Absolutely Education Summer 2024

FOCUS ON

St Dunstan’s College

AIMING HIGH WITH EQUAL-ACCESS SPORT

Active LEARNING

HOW SKILLS FROM THE PLAYING FIELD BUILD CONFIDENCE IN THE CLASSROOM

GIVING

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

To book your place please email: admissions@heathfieldschool.net

CONTRIBUTORS

Amy

Wallace Principal, Queen's Gate School

Amy Wallace became Principal of Queen's Gate in September 2022, joining from St Catherine's, Twickenham where she was Senior Deputy Head. She studied History at Cambridge, before completing her PGCE at Oxford. In this issue, she discusses Queen's Gate's tradition of giving to charity and community and the enrichment this brings to the whole school.

Momoko Abe

Illustrator and author

Momoko Abe's father was a writer, and her grandfather was a poet, so she grew up in a house full of books. Her love of visual storytelling brought her to the UK to study filmmaking and she combines her publishing work with TV and film projects. In 'Making of Me', she describes growing up in Japan, her passions for baking and ballet, and why she loves writing for children.

Chris

Hutchinson Headmaster, Royal

Russell

School

Chris Hutchinson. has led Royal Russell School since 2011, joining from Newcastle School for Boys where he was also Head. Prior to that, he was Assistant Director of Studies and Head of Science at Wellington College. He talks about Royal Russell's goal to create more means-tested bursaries ahead of the school's 175th anniversary in 2028.

CONTRIBUTORS

Fleur Moore-Bridger

Head of Sixth Form, Wellington College

A graduate of Durham and Cambridge, Fleur MooreBridger taught Classics at Brentwood School and was Head of Classics and Deputy Head of Sixth Form at Queenswood, Hertfordshire before joining Wellington College. She talks about the importance of encouraging young people to think big and not be afraid to switch tack on courses and careers.

Jen Wallace

Children's author

Jen Wallace is newly published but has been writing all her life. She also runs nature projects around County Cork and she and her children share their home with a menagerie that includes pygmy goats and a rabbit with attitude. She describes the journey to publication and the importance of reflecting both a neurodiverse world and supportive communities through fiction.

Andy McNamee

Director of Drama, Maida Vale School

A er studying Film & TV at Nottingham and Theatre Directing at LAMDA, Andy McNamee worked in the theatre industry for almost a decade as a writer and director before turning to teaching. In this issue, he discusses the power of drama – for creative expression and also allowing young people to believe in different possibilities and ideas.

…that she left it too late to apply for Hurtwood House, because it’s simply the best for acting, dancing, singing, film-making – “A utopia for creative minds” –as the Good Schools Guide says.

And crucially, this exciting school is equally successful academically. In fact, it’s statistically one of the top co-ed boarding schools in the UK.

So, if you’re looking for a really exciting and rewarding change of school at 16 – don’t leave it too late.

Contact Cosmo Jackson or visit our website for more information.

Welcome

From the EDITOR

With the Euros and the Olympic and Paralympic Games in sight, there is a memorable summer

ahead – so a good time to consider where sport fits into education. Many elite athletes have been nurtured and developed on the playing fields of independent schools, a source of eternal pride and an example to those that follow them. But sport is much more than that, and we’ve gone beyond the trophy cabinet to ask what else it gives to young people and to school life.

For our cover and Focus feature (page 22), it was a pleasure to hear from Nick Hewlett, Head of St Dunstan’s College, about a forward-

on attitudes to winning and losing. He noted that those popular social media sporting highlights reels showing tears of triumph and dances of joy are inspiring to young people, but skirt over the gruelling struggle involved in getting to that moment. Sitting down with children this summer to watch the whole e ort, not just the victory lap, could be the best lesson we can share.

Another key theme of this issue is supporting community and good causes, and in Giving Back (page 40) two schools talk about how that is embedded in school life. There are further insight pieces from school leaders on other pages discussing how these activities are structured. Student agency in volunteering and fundraising is critical, and there’s much to celebrate in what that achieves. But the bigger picture stu – recognising inequality and working to overcome it – must be the most vital takeaway of supporting others.

“SOCIAL MEDIA REELS SHOWING SPORTING TRIUMPHS SKIRT OVER THE STRUGGLE, SO SITTING DOWN TO WATCH THE WHOLE EFFORT, NOT JUST THE VICTORY LAP, COULD BE THE BEST LESSON WE CAN SHARE”

looking approach to games, including an equalopportunities design and a groundbreaking partnership with Chelsea FC Foundation. This brings top-quality coaching opportunities to all students – boys and girls – but also to the wider London community.

In Sport for Success (page 56) we asked schools about transferable skills and qualities developed by sport. I’m fascinated by the emphasis they all place on teaching skills around games that can then be used in class. But one thing I hadn’t thought of, until the Director of Sport at Wycli e College Ben Taylor sagely pointed it out, was the impact of social media

The long holiday to come is the perfect opportunity to head o on reading adventures, and we’ve lined up some good ones – from Anthea and Wendy Turner’s whiskered Underground universe (page 48) to Jen Wallace’s transformational story about a boy who becomes a dinosaur (page 98). This, plus a bumper selection of books to feed passions and fuel curiosity (from page 102). Whatever your family is reading or watching this summer, enjoy the happy endings.

Libby Norman EDITOR

CONTE

12 SCHOOL NEWS

What’s going on in the world of education

17 HERO REMEMBERED

Celebrating Eric Liddell at Eltham College

19 SCHOOL DINERS

A startup takeaway in a York primary school

FOCUS

22 RAISING THE GAME

St Dunstan's College is delivering sport, life and academic opportunities

34 REAL DRAMA

Coram Shakespeare School's Foundation uses drama to open eyes and minds PREP

40 GIVING BACK

Supporting community and charity benefits one and all

48 PAGE TURNERS

Anthea and Wendy Turner's revived series celebrates a community deep underground

senior

56 SPORT FOR SUCCESS

Why sport delivers far more than wins on the field, court or pitch

69 GAMES REFRESH

London Park Schools is doing sport di erently

75 CREATIVE ENGAGEMENT

Maida Vale School on drama engagement

77 MEDIA ADVANTAGE

Burlington House School on why Media and Film are brilliant for neurodiverse pupils

78 CONFIDENCE BUILDER

St David's College o ers an active lifestyle and exceptional learning support

81 ASK THE EXPERTS

Your education questions answered Sixth form

88 ONE STEP AHEAD

Berkhamsted's rounded approach to careers guidance

92 THINKING BIGGER

Wellington College on expanding horizons

95 DAY IN THE LIFE

King's Education students share their day

PARIS SWIMMER

Repton student Eva Okaro, 17, is off to Paris 2024 Olympic Games with Team GB. She is the fi rst swimmer from the Derbyshire school to compete in the Olympics – also the fi rst to compete while still at the school. Eva secured her position in the squad a er competing at the Aquatics GB Championships, winning Silver in both the 50m and 100m Freestyle.

“Eva Okaro will be the fi rst Repton student to compete in the Olympic Games while still at the school”

Wisden winner

Tonbridge student Ollie Sykes has been named the Wisden Schools Cricketer of the Year. A 2023 leaver, he received the iconic accolade at a ceremony at Lord’s in April, becoming the fi rst Tonbridgian to earn this title. Ollie distinguished himself by scoring 935 runs and took 30 wickets for Tonbridge in the 2023 season.

World class

Around the world in just 48 hours. That was the timeframe Year 7 boys from Ludgrove and girls from Downe House had to learn lines and stage direction and bring Around the World in 80 Days to stage. It was a triumph and more joint projects are planned as part of the schools’ new academic and pastoral relationship.

DEEP DIVE

As part of its Futures Programme, West Sussex prep Windlesham House hosted Royal Naval Divers from Delta Diving Unit 2. The divers detailed their work disposing of historic ordnance, defusing explosive devices, clearing sea mines and combatting terrorists, as well as special ops work. Pupils had the opportunity to try out diving kit, robotics equipment and a drone.

“If a free society cannot help the many who are poor, it cannot save the few who are rich”

JOHN F. KENNEDY

CREATIVE ESCAPES

Cobham Hall co-curricular programmes have seen its pupils opt to plant 500 trees, staff food banks and try dissection and songwriting – with karate, escape rooms, Thai cookery and a colour run along the way. Service, environmentalism, adventure and leadership – four of Cobham’s Round Square IDEALS – are central to the programmes.

Organ star

King’s Ely student Thomas Strudwick has been named ‘Intermediate Class’ winner of this year’s Young Organists’ Competition. A former Ely Cathedral Chorister, Thomas joined King’s Ely Prep as a Year 4 pupil and also plays piano and cello. Praised by the competition judges for his skill and composure, he only started playing the organ in October 2022.

New lead

Dr Clare Ives becomes Head of The Leys in September 2025. Currently Senior Deputy at Sevenoaks, she will be the fi rst female Head at the Cambridge school. “As a bursary recipient, and fi rst-generation university student, I am passionate about the transformative power of great education,” she says.

CHELSEA PREP

Francis Holland Preparatory School opens in Chelsea from September 2024. Known as Francis Holland Prep, the new school will inhabit an impressive Victorian Grade II listed building that includes the old Chelsea Library. Facilities include a School Hall, a specialist science lab, an art room and an extensive outdoor play area.

EARTH TO NO.10

Children from Manchester, Wales and London celebrated Earth Day at 10 Downing Street in April, participating in sessions led by ZSL (Zoological Society of London). Lessons at 10 is an initiative set up by the PM’s wife Akshata Murty. Children honed their bug ID skills and joined workshops about wildlife conservation.

HEAD START

Jonny Gilbert becomes Headteacher of The Roche School in Wandsworth in September. He joined the school as Deputy Head 10 years ago and will continue the work of Vania Adams, who is retiring. Gilbert will continue to champion the Spanish Bilingual stream introduced two years ago.

SOMETHING THEY SAID

“I have a responsibility to show kids not just how to be like a soccer player, but how to be like a man” PELÉ

“THE DIFFERENCE BETWEEN INVOLVEMENT AND COMMITMENT IS LIKE HAM AND EGGS. THE CHICKEN IS INVOLVED; THE PIG IS COMMITTED”

MARTINA NAVRATILOVA

CULTURE GAP

A report from the charity Cultural Learning Alliance (CLA) highlights the huge ‘enrichment gap’ in arts education. It points to a decline of 42% in arts GCSE entries since 2010. Hours teaching arts subjects have decreased by over a fi h (21%). CLA is calling for a shi , so that all UK schools deliver an expressive and arts-rich education.

Middle way

Bromley High GDST has introduced a Middle School for Year 5-8 to support the secondary transition. This is to counteract the decreased self-esteem that is o en experienced by girls moving up. Its new personalised approach aims to alleviate anxiety and provide each student with a clear flight path for her learning and personal development.

CYBER STARS

A er battling 500 teams over two intense rounds, a Frensham Heights Sixth Form team made it to the fi nals of the 2024 CyberCenturion competition and earned third place. Sarah Cull, Head of Computer Science, says: “The competition has helped the students develop technical skills that they can use in the future and has inspired them to consider cybersecurity as a potential career choice”.

TOP MARK

Eastbourne College pupil Alex Bailey, 18, received an award for scoring 100% in a financial services exam typically taken by adults. Alex received the Fundamentals of Financial Services Outstanding Achievement Award from the Chartered Institute for Securities and Investments. He now hopes to study Economics at Bath.

Science addition

Eminent plant biologist Professor Sarah Gurr returned to King’s School, Canterbury, where she was a pupil in the late 1970s, to open its new science centre. This adds six state-of-theart laboratories and a science auditorium. It will also host community science events.

Top Story

Co-ed shift

Moulsford Prep in Oxfordshire is making a shi to coeducation and will welcome girls into year 3 in 2026. Its pre-school is already co-ed. Chair of Governors Edward Boddington says: “Societal changes form the background to this decision, with families – including many Moulsford families – increasingly seeking to educate their children together and in a coeducational environment”.

RUN BUDDIES

Pupils from Dame Bradbury’s Junior in Saffron Walden, part of The Stephen Perse Foundation, represented Uttlesford at Essex Primary Cross-Country Championships. Standout performances included a Year 3 First from solo runner Ruby. The Year 5 Girls team also secured a County Team title.

SOMETHING THEY SAID

“TO HAVE SOMETHING WHICH ONE PARTICULARLY WANTS TO DO IS MORE IMPORTANT THAN ANYTHING ELSE. IT IS EVEN MORE IMPORTANT THAN SUCCEEDING” GLENDA JACKSON

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HERO remembered

Eltham College marked the centenary of Eric Liddell’s Paris Olympics victory with an epic fundraising run

At the 1924 Paris Olympics, Scottish-born runner Eric Liddell, a recent student at Eltham College, won gold in the 400m final. Shortly afterwards, he followed his vocation and became a Christian missionary. A century on, students at Eltham College have marked his life and achievements with an almost 700-mile fundraising run.

A boarder at Eltham College from 190820, Liddell won the school’s Blackheath Cup for best sportsman and captained Senior cricket and rugby teams. At University of Edinburgh, he was selected for the national rugby team, distinguishing himself in the 1922 and ‘23 Five Nations. Liddell’s Olympic gold in 1924 – alongside that of 100m gold medallist Harold Abrahams – inspired the Oscar-winning 1981 film Chariots of Fire. This details

the two athletes’ achievements, and also Liddell’s refusal to run the 100m on a Sunday. One scene in the film remains fresh for many viewers – the great athletes running on the sands at St Andrews.

This helped inspire the end point of an extraordinary venture by Eltham College.

In early June, 12 students completed a week-long run between Paris and Scotland on the beach at St Andrews. Eltham College students had been joined by pupils from St Leonard’s School, which is located in the Fife town. The 12 runners had set o from the British Embassy in Paris and the relay was organised so that each student ran for approximately 30 minutes before handing on to the next runner in a continuous

cycle to cover the distance. Their run ended in Edinburgh with a reception at the French Consulate. This was then followed by the concluding run along the beach at St Andrews, where the 12 runners joined the town’s annual fundraising 5k Chariots Beach Race along West Sands.

Eltham College runner Bleddyn Mottershead, 17, says: “Although Eric Liddell had many sporting successes, he still stuck to his principles. He turned away from the fame and fortune that he could have had to become a missionary. We have focused on his values a lot in preparing for this event”. Deputy Head Co-Curricular James Willatt says: “We are incredibly proud of the students... I don’t think they quite realise what they have achieved”.

Students have run in memory of a great man and also hope to raise £24,000 for three charities – Personal Best Foundation, Mary’s Meals UK and The Eric Liddell Community. Donate at eltham-college.org.uk – search ericliddell-100 – or via @run4eric

ABOVE Running their final 5k at the Chariots Beach Race

BELOW Eric Liddell as Senior rugby captain

SCHOOL DINERS

A York startup is delivering new style takeaways – straight from the kitchens of a primary school

School dinners have taken on a whole new meaning with the arrival of School Kitchen at Carr Junior School in York. The school, part of the South Bank Multi Academy Trust, is lending the startup its catering facilities on weekday evenings and at weekends to cook up takeaways. The idea is to turn an underutilised asset into a revenue earner with a conscience – the school gets revenue and other perks in return.

So far, School Kitchen is o ering dine-at-home customers an evening menu featuring Sri Lankan, Mexican, Thai and Spanish tapas. Customers are

able to mix and match their order, just as they do with the well-known delivery services, but there’s a big di erence here. Billed as ‘the takeaway that gives back’, School Kitchen is set to run cooking demos for pupils as well as providing apprenticeships for local school leavers and jobs for local chefs. There are no zero hours contracts here and it pledges to pay all sta at least the current living wage. Bikes or electric mopeds are used for deliveries and packaging is recyclable, compostable or reusable.

School Kitchen MD David Nicholson has a background in food retail and says his idea was inspired by a sense that the big corporates have lost touch with the areas they serve. “I set about designing a business which had good working conditions, connection to communities, reduced carbon emissions, and decreased packaging waste, whilst still being financially viable,” he says.

“We are really impressed by School Kitchen’s innovative concept,” says South Bank Multi Academy Trust CEO Mark Hassack. “Not only will they o er support to our schools but the plans for o ering apprenticeships show their strong belief in supporting local communities.” School Kitchen is keen to hear from other schools. “We’re so excited to be finally launching in York, with big plans to expand if the appetite – in every sense – is there for our new kind of takeaway,” adds David Nicholson.

LEFT

Local chefs are creating tasty meals in a school kitchen

BOTTOM

are part of the School Kitchen promise

GOALS FOR SUCCESS

St Dunstan's winning approach Page 22

“ WE HOPE THESE INSPIRATIONAL OPPORTUNITIES WILL LIGHT THE SPARK FOR MANY OF OUR FUTURE SPORTING STARS”

Raisin g the GAME

With its new partnership with Chelsea FC Foundation, St Dunstan’s College is raising the game when it comes to sport, academic and life opportunities. Head Nick Hewlett explains where sport fits into the school’s wider goals

Your partnership with Chelsea FC Foundation is ground-breaking in many ways – how did it come about?

At St Dunstan’s College, we have created an environment that empowers every pupil to embrace their individuality and celebrate the culturally and economically diverse community of south-east London. Some 18 months ago, we made the pivotal decision to transform our sporting programme, shifting the primary focus from rugby to football to better align with the needs of our community. It was this shift that has led to the partnership with Chelsea Football Club, reinforcing our shared belief in the sporting potential of young people across Lewisham.

This partnership has not only provided our students with topquality coaching in a high-performing environment but has also transformed

sporting provision across the whole borough of Lewisham. Working closely with Chelsea and community groups, we are enhancing the quality of competition and sporting experiences across various disciplines, culminating in the opportunity for groups to compete at prestigious venues such as Stamford Bridge and the Cobham training centre.

We hope these inspirational opportunities will light the spark for many of our future sporting stars. Our commitment to widening access to sports has extended beyond children, with the inclusion of ‘women only’ evenings and free-to-use organised sports as part of our weekly out-ofhours provision. The Jubilee Ground, which sits across the South Circular from the main College site, is an outstanding sporting facility that embodies our commitment.

Chelsea FC Foundation training

How does the partnership feed into St Dunstan’s vision and values, including those around genderneutral sport?

The sporting programme reflects our commitment to co-education. Our student-led sporting strategy groups made it clear that access to specific sports could no longer be dictated by gender or squeezed around the curriculum. Our students wanted us to take the extra step –equal access in curriculum time. This equal access approach, initially pioneered by our students, has seen girls being supported to go on to compete for some of the top footballing academies in London, and boys gaining representative honours for England Netball.

While our partnership with Chelsea FC and the transition to gender-neutral sport have been high-profile developments, our dayto-day provisions continue to provide inspirational early experiences of sport and physical activity. With over 30 di erent sports each week, our students engage in diverse activities, both during working hours and via our recently introduced holiday-time experiences for all abilities.

