Absolutely Prep & Pre-Prep A/W 2020 by ABSOLUTELY Magazines

ABSOLUTELY EDUCATION PREP & PRE-PREP â&#x20AC;¢ AUTUMN / WINTER 2020

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AU T U M N / W I N T E R 2 0 2 0

P &EP E PR -PR E PR

September

FEELS What to do about anxiety

BACK TO CLASS

RISE UP

Talking to your child about racism

School life post-lockdown

Playing

ZEST.LONDON

Catch up

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THE POSITIVE EFFECTS OF PLAY

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CO N T E N TS upfront

12 WHAT'S ON

Fun family events for autumn

14 SCHOOL NEWS

Out and about in the world of education

18 SEPTEMBER FEELS How to tell if your child is anxious about going back to school

28 RISE UP

Paula Rhone-Adrien explains how to talk to your child about racism

pre-Prep

43 STANDING TALL

Sydenham High School GDST on how we can support children to thrive post lockdown

46 HEADING BACK St Margarets Junior School on reconnecting young lives

48 PLAYING CATCH UP Do children need to catch up after lockdown or just play?

94 Prep

65 NEW NORMAL

Edge Grove School on how we can help children to cope with separation

68 INSPIRING MINDS

Haberdashers' Aske's School for Girls on how appraoches to STEM are evolving in schools

70 YOUNG FARMERS

28 4

Absolutely Education discovers what it's like at three schools with farms

74 GO GIRLS!

How the Mini Mermaid Running Club is helping young girls build self esteem

E D U C AT I O N P R E P & P R E P R E P

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EDITOR

Carly Glendinning  EDITOR-IN-CHIEF

Libby Norman 

GROUP A DV ERTISING M A NAGER

Nicola Owens 

GROUP SA L ES DIR ECTOR

Craig Davies

M AGA ZINE M A NAGER

Navinder Lall 

COMMERCI A L DIR ECTOR

Leah Day 

A RT DIR ECTOR

Pawel Kuba 

SENIOR DESIGNER

Mike Roberts 

MID-W EIGHT DESIGNER

Rebecca Noonan 

M A R K ETING M A NAGER

Lucie Pearce 

FINA NCE DIR ECTOR

Jerrie Koleci  DIR ECTOR S

Greg Hughes, Alexandra Hunter, James Fuschillo  PUBL ISHING DIR ECTOR

Sherif Shaltout

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AU T U M N b o o k s

78 TOP AUTUMN BOOKS We round up autumn's latest reads to excite readers of all tastes

Wenlock Studios, 50-52 Wharf Rd, The Angel, London N1 7EU 020 7704 0588 ZEST-MEDIA.COM

80 A BOY AND HIS SHADOW

Absolutely Education meets Aria Ungerer, daughter of the late artist and writer Tomi Ungerer

Zest Media Publications Ltd. cannot accept responsibility for unsolicited submissions, manuscripts and photographs. While every care is taken, prices and details are subject to change and Zest Media Publications Ltd. take no responsibility for omissions or errors. We reserve the right to publish and edit any letters. All rights reserved.

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84 WORD UP

Author Patrick Skipworth on the global diversity hidden in the English language

S c h o o l’ s O u t

90 FRANCE

Zoey Goto goes on a post lockdown escape

94 BACK TO SCHOOL

Carly Glendinning rounds up everything they'll need for heading back to class in style

F R O N T C OV E R Cumnor House Sussex is an independent day and flexible boarding school for children ages 2-13 in the Ashdown Forest in Sussex cumnor.co.uk

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CON T R IBU TOR S

Paula Rhone-Adrien Family Lawyer and BBC Expert

Paula Rhone-Adrien is an award-winning barrister and is a trusted BBC Expert. She is using her platform to educate people about racism and explains how you can talk to your children about the topic on page 28.

Patrick Skipworth Author

Patrick Skipworth studied linguistics at university and always wanted to find a way to make it engaging for young readers. He talks about his new non-fiction book about the global diversity hidden in the English language on page 84.

Libby Norman Editor of Absolutely Education

As editor of our sister publication, Libby has a keen interest in both the education journey and the ways media can influence young minds. In this issue, she investigates why children might be more susceptible to gambling addiction.

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FROM THE

EDITOR

he new school year looks a bit different this autumn. Many children are heading back to class for the first time after months of home-schooling and separation from their friends and teachers. The mental wellbeing of pupils will be a huge focus for schools this term, and this is a topic we explore in this issue. On page 18, we find out how you can tell if your child is experiencing anxiety about going back to school and what you can do about it. We also explore coping strategies for children, such as play (page 48) and mindfulness (page 96). Elsewhere in this issue, BBC Expert Paula RhoneAdrien explains how you can talk to your child about racism (page 28). We find out how you can take a more active approach to the school run on page 33. And we investigate why children might be more susceptible to gambling and what parents can do about it on page 34. I will leave you with one final thought. The rules may be a little different this year, but with change comes exciting new challenges and I have no doubt that schools are more than up to the task.

CA R LY G L E N D I N N I N G Editor

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‘High expectations of the pupils enable them to attain excellent standards.’ ‘Pupils show excellent self-confidence and resilience.’ ISI Educational Quality Inspection Report, 2019

The Study is a leading prep school situated in the heart of Wimbledon Village. We identify and nurture each girl’s unique academic, creative and sporting skills in a caring and supportive community.

For further details and to book a school visit, contact Katie Salt, Head of Admissions on 020 8947 6969 www.thestudyprep.co.uk Registered Charity No. 271012

We welcome enquires about our scheme of assistance with fees for girls aged 7+ Preparatory School for girls aged four to eleven STUDY.indd 1 RB6665 Absolutely Prep generic full page ad.indd 1

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Up Front

FEELI NG ANXIOU S ABOUT GOI NG BACK TO SCHOOL p . 1 8 • LES SON S FROM LOCKDOWN p . 2 2

BIKE TO SCHOOL WEEK 2020 See page 33

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W H AT ’ S O N From outdoor trails to cinema under the stars, we round up autumn’s best socially distant events... London Wetland Centre Ongoing Various Locations

All of the London Wetland Centres are now open, with socially distanced measures in place to keep everyone safe. Perfect for wildlife lovers, there’s plenty of space for little ones to run around and discover nature.

wwt.org.uk

EDITOR’S PICK

The Luna CINEMA Until 4 October • Various locations

Taking place in the fresh air, The Luna Cinema has created socially distanced pitches to allow audiences to stay safely apart at all times. The summer programme has family favourites including The Greatest Showman, Jurassic Park and Back to the Future. Tickets from £39; thelunacinema.com

ZSL London Zoo Ongoing The Regent’s Park

After shutting to the public for the first time since WW2, ZSL London Zoo has reopened its doors. Limited to 2,000 per day, visitors will be able to follow one of three carefully mapped out routes around the site. Pre-booked tickets only.

zsl.org

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Up Front

OUTDOOR Family Trails Ongoing National Maritime Museum

The National Maritime Museum has launched two self-led outdoor family trails. Created in collaboration with ‘Cuffs and Collars Co’, a sensory theatre company for children with complex needs aged 0-7, the trails will challenge families to try different activities linked to the Maritime world. rmg.co.uk

EVENTS

VIRTUAL FUN Three digital activities for staying in with littles this autumn

O R I GA M I WO R KS H O P S

Every Saturday 2.30pm NiMi Projects Following the success of their recent lockdown Zoom Origami Workshops, NiMi Projects – the contemporary Japanese homewares boutique based in Sevenoaks, Kent have decided to keep the fun going with more tutorials for little ones. nimiprojects.com

SOMERSET HOUSE Ongoing The Strand

omerset House has now reopened their spectacular fountains in the Edmond J. Safra Fountain Court. A special new food and drink offering will benefit from socially distanced outdoor seating and there are two new installations to explore. somersethouse.org.uk

P O LK A O N LI N E

OAE TOTS From November Southbank Centre

he OAE presents the TOTS Guide to the Orchestra for little ones. In this concert, the OAE explores what instruments the youngest music lovers can find in the orchestra, how they make a sound and how they work in teams. Suitable for 2-5-year-olds and their parents and carers. southbankcentre.co.uk

Ongoing Polka Despite not being able to reopen until spring 2021, Polka children’s theatre continues to support families with its newly launched Polka Online programme and tailored creative learning activities. Storytelling, activity packs, workshops and more. polkatheatre.com

S E LEC T A Q U E ST

Ongoing Pins & Needles Productions Aimed at ages 6+, Select a Quest offers an interactive and fun theatre experience without having to get off the sofa. Meet characters such as Bigfoot, a swamp monster and mutant plants and navigate through 27 scenes set across six levels. selectaquest.co.uk

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SCHOO L N EWS New head

SPORTS DAY

Top Story

Mark Howe takes up the role of Head of Ipswich High School. A History teacher by training, he previously held leadership roles at EF Academy in Devon and a British international school in China. He said: “I am excited to be joining the school at such an exciting time, following its successful transition to co-education and the creation of the school’s first boarding house".

Children at Hazlegrove Prep did not let a pandemic get in the way of their hugely popular annual sports day. Children from aged 2 to 13 were invited to compete in a range of activities as well as create their own entertaining bonus events which included Cow Hurdling, the Doggy Dash, Bamboo Javelin, Rock Shot Putt, Pet Agility Courses, Leek Relay and many more. PHOTOGRAPHY: ANTHONY CULLEN

Signposting support

CO-ED LEAD

WEEKEND FUN

Vikki Meier has become Head of Eltham College Junior School. Formerly Deputy, her role comes at an important milestone as the junior school goes fully coeducational, welcoming the first cohort of girls from Year 3. Eltham College Senior has welcomed girls since the early 1970s, now offering places from Year 7, and aims to be entirely co-ed by 2024.

Saturday mornings have changed at Dragon School with this year’s launch of Dragon QUEST, an exciting enrichment curriculum which encourages children to discover and develop new interests. There are over 20 different activities for them to choose from ranging from bike mechanics and paddleboarding to cultural visits in Oxford and visits to a working farm.

See, Hear, Respond is a partnership of national and local charities offering help for pupils struggling to cope with the return to school. Led by Barnardo’s, practical and emotional support is available individually and for class groups via trained therapists, who can work in tandem with children, parents and schools.

I D E N T I T Y PA R A D E Nearly half of girls and young women regularly use filters to enhance images of themselves before posting on social media. This is among the headline findings of Girlguiding’s 2020 Girls’ Attitudes Survey. This flagship annual research also found that over half of young girls (7-10) have considered changing thier appearance. The full survey is published this September.

