of improving your chances of acceptance to veterinary school are very similar to those of getting into professions like medicine; work experience will be essential.

Q A

Besides academic ability, he will need to prove his enthusiasm for the field and should try volunteering or shadowing as many vets and animal practices as he can. Many universities understand that sometimes it’s hard for certain candidates to gain experience, so they do not demand months of work under candidates’ belts, just enough to show an interest and an aptitude for veterinary. Work experience will also help your son to be sure that this is the field he’d like to pursue, as it can be a gruelling process preparing for this career. His time at university will be comprised of many exams, laboratory-based anatomy and a lot of contact hours, so it is imperative that he is prepared for the training. Research is equally important. There are currently only 10 veterinary schools in the UK, so make sure to look at the benefits of each course. Additionally, prospective students can only apply to 4 of those 10 and, as you’re aware, each school has very

Besides academic ability, young people need to prove aptitude for veterinary careers. This makes volunteering and work experience in the field essential”

competitive entry procedures. Regarding how he might prove his academic ability, consider employing a tutor. Many agencies – Gabbitas included – have tutors who are experts in their field and specialise in veterinary school applications. When the time comes, this will also help him prepare for any interviews and know what to expect from the course. A tutor can also be useful in helping him revise for his exams, to ensure that he meets his offer. AUTUMN / WINTER 2021

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Teenage

SLEEP

The average teenager may be sleep deprived, and research suggests we should stop calling young people lazy and start working with their body clocks Wo r d s R AC H E L W E B B

ast year Bedales announced it was giving its teenage pupils an extra hour in bed, if they chose, by starting school an hour later. If you didn't spot the story, which made the national press, you missed what could be part of a pretty radical rethink on adolescent sleepers. For, let's face it, teenagers snoring under the duvet have long been the butt of sit-com jokes and adult exasperation. While some parents are sympathetic (perhaps remembering their own dreamy lie-ins), others have tended to the view that 'slugabeds' are a prime example of adolescent laziness and lamentable timekeeping. This criticism is misjudged and Bedales made its decision to test a new school-day approach because it was following the science.

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“ WH E N PU PI LS CO M E TO TA L K TO U S A B O UT M E N TA L H E A LT H CO N CE R N S, A M O N G O UR F I R ST Q U E ST I O N S I S : HOW A R E T H E Y S LE E PI N G?”

There are some interesting findings to suggest what is going on when young people struggle to wake with the larks. Principal among these is that teenage Circadian rhythms – our biological schedule of sleepiness and wakefulness – really are different. What Bedales discovered is that the rhythms shift progressively later during adolescent years. That means teens have a biological impulse to go to sleep later at night and also sleep later in the morning. Not only that, but it's the last phase of sleep that may be most important for memory consolidation. Young people forced out of bed too early will not have had an opportunity to transfer memories across to long-term storage – in other words, yesterday's school lessons may not sink in. Bedales is far from alone in honing in on teenagers' need for more and better sleep. Magdalen College School (MCS) in Oxford focused on this for its World Mental Health Day activities earlier this year, enlisting the help of Natalie Pennicotte-Collier, a sleep therapist who coaches clients ranging from Team GB athletes to business executives. "Increasingly, when pupils come to us to talk about mental health concerns, among our first questions is: how are they sleeping? It’s so easy to overlook. So rather than spending another day off timetable discussing study skills, we decided to get to the root of the problem and use World Mental Health Day as an opportunity to look at sleep and rest," says MCS Master Helen Pike. Meanwhile, Canford School has introduced a Sleep Education Programme. Joint Head

of Wellbeing at the Dorset School Melissa Clinton commented in June that, "Sleep is a vital area of health that is often neglected. The Japanese government have said sleep problems/insomnia is the most serious social refractory disease of the 21st century. Research shows increased evidence for a nonpharmacological approach, with a focus on addressing the behavioural and cognitive approach through education". Canford's programme is being delivered to day pupils and boarders by designated staff members and the school matron. It has received assistance from The Sleep Charity – including useful tools to assist with staff training. Canford sees education in the science (and practice) of sleep as an important way to help young people regulate their sleep and waking times, and thus improve their wellbeing, ability to concentrate and mood. They say it also helps young people to deal with emotional control and to maintain a better diet. A better mood and healthy diet will also impact physical fitness. In 2017, a long-term study carried out at a UK state school and led by researchers from Open University found that beginning the school day at 10am rather than 8.30am reduced illness rates for teenagers by over half. Students also got significantly better grades. All this information is fine, but not if teenagers themselves don't buy into it. Helen Pike says that MCS had a mixed response