Fundamentally, the success of our programme is measured by the number of young people we inspire to continue

in sports after they leave us. Each sporting experience supports character development in its broadest sense, as students learn about themselves and the culture they perform within – shaping them into well-rounded individuals.

St Dunstan’s was founded in 1888 on a principle of ‘challenging convention’. How is this played out today?

Abutting the South Circular here

in Catford, we could be seen as having the chips stacked against us, but we see it very di erently. We have been able to capitalise on the extraordinary diversity of our setting by connecting it to St Dunstan’s founding principles of championing individuality (our motto is: ‘Albam Exorna’ – adorn the blank shield as you see fit).

This includes o ering a genuinely innovative curriculum. Our St Dunstan’s Diapason puts equality, diversity and inclusion strategy into the hands of the students and sta . They work in partnership across five di erent pillars, with our community international evening celebrating the diversity of our area. Our Stuart curriculum addresses head-on the challenges posed by issues such as toxic masculinity, pornography, adolescent addiction, ‘fake news’, echo-chambers and political activism. One hour a week of curriculum time, taught by trained subject specialists as permanent members of sta , is a big commitment, but we really believe that students deserve this time and teacher quality to have robust conversations and learning outcomes.

Our Usherwood curriculum dedicates a further hour a week to teaching positive mental health, o ering practical mindfulness taster lessons and yoga practice, as well as developing understanding of neurodiversity. Our Forder curriculum embeds the co-curricular programme

ABOVE

St Dunstan’s sports facilities are a community-wide resource BELOW Head Nick Hewlett

into the timetable of the school day. We don’t shoehorn in an activity programme as an afterthought, it is a part of this core and structured to ensure the wholesome development of each individual student.

Diversity is a cornerstone of the academic approach at St Dunstan’s –so how is this being encouraged today and for the future?

It is perhaps our Catford Community that presents the biggest opportunity. Not only have we been able to dramatically increase our accessibility to the school – we have raised over £1.5 million since 2021 to help more talented local

youngsters come to the school –but we have been able to ensure that our school is genuinely connected with its local community.

Our St Dunstan’s Festival has this year been extended to include the ‘Catford Weekender’ – a weekend of activities where the Catford community are welcomed onto our site, enjoying an open-air cinema, circus workshop, soul singing workshop and massed choirs from dozens of junior schools across Lewisham.

The Lewisham Young Leaders Academy continues to thrive, supporting local black children from disadvantaged backgrounds with the life skills needed to thrive.

The partnership with Chelsea Football Club is a part of that support, transforming our ability to work with the local community through first-rate coaching opportunities.

What can our diverse, inclusive curriculum and community approaches create? The answer is an amazing culture, where young people can be who they are, celebrate the benefits of di erence, be ambitious and high achieving, but not at any cost

These are, ultimately, the grounded, rounded, emotionally intelligent citizens that tomorrow’s world needs in order to thrive.

stdunstans.org.uk

“ THIS EQUAL ACCESS APPROACH, INITIALLY PIONEERED BY OUR STUDENTS, HAS SEEN GIRLS COMPETE FOR SOME OF THE TOP FOOTBALLING ACADEMIES IN LONDON”

ABOVE Students lead many initiatives – including the move to equalaccess sport

INTELLIGENCE THINKING

Academic Director at Queen Ethelburga’s Collegiate, Kevin Oldershaw outlines why it’s vital for schools to have a clear and positive approach to the use of AI

Artificial Intelligence (AI) is here to stay. Schools are doing students a disservice if they do not discuss and agree their approach. At QE, our approach has been to see this as a tool to support learners and teachers.

Why wouldn’t we? It is already embedded in daily life – whether it be driverless cars, facial recognition or suggested viewing on streaming platforms. We also know that AI is increasingly utilised across di erent career sectors, from medicine to marketing, so we need to increase student exposure to its potential in their future working lives.

After deciding on our approach, we wrote a policy (helped by an AI model of course!) outlining to sta not only how AI can be used by teachers, leaders and support sta but also our responsibilities. Here, we considered ethics, data privacy and bias. This is the same message that was then repeated to students in a series of assemblies.

There has been an emphasis with all students under 18 to use AI models that do not require a log in and to ensure they appreciate that they should not be entering personal identifiable information into any website if they do not know how it will be used. Younger students have worked with their teachers in lessons using AI as a class, but for the older ones, the focus is on encouraging them to experiment and learn how it can help

“We need to increase our students' exposure to AI's potential in their own future working lives”

them – but always in a controlled and managed environment.

As we began to get to grips with how AI can be used, we produced documentation for students, helping them to better understand when it is (and isn't) acceptable to use AI, how to appropriately reference its use, and how to work with teachers to adopt the best strategies.

Further work was done with teachers on how to use AI most e ectively, ensuring the use was conversational, crafting the most e ective prompts and then building on these to train the AI model to produce the right response. As teachers – already used to articulating to students what we want them to do, observing their responses and then amending our guidance – we are ideally placed to be able to train AI models. Our academic sta have also been able to opt into a range of CPD training sessions. Here, they have been learning how to model AI best practice, personalise teaching and harness its power to increase contact time with students.

Recognising the importance of keeping pace, we recruited a new role – Head of Cognitive Science and Digital Literacy. As an experienced teacher within Creative Media and an enthusiastic user of technology, Jason Sharma-Pay is ideally placed to help us further develop our digital strategy and better understand how human creativity, emotional intelligence and capacity for critical thought can ensure AI enhances teaching and learning and, ultimately, student outcomes.

KEVIN OLDERSHAW Academic Director, Queen Ethelburga’s Collegiate

SUCCESS

STORIES

A

love of reading is key to a child’s future success - and it’s down to parents to instil it, says children’s author Camilla Reid

From the moment a child walks into the classroom on their first day of school, a huge emphasis is placed on reading and writing stories. As parents, we quickly accept that this is central to our child’s learning and that a large part of their day will be spent doing one or the other of them. And when they get home, we dutifully help them digest the contents of their book-bags and fill in their reading records.

We all recognise that learning to read and write is a vital skill that every child needs to master. But do we ever stop to question why stories – both the reading and the writing of them – are so important to a child’s success at school? And I wonder whether parents realise that school, and indeed life, is all much, much easier, if we can help our kids to love stories and books from babyhood?

From the moment primitive humans had language, parents have been trying to teach their o spring the ways of the world – to impart its rules, to warn of its dangers, and to open their eyes to its delights. But every child can spot a lesson at a hundred paces, and from cave-kids to our own little darlings, no one likes being preached to. Of course, the solution that the cave-parents landed on was story. Whether it’s exciting and adventurous, spooky and scary, or funny and silly, a good story has always been the spoonful of sugar that makes the learning medicine go down. A great yarn teaches us about resilience, empathy, tenacity, bravery, patience; it shows us what kind people look like, and what untrustworthy ones are; and stories give us a personal path to follow (with all its twists and turns) to help us drive ourselves towards our goals.

In turn, cave-kids would have learned to tell their own internal narratives so that they could start to make sense

RIGHT Camilla Reid

of the world for themselves – to make order from the chaos, to fi nd their place within it. And then they, in turn, would learn to communicate those stories back to their fellow humans, so they could express their own desires and needs. Stories work both ways and, put simply, they better ensure our survival.

Cut forward a few thousand years and humans are no longer sitting around campfi res telling tales, because now we have the written word and books. And still nothing else competes when it comes to helping us navigate the world for ourselves. Many studies have found that children who read for the love of it –rather than because they’re told to – go on to do better in school (in all subjects, not just English), and are more likely to become happier, healthier, even more fi nancially secure adults. And that’s basically because they’re mainlining stories, which equips them for the world.

So if a love of reading is a key to the modern child’s future success, how do we ensure they acquire that love? Well, the answer is that it’s super easy – but it starts, just like our ancestors, with parents. The key is to share books with a child as early

“I WONDER WHETHER PARENTS REALISE THAT SCHOOL, AND INDEED LIFE, IS ALL MUCH, MUCH EASIER, IF WE CAN HELP OUR KIDS TO LOVE STORIES AND BOOKS FROM BABYHOOD?”

as possible, from at least six months old –even earlier, ideally. Setting up reading to be a positive experience is the main thing, so every time we sit down with a book we feel cosy and relaxed – so preferably with the child sitting on the big person’s lap. It’s essential that reading is associated with feeling safe and loved at this stage. While it’s vital that the child has fun, they also need to see that you’re enjoying yourself too, because at this age they take all their cues from you, and your approval is important to them. So pick books that you both get pleasure from, even if it’s for slightly di erent reasons. Finally, reading needs to become a habit, something that you do together every day. Just five minutes is enough (more is better, naturally), but it needs to become knitted into your daily routine and something that you do without thinking. Just like teeth brushing, only much more fun.

I started writing interactive early years books because I noticed that my own daughters preferred the books which seemed to need them – which had fl aps to lift, or sliders to push and pull, or even just simple words they were invited to repeat. I now often put mirrors in my books because it literally makes the kid

the star of the story – and they adore this when they’re tiny. The point is that, whatever you choose, the child begins to build a personal relationship with books and to see each one as a friend that they trust to deliver fun and interest. It is from this that their love of books – and the path to independent reading – will grow.

Though my children read independently from the age of six or seven, my husband and I also continued to read to them right the way through primary school – and I would heartily recommend this. Not only did it allow them to experience more complex writing but it’s a deeply bonding shared experience and now that I have teenagers, I’m incredibly glad we did it. Trust me on this!

Camilla Reid is the award-winning author of books including the Pip and Posy stories (illustrated by Axel Sche er) and the Peekaboo series (illustrated by Ingela P Arrhenius). Her new titles, Who’s Cute? and Who’s Sleepy? are illustrated by Nila Aye, and Five Little Ducks and Old Macdonald Had a Farm illustrated by Jill Howarth are published by Macmillan Children’s Books.

A BALANCED EDUCATION

Co-educational Independent Senior School in West London for Students Aged 11-18 Years

Talking HEAD

Building LEADERS

The Principal of The Duke of York’s Royal Military School on how leaders are developed through lived experiences, in and out of class

In today’s fast-paced and competitive world, where adaptability and fortitude reign supreme, the need for exceptional leadership and resilience has never been more crucial..

At The Duke of York’s Royal Military School (DOYRMS), leadership and resilience aren’t theoretical concepts but lived realities. Fondly referred to as ‘Dukies’, our students are nurtured to help them develop the tools and mindset required of the leaders of tomorrow. A plethora of opportunities give Dukies opportunities to assume leadership roles. These range from becoming prefects and heads of house to taking on the roles of captains of sports teams and arts societies, and mentors to their peers.

Leadership and resilience are best honed through hands-on experiences. Adventure isn’t just a recreational pursuit here, it’s a vehicle for personal growth and character development. Through curated adventure training, plus Duke of Edinburgh’s Award (DofE) and Combined Cadet Force (CCF) trips, our students are thrust into environments where they navigate obstacles and collaborate with their peers under pressure. Whether it’s scaling rugged peaks, braving the elements or an exhilarating abseil down a 150-foot viaduct, these expeditions instil invaluable traits.

Overseas expeditions to places such as India and Nicaragua see our students not only exploring unfamiliar locations but also taking part in volunteer programmes, such as building schools. They learn first-hand the importance of clear communication,

“Leadership and resilience are honed through hands-on experiences”

strategic planning and decisive action – qualities indispensable for e ective leadership in any sphere of life.

This summer, for example, some of our students will embark on a three-week expedition to Cambodia, where they will explore the country and participate in community projects. The expedition culminates in a PADI Open Water Diver course, but it is during the project phase that they will experience a very di erent set of challenges. Dukies will contribute to communities through initiatives aimed at improving lives. These include constructing clean water wells, building toilets, donating chickens to families for food and income and engaging in marine conservation activities.

The ethos of full boarding (our school has no day students) fosters maturity and independence. We nurture individuals to become

academically and socially adept, culturally aware and emotionally resilient. Key to their development is the team who guide them on their journey. Our sta have a dual role of academic teaching and pastoral care –providing emotional and social support. This wraparound care ensures Dukies receive comprehensive guidance in all aspects of their growth.

The Duke of York’s Royal Military School strives to be a beacon of excellence in shaping the leaders of tomorrow. Alongside academic and personal growth, our role is to equip students with the skills and mindset for leadership – also the spirit to confront life’s challenges head-on. We work to ensure Dukies emerge stronger, wiser, and ready to embark on their ‘next steps’. A foundation built on resilience and excellence means they are poised to make an impact on our ever-changing world.

ABOVE DOYRMS students

ALEX FOREMAN Principal, The Duke of York’s Royal Military School (DOYRMS)

REA L DRAMA

Approaching its 25th anniversary, Coram Shakespeare Schools Foundation o ers inspiring drama opportunities to open eyes and minds

Back in 2000, eight schools in Milford Haven, Pembrokeshire took to the stage of the Torch Theatre for two nights to perform abridged plays by Shakespeare to a full house. It had all started with Shakespeare: The Animated Tales, a series conceived by then head of animation at S4C Chris Grace. The series was hugely popular and lives on today in schools. A festival seemed a next logical step. It let young people do what Shakespeare intended and turn stories on the page into their own unique productions.

Fast forward to 2024 and Shakespeare Schools Festival, now Coram Shakespeare Schools Foundation (SSF), delivers the largest youth drama festival in the world.

An estimated 300,000 plus young people have taken part over the years. It is open to all backgrounds and settings – junior, senior, independent, SEND schools and pupil referral units. The success of the venture has been driven from the start by young people’s vitality – and the inspiring teachers (some 11,000 to date) who join the journey with them and become teacher-directors.

Shakespeare may not have seemed the most obvious choice for such a diverse age group, but children rise to the challenge with verve and extraordinary originality. Recently, a Portsmouth school delivered a Romeo & Juliet based around the deep rivalry between Portsmouth and Southampton football clubs – even wearing kits given by the teams. At a school in Birmingham, pupils chose to stage Othello highlighting the gang violence and gun and

knife crime the children had experienced first-hand in their neighbourhood. In describing why they chose this take, a participant said: “It shows the world what is happening to us”.

Once registered for the festival, schools get access to a wealth of resources and teachers get CPD training to help them facilitate the drama and bring it to life on the stage. It’s usually a four-to-six-month journey, culminating in the performances. Typically, there will be three or four schools taking to the stage with separate productions in a local professional theatre.

The mix of schools brings very di erent stagings each night, and the spirit of camaraderie between the children adds to the magic. It can be particularly moving to watch pupils from special educational needs schools participate alongside peers

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Young people show extraordinary originality in their Shakespeare productions

from primaries and secondaries. There have been dramas incorporating BSL or interpreted via light, sound or movement. At a recent staging at the Rose Theatre in Kingston, each SEND student on the stage had an adult supervisor with them and it became a mesmeric ensemble retelling of The Tempest. Last year, SSF asked a teacher from a SEND school what participating meant to pupils. She said simply: “It gives voice to the voiceless”.

The impact of the festival is monitored closely by SSF, and it works hard to widen access in lots of ways. There’s an active Youth Board to keep young people front and centre of its work, and standalone workshops are o ered to schools – including ‘Play in a Day’. The Shakespeare Schools International Film Festival was introduced during Covid and has gone from strength

“The success has been driven from the start by young people’s vitality – and the teachers who join the journey with them”

to strength in the UK and internationally. Here, children bring plays to life via short films, and learn acting, directing and storyboarding skills along the way. There’s also an access to higher education project in collaboration with Magdalen College Oxford. This year, 15 Year 10 students

from Nottinghamshire and Leicestershire enjoyed a three-day residential there. They attended Shakespeare lectures and explored the library where a rare Fourth Folio is housed, finishing their stay by staging their Shakespeare plays at the college’s auditorium.

Coram knows Shakespeare is a great vehicle for growing young people’s talents. Demystifying the Bard and delivering your own drama interpretation to an audience becomes a very big deal. It builds a great set of skills – it’s such a powerful thing to tell a story your way. Last year, over a fifth of participants spoke English as an additional language, so overcoming that additional hurdle is a confidence builder with a profound impact. Then, too, there are the parents who go to a professional theatre to watch their child, and keep on returning to the same theatre because they had a great time. The team at SSF are mindful of the value of this – both in supporting the many local theatres around the UK they work with, and in widening access to theatre itself – an art form that still struggles to shake o its elitist label.

Above all, Coram Shakespeare Schools Foundation aims to open young people’s eyes and minds to possibilities – perhaps even to future careers in the creative sector. It has anecdotes about how performing in the festival has made a di erence to individual lives and careers but, for its 25th anniversary year, there will be a call-out to the 300,000+ Festival alumni to ask what Shakespeare did for them. Getting those stories back will be a reminder that (with apologies to Hamlet purists) for some young people, the play’s the thing that changes everything.

ABOVE Performances are on professional theatre stages

BELOW Children grow in confidence and learn teamwork

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Meetin g NEEDS

Amy Wallace, Principal of Queen's Gate School, on its long tradition of supporting those in need and the social awareness regular positive actions bring

From our earliest days, Queen’s Gate School has placed charitable giving at the heart of what we do. Following the call that they should help 'those less happily placed' than themselves, those inhabiting our buildings over a century ago set about supporting a range of causes, a tradition we proudly continue today.

For us, the root of charitable giving and outreach work must be thinking about the needs of those we wish to support. Often our activities will be transactional in nature – the £2 exchanged for wearing jeans on a denoted day (our equivalent of a ‘mufti’ day), 50p for a sticky doughnut at break. Behind this there will have been genuine thought.

To organise such a day, as any of our pupils can, a girl must first apply through various sta , culminating in an audience with me, at which I get to hear about the charity they have chosen to support, and why. Seeing their social consciousness develop, often hearing quite personal stories that have drawn pupils to a particular cause, is always a special thing.

Beyond this, Queen’s Gate facilitates several established programmes supporting

“Seeing social consciousness develop, often hearing personal stories that have drawn pupils to a cause, is always a special thing”

those in our local community. For over five years, we have been inviting families with children aged 3-7 to participate in our ‘Super Saturdays’. Run throughout the year, our dedicated sta and a team of Sixth Form pupils host various events, all of which are free to attend. Recent activities have included pumpkin carving, gingerbread houses and origami. We conclude each year with a special event in nearby Queen’s Gate gardens, where we are joined by a selection of farmyard animals. At our most recent event guests included a Shetland pony, lambs, and a group of goats who took great delight in escaping at every opportunity, also delighting our young human visitors. Another long-standing project is our relationship with Kensington & Chelsea Age UK. For many years, we’ve opened our doors to their members for lunch every Friday. The camaraderie between guests and hosts is incredibly warming, a reminder of how important

social contact is. This year, in partnership with Holland Park Opera, we have expanded this work to take part in singing sessions with Age UK members.