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Up Front

Remote study London bilingual school Lycée International de Londres Winston Churchill has pioneered LIL Online, a new programme that enables pupils to experience a full curriculum live and online. Designed for children aged 11+, its classrooms in the “cloud” match what peers on campus are learning.

NEWS

FEMALE CHAMPION James Allen’s Girls’ School has welcomed Alex Hutchinson as Headmistress. Previously lead at Woldingham School, she joins JAGS at an exciting time as the school continues to champion girls’ education in a variety of ways inclusing extending its bursary provision.

N AT U R E C L A S S

Careers f irst

Oakfield Prep in West Dulwich has created a new staged outdoor learning area. Called ‘The Rio Clarke Arena’, it offers the opportunity for classes to enjoy lessons, readings and performances in the fresh air. Head Moyra Thompson says: “Our school is lucky to enjoy such spacious grounds in the heart of Dulwich, and this new space is a wonderful and versatile environment for the children to both work and play”.

Highgate School’s Careers and Employability team, led by Louise Shelley and Amandeep Jaspal, won Best Careers Programme at the 2020 RateMyApprenticeship Awards. Judges acknowledged Highgate’s focus on helping pupils to develop transferable employability skills throughout their time at school.

Ca r i n g c o u n t s Children’s career ambitions may be shifting after Covid-19, with over 40% now favouring a key worker role. Young people aged 4-16 were asked what they want to do when they grow up by retailer Matalan, with data compared to previous ONS statistics. Working within medicine topped the poll at just under 20%, followed by teachers at just over 10%.

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PICTURE YOURSELF AT

James Allen’s Junior School

PORTR AIT OF A JAGS GIR L

Enthusiastic karate student, budding skier, gymnast…. and humane.

Committed ecologist, charity co-ordinator, cellist.. and humane.

LEADING INDEPENDENT GIRLS’ SCHOOL 4–11 YEARS OPEN MORNING SAT 3 OCTOBER BOOKING REQUIRED. SEE OUR WEBSITE

FIND OUT MORE JAGS.ORG.UK JAMES ALLEN’S GIRLS’ SCHOOL 144 EAST DULWICH GROVE, LONDON, SE22 8TE | 020 8693 1181

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Up Front

COLUMN

“My daughter very quickly became disenchanted with lockdown, refusing to do any home schooling”

real mum talk...

Back to

SCHOOL?

Anna Woolf on her feelings about sending her eldest back to the classroom this September

omparing last September, when my daughter was about to start Reception, with this September, and her return to school after a long hiatus couldn’t be more different. Last year there was a sense of excitement and curiosity about what was to come: the school run, making friends and playing more independently. This year we are worried. Are we making the right choice sending her back? Bubbles have now increased so that classes can resume in a more normal fashion, but this means children will also be in contact with a lot more people. As a working parent, I was lucky to have been able to send my daughter back for a few weeks to play catch up last term. At first I felt apprehensive, but the school did everything they could to mitigate

against the risk. Many families chose to keep their children at home for fear of a second spike. There are also families who have felt relieved to send their kids back. School is vital to promote mental health, learning and socialisation (particularly for younger children). Just recently, the Royal College of Paediatrics and Child Health (RCPCH) sent a letterto the Government urging them to release plans to get kids back in school, citing the emotional, social and health impacts of the pandemic as

seriously affecting young people’s mental health. My daughter very quickly became disenchanted with lockdown, refusing to do any home schooling; her behaviour became erratic, emotional and more difficult as time went on. Seeing her friends and having a normal school routine returned some balance. In short, school is good for the soul. Not only because of the learning, but mainly because of all the extra good stuff the children get to do – singing, playing, chatting, laughing. Normal everyday behaviours that will help them cope with any further effects the pandemic may deliver. If you are worried about sending your child back, chat with teachers and other parents. It’s clear that schools have been overwhelmed with conflicting Government guidance, and schools and their students are unique. My daughter’s school is a small inner city primary, with no extra outdoor space for temporary buildings to allow for additional social distancing. But I know they will try their best to keep the classes separate and promote healthy behaviours like hand washing. Classrooms may look and feel very different, but the warmth and willingness from the teachers will mean that most kids don’t even notice, they are just happy for things to be returning to normal. Anna Woolf, Marketing Consultant and mama to Alba 5, and Luna 1. @socialmediamum annawoolf.net AUTUMN / WINTER 2020 | 17

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September

F EEL S How to tell if your child is anxious about returning to school and what to do about it W o r d s L E O N O R S TJ E P I C CEO of the Montessori Group

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Up Front

MENTAL HE ALTH

85% OF PARENTS ADMIRE AND ARE PROUD OF THE WAY THEIR CHILDREN HAVE ADAPTED TO LOCKDOWN. HOWEVER IT IS COMPLETELY NORMAL FOR SOME TO NEED A BIT OF EXTRA SUPPORT

oung children have experienced a tumultuous time over the last few months. Many will be overjoyed to be returning back to school or nursery to see their friends but, for some, this could be an anxious time as they have become used to being around parents or carers, every day, at home. The Montessori approach knows children are resilient and independent, and our research backs up that children are coping well: 85% of parents admire and are proud of the way their children have adapted to lockdown. However, it is completely normal for some to need a bit of extra support. Our focus right now must be the emotional wellbeing of young children and making sure we help them make a safe transition. But if you’re concerned that your child is feeling anxious or nervous about the next school year then try not to worry, this is a natural process that you can help them come to terms with. Instead, observe and respond to the needs of your child and take your cues from them. Here’s how.

What to look out for to spot anxiety in the early years Like adults, there are multiple signs of unease to look out for in young children. They may be having trouble sleeping, whether that be dropping off, restlessness, or bad dreams. They may not be eating properly, having negative thoughts, getting angry or irritable quickly, or having outbursts beyond their control. Once the topic of going back to school is broached, they might cry more often, seem clingy or complain of feeling unwell.

Practical ways to ease the transition To ease children’s anxieties around going back to school, there are practical things you can do. First, reconnect with the school and your child’s teacher, they can help as they know your child. Use the same language that school is using about the transition back and about the current situation. It helps avoid confusion and creates consistency. You also may want to put a calendar on the wall to help with the countdown and talk to them about their school, perhaps looking at photos of the school, teachers and friends.

Another consideration may be how school will look and feel different because of Covid restrictions. Acknowledge it may feel strange and reassure your child that the changes are to keep everyone safe. Make connections to what your child may already be experiencing, such as facemasks and handwashing, whilst letting your child lead and ask questions.

Play helps children to cope on their own terms Use time at home to encourage play which can relieve stress, especially when active or connected with nature. Play provides children with opportunities to explore their emotions, develop their own views and make sense of the world. Play also develops self-esteem and confidence which promotes well-being. Encourage play by stepping back and noticing what your child is doing without questioning or interrupting their play or exploration. Look at how they physically interact with their environment. What choices do they make? What is their process? Is there repetition and when do they finish playing altogether? See how you can extend their play by AUTUMN / WINTER 2020 | 19

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Up Front

MENTAL HE ALTH

BY INCLUDING YOUR CHILDREN IN COVERSATIONS ABOUT CHANGES YOU EMPOWER THEM AND WILL HELP THEM FEEL AT EASE

providing the right resources. While we want the child to succeed, letting them get it wrong and explore solutions for themselves can aid cognitive development, creativity and sense of personal accomplishment.

Independence builds confidence Being independent at home will help build your child’s sense of self-esteem. You could get them involved in daily tasks like helping with washing up or laying a table. Put children’s activities on shelves at their height so that they can choose what they want to do. Remember to ask them to put their things away when they have finished. In the Montessori approach, activities based on everyday living are important. Children practice practical life skills in their play, before applying them to real life situations. Remember to be patient, as it may make tidying up or getting out the house take a little longer, but it will give them the opportunity to achieve something and develop a sense of responsibility.

Order creates clarity of thought Between the ages of 0-6, children will be naturally sensitive to order. By ensuring that the child’s space is clean, orderly and consistent, children will be comforted as it reduces anxiety and helps them make sense

of what is coming next. The knowledge that their toy is in the same spot or their favourite bedtime story is to be read again will help your child feel in control of the world around them. Encourage your child to keep their things tidy and in the same place, which will help develop this sense of order during times of upheaval.

Being a role model isn’t being perfect Children will learn by copying your behaviour and reactions. Role modelling is an important concept in the Montessori approach. If your child sees you dealing with uncertainty in a calm way, they will follow your behaviour. When you encounter uncertain situations, take a moment to stop and speak to your child calmly about the change they may be seeing around them. By including your children in conversations about changes you empower them and will help them feel at ease. As your child finds their new normal, keep calm, create structured spaces and take your cues from them. Let them, as little adults, tell you what they need. Leonor Stjepic is an award winning social enterprize entreneur. She is Chief Executive of the Montessori Group as well as Chair of the Board of Directors of Montessori Care International. montessoritraining.org.uk AUTUMN / WINTER 2020 | 21

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L E S S O N S from

LOCKDOWN

A summer term of remote learning challenged everyone, but staff, parents and pupils rose to the task of doing the unthinkable. Six schools describe the lessons they have learned from lockdown

ecent months have been an extraordinary chapter for education and the classes whose public examinations never happened will certainly never forget this year. There has been – justifiably – much concern over the potential harm to young people of all ages and stages denied 'normal' school life, with all that this entails. But behind the negative stories, a quiet sense that something rather revolutionary happened in Summer Term 2020 is beginning to emerge. Schools around the country managed the unthinkable – shutting their gates but finding ways to ensure both academic continuity and their spirit of community carried on. Plans were brought forward, remote learning ideals became practical necessities and staff and school leaders dug deep to prove the old adage about the 'mother of invention' in delivering pastoral, extra-curricular, sporting and creative provision. Six schools give us their early impressions of the lessons learned from lockdown.