W E LLB E I N G

SLEEP FACTS The NHS recommends 8-10 hours’ sleep for the 13 to 18 age group • Regular routines promote good sleep • Daytime naps should be avoided • Bedrooms should be dark, quiet, cool – ideally, tech free • Increased physical activity promotes better rest.

at first. "There was an initial scepticism that something as simple as getting more sleep could have a tangible impact on their wellbeing, and on their performance. Most recognised that they are not routinely getting enough sleep though, with distraction from smartphones a common culprit." But by the end of the day, students had absorbed the science and MCS plans to repeat a dedicated day of focusing on this area – also expanding it to run parallel sessions for parents. Meanwhile, at Bedales the great sleep experiment of starting the day later has been continued into this school year – last year, with all its disruptions, was never going to be a thorough test. The new schedule gives some autonomy to students – recognising that some are naturally early risers – with compulsory activities starting a full hour later so that young people can either join optional school activities or have that extra hour of rest. Even after three months in the last school year student responses were positive, with 69% of Upper Sixth students reporting getting eight hours plus sleep, as opposed to just 17% prior to the change. Over 90% of students gave feedback saying that they had benefited from the change. One student (clearly a naturally later riser), gave feedback with an enthusiasm rare in this age group, saying: 'Love it. I don't have to feel tired all day anymore. Best change ever made throughout my time at the school'. AUTUMN / WINTER 2021

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Jody Wells

The new Head of Wells Cathedral School Junior School discusses his background and educational philosophy What is your background? A gap year in North Devon first ignited my passion for teaching. Sponsored by the Army’s Logistic Corp through university, it was a wonderful QTS year at Wells Cathedral School Junior School that cemented my decision to enter the profession. As a former boarder at Stamford School, it was a natural progression into a boarding role at Wells. From here, I moved to All Hallows School in Somerset and then to a Deputy Headship, followed by Headship, at Forres Sandle Manor School in Hampshire. What excites you most about your role? There has always been a fantastic sense of community and family at Wells Cathedral Junior School and the broader school as a whole. I am thrilled to be heading back into the classroom, and have the odd chance to coach sport again. Working with the children to help them succeed and find happiness is nothing but a privilege. What is your academic philosophy? Education should not only equip children with a curiosity for the world around them, but also instil a love of learning that is matched by a balance of high ambition and integrity. Alongside academic development, I believe in the development of transferable skills such as communication, collaboration, leadership, initiative and tenacity.

“ SCHO O L SH O U L D B E A HAPPY PL AC E WHERE C H I L DR E N F EE L VA LU E D, RE S P ECT E D A N D CA RED FO R”

JODY WELLS

Can you tell us about one pivotal moment in your career? It was chatting to a parent over a cup of tea at parents evening early on in my career. Her son, a reasonable U10 sportsman but abject day dreamer, had not made the A team and I was asked why. My response, along the lines of 'If he worked a bit harder maybe he would get into the team', was met with 'Maybe if you put him in the team, he would work a bit harder'. This stopped me in my tracks. I just hadn’t ever thought about it like that before. He got his chance and ended his school career as captain of a county championship-winning hockey team and an A-team player in all sports. What is Wells Cathedral School’s approach and what sets it apart? Wells aims to provide its children with an environment in which they feel secure and comfortable to be curious, to explore and to dream. What sets Wells Cathedral School apart is more than

its position as a traditional educational establishment, it is a feeling, a sense of wonder created by a combination of the beautiful location, the breadth of opportunity and the sense of community. What makes a great student? A sense of curiosity, a hunger to learn and a willingness to burn one’s fingers in the pursuit of this all play their part, but above all of this, being respectful, honest and kind. What makes a great school? Great schools are all about the people. A school should be a happy place where children feel valued, respected and cared for. School should be an environment where children are taught by those with passion for their subject and a desire to instil a similar love in their charges. An environment where they are challenged, but in a way that excites them and that encourages them to value those challenges, and the mistakes along the way.