As well as a deep sense of pride and accomplishment, our girls gain a real awareness of the needs of those in our community who can sometimes be marginalised. A final regular commitment is our weekly donations to the Kensington and Chelsea Foodbank. Again, our girls are involved in a hands-on way – collecting, unpacking and delivering donations. This gives genuine understanding of what goes into operating a foodbank – and greater empathy for those who rely upon these services.

Charity and outreach expose our pupils to a range of societal issues, instilling in them a deep sense of social responsibility and the knowledge that they can each impact society in a truly positive way. We are proud of the work they do, and proud of the young women they become as a result.

ABOVE Community event hosted by Queen's Gate School

AMY WALLACE Principal Queen's Gate School

GIVING BACK

Teaching young people the value of supporting wider community is a life lesson best started young. We speak to two schools about how they inspire children to give back

THE DOWNS MALVERN

At The Downs Malvern charitable activities involve all members of the school community. There’s a regular Macmillan Co ee Morning, organised by parents and the Friends of The Downs. Children are enthusiastic participants in this – and also in the events they mastermind. The recent Red Nose Day was led by Senior children, who set up stalls and games for the younger pupils to enjoy while supporting the charity’s fundraiser.

A big annual event is Earth Week, led by the school’s Eco-Team. They organise wholeschool activities that also span the curriculum. Initiatives have included a swap shop and car-pooling and a ‘run to school’ challenge. Children go meat-free for the week with a special menu.

One of the most popular events in Earth Week has been the ‘Trash-Fash’ fashion show, where children design and create extraordinary outfits from recycled materials. All this sits alongside eco activities in the boarding house and a sponsored fun run – recently children raised over £2,000 in

BELOW

At The Downs Malvern, fundraising and volunteering are a big part of school life

support of the Marine Conservation Society. All children get involved and some also make produce or organise their own sponsored event. Alongside these activities, there’s House Charities Day, where each House will research and then vote on a cause to support. Recently, funds have been raised for Air Ambulance, British Heart Foundation, Water Aid and local organisation Dementia Café, Malvern.

The school has ongoing relationships with a care home and a hospice. This gives children a local context and means the school can organise regular events. For instance, the youngest children in EYFS visit and sing fortnightly as part of a local initiative called ‘Debutots’. Christmas brings extra impetus, as children support the ‘Teams 4 U’ Christmas Shoebox Appeal by gathering gifts for children in Eastern Europe. Recently, they also sent lots of bags full of uniforms to a school in Romania. School Prefects organise food bank collections as an alternative to the traditional ‘secret Santa’ – pupils give up giving and receiving gifts to help others.

The school’s Community Engagement O cer, Polly Nuttall liaises with the

volunteers from the Malvern Hills Branch of the National Childbirth Trust (NCT) to identify the best ways to help out. This has included support for a nearly new sale and harnessing school spaces for paediatric first aid courses for local parents. The children love getting involved in a free Friday morning playgroup at the school called ‘Hoot’, suggesting activities and games which they then set up and tidy away.

Children at The Downs Malvern are always keen to suggest and support specific initiatives – for instance, raising funds for the Worldwide Fund for Nature (WWF) via a production of Yanomamo – an awarenessraising musical about deforestation in the Amazon. Headmaster Andy Nuttall

says pupils are keen on fundraising, but also actively researching charities for themselves and then presenting facts to the whole school in assembly.

He says the school finds that children recognise charitable causes as both worthwhile and rewarding. The opportunity to take ownership for raising funds builds a sense of responsibility. Importantly, the recognise that contributing doesn’t just mean giving monet but also giving time. All this, says Andy Nuttall, develops understanding of important issues and of other people’s situations, despite children’s relatively limited life experience. “It helps to develop our young people into responsible, empathetic members of society,” he says.

"THE DOWNS MALVERN PUPILS ARE KEEN ON FUNDRAISING, BUT ALSO RESEARCHING CHARITIES AND PRESENTING FACTS IN ASSEMBLY"

ABOVE Earth Week eco run at The Downs Malvern

BROOMWOOD

At Broomwood, a group of three schools and a nursery located in Wandsworth, south-west London, there are very strong community roots. This extends to partnerships with local organisations and good causes. Every two years the schools choose two local charities to support, with pupils voting from a shortlist suggested by parents, teachers or children themselves.

There are close links with other charities and outreach programmes, too – all supported enthusiastically by pupils. It may be a one-o fundraiser, or sometimes long-term support. For instance, with the school’s support for Little Village (a Londonwide charity for families with babies and young children) there are regular donation drives for clothes, toys and other essential kit. Pupils then take charge of sorting all donations for the charity. Lots of seasonal events and responses to specific appeals

“AT BROOMWOOD, THERE ARE REGULAR DONATION DRIVES, WHICH PUPILS THEN SORT FOR THE CHARITY”

also take place – for instance, concerts to support Ukraine, carols by candlelight, fun runs and a Christmas present drive for a local hospital’s children’s ward.

There’s an ongoing partnership with the local church, St Luke’s. Every week a few pupils head there to engage with people from its community group. They perform or share work they have completed or just talk and swap stories. It is a multi-generational community space that the school says benefits children as well as adults.

Broomwood pupils take their involvement in charity and giving back very seriously – leading the cake sales, voting on charities and fundraising diligently. They also fundraise on their

own at home, as well as engaging through visits and volunteering or more active events such as abseiling for the local hospital. All the positives from these activities are shared via assemblies – which often include guest-speaker visits from charities and groups.

The Broomwood team believe the real value of teaching children early lessons in giving back is that this helps them to gain a fuller sense of the world around the. It also encourages them to see things from the perspective of others. Focusing on giving rather than receiving builds self-worth, as children feel proud of their fundraising achievements and ability to support a good cause and do their best for others – be it family, friends or wider community.

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Fundraising cake sale at Broomwood

Sorting donations for a local charity

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Common GOOD

Carl Howes, Head of Ravenscourt Park Prep, on how school initiatives help build wellbeing, agency and a spirit of community

At Ravenscourt Park Prep School, Community Responsibility is a value that permeates every aspect of our school culture. Throughout the year, our children are engaged in a wide range of activities that aim not only to support various causes but also to forge a strong sense of community and instil a deep-seated ethic of giving. We have taken part in initiatives such as ‘Wrap Up London,’ where we collected and donated coats to aid people in need across our city. These activities are organised and led by our student council representatives, exemplifying our commitment to empowering students from a young age.

Our partnerships with local charities such as West London Action for Children (WLAC), with whom we’ve raised over £60,000 over the past two years, and Angel Child (part of the Brain Tumour Charity Foundation) allow our students to make tangible impacts beyond the school gates. Events such as singing at local care homes and our collaborative art projects also provide enriching experiences that connect

“Students develop a better appreciation of their role within the community and their capacity to e ect change”

students with diverse groups within our community. Everyone is welcome to join in, and we have organised two sta and parent charity cycle rides in the past couple of years. I ran the London Marathon for WLAC last year.

The response from our students is overwhelmingly positive. They relish the roles of fundraisers, organisers, and decision-makers. Our recent charity concert for WLAC and sustainable clothes swap are examples of initiatives that our students not only participated in but also helped to lead. Integrating giving back into our curriculum further supports these values. In Art & Design and PSHEE students explore the role of art in society and the ethical responsibilities of individuals. These discussions are reinforced by practical activities such as creating public murals or organising book drives, enabling students to apply their learning in practical

ways. Our Year Six Art Prefects assist with teaching art to younger children, as well as helping with whole school community events such as our Open Studio exhibitions. We also regularly donate books to the Children’s Book Project.

Beyond the joy and community spirit these events foster, there is a noticeable benefit to students’ wellbeing and sense of agency. They develop a better appreciation of their role within the community and a recognition of their capacity to e ect change. This empowerment leads to a more inclusive society and instils lifelong values of giving back.

At RPPS, we are committed to nurturing a community where kindness and giving flourish, understanding that these e orts extend well beyond our school and into the wider world. It’s a commitment that enriches our students’ lives and prepares them to be conscientious and caring global citizens.

ABOVE Ravenscourt Park Prep pupils

CARL HOWES Headmaster Ravenscourt Park Prep School (RPPS)

Talking HEAD

Social MOBILITY

Chris Hutchinson, Headmaster of Royal Russell, on its Development Foundation and campaign to raise a million pounds by 2028

Royal Russell’s motto, Non Sibi Sed Omnibus, translates as ‘Not for oneself but for all’, a principle that has guided our school since its original foundation in 1853. Thanks to the commitment of patrons and dignitaries, including Charles Dickens, it opened as the Warehousemen Clerks and Drapers Schools for Orphan and Necessitous Children. The school has since grown significantly and we now have more than 1,200 pupils, both boys and girls, aged 3-18, on our 110-acre campus.

In Croydon, less than half of 16 to 18 year olds take the A-level exam necessary for university entrance, and fewer than 8% of students have access to a Russell Group University education. Our school partners with local primary schools and the Rowdown Foundation to run a tuition programme for academically able children

“In 2028, we will be celebrating the school’s 175th anniversary – the Bursary Campaign aims to raise £1m”

who are at risk of not fulfilling their potential due to their financial resources.

We now mark the next chapter in our history with the launch of the Russell School Development Foundation, a charity dedicated to creating a programme of fundraising that will establish additional means-tested bursaries to support pupils.

In 2028, the school’s 175th anniversary, the Foundation’s 175th Anniversary Bursary Campaign aims to raise £1m to ensure that up to 10% of pupils can receive financial support to attend our school.

There are many talented and deserving young people in local communities whose lives would be transformed by such an education. Through the bursary scheme we are able to help overcome the barriers placed in their way and disrupt the pattern of stalled social mobility.

Old Russellian Joshua (2019-2021) is one of the talented pupils who came to us on a sports scholarship and bursary. This helped him pursue his academic interests

as well as his talent for football. He is now enjoying his third year of a degree apprenticeship at Mace, working in the Project Controls discipline. Reflecting on his time here and the life-changing impact, Josh commented: “You can’t box yourself in at Royal Russell and they won’t let you anyway – they’ll push you to become the best version of yourself”.

The Development Foundation is governed by the Foundation Board of Trustees, chaired by Sir Philip Moor. Trustees are drawn from all sectors of the school community and are Bursary Fund supporters in their own right.

As such, they are able to represent the views of those who donate and ensure that all donors’ wishes are respected.

I hope that many of our parents, former pupils and other supporters will feel able to join me in committing to help as many pupils as possible to receive an outstanding education, enriching their lives and benefiting the whole school community.

CHRIS HUTCHINSON Headmaster Royal Russell

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Royal Russell pupils

PAGE TURNERS

Anthea Turner and Wendy Turner give the lowdown on Underneath the Underground –their parallel whiskered universe below the capital

Like many good stories, Underneath the Underground began a long, long time ago in a far-o land. It was almost 30 years ago, in fact, when Anthea Turner and Wendy Turner were standing together on the platform at Knightsbridge Station waiting for the train. “We looked down and we saw these mice scurrying around. I think one of them had got a little bit of a sandwich in his mouth,” says Anthea. “He may even have waved at us!” adds Wendy.

It set the sisters thinking and, to while away the journey back home to Chiswick, they started inventing stories about a parallel city deep below the capital’s streets. Each mouse community would have a di erent identity (rather like London).

“I think we probably started out with Knightsbridge and decided they must be very posh mice,” says Wendy.

Westminster had the political mice, Wimbledon sporty types, and so on. The story flowed with remarkable ease. “As soon as you put the building blocks in – you’ve got the Underground – each of the stations are pertinent,” says Anthea.

The tales they told to while away a journey turned into a children’s book. It was

warmly received, although Anthea recalls a harsh critic complaining it was ‘London centric’ – perhaps missing the point. “It’s our capital city,” she says. “But then we have that advantage of being brought up a long way outside London and we always got so excited about visiting as children.” They are both long-time residents now but have never quite forgotten the childhood thrill of making a trip from Sta ordshire to the capital to see all the sights.

Some two years ago, when their mother was ill, they started thinking about the parallel city again. “Our Mum and Dad were still in Stoke-on-Trent, and we found ourselves driving up and down the M6 on these journeys that were four and five hours,” says Wendy. They talked about how much the capital and the world have changed since the original Underneath the Underground. “And I said: ‘do you fancy revisiting the mice – it could be fun?’.”

And so it is. The King’s Coronation and the Kohinoor Diamond, the first in the new series, centres on a world-famous sparkler ‘borrowed’ by Hounslow’s mice to light up the ballroom for their coronation celebration. The new King and Queen even appear as characters –an endearing, funny and slightly irreverent portrait to delight young readers.

Now the mice are back with Raining Strawberries at Wimbledon. Feisty young mouse Elly Archer breaks all the rules in her mission to travel to watch the Wimbledon Ladies’ Final without her parents finding out. Meanwhile, Harry the Hero Rat is planning on sna ing leftovers from the tonnes of strawberries sitting in SW19 to make strawberry jam for every single mouse living on the Underground. King Charles and Queen Camilla are back – this time playing in a charity match ahead of the famous

“Children can map the location of each and every Underneath the Underground whiskered community using that iconic map”

fortnight. Other famous faces appear, too, but it would be an unforgivable plot spoiler to mention what happens to poor Andy Murray.

Mixing in real and four-legged characters makes for a pleasing fiction – it’s hard not to chuckle at the idea of the King and Queen playing tennis in their crowns. “We really liked them in the last book as characters, and we decided we have to keep them in

every story. Our Charles and Camilla are hilarious,” says Anthea.

The sisters sent the real King and Queen a copy of The King’s Coronation. Having met them at a Clarence House event a few years back, they still recall their warmth and sense of humour – so they may well enjoy their characters’ escapades. Other people appear more subtly, including their father. He’s in his early 90s but remains a keen geologist and enthusiastic mudlarker, so he had an important role in The King’s Coronation. “Dad’s never happier than when he is digging up something,” says Anthea.

Harry the Hero Rat is distinctively ginger and was inspired by the real African Giant Pouched Rat (the Gambian Rat) trained to undertake mine clearances in Mozambique. Closer to a small dog in physique than his UK rat namesakes, he would be rather too large to fit discreetly under the tracks of the Piccadilly Line, but no matter. Children can

look up the real-life inspiration for Harry on the BBC or YouTube and be awestruck. And they can also map the precise location of each and every Underneath the Underground whiskered community they read about using that iconic map. “It’s all geographically accurate,” says Wendy.

The inhabitants of this subterranean world will be back for another adventure at Christmas. The Turner sisters – along with their father – have just enjoyed an adventurous trek to the Galapagos Islands and set aside time on the voyage for discussing plotlines. So who knows what exotic characters and situations will be encountered by the whiskered folk living beneath London next time around?

Underneath the Underground: Raining Strawberries at Wimbledon by Anthea Turner and Wendy Turner is published by Splendid Books, £8.99.

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Wendy Turner and Anthea Turner

DEPTH JOY STRUCTURE SPACE

Your child’s primary years are fundamental in shaping not just what they become, but who they become.

King Alfred School has over 120 years of experience of designing joyful learning experiences which give each child the space they need to discover and develop their passions, to embrace challenge and reflect on their achievements.

Our creative curriculum inspires children because they do it

through experience, through play, through genuine interest; we nurture an eagerness to know more and encourage greater depth of understanding. We have high expectations for our children and give them the freedom to explore and grow - all within a structure which lets them develop at the pace which is right for them. The results speak for themselves; happy, confident children who love to learn.

Find out more about the school, or book to attend an open event at www.kingalfred.org.uk

Mandarin IMMERSION

At Kensington Wade, lessons are in Mandarin and English – no prior language skills required

When Nara first enrolled at Kensington Wade in Hammersmith, west London, she didn’t speak a word of Mandarin. Now, aged 10, she is confidently talking about the characteristics of the Yangtze River in the language to her geography teacher.

At Kensington Wade they follow a traditional UK prep school curriculum, but with a twist. Pupils achieve fluency in Mandarin because they learn all their subjects in Mandarin and English. For now, the school is an outlier in Western Europe. But in the US, there are some 400 immersive Mandarin-English schools, with the number steadily growing.

It’s not hard to see why this bilingual model is chosen by parents, many of whom

don’t speak Mandarin themselves. China is the world’s second largest economy and, from a future career perspective, pupils will be at a distinct advantage by having not just the ability to communicate in Mandarin, but a good understanding of China’s culture. Mandarin is a tricky language to learn – the younger children start, the easier it is. “Children are incredibly adept at learning languages, especially at a young age. In an immersive environment, they pick up the language naturally through daily interactions and activities, much like they learned their first language,” says Deputy Head of School and Head of Chinese Programme Jing Wang. Being bilingual boosts brain capacity in areas such as creative thinking, problemsolving, multi-tasking and pattern recognition. Children who learn multiple languages have been proven to be better at

“Mandarin has particular advantages in encouraging a deeper understanding of maths”

information retention, comprehension tests and critical analysis. But learning Mandarin has particular advantages on top of this in encouraging a deeper understanding of maths. In English, we need to learn the word ‘eleven’ and then understand what this means. In Mandarin, however, the word ‘eleven’ can be translated as ‘10 + 1’ and this is the same for other numbers. Learning place value in maths comes naturally to those who are either native or second language speakers.

Learning Mandarin is also said to boost visual skills because we develop a better memory of pictures by learning the image of each letter. Written Mandarin develops shape recognition and spatial awareness, as children need to make sure that each character is the same size no matter how many strokes are required. Another learning boost is in listening skills and the ability to pick up nuance because in Mandarin the same words can have di erent tones – similar to pitches in music. For instance, depending on how you say it, ‘Ma’ means mum, numb, horse or scold.

“Many parents think pupils have to speak Mandarin to come here, but that’s absolutely not the case,” says Headmaster Huw May. “I don’t think many people know the full advantages of being bilingual.”

Jing Wang agrees. “Our pupils gain so many advantages from learning in more than one language in terms of their cognitive flexibility, their linguistic skills and their cultural fluency,” she says.

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Pupils learn and communicate in both languages every day

From phonics to physics, at The Downs Malvern, we provide an environment where all children can achieve their potential and thrive.

It’s a place where curiosity meets opportunity; where children learn to navigate their world with confidence – whichever path they choose.

Private tours are available by request

Please use the QR code or visit www.thedownsmalvern.org.uk to book.

Otto

Junior Duke Pianist

Historian

WELLBEING in action

Amy Kinross of Kew Green Prep on the importance of keeping curriculum breadth during 11+ preparation to support wellbeing, creativity and joy

For many, the 11+ has become a symbol of the burial of childhood: the beginning of hothousing and the end of curriculum breadth. The mouse-clicks of silent pupils navigating various online platforms are like church bells, tolling for the demise of joy and creativity in learning. Humanities, sports and the arts are put aside in favour of English, maths and Reasoning papers. School trips become but a distant memory.