Wo r d s L I B B Y N O R M A N

PUPILS FROM ST JAMES ALLEN'S GIRLS' SCHOOL

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Up Front

"Pupils are very resourceful" JAMES ALLEN'S GIRLS' SCHOOL

At James Allen's Girls' School in Dulwich, remote teaching and learning swung rapidly into gear to support some 1,000 pupils aged 4 to 18. While there were inevitable teething problems, inventiveness saved the day. "If anything, this made the outcomes even richer as colleagues and students found creative solutions for common issues," says JAGS Deputy Head Pastoral Samantha Payne. She describes a period of remarkable agility, especially in the use of technology, and with real enthusiasm from everyone to keep the learning varied and enjoyable. "An added advantage to working online is the ease with which pupils and teachers can share their resources, and the outstanding sense of collegiality that comes as a result of this." The way in which pupils and teachers have been able to communicate more broadly is certainly something that the school wishes to retain. "It has been evident that our pupils are very resourceful and motivated and, for some, working beyond a traditional classroom but within the context of an interactive online lesson, has enabled them to have more confidence in their own ideas," says Samantha Payne. In any classroom, young people are influenced by their peers, whereas working online has enabled more creativity and individual approaches. "We have also noticed that those pupils who may be quieter in lessons ordinarily have blossomed in an online environment"

Wellbeing surveys and daily contact with form tutors enabled robust formal pastoral support, but clubs and regular assemblies have also played a pivotal role. Girls responded enthusiastically to extracurricular opportunities – virtual quizzes, sports and baking challenges and music, drama and art events. The JAGS' Parent Talk programme also flourished. Larger numbers of parents engaged and some noted that it was far easier to join a Zoom event, so the school hopes to continue live-streaming to benefit parents who struggle to attend in person. Counsellors, nurses and chaplain made themselves available to staff and parents, as well as pupils, and this has informed future plans. "Online pastoral support will certainly feed into JAGS’ wellbeing strategy as we face the coming months – and we will adapt and tweak – and embrace good ideas, as ever," says Samantha Payne.

W E FOU ND T H AT P U P I LS W E R E ENGAG I NG I N DI A LOG U E ABOU T T H E I R L E ARNI NG I N A M O R E O RGANI C AND F L E XI BLE WAY

RE MOTE LE ARNING

"Parent communication and pastoral care are key PANGBOURNE COLLEGE Pangbourne College in Reading, Berkshire has spent the last few years rolling out a ‘Bring Your Own Device’ policy across the school. "Originally intended to cater for the increasing use of technology in education, this turned out to be a boon for a rapid transition to online learning. College students and teachers quickly adapted to a normal timetable of lessons conducted via Google Classroom, Meets, Hangouts and Gmail" says the school's Director of Development Karen Hartshorn. Inevitably, while some pupils thrived on remote learning others found the absence of classroom and social routines more difficult. “We were surprised by how quickly and how well nearly everyone adapted,” says Headmaster Thomas Garnier. “We quickly realised that good pastoral care and regular communication with parents were key, as school was suddenly more visible to them and they were more involved in the day-to-day education of their children.”

PUPILS AT PANGBOURNE COLLEGE

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A key part of Pangbourne’s ethos is pastoral care and it reaped the benefits of previous investment in mental health initiatives. For example, the College uses the AS Tracking system, an online assessment tool which monitors student mental health and can identify when an individual needs extra support. This ensured that teachers were able to provide support as and when needed. Peer to peer support also proved invaluable. "We ran online peer mentoring sessions during the lockdown, which some of our younger pupils found really helpful.” Pangbourne also held virtual focus groups with parents. The overwhelming message was 'back to normal, please', with parents talking about how much they valued the social interaction, teacher-pupil interaction and co-curricular activity. There were positives which may continue. Parents like the option of online parent-teacher meetings and the increased visibility of lessons and teaching. For times when pupils are unable to be in school, due to illness or circumstances, the College has invested in additional technology to enable hybrid learning and live broadcast of classroom lessons.

"Digital literacy has been enhanced signiﬁcantly" QUEENS GATE Queen's Gate rose to the challenge of moving its entire operations online almost overnight. "The management of this change was not in accordance with text-book advice, with limited time for planning and no time at all for pilot schemes – but it had to work and it did," says Queen's Gate Principal Rosalynd Kamaryc. The school selected Zoom as its preferred platform, and with a few quick lessons on the basics staff were ready to go. "We always encourage our pupils to take risks in their learning, to enjoy ‘having a go’ at something new and to learn from failure and what a wonderful opportunity we had as staff to lead by example as we learned how to set up meetings, send out invitations, share our screen, annotate and use break-out rooms. It was a steep learning curve, but one which staff embraced," she adds. Half the lessons were designed to be 'live' but it soon became clear that many more were taking place. "Creativity and ingenuity were evident in our teachers’

approach to this ‘brave new world’ of remote learning as they discovered new applications and shared good practice with their colleagues." The school timetable of activities continued, with virtual concerts, sports days – also an online charity auction, quizzes, lectures and coffee mornings for parents. Assemblies, house events and prize giving took place, alongside end-of-year assessments. "Pupils and staff rose superbly to the challenge. Certainly, digital literacy was enhanced significantly and I think also the girls’ greater understanding of the appropriate use of technology," says Rosalynd Kamaryc. From the beginning, it was clear that social contact should be offered at every opportunity, so the External Relations team set up an online weekly newsletter. Before the end of term, there was a discussion about what might continue after Lockdown and staff were enthusiastic about continuing Zoom for some meetings, lectures from visiting speakers and collaboration with other schools. "Lockdown was a unique opportunity, but we now look forward to using the best of our experience to enhance the educational opportunities we offer our pupils," says Rosalynd Kamaryc.

DIGITAL LEARNING AT QUEENS GATE

D I G I TA L L I T E RACY WA S E N H A N C E D S I GN I F I CA N T LY – I T HI N K A LSO G R E AT E R UN D E R STA N D I N G O F THE A P P R O PR I AT E U SE O F T EC H N O LO GY

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Up Front

RE MOTE LE ARNING

"Primary age children have impressed us with their independence" SOUTHBANK

YOUNGER PUPILS AT SOUTHBANK

"We can support those who need more hours in the day" REPTON Repton found positives in online school life, says Deputy Head and Director of Digital Development James Wilton. "For us, Microsoft Teams was the killer app for Lockdown. It was extraordinary how quickly the staff and pupils got behind this." Perhaps the greatest indicator is in the stats – 203 messages via Teams on 23rd March, as opposed to a daily average of 8,957 messages, 179 calls and 436 meetings each day towards the end of summer term. The Derbyshire school took what James Wilton describes as an "arguably risky" decision to adhere to its regular timetable. This meant every class had its own Team, but also every boarding house, every sport and every single co-curricular activity. Lessons were a blend of pre-recorded video, live streaming, interactive presentations and quizzes. Assignments set tasks to complete in the lessons and tried to leave it at that, avoiding additional ‘homework’ to reduce screen-time and the wellbeing issues that might follow. For overseas pupils and those who

could not join live lessons, recordings were stored in Microsoft Stream. Staff found amazing creativity enabled by its learning platforms. "We started to see teachers and pupils unconstrained by what had been done before," says James Wilton. He cites examples such as pupils filming themselves explaining the inner workings of a PC, building and then photographing 3D models of the human heart and delivering individual vocals for online close harmony concerts. "We also found that pupils were engaging in dialogue about their learning in a more organic and flexible way; little and often via quick messages rather than awaiting big summative reviews. It was genuinely inspirational." One key takeaway is the potential flexibility of online learning when it comes to co-curricular activities. "Remote learning showed us we could support those who needed more hours in the day; there is no longer any reason why a Repton pupil can’t participate in learning because they are on a coach to play sport or give a concert. They can learn actively from anywhere, on any device," says James Wilton. "Perhaps most exciting of all is that great use of technology should give us time back to invest in the things that have an even greater impact."

At Southbank's three campuses in London for children aged 3 to 18, technology-enabled teaching held no fears, even for those at Primary level. "Our school community were already used to an integrated technology approach – especially our Hampstead campus, which has an Apple Distinguished status," says Hampstead Principal Shirley Harwood. Daily ‘live’ teaching and pastoral meetings ensured teachers maintained a finger on the pulse. Another important facet of teaching was the social side and Principal of Southbank's Kensington campus Siobhan McGrath says here Google Meet proved vital. "It allowed teachers to develop social interaction across a class." Staff found some things easier using remote learning – for instance, finding out what students could manage independently and when more support or instructions were required. "Some children really impressed us with their creativity and independence," she adds. While Upper Primary children were able to complete and submit work independently and could ask teachers for a Google meet if they needed help, the youngest children did need extra

MAKING USE OF DEVICES AT REPTON

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RE MOTE LE ARNING

PARENTS LI KED T H E OPTION OF ONLI NE PAR ENTT EAC H ER MEE TINGS AND T H E I NC REASED VI S I BI LI T Y OF LE SSONS AND T EAC HING

ARTS ED PUPILS

support. Here short videos and live 'meets' proved invaluable. Staff rose to the challenge, often re-thinking how best to present new material or enable activities to continue. While school trips were not able to happen, students still managed to travel virtually to broaden their horizons. "I sat in on a conference call between five 11-year-olds and an expert on artificial intelligence in Mumbai. They had prepared all their questions and he had a fantastic time trying to keep up with them!" says Siobhan McGrath. While everyone at Southbank's three campuses has been eager to return to 'real' school, some ideas from the virtual school could continue. There may be more streamlined online tasks via Google classroom and Seesaw and everyone can see the value of building a digital portfolio of school work. Hosting wholeschool community events online has also proved successful. Shirley Harwood says Southbank parents made the online journey easier. "We have always had a great community and although we were physically apart, this shared experience seemed to make us stronger."

"A hefty dose of positivity has meant the show did go on!" ARTS ED For all schools Lockdown was a test, but for ArtsEd Day School and Sixth Form in Chiswick there was an extra challenge – the logistics of delivering its nationally recognised programme of creative teaching. Its pupils are used to singing, dancing and acting together, so how to create that ensemble spark remotely? Well-laid plans, a switched-on IT team and a hefty dose of positivity ensured that the show did go on during the summer term. "In spite of not being in the same building, let alone the same room, students and staff made full and inventive use of remote platforms with dance classes, singing lessons and drama sessions continuing right alongside Maths, History, English and the rest of the full academic curriculum," says Headteacher Adrian Blake. Here was unfamiliar territory, but the spirit of adventure and sense of assurance that are required for a career in the performing arts were much in evidence in what Adrian Blake describes as a "typically ArtsEd" way. Parents were incredibly positive about the school's response, with one noting that they couldn't begin to understand the complexities of moving the whole

performance side of school life online. “The smoothness of our transition to a virtual timetable was the result of our excellent teaching staff, our hard-working IT Team, and our dedicated pupils all working together. Regular one-to-one catch-up sessions also ensured the continuation of our pastoral care, and the educational and vocational guidance that is so valuable in enabling pupil achievement." With Year 13 pupils heading off to leading drama schools, universities and direct into acting work, the graduating class of 2020 have certainly had a crash course in managing performance under pressure – surely experience to stand them, and their fellow pupils, in good stead in their professional futures.