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ROCKET MAN – TI M PEAKE p .7 8 • MAKI NG OF M E – J ES S FRENCH p . 8 8 • WI LD TI M E – CORNWALL p . 9 4

WIZARD READ FOLLOW THE YELLOW BRICK ROAD WITH MINALIMA. Page 82

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PROFILE

Rocket MAN Tim Peake is a hero to any UK boy or girl who dreams of space, and now he’s branched out into children’s ﬁction. Absolutely Education meets a real-life astronaut Wo r d s L I B B Y N O R M A N

PHOTOGRAPH: ALEX CHAMBERLIN

im Peake needs very little introduction. He is the first British European Space Agency astronaut. He’s also the sixth person born in the UK to make it to the International Space Station and the seventh UK-born astronaut to go into space. He’s our own homegrown rocket man. He’s still on the ESA list (so could return), but since he touched down to earth he’s made it part of his mission to inspire young people about the future possibilities of space. Now he’s published his first foray into fiction. A collaboration with bestselling author Steve Cole, Swarm Rising is a nail-biting adventure through time and space to save our planet. The most striking thing about Tim Peake is how modest he is – you could say he’s grounded. He is also very frank about his own

circuitous journey into space. He says: “Mine is a really encouraging story to tell”. And it is, because on paper he didn’t have the potential for such an elite field. He believes it’s good for young people to know his wasn’t a smooth run-in to astronaut training school. “I think it’s important to try and relieve some of that burden that sometimes teenagers feel – that their entire future rests on some exams you do when you are 17 years old. I say to people, ‘look, I got a C, a D and an E at A level. I left school at 18 and I went and joined the Army’. I think young people find it encouraging to hear that.” Major Tim Peake did shine in the Army as a pilot, clocking up 17 years’ service after leaving Sandhurst and some 3,000 flying hours. “Ultimately, I did need a degree. I got my degree in Flight Dynamics when I was 33, and I was back in evening school doing Mathematics in my early 30s to get myself up to standard.” This is, of course, inspiring stuff

“O UR JO B A S A ST R O N AU TS I S TO T RY AND HAV E A G O O D E N O U G H TOOLBOX TO G I VE US O PT I O N S FO R W H E N T H I NG S G O W RONG”

because Tim Peake gets the issues today’s young people face. “There’s an awful lot of stress and pressure on teenagers these days to do their exams, know the right things, think about the future. And sometimes you can just relax, just do what you’re passionate about. Yes, work hard, but if things don’t work out the way you hope when you’re 17 or 18 it doesn’t mean that you can’t go on and achieve what you want to achieve. There are always different ways of doing things, different routes to take.” This is one reason he is Ambassador for both the Prince’s Trust and the Scouts, believing that the work they do is one way in which young people find that different route, discover their talents. “I felt that I was very fortunate when I was growing up. I was at a state school and I was given opportunities. The school had a Cadet Force and there was a Scout group I could join. It’s these kinds of opportunities that we only really have because we’ve got brilliant volunteers who are prepared to dedicate time and effort into helping young people.” Tim Peake is mindful, too, of the inequalities – always there, but in sharper relief since the pandemic – with access to the spaces outside classrooms where young people find their AUTUMN / WINTER 2021

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strengths. “Organisations like the Prince’s Trust and the Scouts, who work across the board in all areas of the UK, give young people of different ages the ability to be able to say, ‘I’m going to do this – I’m going to get outside’.” The outdoors aspect is vital, but so too is the teamwork and challenge on offer. “When I talk to people about being an astronaut, they talk about the selection process. I say to them, ‘do you realise that in terms of academic qualifications that was literally just a line on the application form?’. Then there was a year of selection process, which was all about soft skills. It was all about communication, teamwork, leadership, followership, personality, character. And this is all stuff that you don’t necessarily learn in the classroom. It’s stuff that you might learn on the sports pitch, or you might learn it outdoors doing adventurous activities.” That period of selection that Tim Peake is talking about (and he was one of six selected from 8,000 applicants), was a test indeed. There were the academic, fitness and interview hurdles, but also a protracted spell living in cave systems in Sardinia. This was the stuff that was designed to replicate the isolated conditions and teamwork space missions require. Of course, it’s one thing living in a cave with support available should things go wrong, quite another to be in space when the worst 80

happens. Fear is something Tim Peake gets asked about a lot. “People say: ‘were you not afraid at any stage?’ and it’s an important question,” he says. “You’re only afraid when you don’t have options. Things go wrong all the time – it’s part of life. If you’re prepared for things to go wrong, then you no longer feel afraid of that situation because you’re almost expecting it to happen. You’ve got a little toolbox as you go through life that you keep adding to and that toolbox gives you skills to be able to deal with situations as they crop up. Our job as astronauts is to try and have a good enough toolbox to give us options for when things go wrong.”