All of this despite our knowledge of a post-Covid decline in children’s wellbeing.

NHS England reports that rates of mental health disorders have at last steadied from 2022-23, with 15.7% of our 8-10-year-olds experiencing a mental health disorder, but this comes after a sharp rise that began in 2017 (pre-Covid) and has far-reaching implications for wellbeing in adult life.

All pastoral and safeguarding leads know these stats – and so does the Independent Schools Inspectorate (ISI) – hence the framework's push for schools to 'actively promote' pupil wellbeing. Much is being made of positive wellbeing, and it’s an easy buzzword to add to development plans, but you cannot create it by making resilience a school value or putting up a board display.

We have to show our children what taking care of our wellbeing looks like actively: to model it until they understand, just as we might model column subtraction. Not

just through PSHEE, and assemblies, but through the design of our curriculum itself. If we are telling our children to breathe deeply before an 11+ exam while removing their sports fixtures for two terms, that’s a mixed message. This is where curriculum breadth – maintaining humanities, sports, the arts, clubs and trips throughout the 11+ process – is so vitally important and at the centre of our ethos at Kew Green Prep.

When we, as adults, maintain positive wellbeing while performing at our peak, we do not do so in isolation, but with the support of our personal toolkits: family and friends, sleep, exercise, pets and hobbies.

The key to wellbeing is not avoiding challenge, but creating sparks of joy within it, however small. We work hard to give our children regular sparks of joy – a class assembly, a history ghost story, choral poetry, interschool maths quizzes, a football tour, trips to the Globe, building robots in STEM club, and many more – alongside the necessary academic rigour.

As Head of Data, 11+ and DSL, and also leading the school-wide wellbeing strategy, the elements of my role may seem an

impossible balancing act, inevitably at odds. But for me, this combination symbolises opportunity, and I am a passionate advocate for these sparks of joy. Sta are endlessly creative, and our data supports our approach: happy children achieve well.

Our value-added is higher than ever at 11+, with academic, music, art, drama, STEM and sports scholarships, and places at highly competitive senior schools. We are proud of our Year 6s, and we are proud that, through our broad 11+ curriculum, we have modelled for them the way to approach any challenge in their adult lives: with hard work, a dream, and a wellbeing toolkit. The church bells are ringing out in joyful celebration, indeed.

AMY KINROSS Head of Data, 11+ and DSL Kew Green Prep School

ABOVE

Kew Green Prep pupils

Senior

RAISING GAMES P 65 GIVING SUPPORT P 73 CREATIVE ENGAGEMENT P 75 CONFIDENCE BUILDER P 78

See page 56

SPORT WINS

Tonbridge School cricket

SPORT

for success

Sport is great for health, but how does its competitive edge feed into a positive culture – helping young people to be part of something bigger and also achieve personal goals? Schools give us their take on its role in student success

Oakham School

At Oakham, sport is a fundamental part of school life. But Director of Sport Dr Iain Simpson says there’s something much more. “It provides a buzz to the school campus on match days when hundreds of pupils take to the playing fields, the pitches, the courts and the pool to compete.”

With around 50 inter-house sporting competitions each year, students are encouraged to take part and support their peers. All abilities get the chance to play against other schools – it’s as busy for the D team as their A team counterparts –all celebrated in the Oakhamian annual magazine via a season report. Oakham has many pupils playing for academies or on sporting pathways. “We formally support and recognise these achievements at our annual Sports Colours Presentation ceremony. When our 1st XV boys’ rugby team won the National Schools Cup at Twickenham for the third time in 2023, 850 pupils, parents and sta travelled to London to watch them compete,” says Iain Simpson. The school was also out in force when the U16 girls’ hockey team carried o silver in the Tier 1 National Cup Competition in March. Winning teams become role models, as do elite athletes at national and international level. “The most powerful role models are people like themselves,” says Iain Simpson. With that in mind, Oakham also celebrates alumni who have gone on to great things, inviting them back to give talks or run coaching sessions. And this has a massive impact. “For example, when England rugby player Jack Van Poortvliet returned to visit his old House and talk to pupils in Years 7 and 8, it was hugely motivational.”

Not everything ends in triumph – and Iain Simpson says it’s far better to have competitions that are closely fought, sometimes lost, when it comes to life lessons. “We reframe the idea of failing and view it as simply not achieving

everything that we set out to do,” he says. “It is really important that we challenge our pupils so that they encounter a mixture of success and failure and are equipped to react to both in a way that is reflective, positive and purposeful.”

This translates back into the classroom. “As part of Oakham School’s Connected Curriculum, we overtly teach the skills, behaviours and habits that young people learn through sport,” he says.

“The child who learns to set targets and work hard towards challenges in their sporting environment, and to problem solve and overcome those challenges, is then equipped to do the same thing in the classroom and beyond.”

Reed’s School

At Reed’s in Surrey, there’s a long tradition of success in sport – with recent wins in areas such as hockey, tennis, ski racing, athletics and golf. But Director of Sport Andy Watts says that wins aren’t the only measure of success – and sometimes they aren’t the best measure. “Setting up fixtures that include challenge is vital, as it builds resilience, helps with problem solving and encourages di erent ways to overcome adversity.”

The school o ers team sports from A-F level and beyond, and with an expectation that all pupils are involved on Saturdays in First and Second Forms (Years 7 and 8). Coaching and facilities, and matching players to teams with comparable depth, support success and build skills. “Involvement in sport only enhances what happens in the classroom. Developing time management skills, working collaboratively with others and stepping out of your comfort zone can all contribute to academic progress,” he says.

Reed’s has highly ambitious pupils pursuing high-level sport. They may start their day in the gym, fitting in one-to-one technical sessions in their free periods and then committing evenings and weekends to training and competing “This level of dedication is one of the most impressive aspects of the modern pupil athlete,” says Andy Watts. But it isn’t just pupils

LEFT Mixed U16 cricket at Oakham

BELOW

Cheering on the 1st XV to national victory at Twickenham

ABOVE Competitive edge at Reed’s School

pursuing elite sports pathways who commit time to improve – the school has noticed increasing demand for its Strength & Conditioning programme across the cohort. Success is recognised weekly via assemblies. “Captains read out all results: the wins, draws and losses. It is important to recognise all competition and sometimes the best received reports are losses where teams have given their all. This public recognition is important,” says Andy Watt. Reed’s encourages young people to aspire to sports leadership roles, too. “The skill of coaches and teachers is to try and provide opportunity for success, but also learning how to deal with losing, coping with adversity and overcoming any fear of failure,” he says.

“Communication of selection is vital face-to-face, as indeed is rewarding e ort, not just the outcome.” He adds that it’s important not to shy away from the e ort involved. “Success isn’t just about winning, as nice as that is, it is about the hard work behind the scenes.”

Tonbridge School

At Tonbridge, sport is part of day-to-day life. “Sport is integral to our school’s ethos, with all students engaging in activities at least three times weekly,” says Director of Sport Chris Morgan. “We believe it fosters character development, o ering equal opportunities for personal growth regardless of skill level or team a liation.”

National and international achievements significantly influence Tonbridge students’ enthusiasm about sport. All the better when you have alumni to get behind. Current OTs shining bright include Ben Earl in rugby and Zak Crawley in cricket – both now England regulars. “They serve as inspiring role models, driving increased interest and participation,” adds Chris Morgan. Those on a potential elite sports pathway receive tailored support through the school’s mentorship programme. This includes guidance from performance coaches and sta members who have navigated similar elite challenges. “This holistic approach prepares students to aim high while equipping them with strategies to manage setbacks.”

Winners and losers both deserve positive feedback, and the focus here is on building a supportive culture. “Coaches, supported by teachers, provide context and understanding, emphasising the broader educational value of sports,” says Chris Morgan. The Tonbridge team know that the lessons learnt in sport translate into the classroom and help students confront fear of failure. “These sports experiences equip them with

essential life skills, fostering adaptability and perseverance in facing challenges.”

Not every child can be (or aspires to be) top in games. “We promote a culture that values participation and emphasises the broader benefits of sports,” says Chris Morgan. There are some 20 on o er here – all the mainstream choices plus more o beat options such as fives, ultimate frisbee and rackets. In the ‘major’ sports, the school regularly fields 25 rugby teams, 14 hockey teams, 17 football teams and 17 cricket sides on weekend fixtures.

Tonbridge’s ultimate aim is to engender a love of sport that lasts into adult life. By that measure, they are definitely winners. “The OT cricket side has won the Cricketer Cup more than any other school, the OT Golf side has won the prestigious Halford Hewitt the most times and the OT football club has continued to grow in recent years and now, on a weekly basis, fields two sides,” says Chris Morgan.

“It is important that pupils encounter a mixture of success and failure and react in a way that is positive”

Malvern College

While there has always been a tradition at independent schools of playing to win, at Malvern College there is recognition that there’s a much broader purpose and meaning to success. Silverware still counts, but the primary intention of the school, alongside the fun and the health benefits of sport, is to develop personal qualities. Training is designed to develop collaborative skills and encourage students to compete but still show empathy for others.

The school believes that playing sport, whether at elite or recreational level, is a means of developing both talent and character. Challenging games teach transferable skills and wider intelligence. Malvern College is, of course, proud of those who shine at elite level.

Upper Sixth pupil Noah Goryn is part of British Fencing’s athlete development programme. He has balanced studying for his IB Diploma while winning gold at the British Youth Championships. The College sees the benefits beyond his sporting achievements in this opportunity to travel, developing his cultural intelligence and language skills. He’s also managed nutrition, sleep and wellbeing practices that are hugely beneficial to preparing for exams.

Last year, Fergus Morris and Will Clayton donned the striped shirts of the

BELOW Race to the line at Malvern College

U18 Barbarians Rugby Club. The sports team at Malvern College say they reap the benefits of these school successes because when a pupil trains with a specialist coach or team, they bring these skills back with them. Also, the skills are hugely transferable in learning and life situations.

Daisy Tuthill, who plays hockey for Wales U18, models the skills of organisation, selfregulation and discipline on a daily basis as a College Prefect. She was nominated by her boarding house because she’s admired as a role model. And when Old Malvernian Rose Harvey made headline news as ‘The Covid Lawyer turned Olympic Runner’ she demonstrated to students at the school how the skills and qualities that bring success in life and work sit hand-in-hand with the skills and qualities needed by an elite athlete.

Wycli e College

Sport is integral at Wycli e College – from prep to the top of the Senior school – says Director of Sport Ben Taylor. “Pupils have a huge variety of opportunities to play competitively, but also engage in a wide variety of co-curricular sporting activities that cater for our culturally diverse community.”

He believes there has been a shift in the way young people view elite sport, perhaps due to social media. “Reels of goals, tries and celebrations are a great motivator, but can also provide pupils with an unrealistic perception of what sport might be like.” Wycli e’s approach helps to counteract that medals and glory perspective. “The highlight of the school sporting calendar is our ‘Legacy Sports Day’ held before our Athletics Sports Day,” says Ben Taylor. “No one can play a sport that they have competed for school in before and must try something new. This creates a brilliant level playing field.” With all the traditional sports on

tap, Wycli e has also diversified to ensure everyone finds something they enjoy.

There are many pupils at the school who are on elite pathways, supported through its scholarship programme.

Wraparound care includes a strength and conditioning coach, physio and sports therapists. There’s also nutrition advice and access to sports psychologists. “Current professional players from di erent sports come in throughout the year to talk to pupils about their journey and give the pupils real world advice,” adds Ben Taylor.

Inevitably, elite pathway can bring setbacks. Then the team help students to either progress or use this setback as a learning opportunity. Disappointment doesn’t just happen at the elite end – so there’s an important balance to be struck. “We encourage all pupils to look deeper into their losses and use them as a development tool. There is no straight line to success and if we can help pupils to understand this then the benefits can be seen in all areas of their sporting and academic lives.”

Kew House School

Sport fosters a sense of community at Kew House. Celebrating wins, supporting teams and individuals, and recognising achievements all promote a positive culture around sport – also reinforcing ideas around teamwork, dedication and perseverance. But the school believes it’s also vital to teach children that failure is a natural part of both sport and life. The emphasis here is on e ort rather than simply outcome – teachers and coaches provide constructive feedback to help young people cope with setbacks and build resilience. Their support is designed to help young people to reflect, set realistic goals and focus on continuous improvement. This fits one of the mantras of Kew House: ‘What can I do di erently next time?’. Not all children are naturally gifted at sport, and there’s emphasis on inclusivity and variety – helping children discover sports and activities they enjoy and may excel in. That’s why the school maintains a compulsory curriculum time for girls and boys to be playing together in Core PE lessons. The school adds it’s important that young people learn to appreciate playing sport together throughout Years 7 to 11.

The sports team know that providing a variety of choices of sport, emphasising skills development over competition, and giving encouragement to less able or willing students, works. It’s about reinforcing the value of participation and personal improvement rather than just winning. All abilities get the opportunity to participate in interschool fixtures against carefully matched teams throughout the school year to highlight the fun and camaraderie of a competitive sporting environment.

TOP Kew House School rowing

LEFT Wycli e hockey

For Kew House students on an elite sports pathway, there’s the Top Performing Athlete Program (TPAP), with guidance on goal setting, time management and coping with setbacks such as injury or de-selection. It includes advice around physical development – including the importance of continuing education, maintaining wellbeing and building life skills to prepare for alternative pathways and a future beyond sports. The results for Kew House students have ranged from an international wake-boarding champion to girls and boys winning places in football academies across west London. Rowing is also developing into a key strength.

The team say that sport is a vibrant element of the school community, but also helps to shape young people’s attitudes, skills and values by enabling them to to promote their personal development and ability to thrive in the future.

Concord College

At Concord College sport is used to broaden the international cohort’s experience and present alternative challenges. It is also a key tool to help young people manage their physical and mental health. The focus is giving each student the opportunity to play sports they enjoy and at a level they choose. It’s also a key area of House competitions, so a vehicle for friendly rivalry and relationship building.

Every Wednesday there are varied games sessions for Years 9 to 11. All students have a ‘twilight’ programme available in their 4pm activity time, while boarders attend one ‘sports prep’ a week where they choose their own activity. Wins and achievements are celebrated school-wide – and via social media as many parents are international.

Concord College recently made it to the Society of Heads U18 National Cup Final for football for the first time – taking many supporters along to cheer on the team.

With such a diverse community, the sports team at Concord College also see diverse attitudes to sporting fails. They place emphasis on personal growth and persistence. This is all supported by the adventurous outdoor programme, which uses the fantastic local landscape to expose young people to carefully supported challenges. The repeated practice needed to master a new sport or

face an unfamiliar challenge such as abseiling is a great resource to draw on in class.

Concord College’s highly successful DofE programme dovetails with sport and outdoor education – last year four students achieved gold and one became a DofE Ambassador. Such challenges help students deal with stress, learn teamwork and find out more about their own capabilities. Reflection and goal setting are also carried back to class. Sta and pastoral teams make sure they celebrate determination and ability to get back up and try again alongside every success.

Some students join Concord in Year 9 unable to swim or ride a bike and the progress to National Lifeguard Qualification or mountain biking can be a milestone achievement. Others join with high sports aspirations and, while there are no sports scholarships here, the elite programme provides sta mentoring and specialist support. There have been high achievers in many fields, from cricket to fencing, Formula 4 and golf. Last year, Concord came top in the county for basketball and fielded successful badminton and table tennis teams. And a Year 13 runner scooped a Welsh national fell running championship and now has an Oxford Blue in cross country. Another Year 12 student has just brought home a silver medal for Singapore in a major men’s windsurfing competition.

“Developing time management and stepping out of your comfort zone contribute to academic progress”

ABOVE & LEFT

Sport at Concord College is varied, and with a full outdoor education programme

PLAYING GAMES

Vicky Morgan of Marymount International School London,

on

positive tactics that inspire students to enjoy playing sport

At the inaugural Laureus World Sports Awards in 2000, President Mandela said: “Sport has the power to change the world. It has the power to inspire. It has the power to unite people in a way that little else does. It speaks to youth in a language they understand”. As a History Teacher, who has transitioned into the role of an Athletic Director, I can see at a school level how these inspirational words can be applied to the systems of school institutions.

Starting my career as a basketball player and football player, at a time when these sports o ered so little funding for girls and women, I am excited at the dynamic changes that are happening in women’s sport. In 2022, watching the women’s Euros at Wembley and the Lionesses winning the final in front of 90,000 fans, I saw the

“Starting my career as a basketball player and football player, I am excited at the dynamic changes happening in women’s sport”

changes happening in front of me – I am genuinely excited about the shift that is occurring at an elite level.

However, at a school level, how do we as educators inspire young people to embrace the fact that sports and movement are as important as academics? The answer is within the school’s culture and means providing a diverse range of options. We have a headstart at Marymount since the IB requires its scholars to participate in an activity throughout their academic journey. This potent mix of wanting to participate and being required to do so, inherent in its structure, removes the obstacles teenagers may invent to not participate. And, because everyone does participate, everyone does!

At Marymount London, options range from team sports – including volleyball, football, and basketball – to martial arts and specialist dance training. We also have a strong tennis programme. At Middle School, we have over 75% of students taking part in at least one form of movement co-curricular activity, and we try hard to provide opportunities for girls in High School to continue to balance their academic commitments and exercise. We o er morning training sessions, and use of the fitness suite in free periods – important extra opportunities when demanding workloads, especially in exam years, may become barriers to student participation.

As a female Athletic Director, I have also found that teenage psychology is so important, especially so with girls. Positive motivation and listening to your students about what they want their sports programme

to look like are both essential if you want to ensure high participation. We want girls to be confident in how they move their bodies, and we bring into the curriculum important conversations around the menstrual cycle, overcoming barriers in sport, teamwork skills, and how to become resilient.

Understanding every individual student is also vital. One of my idols Emma Hayes, the Chelsea women’s football coach, has said she encouraged others to dream of progress and opportunity, and I believe the same message is important at a school level. You need to constantly empower students, so they continue to work, play, and use sports and movement as a positive force in their lives.

VICKY MORGAN Athletic Director

Marymount International School London

Marymount International sport

Stickin g at SPORT

The Director of Sport at St Catherine’s School, Bramley on how to ensure girls keep on playing and enjoying games

Sport is an integral part of school life at St Catherine’s.

The girls take pride in representing their school across all sports and at all abilities. Over 80% of each year group are involved in sport and this continues into the Sixth Form, either within team sports or in individual endeavours.