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Rise UP

How to talk to your child about racism Wo r d s : PA U L A R H O N E - A D R I E N

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rationalise in their own immature mind why mummy/daddy shut them or a topic down. If you give them the impression that there is something to hide, shy away from or be embarrassed about, then that is the impression that they will be left with. This would be wrong, particularly when history tells us that it is those who fail to question or challenge wrongdoing that permits such wrongdoing to fester. If your child hasn’t raised the topic

t would be hard for anyone to ignore the news reports referencing ‘Black Lives Matter’ and the protests in support and against the movement. After the alarming killing of George Floyd on 25th May, and the subsequent fury that enveloped thousands of people around the world, you must have had questions yourself about how or why this has all happened? What if you have a child who was also asking you questions? What could you possibly say to explain the anger or hurt that was being beamed into your home? Racism may just not be an issue for you and so it is hard to talk about something that doesn’t or hardly impacts on your life. So perhaps the first question should be - do you need to talk about what’s currently happening, with your child? If your child is asking questions because either they have seen or overheard something then please don’t shy away from answering, be brave and tackle the question head on. I say be brave because dealing with this topic can feel like a minefield. Most people worry they will say the wrong thing or use terminology that may be insulting, but remember, it’s ok to answer “I don’t know” to a question, as long as it’s backed up with: “but let’s go and find out!” If you try to dismiss such a serious topic, your child will sense your uncomfortableness and attempt to

“THE POWER TO ERADICATE RACISM IS VERY REAL”

that doesn’t mean they aren’t aware. Children are being subconsciously taught about society, including race, all the time. In nursery they are taught to describe themselves; their family and their community; they watch TV and will notice subtle differences far more than we give them credit for. Some toddlers will be able to tell you what a ‘girls’ toy is as opposed to a ‘boys’ or that grandma is really old! When you hear a toddler say this, have you ever stopped to wonder who has told them this or why? Moreover, have you ever stopped to ask them why they think this and whether the statement is true? I suspect if you did, you would get a blank stare. Children don’t understand why the differences they are identifying should create feelings of upset or anger, and this is where you come in. You may find that you need to challenge yourself first about your own views on what you think racism is. How do you express feelings about other races when at home, safely behind closed doors? Do your children, for example, possess literature that references those from other races in a positive light? Do your children’s toys only reflect the

ADVICE

inside of their home as opposed to what their community looks like? Be in no doubt, children are not colourblind and neither is the society in which they live. If you do care about your child understanding and appreciating other races, then take responsibility for ensuring that they receive clear positive messages from you, and that you can reinforce that positive message if they challenge you with a misconceived one. Racism is not innate, if you are racist you will have been taught to believe that your race is superior to another. This could be because your race is deemed more intelligent, worthy, or important. However, the power to eradicate racism is very real and attainable through education, information and communication. Racism isn’t just about the tragic loss of George Floyd (or so many others like him). Racist negative stereotyping is just as harmful, it leads certain groups to believe that others should only have particular jobs, that they are deemed as a threat or that it’s ok for them to be treated less favourably because society is suspicious of them. It is just as important to tackle this bias, because in failing to address it, those who suffer the unfair treatment will become disaffected, upset and turn away from the more conventional methods of seeking redress because they can no longer trust in the system. Those protesting the death of Mr Floyd no longer trust that the system will protect them from injustice. So... it’s over to you.

Paula Rhone-Adrien is an award-winning barrister. She was awarded ‘Lawyer of the Week’ by The Times and is a trusted BBC Expert. As well as being a mother of four and a very well respected voice at the top of the legal profession Paula is also using her platform to educate people regarding racism. AUTUMN / WINTER 2020

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LIVING the VALUES How schools, parents and carers can celebrate diversity with children... Wo r d s A L L A N A G AY

e are all part of a global society whose future success lies within our children. Political, economic, and social factors across our globe are interlinked in a manner that has been conspicuously clear over the course of this year. The growth of global movements focused on the environment, health and racism have mobilised a younger generation to question the current operation of society. While parental explanation and guidance through these issues is essential in developing balanced thought, the environment within which that young person is educated also plays a significant factor. Schools are a major part of building social understanding as they expose children to microcosms of society. With

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Up Front

such great influence parents, during the school selection process, should examine closely whether the values displayed on the walls are indeed the values of the lived experience of students. The diverse and inclusive school is one that proactively ensures students have a strong understanding of society that goes beyond stereotypes. The schools where this is a part of the ethos ensure that norms are not based on biased assumptions of superiority. Where aspects of school life are centred around specific groups, there is full consideration of the equitable provision for others. In these schools, practice is embedded into a whole school culture: it is everybody’s responsibility. In these schools you will see: • Celebration of diversity is not occasional but woven through the timetable and curriculum • Care is used with terminology • Policy is open to being examined widely and cases of bias are corrected • Assumptions of capabilities based on characteristics are not made • Students are comfortable speaking about their experiences and culture • Negative attitudes towards diversity are acknowledged and actively dismantled • Incidents of racism, genderphobia, sexism etc are dealt with robustly with care to ensure student understanding of the issue Schools must regularly undertake robust, honest self-evaluation of their current inclusivity with an aim to improve practice. While common with regard to teaching and learning, D&I assessment is often deprioritised until a central incident occurs. By then a reactive measure is put in place. Schools have influence over the extended content and manner in which the curriculum is taught. A diverse curriculum ensures that a single narrative does not become fact and the complexity of those who are celebrated becomes known. A thoughtful curriculum ensures that the school is proactively committed to diversity. This ensures that the highest quality of resources and discussion are elected. The culture of diversity and inclusion

is crucial in schools where low diversity within staff and students is normative. To effectively prepare these students for a global society, they must become used spaces and voices beyond their immediate experience. The school must provide the window through which the child can see beyond monoculturalism. School partnerships, diverse school speakers and focused core reading are all ways the

“SCHOOL PARTNERSHIPS, DIVERSE SCHOOL SPEAKERS AND FOCUSED CORE READING ARE ALL WAYS THE WORLD CAN BECOME PART OF A SCHOOL”

world can become a part of a school. By questioning the operation of a school, parents can sense the commitment to diversity. Does the school classroom and library use books that reflect a variety of main characters? Are characters with disabilities reflected as positive central characters? Do lessons in Geography and History speak of the wealth of cultural development within foreign societies? Are opportunities taken to speak about topics such as migration, race and equity? While schools play an intrinsic role in developing well balanced and inclusive attitudes, parental influence should be complementary to this work. Parental behaviour is often mimicked by children of a young age. When that behaviour contrasts with what a child

Diversit y

has been taught at school it may lead to conflict either at home or in school. Parents who are supportive of true D&I within schools should avoid doing so in pity of injustice. When transposed into schools, it can feed a stereotypical view of saviourism. Rather support of D&I in schools should be driven by the limitations to development that inequity brings. This allows parents to centre child attitudes around the knowledge that diversity increases productivity and success. Discussions are no longer around what should be done to help but what can be done to empower and ensure diverse voices are heard. Next, take the time to deconstruct myths in language and optics. A simple example is ensuring understanding of Africa as a continent of countries each with different culture. Explore historical figures while providing an unapologetic context of their less desirable behaviours. This can be done for children of any age through discussing homework and television programmes, during visits locally and abroad or setting research challenges. In widening the knowledge of children, parents improve their future understanding. There is no doubt that each child is a valued member of a school community. Through the actions school and parents take to ensure diversity is active in the culture of society, we can ensure there is equity in their value.

A L L A N A G AY Allana Gay is the cofounder of BAMEed which works towards an education sector that is reflective of society. Through BAMEed individuals and oraganisations of all ethnicities are provided with resources, speakers, advice and advocacy towards racial equity in education. Allana is also the Headteacher of Vita et Pax Preparatory School in North London. bameednetwork.com AUTUMN / WINTER 2020

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IBEGIN HERE

We offer a very different kind of IB education for 3â&#x20AC;&#x201C;11 year olds. Our IB Primary Years Programme gets your child off to the perfect start in a uniquely friendly and open-minded environment. Places are understandably strictly limited. Apply today at southbank.org/applynow

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15/06/2020 09:13:06 07/09/2018 11:41

Up Front

SCHOOL RUN

In Motion

As we gear up for Bike to School Week 2020, the walking and cycling charity Sustrans explains the benefits of an active school run Wo r d s C H R I S B E N N E T T

t is well known that embedding physical activity in our children’s lives is key to their health and wellbeing, but do we give enough consideration to the benefits and impact that an active school run can have? Making the switch to an active school run can not only improve children’s physical health, but it is also good for children socially and mentally. It improves their learning and ability to concentrate, makes them feel good, and can build their confidence and social skills – all things essential to the school day ahead. Alongside the benefits of being physically active on the school run, by switching to walking, cycling or scooting to school, families can drastically reduce the number of vehicles on roads and air pollution in our neighbourhoods. Air pollution near schools is a particular cause of concern, especially for children’s respiratory health. Children are exposed to more air pollution inside a vehicle than when walking or cycling, so moving to an active school run can reduce congestion and air pollution levels around schools, benefitting the health of our children, the environment and wider society. The average primary school journey is 1.6 miles – a distance that can be cycled,

EMBEDDING PHYSICAL ACTIVITY IN OUR CHILDREN'S LIVES IS KEY TO THEIR HEALTH

scooted or walked as an easy way of building more physical activity into our busy lives. However, currently only 2-3% of UK children cycle to school, compared to 49% of all Dutch school children. Sustrans is aiming to address this imbalance with Bike to School Week 2020. Bike to School Week is a weeklong event across the UK to showcase the many benefits of cycling to school. It takes place from 28 September to 2 October 2020. Cycling with children may seem daunting, especially during the busy school run. However, there are some things you can do to make the process easier and install confidence in both you and your child: Plan your route together in advance Planning ahead will save time and unnecessary stress. Working with your child to find the best route is also a fun way to engage them in their journey to school. Finding quieter roads and cycle

paths wherever possible will help make the journey easier and more enjoyable. Practise the journey ahead of time Once you have planned your route to school, try out a practise run over the weekend when the roads are quieter. Knowing what to expect from the journey will help you both feel more confident when it comes to Monday morning. Teach your child about road safety The biggest concern of adults when it comes to children walking and cycling to school is traffic. It is therefore essential to teach road safety to your child, including how to clearly signal, when to give way, and how to position themselves properly on the road. Cycle training If your child is cycling then cycle training can be a great way to help them develop skills. Bikeability training can help children cycle safely and in confidence on the roads. For more information on Bike to School Week and how you can get involved, visit: sustrans.org.uk CHRIS BENNETT Sustrans is the charity making it easier for people to walk and cycle. Chris Bennett leads and co-ordinates all aspects of Sustrans’ behaviour change and community engagement work across the UK. sustrans.org.uk