That “toolbox” is clearly something that set him apart as a candidate, but he sees a bigger issue here for young people. “We have gone through a period of being quite risk averse and I think it’s important to maintain perspective on that and to accept that life is all about taking risk. It’s about managing risks and it’s about understanding risks so that you can do things that push you out of your comfort zone, because that’s what builds resilience,” he says. “You don’t do things in a foolhardy way, you do them in such a way that you’ve analysed the risk and you’ve mitigated it. You’re prepared to do things as safely as possible, but you’re still going to go out there and have fun and take a bit of risk.” As a child, he watched the Shuttle launch and the Mir Space Station being built, and then Helen Sharman head into space on a commercial flight, but never dreamed he would have the opportunity. “Like most Brits I grew up thinking that’s something we’ll watch other people doing,” he says. What’s different today is that young people do have opportunities – and that’s something that gives him heart. “Anybody today can think of applying. We have a European Space Agency selection programme running and we’ve had 2,000 Brits apply out of a 20,000 total – so 10 per cent of applicants have been Brits. It was really quite strict in terms of applicant requirements. They

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School’s Out

needed a Master’s in Education and with specific knowledge in sciences, languages, and so on. So that’s 2,000 really high-calibre British applicants, which is great to see.” Children dream big, and they are never afraid to ask questions adults are too embarrassed to ask. “Aliens definitely crop up a lot. So do human functions,” he says. “I love the way young people have the ability to be less restricted about asking questions like that.” And Tim Peake does believe that alien life is a question worth asking. “I always say, ‘well, that’s a really intelligent question because some of the best brains on the planet right now are trying to answer that’. We’ve got radio telescopes listening out for signals from space. We’ve got rovers scouring Mars looking for signs of microbial life, past or even present. So it has to, I think, statistically. We had the Kepler space telescope operating for nine years looking for other planets just in the Milky Way that were in the Goldilocks Zone – that region where water can exist as liquid water – and we found over 2,000 planets. And actually,

astronomers have now used much more data than that and they reckon there are 40 billion habitable planets just in our Milky Way.” This brings us neatly on to Swarm Rising, which presents a scenario brimming with ideas to inspire young minds to think about alien life forms. “The paradox that’s interesting is, well, if it is out there, why do we still know nothing about it? This is where Steve Cole and I had so much fun with Swarm Rising. Some of the problems are just the vastness of space in terms of time and distance. At the moment we think that the speed of light is a limiting factor. But if you can travel at the speed of light – don’t think about travelling there as organic flesh and blood, think about travelling there as a digital intelligence, a digital signal – then it opens up a whole different ball game. So that’s where the inspiration came from.” It was, he says, a liberating experience to look at space from a fictional perspective. “Up until now I’ve been writing very factual books and I want to be technically as accurate as I can be in what I’m writing. Fiction is

“ I LOV E T H E FACT T H AT CH I LDREN CAN H AVE I D E A S – T H E Y CA N E X P LORE I DEAS – AND S PAC E A L LOW S T H EM TO DO T H AT ”

PROFILE

great because you can let your imagination run wild and explore different concepts and ideas – and have fun.” The idea for Swarm Rising had been brewing for some time, but there was input from others, notably his own sons, aged 12 and nine. “On long car journeys I’d be bouncing ideas off them.” He says discussions about space are a great equaliser. “You can just let your imagination run wild and, frankly, no adult can tell you no, that’s not so. It’s a great leveller – nobody knows the answers to these questions yet and that’s why it’s so wonderful to interact with children and young adults about it,” he says. “I love the fact that they can have ideas – they can explore ideas – and space allows them to do that.” His collaboration with Steve Cole is also a brilliant springboard. “It’s great having someone likeminded who’s prepared to have a bit of fun with science fiction but also keep it really grounded – and with some really good values about artificial intelligence, about our environment, about what it means to be human.” Their sequel (Swarm Enemies) is underway, so the gripping narrative of hive minds and digital travel will continue. Back in the known universe, Tim Peake knows that the biggest question from every child, is what it feels like to lift off from earth. His answer? “It’s incredibly exciting. The ride is insane. It’s just sheer power – high adrenaline, a lot of fun, g-forces, acceleration. And then when that’s over, when the engines cut out and everything goes quiet and still, you look out and you’re in orbit. It’s absolutely mesmerising – unbelievable.”

TIM PEAKE Swarm Rising, by Steve Cole and Tim Peake, is published by Hachette, price £12.99; hachette.co.uk AUTUMN / WINTER 2021

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29/10/2021 09:05