We are proud to coach five senior lacrosse teams and four U18 netball teams and o er over 18 di erent sports across the school. Dance opportunities here are also inspiring, with 32 dance classes a week –including ballet, modern, tap, street dance and musical theatre – in our purpose-built dance studio. Our Dance School Principal Lizi Eringa has taught and examined dance classes in the UK, Europe and Asia and holds the Professional Dancer’s Teaching Diploma from the Royal Academy of Dance. So how do we achieve such high participation? Our ethos is to ensure

that we provide a positive and engaging environment which allows all girls to develop a love of sport. Our aim is to ensure this continues throughout their lives. Every girl is welcome to attend regular training sessions across all sports, and we provide inter-school fixtures from A to G teams throughout the season to ensure every girl has the opportunity to represent the school.

Sport provides great camaraderie, helping to support, encourage and improve the less naturally athletic. Girls feel a loyalty and accountability to one another and revel in the team spirit. This becomes particularly evident during House Sports, where the teams are fully inclusive –encouraging teamwork, leadership and friendships.

Some girls naturally find the strategy and tactics of a team game more engaging, while others like to focus on their own individual performance and strive for their personal best. We help girls to find ‘their’

“We help girls to find their place be it in mainstream sports, the gymnastic or equestrian team, or just having fun”

place in sport, whether it be in mainstream sports, the gymnastic or equestrian team, or just having fun in recreational sports, such as ultimate frisbee and badminton. An extensive extracurricular programme allows every opportunity to participate in all our main sports alongside their curriculum-based lessons. This combination provides several hours of sporting or physical activity every week.

Role models are also very helpful in illustrating the long-term opportunities. We currently have five lacrosse specialists, four netball specialists, two swimming specialists, two gymnastics specialists and a tennis coach – all of whom inspire our girls. We are proud that several represent their country on a national level, as do many St Catherine’s alumnae. The games and individual sports captains are admired by both their peers and the younger girls and exemplify what is possible beyond ability alone through their leadership, motivation, strength of character and team loyalty.

We support and celebrate girls’ sporting achievements outside of school, whether this be the team of riders bringing home regular places at equestrian events or Emily King, who gained 1st place in the British Indoor Sky Diving Championships (maintaining U18 top ranking in the UK). Our girls understand that balancing sport with academic commitments reaps great personal and team rewards. Our successes in sports involve a huge team e ort and a commitment that goes into every lesson and fixture. We wear our blue and gold St Catherine’s colours with great pride.

NANCY MOORE Director of Sport

St Catherine’s School, Bramley

ABOVE Sport at St Catherine’s

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GAMES refresh

With two former elite athletes in leadership roles, London Park Schools is focused on choice, fun and capitalwide opportunities

London Park Schools (LPS) arrives this September. The highly anticipated LPS Clapham opens its doors, with the two well-established and successful Eaton Square schools changing their names to LPS Mayfair and LPS Sixth. Three schools, a fresh dynamic – and that includes the delivery of sport.

That’s no surprise really, since LPS Principal Suzie Longsta is a former elite athlete, and so is LPS Senior and Sixth Head Adrian Rainbow. Before she moved into education, Longsta had a rowing career that included coxing the British Olympic VIII at the 1996 Atlanta Olympics and Cambridge University’s ‘Goldie’ in 1997 and 1998 Boat Races. Rainbow, meanwhile,

played pro American football. He was an All-Canadian quarterback during his time at University of Columbia and was then drafted to Montreal Alouettes before transferring to Germany and playing ten seasons in its American football league.

If you imagined that would mean a trophy mindset, think again – it’s anything but. Both Suzie Longsta and Adrian Rainbow are great believers in sport’s power to engage all levels; “inclusive and fun” are key descriptors from Longsta . LPS wants everyone from complete beginner to elite athlete – and its cohort includes rising stars at elite level – to be helped to enjoy their game/s.

Sam Green, Head of Sport at LPS Senior and Sixth, says it’s about giving each student the chance to shine. “Students benefit from a personalised and nurturing approach within the classroom, but access

ABOVE

All of London is a sports ground for LPS students

“As an average performer until I found my Olympic sport, I understand the importance of breadth”

to the sports provision of a much bigger school,” he says. “This approach not only allows us to be competitive in a broad range of fixtures against larger schools, but also o er a broad range of opportunities.”

Tuesday afternoon is dedicated to sports clubs – an opportunity for all year groups to unite within their chosen sports. LPS has competitive fixtures throughout the year in mainstream sports. But also cycling at the local national-level velodrome, beach volleyball on the sands below London Bridge and access to climbing wall and CrossFit challenges. Sport is central to the curriculum, with both Games and PE lessons. “This provides us with the opportunity to expose them to many di erent sports,” says Adrian Rainbow. “This is then complemented by our enrichment and co-curricular programme, where students are able to opt for a wide range of sports at lunch and after school.” Being in central London brings challenges and opportunities. “Our enthusiasm and bold aspirations for our students far outweigh the challenges. An example of this is our purchase of a boat club in Putney and we look forward to building rowing into our sporting programme within the next year,” says Suzie Longsta . Sam Green says there is a logistical element to planning sport – for example, students are using ten di erent locations over the Summer Term – but the reward is in top-class locations. “To name a few examples, we have Green Park directly

across the road where we are currently doing ultimate frisbee in our Core PE lessons. We have an extremely popular boxing club at the BuddhaBox in Mayfair, explore London landmarks in our Royal Parks run club, use indoor cricket nets at the Oval and the sports hall at the Queen Mother gym in Victoria.”

Beyond all the obvious benefits, LPS sees sport as a vital part of building a ‘coaching mentality’. “This is all wrapped up with our emphasis on growth mindset and achieving success in a way that is individualised,” says Adrian Rainbow. Suzie Longsta adds that the coaching mentality develops inner and outer strengths. “It focuses on the inner student, developing their skills to focus, take responsibility and to support others.” And, from personal experience, she knows why range is vital. “As an

average sporting performer until I found my Olympic sport, I understand the importance of breadth and opportunity – the power of trying new sports.”

“I always explain to our students that everything I learned about myself I learned on the American football pitch,” says Adrian Rainbow. The good news for LPS students is that the team are “horizon scanning” for opportunities all the time. Be it learning to sail a tall ship or trying out a newcomer (Padel is one they are watching carefully right now), there’s challenge and the opportunity to grow skills and passions.

“We want our students to discover and develop their talents, enjoy themselves, and make lifelong memories and friendships – and if this is through the less conventional school sports, then great,” says Suzie Longsta .

ABOVE Local expertise, and access to world-class facilities, enable the team to broaden sports options

GIVING SUPPORT

The Deputy Master External and Deputy Master Pastoral and Co-Curricular at Dulwich College on supporting wider community

Giving by schools takes many di erent forms, including volunteering, charitable fundraising, teacher training, Saturday Schools, sports coaching, and sharing facilities. A strategic approach to this involves identifying and understanding your own strengths – and the challenges and needs beyond the school – in order to have a meaningful impact on the community

Volunteering can be seen in many guises, and here at Dulwich we have grouped community action under the categories of social, educational and environmental.

Social volunteering includes helping at care homes and food banks. This opens young people’s eyes to the circumstances of others. Meeting with residents in care homes has been of benefit for both parties. We’ve been delighted with the relationships that have been built, the laughter that has taken place and the conversations –both incidental and more in depth – that have allowed connections to flourish.

Educational volunteering for senior schools includes activities with local

primary schools seen, for example, in older pupils mentoring and reading with younger ones. At Dulwich, we are also developing links with local special schools. This requires pupils to commit to regularly turning up – proving themselves to be both trustworthy and reliable.

Environmental projects give young people opportunities to make a practical di erence to shared spaces. At Belair Park, our pupil volunteers tackled a significantly overgrown area. By the end of term, they had found a clear flowing waterway that had been hidden beneath undergrowth – an area of natural beauty to be enjoyed by walkers.

At Dulwich, some 200 pupils from Year 10 to Year 13 volunteer weekly outside of school across 25 di erent locations, and each summer our Service Day sees up to 800 pupils o -site at one of nearly 50 di erent placements.

Volunteering by sta , also an important element, can be seen in teaching, coaching, and mentoring with partnership schools and pupils outside school hours. For example, we o er Science, and Art Saturday Schools for primary children,

“Each summer our annual Service Day sees up to 800 pupils o -site at one of nearly 50 di erent placements”

and Maths Saturday School as part of the Royal Institute Maths Masterclasses for Year 9 pupils, and through the Southwark Schools’ Learning Partnership (SSLP).

SSLP is a collaboration between 18 state and independent schools that o ers Oxbridge preparation, neurodiversity awareness projects and aspiring senior leader training. Our Maths and Science departments host masterclasses and practical days and we provide debating training. Sta also volunteer over 400 hours each year in positions of governorship or trusteeship, which enriches educational outcomes through shared learning and skills in di erent environments.

Giving back and genuine partnership can also be seen in national SchoolCentred Initial Teacher Training (SCITT) programmes, helping to provide schools – both state and independent – with teachers in subjects of shortage. We lead the South London Hub for the National Modern Languages and Mathematics & Physics SCITT programmes and o er training with the University of Roehampton in Business Studies with Economics, Computing, Chemistry and Biology.

DR CAMERON PYKE

Deputy Master External Dulwich College

ELLIOT READ

Deputy Master Pastoral and Co-Curricular Dulwich College

ABOVE

Dulwich College pupil volunteering

Where every pupil

aspires

At Framlingham College we celebrate every individual. Our size, structure and ethos mean that our entire focus is on understanding, guiding and inspiring each child individually – so they can find their self-belief, discover their own talents and challenge themselves to achieve more than they thought possible. PREP SCHOOL

MORNING Saturday 14 September 2024 10:00 – 13:00

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CREATIVE ENGAGEMENT

The Head of Drama at Maida Vale School on why the subject is a great vehicle for inspiring both creative expression and personal perspectives

In GCSE Drama, I teach Arthur Miller’s The Crucible. When I talk about it to anyone outside education (or even outside of English and Drama departments) most will do one, or both, of the following: ‘the play about witches?’; hearty eye roll in preparation for a lecture from both you and Arthur Miller.

Even with this dreary perception, The Crucible is still very much the GOAT (greatest of all time) when it comes to challenging students to engage in creative expression. It demands roles that feel uncomfortable. It takes them into a world that is so like ours but so removed – and into a community that demands empathy and sympathy. The play says to young people: present this community in your own way; show the world how you see these injustices; express your perspective via this narrative.

Living our lives demands creative expression – what we wear, how we talk, where we go. However, in the context of a young person’s life, I’d argue that it is best when actively encouraged. Students thrive when in an environment that allows them to believe in the possibilities around them. The sense that ideas can be made physical, thoughts can be made manifest, creativity doesn’t just exist as an intellectual idea.

The Crucible is the gift that keeps on giving when it comes to creative expression. Just look at the myriad di erent versions of the same play you can see. The best thing about teaching it, and encouraging young people’s creative expression when staging it, is that

“Students thrive in an environment that allows them to believe in the possibilities all around them”

it changes over time. It is simultaneously timeless and shape shifting.

Case in point: Proctor is a tragic hero, yes, but in today’s world isn’t he also a foolish and shameful man, out-of-his-depth and receiving his comeuppance for past bad behaviour? Hale is an investigator in the traditional sense, but what’s to say that a student couldn’t see him as a modernday keyboard sleuth who arrives in Salem wanting to find one thing, but learning something di erent? Abigail is a villain in Miller’s original work. But young students today (especially girls) often see her as someone who was manipulated and used – maybe even abused – by the generation above her and who takes back control.

This fresh perspective can be seen in startling new plays that use The Crucible as a jumping o point. John Proctor is The Villain by Kimberly Belflower and Witches Can’t Be Burned by Silva Semerciyan are two such examples.

Such reconsiderations are exciting and, when they are bolstered by a play

that is so timeless, fireworks really begin, creatively speaking.

Creative expression is relatively easy to make use of in the arts, but I’d argue that it is an essential tool for all of us, especially young people. Today’s students have an important role to play in our shared future world, so encouraging them to express perspectives in the school environment is essential. Drama allows students to identify that they, as individuals, fit into the work they’re studying and explicitly reminds them that they can play an active role.

ANDY MCNAMEE

ABOVE Maida Vale School Drama class

Head of Drama Maida Vale School

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LPS Clapham

Co-ed 11-16

7-11 Nightingale Lane, London, SW4 9AH

Talking HEAD

Media ADVANTAGE

The Head of Burlington House School in Tooting on why it’s ‘Lights, Camera, Inclusion’ when you teach Media and Film to neurodiverse pupils

For many years, I have lived by the motto that there is a di erence between teaching for twenty years and teaching the same year twenty times. All of us benefit from a growth mindset, one that encourages change, innovation and creativity. Like many, I remember being struck by Sir Ken Robinson’s 2006 TED Talk, ‘Do schools kill creativity?’, where he outlined how a young female student was made to feel like a failure as she was disengaged in class. It turned out that her passion was in dance – once she discovered that, she thrived. At Burlington House School, Tooting, we have taken a practical and innovative step towards building a hub of creativity by introducing Media and Film in Year 7.

“SEND students might find traditional academic paths challenging, but can excel in creative and technical fields related to media”

As well as accessing the traditional subjects, we passionately feel that all students, especially those with special educational needs (SEND), benefit from a modern, accessible and inclusive curriculum. Here’s why:

Engaging medium – Media and Film can capture the imagination of students in ways traditional methods may not. Visual storytelling can help SEND students who might struggle with conventional text-based learning. For instance, students with dyslexia often find reading large amounts of text challenging, but they can understand and

ABOVE

analyse content through visual and auditory means, and those analytical skills can then be transferred and applied elsewhere. Films and media clips provide an alternative method to access and engage with educational content.

Critical thinking – Analysing media and film content encourages critical thinking. Students learn to interpret, critique, and evaluate various forms of media, which fosters analytical skills. These skills are essential not only academically but also in navigating the complex landscape of today’s world. For students who find abstract thinking or analytical tasks daunting, film can make critical thinking more accessible.

Empathy and inclusivity –Media and Film studies can promote a better understanding of diverse perspectives. Watching films from di erent cultures or about di erent life experiences helps students develop a broader worldview. This is crucial in fostering an

inclusive environment where all feel valued and understood. For SEND students, seeing characters who reflect their experiences can be empowering and a rming.

Future-oriented skills – Media literacy prepares students for a world where digital skills are paramount. This is particularly relevant for SEND students, who might find traditional academic paths challenging but can often excel in creative and technical fields related to media.

By engaging our students through visual and auditory means, developing communication skills and preparing them for a digital future, this curriculum enriches the educational experience. This is not just an academic enhancement but also a step towards a more inclusive society where every student has the opportunity to thrive.

* Burlington House School, Tooting opens opens its doors to young neurodiverse pupils this September.

PAUL JONES Headmaster Burlington House School, Tooting

Creative teaching at Burlington House School

BUILDER Confidence

With small class sizes, exceptional learning support and an active lifestyle, St

David’s College helps all pupils shine

Many independent schools o er exceptional surroundings and small class sizes, but St David’s College in Llandudno, North Wales is one of a kind. It was established in 1965 by a forward-thinking educator John Mayor. He had been working in a school on the Wirral and identified many pupils who were highly able verbally but not on paper. He sought advice from Professor Tim Miles, a pioneer in dyslexia research, and the end result was St David’s.

In a letter describing the school’s founding vision, Mayor wrote: “We shall aim at sound scholarship, we shall pursue prowess at games, we shall encourage a love of the beautiful and of creative skills”. St David’s also aimed to be character forming and retains those Christian principles today, while welcoming all faiths.

Today the school educates boys and girls from 9 to 19. It is well known for its specialism in dyslexia, but around a third of pupils have no specific learning needs. “These pupils improve their added value because if you get a classroom right for dyslexic students you get it right for everyone,” says Dr Faye Favill, the school’s Special Educational Needs Co-ordinator (SENCO. “The lessons are generally more interesting because they are chunks, they are multi-sensory, there is a lot of repetition, lots of preparation.”

Faye Favill has worked at the school for around a decade, and has a daughter

with dyslexia, so knows the extra support that helps from both a parent’s and educator’s perspective. “When I was first on a placement here, I was blown away by the class sizes, the one-to-one specialist provision and just the general knowledge of the teachers in how to make classrooms really inclusive. In our mainstream lessons we have a teacher that has a qualification in the teaching and learning of children with specific learning di culties. Class sizes are really small, so 12 is OK and 15 would be too big. With our less able pupils, there are normally between four and six in the class.”

At the heart of the school is The Cadogan Centre, a learning support resource everyone accesses. This was funded by Lord Chelsea some 50 years ago – a grateful parent whose son had thrived thanks to a St David’s College education. “The Cadogan Centre is like a golden thread that every department links towards – from sport to outdoor education

“Pupils improve their added value because if you get a classroom right for dyslexic students you get it right for everyone”

to more academic subjects,” says Faye Favill. There, specialist support teachers, all with a Level 7 qualification, support children with dyslexia or other types of SEN up to eight times a week. The team now o er a remote service too, increasingly popular with both UK and international students. For all pupils, The Cadogan Centre is part of the learning week. The team deliver literacy and numeracy support and cross-curricular back-up, including personalised help for the able and talented – the brilliant mathematicians who falls down in other areas, for instance. “It’s just

picking up on what they are really good at and developing that self-confidence”. Many children come to St David’s with poor self-esteem, so boosting that is the starting point to unlocking their abilities.

There’s occupational therapy to support students who have specific barriers –perhaps gross or fine motor skills issues, or executive functioning sequencing skills (planning and organisation). Sta also help children who have sensory sensitivity (for instance, to light or noise) to manage symptoms. All children benefit from the kit that comes as standard here, including laptops with specialist software. “It’s a normal way of working,” says Faye Favill. Another successful approach at St David’s builds learning retention. “About

80% of every lesson is repeated in the following lesson, just to ensure that if there are any working memory di culties or auditory processing challenges that information goes into the long-term memory and helps with exams,” says Faye Favill. Teachers are supported in this by The Cadogan Centre specialists, who ensure they deliver learning in creative ways. “Rather than just relying on listening or reading, it’s using a wide variety of senses – and that is an approach that works for all students.”

The school builds both self-esteem and life skills using outdoor education, and it is in the perfect setting for adventures. Being active is part of every school day – it’s a long day, starting at 9am and finishing just

before 5pm – but carefully balanced and with around 80 minutes of sport and physical activity, not including break times. “One day a fortnight the kids go o timetable. They are rock climbing, sailing, kayaking, paddleboarding. It’s a di erent platform there, so someone who is a whizz in the classroom might find that more challenging than a pupil who has got a SEN,” says Faye Favill. At the end of Year 10, children are ready to spread their wings on an even bigger adventure – usually somewhere in Europe –to hone a specific skill such as rock climbing or sea kayaking. “Seeing children in these di erent environments is so important and we do find that our outdoor education programme builds a lot of confidence.”