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YOUNG G A M B L E R S Children are increasingly exposed to the world of betting, via advertising and gaming, so are young minds more susceptible to gambling and what should parents and educators know? Wo r d s L I B B Y N O R M A N

n October 2019, the NHS opened its first clinic to treat young people addicted to gambling and gaming – it is working with children as young as 13. Its arrival, which made national news, may have come as a shock to adults whose own betting experience extends to the odd lottery ticket or work sweepstake. But for those who watch or research the increasingly accessible world of gambling, the need for a dedicated youth treatment centre came as no surprise The scale of gambling issues among young people is hard to gauge accurately, but a 2018 Gambling Commission report estimated that 55,000 11 to 16-year-olds were problem gamblers; this estimate was a quadrupling of the figures from two years earlier. Another large-scale study by Cardiff University (over 37,000 children aged 11) found that over 40 per cent had gambled in the past year. This is surprising if you consider that most forms of gambling are illegal for minors. So what is the law? The National Lottery, including scratch cards and instant-win bets are legal aged 16+, but there are no age

restrictions for games machines in what’s known as category D – the kind of arcade games and fruit machines found in clubs, pubs and amusement arcades. Private bets and card games for money are, of course, impossible to regulate although both show up in surveys of young people’s habits. It is the commercial betting landscape in plain sight – from ‘innocent’ scratch cards to adverts on TV to sponsorship of Premier League football – that is causing disquiet, even among industry insiders. “It’s normalising gambling for children, and that is dangerous,” said Paddy Power founder Stewart Kenny, speaking to journalist Becky Milligan last October in a report on teenage gambling for BBC Radio 4’s PM. Kenny, who has been publicly critical of the betting industry since his resignation from the company he founded, talked about the “barrage” of advertising young people have been exposed to, adding: “It became normal for children to think, well, soccer and gambling are the same thing”. Professor Jim Orford, Emeritus Professor of Clinical & Community Psychology at University of Birmingham and also Visiting Professor of Gambling Studies at King’s

College London, is a long-time watcher of the industry. He, too, is concerned about the way in which gambling has become “normalised” through mainstream avenues – notably football. As he points out, it is emblazoned on shirts, stadia, the backdrop at post-match interviews. “It is making a connection with sport, which young men are into," he says. While we are bombarded with adverts – on TV, on billboards and increasingly on YouTube and other digital platforms young people use – advertising wasn’t always part of the digital ‘wallpaper’. In fact, it’s thanks to 2005 legislation, says Orford. “Effectively, the legislation meant gambling became like any other entertainment product.” The industry was licensed to stimulate interest and grow its business. What no one foresaw was that this would coincide with the exponential rise of digital, enabling online betting avenues. The 2005 Act came into force in 2007 and a decade on UK gambling firms had increased their takings from gamblers by 65%. Orford works with academic colleagues around the world, who look at the UK’s regime with interest – some with astonishment. “We are viewed

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Up Front

BELOW Gambling problems may be hard to spot at first

Advice

“THIS IS A GUINEAPIG GENERATION – FOR A UK CHILD BORN IN 2007, GAMBLING HAS ALWAYS BEEN JUST ANOTHER FORM OF ENTERTAINMENT”

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“IT IS THE BETTING IN PLAIN SIGHT – FROM SCRATCH CARDS TO SPONSORSHIP OF PREMIER LEAGUE FOOTBALL – THAT IS CAUSING DISQUIET”

as the wild west of gambling," he says. Orford set up the website Gambling Watch UK in 2012 as a means of keeping ‘critical watch’ on gambling policy and making proposals for stronger legislation. He is of the view that a new Gambling Act is needed that looks at it primarily as a public health issue. With specific concerns for young people, Gambling Watch UK argues for a minimum age of 18 for all gambling activities and clearer measures to stop children being introduced to it via social media.

The gaming connection? Perhaps the most challenging aspect of our current gambling climate is that it’s uncharted territory. We don’t know how great the impact of early exposure to gambling messaging will be so this is, effectively, a guinea-pig generation. 36

Online Gambling Group with his father David Bradford (his father is a former gambling addict), believes that gaming is already becoming a problem for school-age children. “There is a whole new sector in loot box gaming. Kids can spend virtually unlimited amounts, from tens to hundreds of pounds, on games of chance.” Game design also provides, he believes, a gambling-like environment. Sound, fast pace and cartoon characters are among the elements used to draw young people in, with prompts such as ‘upgrade’, ‘advance’ and ‘get better’. “It’s often not clear that you have to pay to get a better weapon or football player,” he says. As to the gaming as gateway to gambling theory, Bradford believes that there are issues to address. He worries about the positioning of gambling adverts in places where young people are. “These are on social media all the time, with no watershed,” he says. He also worries about the volume of gambling advertising – which has seen a 60% increase since 2015. A B OV E Football and gambling are now bedfellows

Consider this, for a child born in 2007 and now aged 13 gambling has always been just another form of entertainment. If sport is now the national stage that places gambling in full view, some critics see gaming as the ‘gateway drug’ that is helping to stimulate interest in the real thing. Even parents who know their child doesn’t watch Premier League games can’t feel entirely at ease, since gaming is now so hugely popular among young people, and increasingly accessible through their devices. There is much discussion about how the competitive and risk/reward elements of some games mimic gambling and could potentially help to stimulate demand for the real thing among young people. We have seen an explosion of gaming ‘tools’ that look similar to gambling – loot boxes especially. These mimic gambling by offering rewards for a ‘stake’ of money or virtual money. The current loot box market is estimated to be worth £20 billion worldwide, £700 million in the UK alone. “You find a lot of gambling-like games,” says Orford, adding that with loot boxes there is a specific gambling format in that players “progress towards a material goal”. Adam Bradford, who co-founded Safer

Addiction issues

Problem gambling is a medical condition, similar to substance abuse in that it generates a dopamine high. Current research suggests males are somewhat more susceptible, possibly due to attitudes to risk taking. Of course, risk taking is nothing new – and nor is obsessional behaviour – and most young people move on unscathed. But the problem young gambler (or gamer) may be hard to spot. Matt Blanks is a former gambler who now supports people with a gambling addiction and acts as a spokesperson for, among others, the free gambling self-exclusion organisation GAMSTOP. He began his own gambling journey very young; it was a win on the horses at odds of 33:1 that sparked his addiction. “I was 11 and my first experience was a rewarding one.” Today he sees parallels between his story and those of people he helps. “I’d say 90 per cent of clients I work with had a big early win, so for most of them their first experience was a rewarding one.” He believes this can lead some young people to believe that money is just waiting to be made. In Blanks’ case, there was also early exposure to the social aspects – the camaraderie of a community. He believes seeking a sense of belonging can make

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Up Front

Advice

“GAMING’S LOOT BOX MARKET IS ESTIMATED TO BE WORTH £20 BILLION WORLDWIDE, £700 MILLION IN THE UK ALONE”

some children more vulnerable, adding that gambling is “learned behaviour”. (See Matt’s story, right). Now a parent, Blanks is hyper aware of the exposure his son, aged 7, is already getting through gaming and says: “It frightens the life out of me”. For his son and his son’s peer group a passion for football makes the FIFA game irresistible, and then it’s natural to want to buy the extras on offer. “I can see that already gaming is opening a pathway where children are being encouraged to buy things without knowing the outcome,” he says. He also has concerns that gambling is being promoted too close to the gaming sphere. He says: “Recently, my son asked me if he could access Football Index, which is a licensed gambling site. He found it advertised when he was gaming and thought this was another game”.

RIGHT Gambling adverts can be found on sites children use

CASE:

Matt's story Matt's parents split up when he was 11 and his father moved in with his grandfather. Each weekend when he visited, Matt would watch his grandad place horseracing bets. The first time Matt was allowed to choose a bet the horse came in at 33:1 – and he was given £20 of the winnings. Matt began accompanying his grandfather to the betting shop, where he was made welcome and asked for his opinion on form. He began to believe he had a talent for spotting a winner. At school break times, he would play cards for money while his friends were outside playing football. By 15, he was visiting betting shops alone (always unchallenged) to place bets; at 17, he spent an inheritance from his grandmother on backing a horse, and lost. Matt went on to work within the betting industry, holding significant responsible roles, and quit gambling in June 2018. In the years he was gambling, Matt estimates he lost some £700,000.

Blanks’ key advice to parents is to keep a watchful eye on any changes in mood and attitude. “It’s about being aware of your child’s behaviour, how they interact with people and how they behave around an iPad or an Xbox.” While lockdown means time spent gaming may have become an issue in many families, he believes this is an area for caution all the time. “Definitely monitor time in play and watch any money spent – and say no; it’s important to set limits.” As to the future, recent betting legislation includes a dramatic reduction in allowable stakes on fixed odds betting terminals a ban on credit cards being used to place bets. Reappraisal may also be due for gaming; loot boxes now face much harsher legislation (even outright bans) in some countries and more could follow suit. While our first NHS clinic for young gamblers and gamers is another sign the UK is waking up to a potential problem for this ‘guinea-pig generation’, 24/7 betting looks to be here to stay. Little wonder then that in some quarters there is growing conviction that legislation must be tougher – on both gambling and the gambling-like elements in gaming – to ensure that the house doesn’t always win. AUTUMN / WINTER 2020

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11/09/2020 08:33

QUESTION TIME The experts at Gabbitas Education have the answers

NATALLIA PATSALUYONAK HEAD OF FAMILY SERVICES FOR GABBITAS

Where should we go for advice about future GCSE options and are there any pointers for keeping study options open for A level and beyond?

Maths, English and Science are core subjects everyone must take when doing their GCSE. English Language is compulsory in all schools, and so is English Literature in most schools. Science may be split into the three separate sciences (Biology, Chemistry and Physics) or into two combined Science GCSEs. The optional subjects include Modern Foreign Languages, humanities (History, Geography or Religious Studies), Art, Music, Drama, Media Studies, Design and Technology or Computer Science.

So, which GCSEs should your child take? This is down to a combination of different things, such as their interests, plans and which optional subjects your school offers. They will be taking the first steps in shaping their own education. If they already have a university course in mind, check entry requirements for specific courses at university and work back from there. Medicine, for example, might require Chemistry, Biology and either Maths or Physics. If they only pick Chemistry and either Maths or Physics, the chances of gaining entry will be significantly reduced. If they are undecided about what they would like to do in the future, it is important for them to pick courses that will provide a broad and balanced programme so they keep their options open. You can get a guide to which GCSE subjects and grades you need for a range of degree courses on Informed Choices and UCAS websites. Perhaps the most important recommendation is for your child to choose subjects they think they will be good at. This means researching content closely and asking teachers and others who know them well for advice. They shouldn’t be choosing subjects for the wrong reasons – such as following friends – and it will help them stay motivated if they also enjoy the subjects they study.

ANASTASIA HATVANY CONSULTANT FOR GABBITAS

My son is struggling at school and his teachers have flagged up a potential learning difficulty. Can you advise on how we get an independent SEN assessment?

The first thing you should do is to arrange an appointment with the Special Needs Coordinator at your school. It may be suggested that an educational psychologist’s report would help identify strengths and weaknesses and generate suitable recommendations for teachers, parents and other professionals that are used to meet those learning needs. If you are struggling to find an education psychologist contact us and we will be more then happy to

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Up Front

A DVI C E

If your child is undecided about future direction, it is important to pick GCSEs that will provide a broad and balanced programme that keeps options open

recommend some. Before the psychologist’s assessment takes place you will be asked about your son’s general state of health, how well he can perform certain tasks and what you, as a parent, think needs to change. During the assessment the educational psychologist will want to observe your child in his learning environment and ask him to take part in a series of tests. These tests might include reading and writing, language development and vocabulary, local reasoning, memory, speed of information processing, organisational skills and approach to learning. After your son has been assessed you will receive a report that not only indicates strengths and weaknesses but also areas of potential improvement. Depending on the severity of learning difficulties, you can work on an action plan that involves special education needs support. If this is not possible with the school your son is currently visiting do get in touch with us. We have extensive experience advising families with children who need special help and can also suggest excellent schools where your child will be able to fulfil their potential.

SARAH OSHUN WILLIAMS GABBITAS CLIENT ACCOUNT MANAGER

How are BTEC qualifications viewed by universities and employers?

By tradition, A Levels are academic qualifications required for university, whereas BTECs are more vocational. However, universities have evolved over the years and are more open to alternative qualifications. One of the main differences between the two qualifications is the method of assessment. BTECs are regularly assessed through coursework and practical assignments

whereas A Levels are essay and exam focused. This means BTEC is more attractive to students who prefer and perform better through an independent, more flexible, and practical approach to academic study. BTEC has been around for almost as many years as A Levels, and the number of students taking this qualification has risen. Universities tend to give equal consideration to both qualifications, although every university will have their own requirements. For example, Oxford University considers BTECs as alternative UK qualifications, although in some cases they do require additional qualifications, such as a combination with A Levels to make a competitive application. Employers are also becoming more open to considering students with BTEC, as it is more of a practical qualification that assess a student’s time management, problem solving, planning and employability skills. In some instances, it may be a better alternative. For instance, BTEC business studies would be more recognised by an employer with job roles in this area. Some employers might also prefer BTEC qualifications in IT-related jobs. Neither higher qualification should make it difficult for a student to enter university or to find a job, so the choice may come down to what study approach works best to highlight your child's true potential. AUTUMN / WINTER 2020 | 39

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Visit our website to find out more about life at St Dunstanâ&#x20AC;&#x2122;s College Junior School, and our entry points at Nursery, Reception and Year 3

www.stdunstans.org.uk #DiscoverStDunstans

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PUPILS AT ST MARGARET’S JUNIOR SCHOOL See page 46

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LEARN, PLAY AND EXPLORE WITH US

Sylvia’s Happy Childcare is homebased nursery in Queen’s Park. Our aims are to provide outstanding Early Years Education for children through creative hands-on play and learning experiences in a stimulating, safe and relaxed environment.

We want children to feel excited about learning and aim to give them a positive first experience of life. We are open 50 weeks of the year including school holidays

Monday to Friday from 8:00am - 6:00pm To arrange an appointment to view our nursery or for more information please don’t hesitate to contact us. sylvias.happy.childcare@gmail.com T: 0208 9602 217 M: 07908 667 509

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Standing Tall

How can we support children to thrive in light of the recent changes to schooling? Wo r d s V I C T O R I A G O O D S O N

arlier this year when school sites were closed to most pupils, education transitioned from the classroom to the home. During this period, children had to adjust quickly, in the most part working in isolation, adapting to new ways of engaging with their teachers and classmates. At Sydenham High Prep School, pupils quickly learned to navigate online learning platforms and they demonstrated new levels of engagement, independence and resilience towards their learning. They regularly referred to themselves as ‘Giraffe Girls’, standing tall, not being afraid to try new things. They talked about their ‘Growth Mindsets’; not giving up when things became difficult. In addition to this, the creativity and ingenuity shown by pupils was astonishing and as confidence levels rose, levels of progress continued to rise for many children also. In June and July, as children started to return to school, they continued to show these new levels of independence and resilience, quickly adapting again to new practices and routines designed to keep them safe, including new classroom environments, new ways of learning and new hygiene procedures. Certainly, these changes have brought some limitations. Some children may not be able to handle shared books at school, however there are lots of other ways to support children with their reading. Books are only some of the valuable resources we use when teaching children to read. Comics, magazines, webpages, signs, recipes and instructions are all useful reading materials. Children may not be able to sing in large choirs, however, now could be the perfect time to learn a new musical instrument. Many music teachers are

VICTORIA GOODSON

now offering online tuition, which allows greater flexibility in when and where these lessons can take place. Learning a musical instrument is such a valuable skill and is one which offers young people opportunities to enjoy music, to collaborate with others, to aim towards a goal and to develop their musical skills. In considering how to best support children with the recent to school life, we can look back at how brilliantly children have already adapted over this past year. By continuing to support children to be creative and innovative in their approaches to new challenges, we can help them to become fantastic problem-solvers and to develop a sense of ownership for their own learning.

By continuing to encourage children, especially when things don’t go as planned, we can support them to be fearless and resilient. By continuing to model kindness and patience, we encourage children to do the same. In supporting children to develop all of these qualities, we are helping them to be confident and adaptable learners, developing some of the most valuable skills and attitudes they will need to be happy and successful both in school and beyond. V I C TO R I A G O O D S O N Head of Prep Sydenham High School GDST sydenhamhighschool.gdst.net

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Welcome BACK How Eaton Square Prep School is navigating the return to class...

s pupils came skipping back merrily to their old familiar school buildings this week, I must confess, it was more wonderful than ever hearing the sounds of excitement, fun and learning echo round Eaton Square’s corridors once again. On the lead up to their return, no doubt, they had mixed emotions. For many it would have been excitement, for some an anticipation for all that was to come, for others perhaps nervousness and, in some cases, even anxiety. All of these feelings were perfectly normal after the long summer break but under the current circumstances, wholly understandable. The children were not alone in their feelings at all – I know many members of staff, myself included, experienced similar emotions in anticipation of the return. Parents even more so. The build-up to the return, therefore, was to be navigated with care and consideration. Thought was to be given to how we could instil confidence within all our stakeholders. None of this would have been possible without a pre-existing strong school community. Our teachers have embarked upon detailed training programs, outlining the new protocols in place to keep everybody safe, which has enabled them to lead the way with confidence; we have offered opportunities to collaborate on risk mitigation, truly coming together, in order to alleviate

anxiety. It is in this togetherness that we have been able to continue to nurture our young people, remaining calm and focused on delivering our School values and curriculum, in a safe and secure environment. We have also worked hand in hand with parents, adapting measures on a daily basis as we have reviewed the effectiveness of our new protocols. Working together, we have ensured that we are united in our thinking and reasoning. This has in turn, promoted confidence. As with any change management, communication has been absolutely key. As I sat and wrote my Welcome Evening speech, which was to be delivered to the parents (over Zoom, of course!) I called up last year’s speech. Most of

“It struck me just how monumental the last six months have been for the School, the country, the world!”

TALK I N G

TRISH WATT Headmistress Eaton Square Prep School

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OPINION

what was on the page no longer applied. It struck me just how monumental the last six months have been for the School, the country, the world! Where I had previously promoted our visits to local care homes, and reading buddies (where the older pupils read with the young), I found myself discussing the importance of teaching the children the ‘Catch it, Bin it, Kill it’ campaign. At a time when the promotion of good mental health and well-being is every bit as important as physical health, a renewed approach has been taken to our Place2Be offering, opening it up to our much younger pupils. Pastorally focused discussions and lessons have been carefully reimagined in light of the current climate and the Safeguarding Team has expanded in order to deal with any potential issues as a result of lockdown. Our parents, teachers and most of all, our wonderful pupils have embarked upon the new academic year with gumption and I am pleased to say that the Eaton Square experience is as rich as ever as a result. We have not yet reached the shore and the journey ahead is long with no end yet in sight, but we will navigate the ship with success so long as we continue the voyage together. eatonsquareschool.com

BACK TO SCHOOL AT EATON SQUARE PREP

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HEAD

Heading BACK

How schools, parents and carers can reconnect young lives after lockdown B y : E M M A G R AY, H E A D O F S T M A R G A R E T ’ S JUNIOR SCHOOL IN HERTFORDSHIRE

very September, returning to school is a big event for young families. The neatly pressed uniforms, shiny new shoes and a fresh haircut are all considered ahead of the ‘first day back’ Instagram posts that may follow. Of course this year, those #Backtoschool2020 doorstep photos will be linked with a very different landscape than in previous years. Many children won’t have worn school shoes since March and the formality of shirts and blazers was abandoned. Although COVID-19 might not be the first thing you think of when you wake up each morning, we are quickly reminded of its prevalence in our current lives when we need to pack a face mask to go to the garage or shops. COVID-19 has created a different view of ‘back to school’ and as we start the Autumn term this year, with the last of the lockdown buzz-cuts growing out, there is less focus on the formality of blazers or new shoes. The focus has shifted as we look out of a new lens, one that we have not looked through before.

an environment that feels safe and secure, focusing in equal measure on building on children’s emotional literacy, as well as academic progress, as the foundation for the year ahead. So how can we support children’s wellbeing in these new but familiar times? Experience shows us that when we encourage children to look forward and outward this can support their overall wellbeing. As adults we know if we feel in control we feel more resilient and robust. Children are the same and as we encourage them to reconnect

with their friends, providing parts of the day and week that they can control will also support emotional wellbeing. So planning a picnic or park trip for the weekend, handing over variables such as what food to pack, will create something to look forward to and give elements of control to your child. As schools move to guidance that may include children over 11s wearing masks, allowing children to select the mask that feels most comfortable for them and to practice wearing a mask with uniform will help them settle in quicker to this new normal.