ABOVE

Getting outdoors is integral to school life LEFT

Specialist learning software and support are for everyone

Inspiring young minds to write their own stories.

A Co-Educational Boarding School in the Heart of the Cotswolds, just 90 minutes from London Wycli e College promotes a pioneering spirit and encourages individuals to flourish through a challenging academic curriculum, and extra-curricular activities in the key academic years from ages 3 – 19.

Ask the EXPERTS

Our experts answer your questions on helping a demotivated child and preparing for ISEB pre-tests for senior school entry

DR DAVID SMITH

“For parents, it’s crucial to understand the role of the assessment in their target schools’ admissions process”

QMy child is taking the ISEB pre-tests in the autumn term this year. What can I do to prepare him over the summer holidays?

AThe key to ISEB success is preparation and familiarisation, and the summer holidays are the ideal time for children to get to grips with its features and the unique nature of the four individual tests: English, Maths, Verbal Reasoning, and Non-Verbal reasoning.

Following a multiple-choice format, the assessment is adaptive (meaning that questions increase in di culty after each correct answer) and it is the accuracy of the answers, not the speed with which they are answered, that is important. Children should spend time learning how to properly interpret the question, rather than rushing – in turn helping them achieve the higher scores which are required by top schools.

UK, the ISEB is sometimes used as part of a wider, holistic assessment, only accounting for a small element of the overall consideration. For other schools, particularly those with higher numbers of applicants, the assessment is used as more of a screening exercise – only those scoring in the top percentile are invited back for the next stage.

As such, I would advise that parents get to know the assessment process of each school they are considering to ensure they understand the weighting of the test. Some children are natural test takers, whereas others may shine brighter at interviews, so it’s important to know whether the admissions process is suited to your child’s strengths.

Quintessentially Education quintessentially.com/education

For parents, it’s crucial to understand the role of the assessment in their target schools’ admissions process. Used by more than 70 of the most prestigious schools in the

With this in mind, setting some practice tests over the summer can be helpful in navigating the ISEB and, for children who require a little more support or who perhaps struggle with independent learning, working with a specialist school entrance exam tutor during the holidays may make a real di erence.

NATHANIEL MCCULLAGH

Managing Director, Simply Learning Tuition

QMy daughter has never been a high-flier, but she has always done quite well at school. However, in the past year I have noticed her marks and reports getting worse. She also seems less motivated about schoolwork. I am concerned for her but don't want to make things worse – is there anything I can do?

AChildren’s performance at school can deteriorate for many reasons. The key first step is to investigate what may be going wrong in your daughter’s case. Have an open, empathetic conversation with her. Avoid ‘why’ questions (‘why are you doing badly?’), as these will make her defensive. Instead, ask open-ended questions like, ‘I’ve noticed you seem to be struggling at school. Could you help me understand what’s going on?’. Consider talking to her teachers about your concerns. You could ask if they have noticed any changes in her behaviour, if she has changed friends,

and what her attitude to learning is like. The school’s perspective will help round out your picture of what is causing your daughter’s struggles.

If her marks are falling across subjects, motivation could be an issue. Many parents worry that their child is being lazy or simply does not care, but this is rarely the case. Lots of factors can be demotivating – the pressure to do well or feeling ‘stupid’ and unable to keep up, for instance. Often there is a vicious circle, where poor results lead to lower motivation.

it’s planning a study schedule or sitting with her as she does her homework –but you should gradually wean her o this support. Don’t forget to give her plenty of praise, but make this specific and related to e ort not results.

“Lots of factors can be demotivating – often there is a vicious circle where poor results lead to lower motivation”

It is common for children to struggle more at school as they get older because the study skills needed to succeed change. The ability to learn independently and manage time become more important. Many naturally intelligent children lack these skills, and they are rarely formally taught. Reflect on your daughter’s working environment at home – is it quiet, comfortable and distraction-free? Observe her working patterns and see whether she leaves enough time for homework or often seems disorganised.

As you try to support her, the key balance to manage is being there for her while not doing her work for her. She might need your help early on – whether

You may also want to consider enlisting the help of a private tutor. Many children struggle in group classes, where the lesson moves at the pace of the ‘average’ student, leaving those who find a topic challenging behind. Good tuition is tailored to the individual student’s needs and good tutors will not only cover the course content but also build up study skills – a trusted mentor, improving confidence and attainment in tandem.

One final note: try to separate the child from the grades. Your daughter very likely knows that she is underachieving and is probably struggling with this knowledge. The unconditional love of a parent will be the bedrock on which her return to success will be built. A blip in academic attainment is not uncommon and your daughter can definitely emerge stronger from the experience, provided she has an ecosystem of love and support to help her.

Oakham Education.

World-class BOARDING

Located on a beautiful 80-acre campus near Kuala Lumper, Epsom College in Malaysia o ers a British education with many local advantages.

Picture the quintessential British boarding school experience. There’s camaraderie and support built through the historic House System, academic rigour in a focused environment, rich co-curricular opportunities to encourage interests and build confidence. Now add better weather, international immersion, and competitive boarding and tuition fees. Enter Epsom College in Malaysia.

Sister school of Epsom College in Surrey (Independent School of the Year 2022/23), Epsom College in Malaysia o ers British tradition, global learning, and strong academics in the heart of Asia. Despite the possibility of fundamental changes in education due to rising independent school fees in the UK, Epsom College in Malaysia continues to provide top-tier education for children. For UK parents, there’s added

financial certainty thanks to its competitive, inflation-proof fixed fees for boarding and tuition at £26,000 per year for any UK pupils, starting from the 2024/25 academic year.

Dedicated to delivering quality British education, the Malaysia campus has over 90 per cent of UK-trained expat teachers. They teach the National Curriculum for England

in the English Language, and the academic rigour of the institution has led to many A-level students receiving o ers from top universities, including Cambridge, Stanford, Imperial College, UCL and LSE.

The school o ers over 100 out-of-class opportunities for fun and growth via its Co-Curricular Activities (CCA) programme. These include student-led societies such as Politics, Humanities, STEM, and Medical Review – all inspiring intellectual exploration to foster personal development, and nurture future leaders.

World-class sporting talent is encouraged via Epsom College Malaysia’s award-winning Sports Academies – the Mouratoglou Tennis Programme, the ECM Golf Academy, or the LALIGA ACADEMY Malaysia – all at no extra cost to UK parents. Valuing the solidarity and focused environment of boarding, Epsom College in Malaysia’s mirrors its UK sister’s pastoral care, which is rooted in the British House system.

sporting talent is encouraged via the award-winning Sports Academies – and at no extra cost to parents”

Nestled in a private 80-acre campus, south of Kuala Lumpur, and only 15 minutes from Kuala Lumpur International Airport, Epsom College in Malaysia’s location o ers UK students an international edge. Young people have the opportunity to immerse themselves in the diverse cultures of Asia and broaden their horizons by meeting young people from across the world.

It is one of only six schools globally to be awarded the prestigious double Beacon Status by the Council of British International Schools (COBIS) in recognition of its excellence in providing the highest standards of ‘Student Welfare’ and ‘Leadership in the School’.

LEFT Students follow the English curriculum

RIGHT

The 80-acre campus o ers superb teaching and facilities

Redefining Education

PERFECT UNIVERSITY PREPARATION BESPOKE STUDY PLANS

TRULY INTERNATIONAL ENVIRONMENT

ENDLESS OPPORTUNITIES

Kings London Sixth Form College

Sixth Form

STEP ONE AHEAD

With seismic shifts in higher education and career options, Berkhamsted School is preparing its students to flourish in this new world order

The UK has seen a seismic shift in post-16 pathways in recent years. Last year saw the demand for degree apprenticeships at a record high, with 40% of all undergraduate applicants expressing interest in this route. Meanwhile, gender is becoming less important, with rapid growth in females pursuing traditionally maledominated areas such as STEM careers. AI will also influence careers – most current school children are expected to have between 10 and 15 di erent jobs by age 40.

Berkhamsted School, a group of six independent schools in Hertfordshire, helps students hone their skills and find their passions, so that they can adapt and flourish across a range of roles. “I like to introduce students to the concept of finding their Ikigai,” says Head of Senior Careers Sadia Azad. “It’s a Japanese concept that encourages students to discover what they’re good at, what they love doing, what they can be paid for, and what the world needs.” To achieve this, every senior student completes a Morrisby Profile, an impartial psychometric profiling process that helps reveal their strengths. In Year 11 students receive impartial careers advice in a one-to-one meeting with an external careers advisor before choosing A levels.

Through public speaking sessions, debating opportunities, and community work, Berkhamstedians regularly develop

their leadership and employability skills. Students devoted 270 hours to community service last year – from hosting sports days at local primary schools to making plant pots for care homes. Sadia Azad says this is an important part of careers provision. “Getting out into the wider community and developing character is a big part of preparing for the future.”

Since women now comprise 29% of the UK STEM workforce, the school runs events to ensure factors like gender don’t stand in the way of goals. This year’s ‘Women in STEM Networking’ and ‘Women in Tech’

panels enabled Year 9 girls to meet inspiring women such as alumna and structural engineering student Zoe Nicholls.

“In Sixth, careers lunches and alumni employability dinners allow students to meet employers from di erent industries,” says Sadia Azad. As well as events to help students gain insights into careers that interest them, the school hosts dedicated days for medicine and law pathways.

Where university is the goal, personal tutors work with the careers team to analyse students’ achievements and personalities, advising on courses that match interests.

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Berkhamsted ensures students have early insights into course and career options

Sadia Azad says it’s important to recognise that students often do best when they have found the course they really enjoy.

For Oxbridge hopefuls, there’s advice from Cambridge Teaching Associate and consultant Mo Tanweer, and from Berkhamsted’s in-house Head of Oxbridge Stephen Bellfield. Meanwhile, Head of International University Applications Olivia Guillet supports students who are interested in heading abroad. “I have an English MA from The College of Charleston and The Citadel in South Carolina,” she says. “So I advise students about their options for overseas studies.”

There is also encouragement to look beyond university, where appropriate, to consider options such as degree apprenticeships. “We recognise that applications to degree apprenticeships can be daunting and di erent to traditional university applications,” says Sadia Azad. “We provide personalised support through every step of the application – from how to tackle an online test to what to expect at an assessment centre.”

“I introduce students to the concept of finding their Ikigai – what they’re good at, love doing, can be paid for, and what the world needs”

One recent alumnus who secured a highly competitive degree apprenticeship with JP Morgan said that opportunities for character development during his time at Berkhamsted also gave him the edge. In particular, participating in the Student Consultancy (the school’s leadership programme) helped enormously. “These opportunities developed me into an independent, passionate person, which JP Morgan was looking for.”

Of course, preparing students to succeed in the future working world doesn’t just mean in the next few years. Forbes has suggested that over half of businesses are already using AI, a figure that is only set to grow. As a response, Berkhamsted Sixth designed

its Supercurricular AI course. Students participate in ethical debates and explore current AI software.

Even those interested in traditional careers have joined the course for insight. As one aspiring medic noted: “I’m interested in how AI will influence the decisions I may have to make as a doctor – like when to turn o life-support machines”.

Balancing employability skills, mentorship from employers, and characteristics of leadership and ambition – and o ering the latest in careers guidance and one-to-one careers support – is, say the Berkhamsted team, the best way to ensure students leave school both informed and equipped with the tools for success, wherever our dynamic jobs landscape takes them.

EDUCATION FOR CHANGE

Celebrating

its 70th anniversary this year, St

Clare’s, Oxford on the benefits of IB for all students in achieving goals and being well prepared for a changing world

We are living in ever-changing times, and if you’re a teenager you need an education which is going to help you to thrive on change. St Clare’s has been delivering the International Baccalaureate (IB) for 45 years, longer than any other school in England, attracting students from over 50 countries and embracing internationalism and academic excellence as core values.

We are often asked about the benefits of the IB Diploma over other education models. For parents with teenage children the current incarnation of the A level will possibly seem quite familiar. Usually three subjects are taken and, with a few exceptions, are examined terminally. These subjects are chosen from a wide range of options, with no compulsory subjects and no requirement for them to be closely related. These days, most schools will add in other elements to deliver a more ‘rounded’ education.

The IB Diploma has the elements of a rounded education built in. At the centre are the core elements: an extended essay, a theory of knowledge course and an extracurricular programme including creativity, sports and community service. These contribute to the overall points score and help to bind together the learning from the subject areas. Six subjects are studied for the IB in the UK, including English, another language, mathematics, a science, a humanity, and a free choice – this might be something creative, or perhaps a second science or humanities subject.

So, is the IB better than A levels? If you don’t have a tight area of focus, or are good at a range of subjects, or even just don’t know what you want to do yet, then the IB keeps more doors open for longer. As IB courses all have a coursework element, the programme gets students into a productive work rhythm. Another benefit is that takes some pressure o the final exams.

“If you don’t know what you want to do at age 16, then the IB keeps more doors open for longer”

Universities find IB students very well prepared for tertiary study because they have already learnt how to manage their time and how to prioritise. Our Careers and Higher Education Department (made up of three full-time advisors) supports and sends students to universities worldwide. Time and again we hear from universities in every region that IB Diploma students are at the front of the queue when they are making o ers.

A common misconception is that IB is only for the most able students. Our experience is that weaker learners often benefit from the greater structure in the IB and achieve better results through high

levels of progress. St Clare’s is proud of its track record on individual progress and its IB scores. Every year, we have students who achieve the maximum IB score of 45, placing them in the top 1% of students globally. So, the take home message for young people is to make the choice between A level and IB in an informed manner.

As we celebrate our 70th anniversary at St Clare’s, our core mission to ‘advance international education and understanding’ remains and is still underpinned in the school’s day-to-day life. In di erent ways, for hundreds of students every year, we make this vision a reality.

BELOW St Clare’s Oxford students

LOUISE JONES

Communications Manager

St Clare’s, Oxford

Thinking BIGGER

The Head of Sixth Form at Wellington on why we need to encourage students to expand their horizons and recognise that future choices are not set in stone

Idecided I wanted to study economics in prep school, but now I’ve actually started doing it for A level, I don’t like it!’. The Lower 6th boy sits opposite me in my o ce. He is clearly devastated. His entire life plan, which he created at least three years ago, has just come tumbling down because, in his mind, it all hinged on this one specific degree path.

His plan was to study Politics, Maths, Further Maths and Economics. He would get 4 As, maybe an A*, he would study Economics at LSE. He would go and do an MBA at Harvard, he would get a job in the City. He would soon rise up through the ranks and live happily ever after.

For this student, and many others I speak to, any deviation from their imagined path is an immediate black mark, a failure. But

how many of us became what we hoped to be at 16 or even at 21? How many of us thought we had it all figured out, and struggled to come to terms with the changing nature of our reality?

A common photo taken by parents on their child’s first day of school shows the child holding up a sign saying: What do I want to be when I grow up? But are we putting too much weight on knowing what or who we want to be from a young age? In an education system where we start specialising from a very early age, how do we encourage our students to think bigger, to expand their horizons? And how do we help them become more resilient and open to changes and fluctuations in pathways?

The perception that there are certain courses, certain universities, which are vital to success, and that other routes are not as good, is not an unusual one. When I told this boy that he could still study History, which he loved, enjoy his time at university, and get a good job later, the joy on his face was instant. This permission to be himself, to do what he loved and not have to give up other goals, was all that he needed. Since then, I have spent many hours, as Head of Sixth Form, trying to work out how to get this same message out to all students – and get them to believe me.

At Wellington, we have a strong sense of tradition, and certain universities which traditionally Wellingtonians have attended. But I am so happy to hear students are looking to explore beyond that tradition. More than anything, I’m happy to know

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Doing what you love for another three or four years needs to be encouraged

BELOW Fleur MooreBridger, Head of Sixth Form, Wellington College

they are OK with not knowing what route they want their life to take.

The Russell Group remain the goal of many students, but we are now seeing those who are more willing to look beyond them – some to international universities. This year we have more students than ever before attending US universities. Interest is also growing for those across Europe, Australia and the Far East. The rise of degree apprenticeships also provides exciting opportunities now, with organisations such as Dyson, PwC, and Greene King o ering corporate-funded degrees.

The ‘squiggly’ career – as described by Helen Tupper and Sarah Ellis in their 2020 book of the same name – is becoming much more common, and students and parents

“How can we encourage our students to expand their horizons – and be open to changes and fluctuations in pathways?”

need to become aware of this new reality. As educators and supporters of young people, the most important thing we can do is to remind them that life is long, and sometimes hard. We need to encourage our young people to know that it is OK to choose a subject or a degree or a university which is unexpected,

as long as it is what makes them happy. This choice they make need not be forever.

Several law firms encourage students to choose a degree with transferrable skills over a law degree, due to the success of the conversion course. While finance and economics are on the list of most common degree courses for CEOs, political science, liberal arts and computer science are there too. It is the transferrable skills and – let’s face it – the good results, that most employers care about. So why wouldn’t we encourage students to do what they love for another three of four years?

We should also remind them that it is fine to not know what they want to be when they grow up. The period after leaving school can be among the most terrifying – but also among the most fun and exhilarating – times in life. We should all remind our students of that and not push them to map out a path for their whole future life just yet. In the words of Ernest Hemmingway, “It is good to have an end to journey towards; but it is the journey that matters, in the end”.

ABOVE Students are looking beyond traditional universities

Day in the life

King's Education international student Anthony and UK student Alexandra talk us through a day in their lives

Alexandra Anthony

7:30 – Start o my morning by clearing my mind and planning my day mentally. This gets my system to restart as I have something to look forward to. Once I’m up I whip up my breakfast – pancakes today, but it’s always either pancakes or crumpets. I never get bored of them.

8:00 – Shower, do skincare and try to put together an outfit for school – this always depends on the weather and my mood. I walk to school as usual – a 10-minute journey filled with blasting music and me looking forward to seeing my friends.

9:00 – First lesson is economics, and what better way to get the brain running than a class filled with debates about topics such as the Great Depression or deflation in Japan?

12:30 – Today I spend a bit of my break in the library finishing o assignments. Usually, I play badminton and occasionally I try out one of the many local restaurants, chatting with

friends about topics such as how similar some of our cultures are despite superficial di erence.

3:15 – Finish my study period then, after a quick break, back to class. A Psychology discussion on how vital good mental health is and how psychology a ects the economy (I know, right, but surprisingly it does!).

4:45 – School is over, and I reconnect with friends to walk home together, chatting until our paths diverge.

5:00 – Help my aunt prepare dinner for the family. Eat, shower and have some quality time with my younger cousins – especially the baby (she’s the cutest!).