Don’t overlook the simple things Many teachers are parents too and will resonate with the concerns surrounding children returning to school. However, teachers are also the experts at setting routines and quickly building a community with their class and this won’t be any different this academic year. There may be some additional routines that staff will share, such as handwashing and entering school via a certain door, but these will quickly become

Looking forward and outward The overarching focus, important to all stakeholders (families and teachers), is on children’s wellbeing. It is to create

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Reconnection with friends and activities Families may find that children who have been off school since April may appear physically more tired after a school day, than in previous years. Rest assured that children will quickly adjust and supporting this with a good afternoon snack and a sensible bedtime routine will help the transition. During recent months, many families will have enjoyed the later bedtimes that the summer holidays bring, but making that change earlier than in normal years may help children adjust to term time more easily. No-one is underestimating the importance of returning to school and reconnecting with friends, extracurricular activities that create routine and structure for our young people are key for well-being. So as gymnastics and swimming classes reopen, children can look forward to participating in these activities again. As adults, where we can, we need to instil confidence to participate in these activities and to regularly see friends. Planning a back to school playdate or video call will help children feel more confident, arranging to meet up with a friend in the school carpark or during the walk to school will

also help a child feel comfortable. As adults we can sometimes worry about our children’s friendships and can be guilty of being rose-tinted about what friendship and playing out looked like for us in our own upbringing. Creating broad opportunities for children to make friends and to have increased social interaction is key, this in turn will support children in being able to get on socially in new situations and as they grow up.

Positivity: focus on things that are ‘the same’ Children that take part in a variety of activities and mix with children from school and from different sports clubs or hobbies can often feel more resilient and confident when navigating friendship issues. These activities often boost self-confidence in children as they can create opportunities to be outward facing and work towards a goal or an event in the future, such as a music exam or dance competition or match. Families with children that are displaying anxiety about returning to school should make contact with the school or GP services as there is lots of support and information. A key part of supporting children and young people

“Extracurricular activities that create routine and structure for our young people are key”

part of school life for all concerned. During lockdown, we all felt that our children’s worlds shrunk and for some children, taking these small steps back to school and returning to co-curricular activities may feel overwhelming. So families may like to try on a uniform in good time, do a practice of the school run and work through any checklists of equipment needed for school or activities, this can help to make a child feel more comfortable and prepared. We can often overlook simple things, like ensuring a child’s favourite breakfast and preferred cereal bowl are ready, but this can also make a difference to how a child starts their day and make it easier for all concerned.

is to create opportunities for them to share their feelings and give them permission to not only articulate their feelings but also giving them time and space to feel them. Walking, driving or playing a game can be an ideal time to ask a child how they are feeling about returning to school or wearing a mask. Following up with ‘why’ and modelling listening will create good habits to share and talk about emotions. At school, teachers will be giving children time and space to adjust to the new school year. They will be reminding children of the important message – that it is much better in life to focus on what is the same about school than to focus on the differences. As many more things will be the same for children than will be different. This is important to model at home, as although things feel different there are many more parts of our day and lives that are the same as pre-COVID and what is different is quickly becoming more normal for everyone.

E M M A G R AY Head of Junior School St Margaret's Junior School stmargaretsbushey.co.uk

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PLAYING CATCH UP Do children need to catch up after lockdown or do they just need to just play? Wo r d s H E AT H E R W E L C H International Brand Manager, Edx Education

hat an odd year it’s been for all children around the world, with schools closing, parents working from home, limited face-to-face contact and families being apart. Many educational and medical professionals fear the increase in children’s mental health issues, especially for the more vulnerable children, and the possible long-term effects of lockdown. Even the broadsheets and broadcasters have quoted the respected journal, The Lancet Child & Adolescent Health, which highlights that there are long-term consequences for children and adolescents not seeing their peers during this period. So much has been missed so far in 2020, but fear not, when it comes to early years education, it’s not about playing catch-up, it’s about continuing to play, or as we like to say: learning through play. Home schooling for half the year has had an effect on families and children alike. Parents have been juggling with many different school formats, from live classes to pre-recorded YouTube tutorials, Google Teams to Zoom, all whilst working from home and living at work, should we say. Our children have been trying to keep up with all that’s going on too, as their world was turned upside down. They see the news, stress at home, while missing their school friends and classes. Learning through play is perfect for negating the negative effects of these

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times and will help them feel confident as the new school year gets underway. Dr Cindy Hovington, founder, Curious Neuron, quoted in a video on learning through play for Edx Education, says: “School readiness means being able to build relationships with peers and teachers, follow instructions, and regulate emotions and behaviour. But research shows children are struggling with social and emotional skills – these are the skills that will lead to academic success, but can be improved simply by playing. Unstructured free play indoors and outdoors with peers and caregivers creates brain connections that will serve children the rest of their life, so let’s play!” Play to the untrained eye can look meaningless, however there is a lot more going on than you can see. When children are playing, they are engaged, their imagination is sparked and they are developing key foundation skills. Children are naturally curious; they like to explore and experiment with the world around them. So how do we foster and encourage this? Home learning toys contribute to the way children play, especially in their early developmental stages. During children’s early years we want them to develop specific skills through play: fine motor, gross motor, speech and language, social and emotional, problem solving and creativity. Here are five ways parents and caregivers can support these developments and children’s transition back into the school learning environment:

“PLAY TO THE UNTRAINED EYE CAN LOOK MEANINGLESS, HOWEVER THERE IS A LOT MORE GOING ON THAN YOU CAN SEE”

EMPOWER YOUR CHILD As simply as allowing them to choose their own clothes, cook with you and measure ingredients, or deciding what activities they want to do in the day. Playing games, reading books or playing with toys? Show them routines, such as cleaning up their toys or making their bed. Explain your reasons for a good choice, why certain activities are a bad choice. This will help with problem solving, perseverance and persistence in school and life. Learning is about trying again to solve the problem. As we all know, we are not always correct the first time around.

Pl ay

EXPLORE Let them make their own potions in the garden or bath, play with sand, climb trees, build forts and make up their own games at the park. Take a (parental supervised) risk. They will naturally learn STEAM concepts through exploring their play.

EXPERIENCES PLAY Dr Cindy Hovington mentions the importance of ‘unstructured free play indoors and outdoors’. Foster their imagination and interests with play by talking about toys: “Shall we play with the Rainbow Pebbles (creative play), or dress up (role play)?” Children also need encouragement to play independently, so try to start the activity with them, and then when they are engaged you can move away and let them continue to create magic. Play will help to develop fine and gross motor skills, cognitive development, curiosity, speech and language, and so much more.

LISTEN Listen to your child when they are trying to explain how a caterpillar became a butterfly, or that a spider has eight legs, or as they tell you about their day or a game they played. Ask open ended questions, so they have to explain the different concepts to you, developing language and social skills. Encourage children to use their imagination to play, learn and create, and to tell you a story.

Try different activities. Allow them to find their passion, whether that’s unicorns, fish, boats, cars or dolls. What do they love doing? What do they find hard? Try to engage with them with their interests. Take them for a walk in the local area, talk about the culture around them, climb a tree, swim in the sea, walk in the woods, ride a scooter/ bike, find activities that are accessible around you so the children can try to gain more confidence with these activities. Last of all, spend time with your children, engage them in your interests or even things you used to do as a child. Make them feel safe, supported and help them to learn without realising through experiences and play. In life, sometimes we become busy and then make decisions for our children. If we encourage children to think, we are teaching them how to be leaders in their school, community and workplace or ready for the world we leave them. To read more, Edx Education have a play blog on their website with a podcast, games and videos and free downloadable resources for home learning in the teachers/parents section. Head over to: edxeducation.com/teachers/parents AUTUMN / WINTER 2020

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‘ Enjoying childhood and realising our imagination.’ “My favourite thing about Dallington School is that the teachers and students are very friendly and positive, there is a brilliant atmosphere in the classroom” - Johan “I think Dallington teaches you in a way no other school does and I really enjoy that” - Alex Dallington is a family-run co-educational independent school, with a nursery, in the heart of London.

Take a virtual tour and see the Dallington Difference

Headteacher: Maria Blake Proprietor: Abigail Hercules Founders: Evan & Mogg Hercules MBE Email: hercules@dallingtonschool.co.uk Phone: 020 7251 2284 www.dallingtonschool.co.uk

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Noble

HISTORY Emanuel School's rich four-century history provides a fascinating insight into London's growth and the development of a ďŹ rst-class modern education Wo r d s L I B B Y N O R M A N

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manuel School can trace its roots back to 1594, with a bequest for £300 – equivalent to over £30,000 today – made by Anne, Lady Dacre, widow of Gregory Fiennes, Lord Dacre of the South. It specified a property, to be called Emmanuel Hospital in Westminster, as: "a meet and convenient house...for the relief of twenty aged people and for the bringing up of twenty children in virtue and good and laudable arts". Notably, this education was designed to be co-educational from the start and was offered to ten boys and ten girls. Lady Dacre was a lady in waiting of Elizabeth I, and it was a royal decree that ensured her bequest moved into action in 1601 with a charter of incorporation for Emanuel Hospital. This was located close to Palace Street, Westminster – then known as Tothill Fields – but the bequest had only stretched to 20 rooms so at first the building was given over to "aged people" (over 50). While each resident had the option to raise a child and give training in a craft or trade, there is little evidence this happened. By 1736, Emanuel's funding was on a stronger footing and the first pupils were admitted. It was known as Browncoat School – a reference to the uniform – and presided over by Rev. Thomas Bolton. The school day was no picnic. Pupils had to get up at 6am, spend ten hours in the classroom and still find time for chores. The curriculum consisted of the 'three Rs' (reading, writing, maths), with girls replacing maths with needlework. The curriculum and the school expanded in the 19th century, reflecting the capital's rapid growth and demand for education among its burgeoning middle classes. Merger and reorganisation followed, under a scheme for London's smaller charity schools devised by

the Endowed Schools Commission. While girls headed off to what became Grey Coat Hospital, the school governors secured a site for the boys in Wandsworth. Formerly Royal Patriotic Asylum, an orphanage for the sons of Crimean War veterans, this lofty modern building opened its doors in January 1883. Emanuel's stately main building designed by Saxon Snell and gloriously long drive remain recognisable today, although that first intake of 200 boys were also greeted by a pigsty where a staffroom now stands. At first, there was a good mix of boarders, but by 1913 Emanuel had become a day school. As the century progressed, so did facilities. One 20th-century headmaster – appropriately named Mr Broom – did much to modernise, raising both standards and the breadth of education. He also presided over the school evacuation to Petersfield, Hampshire during WWII and its safe return. By the time he retired in 1953, Emanuel was on a firm footing as a leading London school. After 1970s educational reform, Emanuel moved from its grammar school status to independent – in common with the entire direct grant sector. Notable alumni include inventor of the World Wide Web Sir Tim Berners-Lee, who has credited his maths teacher Francis Grundy and chemistry teacher Derek Pennell with helping to inspire his career in science. With Elizabeth 1's royal patronage instrumental in enabling the school's foundation, it seemed fitting that her

ROOTS

Today, over 1,000 girls and boys benefit from the leafy 12-acre setting, superb 14-acre sports sites and highceilinged classrooms and lab spaces

descendant Queen Elizabeth II visited in 1994 to celebrate Emanuel's 400th birthday. Girls were welcomed back in the mid 1990s, returning Emanuel to its co-ed roots. Today, over 1,000 girls and boys benefit from the leafy 12-acre setting, superb 14-acre sports site and high-ceilinged classrooms and lab spaces. While school traditions such as rowing on the Thames are cherished, so too is the pursuit of thoroughly modern academic excellence under Headmaster Robert Milne. The "good and laudable arts" of a well-rounded education, as envisaged by Anne, Lady Dacre, remain central at Emanuel. While previous generations sang her praises in the school song 'Noble Aim', her name lives on in the recently opened Dacre Arts & Humanities Centre. That 16th-century investment in London children's futures has more than paid off, not only benefitting Emanuel pupils but also many young people within the local area via its thriving access and social mobility initiatives.