8:00 – Homework, revising what I did in today’s lessons, then watch a show that I’m hyper-fixated on at the moment –although often at this time I read or listen to music.

10:00 – Do my night skincare routine, pray, and finally bed to sleep the fatigue away.

7:00 – An early start, as usual, to get some extra time to pray and read my Bible. Take a quick shower, get dressed, then pack up for another busy (but exciting) day.

8:00 – Dash o to catch my bus, finish some last-minute homework on the way, then listen to music.

9:00 – First period is Economics. Nothing better to wash o the weekend mood than talking about globalisation and trade unions and staring at demand-supply graphs.

10:30 – Out with the econ, in with the study period! Head down to the Link (restaurant and common room) for an intense session of Hokm with my Iranian classmates – just a few of the many international students here at Kings (myself included).

12:30 – Grab lunch at the canteen and head to Spanish Club with Nancy. You never know what to expect in this club, which is why it’s my favourite.

One week we’re learning to conjugate the verb ‘estar’, the next we’re making fruit salad.

13:30 – Business Studies. We crack a few jokes about the latest episode of Shark Tank with our teacher Tim while taking notes on cash flow analysis. Multitasking is an essential skill for any entrepreneur, after all…

15:00 – Quick 15-minute break and get ready for the last period of the day.

15:15 – Finish the day with Data Handling & Statistics, with topics ranging from Microsoft Excel to normal distribution to mechanics. We do some revision ahead of our Progress Test Week, with self-study at the end.

16:45 – School is out! Hang around for a chat with friends before hopping on the bus for the journey back home.

18:00 – Do my homework and try to get ahead on revision before having dinner with my family and heading o to bed.

Summer Books

WILD WORDS

Adventures in reading for young explorers. Illustration: Kate Hickey. Page 102

PIE SHARED

Jen Wallace’s brilliant debut novel began life as family lore. Now readers everywhere can tuck into a hearty slice of Dinosaur Pie

LIBBY NORMAN

Dinosaur Pie is such a satisfying and wellrounded read it’s hard to believe this is Jen Wallace’s first time in print. But then, it has been a very long-time in the cooking. The book’s title has been part of family lore since her teenage children were toddlers and she was using ingenuity to coax them to the dinner table at home in Cork. “On the spur of the moment I said: ‘there’s dinosaur pie for dinner’,” she says. In fact, it was humble cottage pie, but the children came flying and the dish tasted irresistible with that new name. “It became a thing in our family – to this day we have dinosaur pie for dinner.”

Jen Wallace later wrote a poem of the same name – it was one of many. “I’ve been writing all my life. I sent out my first kids’ book manuscript 18 years ago, but then I spent the next 16 years raising children and writing bits and pieces.” Then she saw

a call for applications for the Children’s Books Ireland Raising Voices Fellowship. This supports aspiring artists and develops talent from underrepresented voices. Applicants had to submit some work – she was ready. “I had a laptop full of stories and poems and I just picked one o and sent it.”

The fellowship in 2022, and the support that followed, were a turning point. There was one-to-one mentoring and advice from industry insiders. Also, a residential writing retreat at the Tyrone Guthrie Centre in County Monaghan. When Jen Wallace got there and saw her room she cried. “I had never left the children for a week, not to mention go away and have a week where I can just write. It was such an honouring.”

The fellowship delivered insights and support, but also the confidence to be a writer. One anecdote sums it up. During the fellowship, Jen Wallace had to drop o one of her kids at a forest school regularly, which meant five hours to kill before pickup time. “At the start of Raising Voices, I used to park up in the supermarket car

park, sit in the back of the car and write. But then, towards the end, I was pulling up at a hotel, going in, ordering my lunch, sitting at a lovely table and writing there.”

Dinosaur Pie began its journey to fullyfledged novel when she was looking through her laptop archive, thinking at the time about material to create a picture book. That old dinosaur pie poem she’d written years earlier popped up. “The more questions I asked about it the bigger it became. It just wanted to be a bigger book.” And it is. Our hero Rory morphs into a dinosaur after eating suspect meat from a dodgy supermarket pie. Dinomad kids will adore that wild idea, but there are subtler elements in play.

“When I started writing Rory, he was just Rory and I was writing a chaotic family, kind of like our chaotic family. My editor said: ‘Jen, Rory has ADHD, doesn’t he?’ And I said, ‘Well yeah’. But it was just sharing what I see, and we drew it out a bit more just because there are so many kids having those experiences. It’s life and it’s not really seen. I wanted to tell it from

“Dinosaur pie started o at home here, and now it’s going out into the world!”

ABOVE Rory becomes a dinosaur after eating a suspect pie

“I wanted to explore the supportive community, and supportive friends, because I don’t see that very often in children’s literature”

the inside out so people could say: ‘Well of course Rory’s overwhelmed – there’s all that going on in his head today’.”

Jen Wallace has extra insight here because she is autistic herself and, while some may worry about giving ‘labels’ to children, she believes acknowledging neurodivergence is important. “These are useful labels because it gives you context in the community, as opposed to the shame labels that they put on you otherwise,” she says. “My own experience is it’s very validating and leads to greater self-compassion, as in – ‘there’s nothing wrong with me, it’s just my way of being in the world and the world isn’t necessarily set up for people like me’”.

Rory describes his ADHD succinctly and with great humour, but then his transformation into a human dinosaur becomes both a fun plotline and an excellent analogy for the travails of daily life and fitting in with a world just not set up for him. There is a cast of diverse and engaging characters around him. His geeky yet cool buddies Daria and Oleg are committed to the quest to make Rory human again. There’s the weird and kindly neighbour downstairs, Jebey, desperate to be formally introduced to the aliens he just knows are already here on earth. Then there’s the Goth teenager Lex – a sweet but painfully awkward teen who just gets Rory and looks out for him. Jen Wallace loves the positive relationships that can exist between

teens and younger children. “When I was developing it from a picture book text, I had this image of Rory and Lex. It was kind of the first relationship I developed.”

Rory’s Mum is drawn sparely but vividly – lone parent doing her utmost to keep the family afloat, even after her son becomes a dinosaur. Jen Wallace is extremely detailoriented with all her characters, describing her process as closer to excavating than building. This meant she had a rich back story about Rory’s Mum’s life that didn’t go in the novel but gives her character real depth and warmth.

More than anything else, Jen Wallace wanted Dinosaur Pie to tell a story about coming together, also celebrating the di erences that make us who we are. “I wanted to explore how we deal as families and communities with kids going through really tricky times. And I wanted to explore the supportive community, and supportive friends, because I don’t see that very often in children’s literature.”

There’s a delicious comic vein running throughout – Rory navigating shower time, having such bad dino breath he makes the school hamster faint, and not wanting anything to eat but sausages. Adults and children will both appreciate these jokes, but there are others aimed squarely at budding palaeontologists. “I had one or two tiny jokes in there that I think adults will miss – but the nerdy dinosaur kids will get.”

Jen Wallace says she was lucky to have her own children as critical friends –including her youngest, who was then aged seven (ideal for the target age 6-8 audience). “It was wonderful for us all to be part of the process – they were all voting on covers and everything here.” And, of course, even though the truly authentic dinosaur pie is still only eaten in the Wallace household there’s now a new and much bigger pie to share with young readers everywhere. “Dinosaur pie started o at home here, and now it’s going out into the world!”

Dinosaur Pie by Jen Wallace, illustrated by Alan O’Rourke (Little Island Books, £7.99).

LEFT Jen Wallace

MUST READ

7+

Beasts from the Deep

by Matt Ralphs

Published in association with University of Cambridge, this fabulous book takes a deep dive into the ocean – one of the last great unexplored realms.

Beginning in the Twilight Zone (200m+ down) and ending with the Hadal Zone (6,000m+), it profiles notable inhabitants. From the vampire squid in the half light, to the megamouth shark and bloody-belly comb jelly patrolling the Midnight Zone, and then the dumbo octopus even further below. Marine facts are combined with neon ink-enhanced illustrations to create a vivid window on a deeply weird and wonderful world.

From a mission to save the world and beasts from the deep to seasonal tales and foodie facts and fables, great reads for the summer ahead

THE WORLD'S FIRST ROLLER COASTER

by Mike Barfield illustrated

by Franziska Höllbacher

TEMPLAR, £10.99

Bubble wrap started life as a failed wallpaper and the Nerf Super Soaker was dreamed up for a NASA mission. These and other inventions (including the rollercoaster) are detailed in this comic-format book. Perfect inspiration for STEM enthusiasts and budding inventors, there's a sweep of objects large and small – each one supported by additional fascinating facts. We love the mini profiles of young inventors and 'how to' guide to getting a patent for your own big idea.

illustrated by Kaley McKean NOSY CROW, £16.99

BILLIE'S BUZZ

by Alison Brown FARSHORE, £7.99

Billie's got talent, so when a pet competition comes to town she's determined to show o her agility and innate sense of style. A young human adopts her and helps with training. On the day, she triumphs in every competition, except one. Forgetting her young friend's advice to tuck her wings in because 'some people can be funny about bees', she gets disqualified. Thankfully, the judges reconsider and Billie triumphs. Alison Brown's lovely story celebrates bees' importance, and with fun illustrations to support the text.

by Carlie Sorosiak NOSY CROW, £7.99

The author of I Cosmo has returned with a tale about a friendship between a fox and a girl whose family live on Great Lake. Our fox narrator meets Bee one night instead of Nan, who is usually there on the deck to feed him salmon. But Bee is wearing Nan's sweater, and she has a fox-like face – they feel a connection. Nan is missing, presumed drowned, but neither fox nor girl believe it, so they go to find her, uncovering mystery and magic along the way.

How to Stop the End of the World

by Tom Mitchell HARPERCOLLINS, £7.99

The author has form when it comes to great titles (How to Rob a Bank, That Time I Got Kidnapped, etc) and this might be the best yet. Colin Coleridge is expecting a long and boring summer. Then weird markings outside his house and suspicious strangers in his neighbour's garden encourage him to investigate with new friend Lucy. The duo discover a mysterious curse and an ancient sword as they go on their mission to save the world.

by Rachel Ip

illustratedby Katie Hickey

HACHETTE CHILDREN'S, £14.99

Tulip adores nature – from puddles and snail shells to feathers and flowers – but she is also bursting with questions and wants names for everything she sees. Then she follows a makeshi nature trail drawn in chalk that helps her identify plants and flowers. Her delight is made even greater when a botanical book is delivered to her door. Through its pages, she can explore other landscapes around the world. Rachel Ip's text is packed with information about the natural world in a beautifully illustrated book for young readers.

Good Schools Guide

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

Minibuses

PEREGRINE QUINN AND THE COSMIC REALM

by Ash Bond PICCADILLY, £12.99

Debut author Ash Bond is making waves with the first in what promises to be a smash hit series for fantasy fans and lovers of myths and legends. The plot centres on a heroine who has always loved her godfather's stories about life as an immortal. When he's kidnapped, things start to go very wrong as the portals between the Terran and Cosmic Realms break down. She is also under attack, so it's fortunate that Olympus Inc. are there to help her find her godfather before an ancient evil takes over.

Stories that Built our World

by Caroline Rowlands

illustrated by Alette Straathof

NOODLE JUICE, £18.99

From legends to plays and fairy tales, stories have been handed down through generations. This book retells some of the most resonant from across the globe, gathering 52 (one for every week of the year) in one satisfying read. Author Caroline Rowlands has spread the net wide in space and time, mixing in stories from the Brothers Grimm and Hans Christian Andersen with those of Ovid, Plutarch and Shakespeare. There are also some wonderful fables from across the Middle East, Africa, India and the Americas.

LOLA LOVES WALKIES

by Jake Hope

illustrated by James Brown UCLAN PUBLISHING, £7.99

Lola is a four-legged heroine who loves heading out for walks in the company of her young human. She adores watching her doggy pals play games and her own favourite activity is hide and seek. The visual surprise in this tale is that you never see Lola in all her furry glory until the very end – and she is worth the wait. With a large format to show o James Brown's evocative illustrations, plus pacy read-aloud text, this is book to delight young animal lovers.

WHEN I FEEL BRAVE

by Britta Teckentrup PRESTEL, £12.99

One of our most gi ed author/ illustrators returns with an upli ing story about facing fear. A little girl is lost in the dark wood, alone and frightened. She tries to disappear, to hide, to run, and then a huge bear asks her to turn around, step closer and take courage. She does, and the bear carries her (and us) on a journey from dark wood to sunny meadows. The girl feels joy again – and also realises that fear and courage are both a part of her identity.

MUST READ

Chasing the Shy Town

by Erika McGann

illustrated by Toni Galmés LITTLE ISLAND, £7.99

Senan is not an adventurer and prefers watching life from his window, but he keeps spotting a hilltop town that mysteriously disappears. His fearless neighbour Joshua persuades him it's worth finding, and they set off (along with Senan's downto-earth grandmother) to locate it. It turns out it's called Perfection, only it isn't because the inhabitants are exhausted by trying to make it even more perfect.

Irish writer Erika McGann (The Puffling?, The Watching Wood) tackles themes around perfection anxiety in a whimsical story with a perfectly imperfect ending.

UNTIL YOU FIND THE SUN

by Maryam Hassan illustrated by Anna Wilson HACHETTE

CHILDREN'S, £12.99

Aminah's life 'sparkles' – from the sunshine to the colour of the juicy mangoes. She loves hearing adventure stories about voyages to far o lands from her grandfather, Da. But then she and her parents go on a journey to a new place. It's so cold and dark that Aminah loses her sparkle – until one day it snows. Gentle text and vivid illustrations tell a story about finding your way when everything around you has changed.

Tasty Tales

by Anna Lena Feunekes

UCLAN PUBLISHING, £8.99

Serving up a feast of food facts, Tasty Tales explores some of the great dishes and classic foodstu s. From how Jollof Rice may have got its name (and where in Africa it's actually from) to the crescent shape in croissants, the high-end banquet origins of candyfloss and the close association between goats and Ethiopian co ee. Her wonderfully stylised illustrations and lively text make for a fascinating and mouthwatering read. There's a link to her website to find out more or even try out some of the recipes.

Gargoyles: Guardians of the Source

by Tamsin Mori

UCLAN PUBLISHING, £8.99

After the excellent Weather Weaver series, Tamsin Mori returns with a new adventure centred on adventure and magic. When Callen and family move back into his father's childhood home their life becomes very weird. His Dad has always been secretive about his past, but this vast crumbling mansion full of gargoyles has doors nailed shut, overgrown gardens, and something else. A disgruntled gargoyle wakes up and Callen needs to earn her trust before the dark threat growing in this creepy place overwhelms them all.

The M AKING of Me

Momoko Abe

Illustrator and author Momoke Abe on growing up in Japan, her twin passions for baking and art and other influences that drew her to life in the UK

Where did you go to school and when?

I was born and grew up in Japan. I went to a primary school in my town from 1988 to 1994, then a junior high school, also in my town, followed by high school (16-18) in the neighbouring town.

What were your schools like?

They were state, co-ed schools. In Japanese schools, even today, students share chores. One of my favourite things at primary school was lunch time. Students took turns to do the lunch service duty. We put on a hair cap and an overall smock and served meals to our classmates. When I felt a bit cheeky, I gave my friends or someone I fancied a big serving. Students also cleaned their own homeroom every day. My friends and I often turned the chores into games such as a mopping race.

My primary school was surrounded by rice fields and vegetable patches. Growing vegetables and rice was a part of the school curriculum. We planted rice seedlings in early summer, harvested the rice in the autumn, then pounded the cooked rice to make mochi (rice cake) and ate them. It was a great way to learn, and appreciate how food reaches our tables. And it was so much fun. You go into a muddy rice field with bare feet

to plant seedlings, and to make rice cakes, you pound cooked rice with a giant mallet.

Did you love school, or hate it?

I generally loved school, but school was where I first experienced the complexity of human relationships. I always found it di cult when my friend group dynamics changed; for example, when someone joined

me and my best friend or a group of four split into two. Children’s social lives aren’t as simple as you might think. They live in their own, small yet very complex, social ecosystem. And these formative years most likely influence how we handle our relationships in our adult lives.

Probably this is why I like writing for children. It’s like sharing advice or knowledge I didn’t have, but I wish I had when I was younger, with my young readers. If I can help other children navigate their lives slightly easier through my stories, I’d say ‘job done!’.

What were your favourite subjects at school?

Art. But this is a hard question. I liked most of the school subjects except PE and music.

Who was your most memorable teacher and how did they influence you?

I can’t remember his name but one day a science teacher explained the functions of kidneys to the class. He said urine would be clean enough to clean a wound in an emergency because kidneys remove waste. Now I know it’s nonsense, but that was the moment I got fascinated by

“HANSON (DO YOU REMEMBER THEM?) CAME TO JAPAN AND SANG ‘MMMBOP’ AND THAT WAS IT. I WAS FOREVER CONVERTED”

science. In a very strange (and incorrect) way, he made science less dry and more relatable. Thanks to him, I still enjoy science articles and TV programmes.

Where was your favourite place at school and what did you do there?

At my primary school, my favourite place was the playground. That’s where I spent most of my recess periods.

What beliefs did your time at school give you?

Friendship is fragile. Your best friend today could be someone else’s best friend tomorrow.

What was your proudest school moment?

I wasn’t someone who stood out in school. I hardly won anything (although I won a few art competitions) and I never was leader material. So I can’t remember any proudest moment. However, I made an oil painting during an art class. I painted a watermelon

being cooled in a bucket of water by the well in my family garden. It is probably my best work to date. The painting is still hung proudly in my parents’ house.

What was the most trouble you ever got into at school?

The troubles I got into were mostly physical injuries. I was a tomboy/daredevil, always climbing up something and jumping o from there. How I never broke any bones at all is a mystery. Probably the biggest trouble I ever got into was when I got in a physical fight with a boy. I was probably eight or so. I can’t remember what we fought over and what happened after, but I never ever physically hit anyone after that. I guess I learnt a lesson.

Were you ever ‘too cool for school’?

I wasn’t. In Japan, many cool and/or rebellious kids bleached their hair, some to even blonde. I was neither cool nor rebellious, and having school teachers for parents wouldn’t have made it easy even if

I wanted to be. But, back in the early ‘90s, I was one of the few students who had a mobile phone (I was 14). The phone was chunky and angry, but I must say I felt cool.

What is your most vivid memory, looking back?

I think I was seven or eight. One day a girl joined my best friend and I, and we became a group of three. My bestie and the new girl hit it o more than I liked and I was scared of losing my best friend. One day I shouted ‘SHE IS MINE!’ at the new girl, pointing at my best friend. Obviously, it backfired. It just bonded them even more… I joined another group after that episode.

When and how did your love of words begin?

I was probably ten or so. We were learning poetic techniques in a Japanese class and the teacher asked us to write a poem using metaphor and simile. I wrote a poem about the first snowfall, comparing untouched snow ground to a

ABOVE Momoko Abe

I think that was the moment.

On the other hand, I was and still am terrible at singing. Sometimes music teachers made us sing alone in front of our class. It was a torture. I’m pretty sure my phobia of public speaking began there. I hate karaoke.

I fell in love with American and Brit pop music when I was a teenager. Hanson (do you remember them?) came to Japan and sang ‘MMMbop’ and that was it. I was forever converted. I stopped listening to J-pop and I worshipped UK/US pop instead. It wouldn’t be an exaggeration if I say the Spice Girls (along with British films such as Notting Hill, Billy Elliot and Bend It Like Beckham) played a small part in my decision to move to the UK.

What other key influences/passions shaped you growing up?

I did classical ballet from five till 18 and in my teenage years, ballet was my life. Ballet taught me the joy of achievement through discipline and hard work and I made many friends for life through shared tears and sweat. Looking back, I get mixed feelings. Ballet life was really tough on my (and any girl’s) self-esteem. It wasn’t a kind place, especially when it came to body image.

Anyway, better or worse, ballet is a big part of what made me who I am today. My grandmother loved baking and she taught me how to bake from the age of four. Baking became my obsession and a lifelong love a air. I often took my baked goods to school and shared them with my friends. Baking has become my go-to tool for connecting with people ever since. I applied for The Great British Bake O once (sadly I

didn’t get in). I’m currently working on a baking-based story, hoping to present it to publishers one day.

What got you into visual storytelling and writing?

My parents introduced me to the world of cinema. That’s where my love for visual storytelling began. Along with my love for art, it paved my path to being a picture book maker.

What projects and challenges are coming up next for you?

This year, I’m illustrating two picture books written by other authors. I’m trying to write a chapter book, which I haven’t done before, in the background, but also thinking about board books. We’ll see how it goes. And Pearl and her Bunch is coming out in paperback!

How would you sum up your school days in three words?

Discipline. Friendship. Curiosity.

Pearl and her Bunch by Momoke Abe is out now (Orchard Books, £12.99) and will be available in in paperback in August. momokoabe.com

ABOVE

Illustrations from Pearl and her Bunch

School’s Out

CARIBBEAN DREAM P 116 MY KIND OF TOWN P 121 SIXTY SECONDS WITH... DEBORAH BLIGH P 130

INDEPENDENCE

DAYS

Great adventures at kids' and teens' summer camps. Page 114

BIG adventures

A trusted provider of school trips, PGL also o ers brilliant Kids’ Adventure Camps – fun, memory making and new skills for them, time o for you

PGL is go-to name for schoolorganised activity trips, trusted for over 65 years and working with many top schools. But it also o ers Kids’ Adventure Camps for children aged 8-16 in half-terms and holidays. During the summer break, these camps take place in 12 idyllic locations, and with a great range of activities to choose from.

Children learn cool new skills and make memories, while parents get a break and the opportunity to cover o some holiday childcare. The camps are all inclusive – so that’s accommodation and food, activities (with expert tuition) plus 24/7 care and pastoral support. There are generous discounts if you book more than one child or holiday (from 15% for two to a mighty 35% for five), which is a great incentive for families or friends to get together and multibuy – and many do.

Discover! (day to three night) camps are great for children with less time or those who want a taster of independent travel. Then there are Explore! (four to seven night) camps, with 40+ outdoor activities. Specialist

Trailblaze! camps are for pursuing a passion or adding something really useful to their skillset. From baking and bushcraft to pony trekking and surfing, there are 13 amazing options to choose from, each mixed in with traditional PGL outdoor fun. You’ll even find specialist learner driver courses for 13+ camp goers, and an ‘Adrenaline Quest’ for the 11+ cohort – the former gives a head start in a really useful life skill, while the latter combines white-knuckle rides at top theme parks with adventure at PGL sites.

PGL’s own research points to the fact that children don’t crave rest over the holidays but a change of scene and the opportunity to spread their wings. The way camps are organised by age makes it easy for children to turn up and make friends. Lots of children travel with a sibling or friend, and PGL even has bookings from cousins at di erent ends of the country who meet in the middle for an action-packed reunion. It’s popular, too, with international families. Often, the overseas cohort will combine, say a Trailblaze! specialist camp with another week of Explore! activities.

PGL started out with canoeing adventures in the 1950s, organised by one Peter Gordon

ABOVE

Children learn new skills with expert tuition

“You’ll even find specialist learner driver courses for 13+ camp goers, and an ‘Adrenaline Quest’ for the 11+ cohort'”

Lawrence (children still love to think the acronym stands for ‘Parents Get Lost’). Often parents who book have fond memories of their own PGL trips and want their children to experience this same safe outdoor fun. It has a whole host of accreditations, including Ofsted and BAPA, and it’s also registered with ABTA. The locations are glorious – from Su olk, Dorset and Shropshire to Perthshire and rural Wales. There’s even the option of PGL-escorted travel for the journey there and/or back, with convenient pick-up points. Every centre is unique, and you’ll find a mix of modern and historic properties with lovely grounds. Accommodation is simple but comfortable and tailored to children and groups – the holiday luxury here is having so many activities on tap, led by expert guides. Kids’ Adventure Camps are popular with independent-school parents, not just for the adventures but also the opportunities to mix with young people from di erent backgrounds and localities. The fact that it’s an all-inclusive set-up (all children need is a bit of pocket money) is a great leveller. Each camp has Group Leaders who manage pastoral care – helping children settle and socialise and checking in regularly. They are used to relating to young people and can work wonders with the reluctant vegetable eater or the child who is hesitant in new situations.

PGL works to be as inclusive as possible and is proud that last year 10% of children attending Adventure Camp independently had a disclosed SEND. PGL advisors work closely with families to ensure individual needs can be met. If children aren’t ready to go it alone (or alone just yet), they may recommend bringing a sibling or buddy or starting out with parents on a PGL Family Adventure.

For parents, Kids’ Adventure Camps o er the peace of mind of knowing children are busy, making friends and being active. Children, meanwhile, get a change of scene and routine. Oh, and don’t forget their bragging rights back at school. Finally, they get to answer that ‘what did you do over the holidays?’ question with their own long list of epic adventures – all of them achieved without Mum or Dad in tow.

ABOVE & BELOW Specialist camps let kids pursue their passions, while Explore! camps o er 40+ activities to try

DREAM

We are smitten by St Lucia's sister resorts Anse Chastanet and Jade Mountain

Eleanor Roosevelt wisely said: “The future belongs to those who believe in the beauty of their dreams”. As the longest-serving First Lady ever she must have known a thing or two. Everyone has a dream, though some people, like St Lucian hotelier Nick Troubetzkoy dream bigger than others. Resulting in the creation of two exceptional resorts that need to be seen to be believed.

Located on the south-west coast of St Lucia, sister resorts Anse Chastanet and Jade Mountain are spread over 600 lush tropical acres. Anse Chastanet sits down the hill, closer to the beach and this is where we begin our Caribbean island odyssey. After winding our way along the rocky road, we’re greeted with smiles and welcome drinks before being shown to our spacious hillside room. It’s open to the elements with only wooden louvres acting as walls. A lack of walls is something we need to get used to.

The large bedroom is decorated in vibrant tropical hues and flows seamlessly onto an equally large verandah with fabulous forest and ocean views. There’s no air conditioning but the natural throughdraught makes for perfect ventilation. So we go to sleep to the sounds of the forest and wake up with the sun to the sound of birdsong and distant ocean waves. It’s a beautiful way to wake up and just a short walk down the hill to breakfast. Then it’s all about sun, sea and sand. There’s plenty to see and keep us busy - one of the best snorkelling spots on the island is right here. There’s also paddle boarding, sailing and scuba diving. There are two beaches for some serious lounging, the main one at Anse Chastanet and Anse Mamin, a short walk or boat ride away. The crystal clear, sunshine-warmed water is waiting when we need to cool o , before checking in to our second hotel, Jade Mountain. Jade Mountain rises above Anse Chastanet, overlooking St Lucia’s Pitons - a World

Heritage Site and it's unlike anywhere we’ve ever stayed. The towering building blends into the St Lucian jungle and individual bridges lead to each of the 24 infinity pool sanctuaries. As our Major Domo (a personal butler on hand 24/7 to ensure your every wish is fulfilled) explains to us, our room starts at that bridge.

He also tells us that people often burst into tears on being shown to their sanctuary (of happiness, naturally), so we brace ourselves as he opens the door to JB4. And wow, it does take our breath away. Every sanctuary is unique and ours is designed with the infinity pool running through the middle, like our very own (heated) river. It’s spacious and spectacular with a huge open bathroom and totally missing that fourth wall: the gap perfectly frames the Pitons, like they were specially placed there. Who needs a wall when you have your own mountains?

As well as successfully working with the surrounding terrain to create minimum disturbance, part of the vision was to create the resorts with an environmental consciousness at their heart as well as

ABOVE Guests have a choice of gorgeous beaches

“Two exceptional resorts that need to be seen to be believed”

being places of beauty and luxury. This is evident in many of the initiatives on site including admirable sustainability practices and community e orts.

We also see this reflected in the incredible food. Guests can dine between the two resorts and the genius of innovative chefs Eli and Frank produces dish after dish of deliciousness. There are five restaurants, and 40% of the food comes from their organic farm down the road. From creative breakfast dishes to weekly bu ets – plus wine pairings at The Old Treehouse fine dining evenings and the best burger on the island at the Jungle Grill – this really is food to dream about.

We take a cruise and witness a pictureperfect sunset, watch turtle eggs hatching and the babies heading for the sea, have an in-sanctuary massage and take a guided walk through the plantation. We make our own chocolate in the onsite chocolate lab, enjoy rum tasting on the beach and a lionfish banquet afterwards, sample cocktails and live the headiest of lifestyles. Nick Troubetzkoy’s belief in the beauty of his dream has become a reality.

ABOVE

There are myriad ways to enjoy the water

BELOW

Open to the elements, and spectacular views, our room at Jade Mountain is a dream retreat

ABOVE Hillside room, Anse Chastanet

MY KIND OF

TOWN

Chicago is a sparkling metropolis with a strong food culture, fascinating museums and a

Chicago is the third-largest city in the USA. It sits on the banks of Lake Michigan in the Midwest state of Illinois, a proud testament to triumph over adversity. Devastated by the Great Chicago Fire of 1871, the city has since developed into a sparkling metropolis with its iconic skyline and myriad attractions to explore. Chicago captures the essence of all the positive aspects of urban life. It’s bustling and glitzy, yet it’s also incredibly peaceful with plenty of green spaces and a waterside lifestyle. There’s a restaurant scene to be envied and the di erent neighbourhoods with their contrasting personalities create a dynamic and vibrant spirit that’s contagious.

ABOVE Chicago’s architectural heritage and green setting are unique

The city’s jaw-dropping architectural wonders like the Willis Tower serve as testament to its rich history and progressive spirit and we spend our first day with eyes cast skyward. From our base at the magnificent Peninsula Hotel we are perfectly placed to explore the city’s many glories. Our location on the prestigious Michigan Avenue, is on the Magnificent Mile, a thirteen-block stretch packed with high-end wallet-busting shops. Think Ti any & Co, Neiman Marcus, Louis Vuitton and more.

It’s also easy walking distance to the Chicago River and Lake Michigan. Yes, Chicago has both a magnificent river (the only one in the world that runs backwards) and a lake – and it’s a truly walkable city. We’re spoilt for choice and enjoy meandering both along the riverwalk and the soothing shores

of Lake Michigan as well as taking a fascinating boat journey through the glittering towers that line the river.

Chicago is one of the most diverse cities in the US with 77 distinct communities representing an incredible array of cultures and people. Each area feels like a new town, yet you’re always close to the city’s beating heart. We sample Mexican delights on a street food tour of Pilsen, tour and taste at the Guinness Open Gate Brewery in the heart of the West Loop, and sample beers and spirits at Dovetail and Koval in Andersonville.

For a touch of creative culture, we follow in the footsteps of multiple movies that have been made in the city’s centre and visit the fascinating American Writers Museum. We rise up high to the Sky Deck in the city’s tallest skyscraper with its vertiginous and far-ranging views from the 103rd floor. And we revel in Chicago’s gastronomy – from Asian, Greek and Italian to modern and classic American. Whether you want to feast on famous roast beef sandwich, hot dogs and ginormous deep pan pizzas or explore innovative modern fusion menus, it’s undoubtedly a foodie paradise.

Chicago Fact Box

For information on what to do and where to go visit choosechicago.com

We stayed at The Peninsula peninsula.com/en/chicago/5-starluxury-hotel-downtown-chicago

We invested ina City Pass for discounted admission to attractions citypass.com/chicago

RIVER TOUR architecture.org/tours/detail/ chicago-architecture-center-rivercruise-aboard-chicago-s-fi rst-lady/

FOOD TOURS chicagofoodtours.com

MOVIE TOURS chicagomovietours.com americanwritersmuseum.org

Speaking of paradise, The Peninsula o ers the ultimate in luxurious tranquility in the heart of all this action.

Our deluxe room is the perfect place to relax and rejuvenate with its plush seating area, giant bed, dressing room, sparkling marble bathroom and city vistas. Everything is controlled from the in-room tablets, from ordering room service to turning on the lights. And, as you’d expect, the hotel food is fabulous too. Sumptuous a la carte breakfasts are served downstairs at European-style Pierrot Gourmet, and the world-renowned Shanghai Terrace prides itself on its exceptional Chinese food. And then there’s Z Bar with its innovative cocktails, cutting-edge design and cool crowd. When evening falls we’re sipping cocktails on the terrace, watching that stunning skyline transform into a glittering light display like no other. Night or day, Chicago is truly dazzling.

RIGHT 31st Street Harbour

BELOW

The Peninsula Hotel Spa

Outstanding academic progress and personal development, award-winning pastoral care, and an engaging and comprehensive co-curriculum. A ‘powerhouse with a heart’ set in 45 acres of ancient forest, yet still within a wonderfully diverse part of North-East London. For pupils aged 4 -18.

Forest - Where People Grow

0208 520 1744 | E17 3PY www.forest.org.uk | admissions@forest.org.uk

l Boys’ 100% boarding prep school with fortnightly exeats l Excellent pastoral and academic record l Bursaries available l High tech Exploration Centre l 130 acres of grounds

l Finalist in the Independent School of the Year Awards 2023 l Rated ‘Excellent’ by the ISI Ludgrove, Wokingham, Berkshire RG40 3AB 0118 978 9881 registrar@ludgrove.co.uk www.ludgrove.net

OPEN EVENTS 2024

Senior School Open Mornings

Tuesday 17th September

Wednesday 25th September

Tuesday 15th October

Senior School Open Evening Wednesday 9th October

To book 11+ open events, please scan here:

Sixth Form Open Evening Thursday 19th September

Senior School Open Morning Tuesday 24th September

Senior School Open Day Thursday 10th October

To book 11+ open events, please scan here:

An independent boarding and day school o ering specialist support for children with dyslexia since 1962

O ering a unique approach to education for pupils aged 8-18. English and Maths are on the timetable daily*. From Year 9 , pupils choose subjects from our Academic, Creative, Vocational and Skills based pathways. Endless opportunities are available at Bredon including a working farm, forest and bushcraft school, sports, outdoor education and adventure activities through our CCF.

Deborah Bligh

The new Headmistress of Mayfield on her background and educational philosophy

What is your background?

I cannot remember a time when I did not want to be a teacher. After completing my education at the Universities of Durham and Cambridge I went straight back into the classroom. For 21 years I enjoyed a professionally challenging and very happy experience at St Richard’s Catholic College, a state school ranking in the top 2% in the country for value added. Mayfield’s excellent reputation was well known to me, and I had enjoyed visits over the years, but I was drawn by its innovative vision of a new wellbeing centre. Joining as Senior Deputy in September 2023, I now proudly serve as the headmistress of 400 remarkable girls.

What excites you most about your role at Mayfield?

I’m thrilled about the opportunity to enhance something already incredibly strong and unique; the transformative power of an all-girls education, where students can be themselves, free from gender stereotypes. Our principles of Joy, Compassion, Integrity, and Respect are palpable across the school. We aim to foster a strong sense of self, an informed voice, and a determination to embrace challenges and opportunities with optimism.

What is your academic philosophy?

I firmly believe in the concept of ‘formation.’ When teachers, experts in their fields, collaborate closely with parents, who are the experts on their child, we can provide the very best environment for children to grow and develop. My motto for our students is simple yet powerful: “Be Seen, Be Heard, Be Ready”.

Tell us about one pivotal moment in your career?

Back in 2018, the education council I was working in formed a Mental Health Education Wellbeing department and encouraged schools to get involved. I jumped at the opportunity and immersed myself in research, creating

Deborah Bligh

a comprehensive approach to wellbeing for our entire school. Our e orts were recognised when we received the highest level award from the Specialist Schools and Academies Trust for transforming student wellbeing. I took on a leadership role in this area, also spending time helping other schools. This groundwork proved invaluable when the challenges of the Covid years hit. We were well-prepared. I now carry with me a strong conviction that student wellbeing, focusing on resilience, adaptability, and happiness, should be central to the mission of every school.

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

It is encapsulated in our motto, ‘actions not words’. We pursue opportunities for our students to engage in leadership, confront challenges and recognise that a strong moral core will be their most important attribute.

What in your view makes a great student?

A great student goes beyond pursuing personal goals; they prioritise the happiness of others as much as their own. Their confidence in their talents, and identity is so strong that they naturally uplift and support their classmates.

What makes a great school?

It is one where belonging isn’t about conforming but about genuine acceptance. Sta have the time, resources, and encouragement to foster an atmosphere that ignites learning. The day is designed to prevent cognitive overload, allowing space for students to pursue their passions. Each child is celebrated for their unique qualities, empowered to recognise their value, find their voice, and seize every opportunity.

“We aim to foster a strong sense of self and a determination to embrace challenges and opportunities with optimism”

Tailored not uniform

When it comes to a good education, one size does not necessarily t all. At MPW, one of the UK’s best-known names in fth and sixth-form education, we have been offering a distinctive alternative to traditional schools for 50 years.

A levels and GCSEs in over 40 subjects, plus retakes and Year 12 transfers

Personal tutors providing individual academic and pastoral support

Oxbridge-style tutorial groups with nine students or fewer

Excellent results and progression to top tier universities

Best in class inspection reports from the ISI and Ofsted

Students make rapid progress from their various starting points in small-sized classes, due to highly e ective specialist teaching and closely focused pastoral support.

MPW London Independent Schools Inspectorate Report February 2022