A PERFORMANCE OF OLIVER!

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“TEACHING AND LEARNING ARE VITAL, BUT ALL SCHOOLS HAVE THE TASK OF REBUILDING CONFIDENCE AMONG OUR CHILDREN”

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New CHAPTER

With a new Headmaster, the return of day and boarding pupils and expanded nursery provision, Cumnor House Sussex is looking forward to a bright school year Wo r d s L I B B Y N O R M A N

W SPORT AT CUMNOR HOUSE

hile everyone has been looking forward to this school year, at Cumnor House Sussex there has been a palpable sense of excitement. The new Headmaster Fergus Llewellyn has taken up his post, the nursery is expanding still further and day and boarding pupils have been welcomed back to the fold. This means access to 60 rolling acres of glorious Sussex countryside and a sense that school life is back – albeit with a fair few extra safety measures in place. For Fergus Llewellyn it’s a new chapter, but familiar ground. His previous post was as Headmaster of the renowned St Andrew’s Prep in Turi, Kenya. While Africa to Sussex is a geographic and cultural change of scene, the two schools share common ground – notably beautiful rural locations where children have space to grow, strong school traditions and local community ties. “St Andrew’s was a full boarding school with 23 nationalities, part of the IAPS fold, and following the British curriculum. Here

at Cumnor, we can have up to 50 boarders across Years 7 and 8 that get to enjoy a similarly rich boarding experience” says Fergus Llewellyn. He views boarding – be it full, weekly or flexi – as an essential part of the mix at Cumnor, and it’s designed to match modern family life. Certainly, for those parents seeking an idyllic country boarding school within easy reach of London, for local parents who want the extra-curricular opportunities it brings, and for those helping their child have a smooth transition to Senior boarding, this is a popular choice. Fergus Llewellyn was a Housemaster at Cheltenham for a decade before the move to Kenya, so he knows boarding’s benefits. “It brings such a breadth of opportunities for young people.” Of course, day pupils are the larger tranche of pupils at Cumnor, making up a balanced and mixed community. Many are drawn from the surrounding villages, while proximity to Haywards Heath Station also makes this very attractive to families who have relocated or partially relocated from the capital. This has been a recurring theme in recent months, as families reappraise, and Cumnor is well used to supporting transitions to country life. AUTUMN / WINTER 2020

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CUMNOR'S AWARD WINNING NURSERY

Fergus Llewellyn says he learned a lot from his time in Kenya – not least the value placed on education in a country where people have such obvious difficulties on their doorstep. “Children there are taught about the impact they can make, that they can help to shape the continent.” Now he’s back home leading a school that shares a similarly strong ethos. Cumnor tasks its pupils to aim high academically, but also to ‘be kind’ and to ‘dare to be different’ – placing great value on developing independence of thought. “Academic rigour is part of Cumnor, but we also offer breadth of learning and the chance to develop as people. We think of ourselves as a place where the excitement and wonder of childhood is treasured.” Since Fergus and Tamsyn Llewellyn’s own three children are also pupils at Cumnor (in nursery, Year 3 and Year 6), they are also experiencing life from the other side of the school gates. “We do wear different lenses as we are also Mummy and Daddy. It’s really useful to have that different perspective!” His youngest, aged three, has just joined Cumnor’s nursery, a place that enables children from age 2 and up to access exceptional facilities and teaching. The nursery opened in 2017 and has mushroomed from 12 children in its first year to 40 plus today. The facilities are now being expanded again and offer purposebuilt spaces to cater to the needs of young minds, including free flow access to vast outdoor play areas and spacious and stimulating teaching and play areas inside. Head of Pre-prep & Nursery Jacqui Freeman is a part of the Cumnor ‘family’, having taught here for eight years from 2006 before returning to become lead in 2017. “The nursery really did start as a result of parent interest and has been designed from the outset to match the needs of our community,” she says. Here is wraparound care from 7am-7pm (a relative rarity in rural areas, as parents will know). While many

“NOW WE ARE BACK TOGETHER AS A SCHOOL OUR FIRST JOBS ARE KEEPING SAFE AND ENSURING A SENSE OF CONFIDENCE”

pupils move on to Cumnor Pre-prep, there is no requirement to do so. “We have always been very clear that we want to meet the needs of our whole community,” she says. Children benefit from Cumnor’s excellent specialist teachers in sport, drama, music and dance. Younger children have early years specialists to ease them into self-directed learning and all the pupils (early years are known as caterpillars and pre-schoolers are butterflies) regularly visit and interact with ‘big school’. “All our children are part of the same community, whether or not they continue here. Our aim is to give them the tools to deal with future life,” says Jacqui Freeman. Matt Mockridge, the Deputy Headmaster and Bursar, is also an integral part of the

CUMNOR PUPILS

Cumnor family – indeed, he was a schoolboy here before going on to Marlborough, returning to the fold many years on as a Maths and Science teacher. He is proud of all that Cumnor offers as a “classic country prep”, and prouder still that it was there for its pupils and parents through the really difficult months from March. “Pastoral care is something we have always taken very seriously here. That, and our strong tutor system, proved invaluable,” he says. Founded by Paula Talman, Head of Safeguarding, the school’s pioneering iSpace wellbeing programme is there for all, and has more than proved its worth recently. It’s also a foundation of strength to stand the school in good stead for the future. “While life will take a while to get back to normal, we know we will be as close to that as we can be,” he says. Fergus Llewellyn also says the pastoral strength and sense of community of the school is its bedrock. “My predecessor Christian Heinrich left the school in a superb place. Our progressive iSpace programme and the school teams have done a fantastic job. Now we are back together as a school our first jobs are keeping safe and ensuring a sense of community and confidence. Teaching and learning are vital, but all schools also have the task of rebuilding confidence among our children.” AUTUMN / WINTER 2020 | 57

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210x260 Ad 2020.qxp_Layout 1 11/09/2020 14:45 Page 1

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ORWELL PARK SCHOOL

11/09/2020 16:07

HEAD

Be KIND Why kindness towards both yourself and others is needed now more than ever…

he challenges that we as schools and society in general have faced over the last six months due to Covid-19 have been truly unprecedented, but I am sure that we at Oakfield Preparatory School are not the only ones to have also recognised the positives that have emerged in these difficult circumstances. Adversity can often bring out the best in people and reveal hidden character traits that may well surprise us. One example, clearly evident in recent months has been that of kindness, and as I reflect on the events of lockdown I think it is no exaggeration to say that compassion and thought for others have never been so important. There were of course the shining examples set by Captain Sir Tom Moore,

PUPILS AT OAKFIELD PREPARATORY SCHOOL

Marcus Rashford and others, who sought to address need on a national scale, as well as the many small acts of neighbourliness, support and cooperation that we witnessed in our streets and communities. One of our 6 Core Values here at Oakfield is Care, and we as a school are convinced that the more we display empathy, kindness and understanding towards each other, the happier, healthier and more fulfilled we become. I could therefore not have been prouder when our children shared examples of their initiative and how they pushed themselves in order to benefit others during lockdown. They undertook running, cycling and rowing challenges to raise funds for NHS Charities Together, MIND and the Karuna Trust (supporting disadvantaged communities in India suffering from coronavirus). One pupil

“Adversity can often bring out the best in people and reveal hidden character traits that may well surprise us”

TA L K I N G

MRS MOYRA THOMPSON Head, Oakfield Preparatory School

Prep

OPINION

taught herself to sew and created a huge banner for the NHS that featured on the front page of the Guardian. Meanwhile, our video ‘Heroes in Blue’, expressed through both music and lyrics, our sincere gratitude to NHS staff. We place great importance and focus on developing character in our children, and this approach has been strongly vindicated over these last months. As they returned to school in stages during the summer term, it was wonderful to see their resilience, independence and adaptability as they interacted once again with their classmates, as if they had never been away. Despite this, we cannot ignore the fact that Covid-19 has, in different ways, placed great strain on the mental health and well-being of all members of our school family. As we move forward into yet more uncharted waters through the term ahead, it is important to remain mindful of the need to extend kindness and care to staff, pupils and parents. As a starting point we must be kind to ourselves and avoid unrealistic pressure and expectations. From there we should remember to thank and compliment each other, listen and show interest in people’s lives and ideas, and notice and offer help when someone needs it. Modelling this to the children and, indeed, learning it from them, will help reduce stress and anxiety, and ensure our schools become more relaxed, harmonious and emotionally intelligent places. Let us allow a culture of kindness to take shape and lead us onwards together. Oakfield Preparatory School is a coeducational school for children aged 2-11 based in the heart of West Dulwich. We blend academic excellence and outstanding pastoral care to help encourage our boys and girls to be the absolute best that they can be. oakfield.dulwich.sch.uk

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10/09/2020 22:01

L’Ecole des Petits “10 minutes from Chelsea” Founded in 1977

International Bilingual Nursery and Pre-Prep school for 3-6 year olds

Creative and structured bilingual learning from the earliest years OFSTED 2017 Report: “Outstanding in all categories” 2 HAZLEBURY ROAD, FULHAM, LONDON SW6 2NB TEL. 020 7371 8350

admin@lecoledespetits.co.uk

www.lecoledespetits.co.uk

L’Ecole de Battersea “5 minutes from Chelsea” Founded in 1977

International Bilingual Nursery and Prep school for 3-11 year olds leading on to top English and French schools, including Lycée Français

In Tatler’s Top 225 Private Schools list, 2009-2020 OFSTED 2018 Report: “Outstanding in all categories” TROTT STREET, BATTERSEA, LONDON SW11 3DS TEL. 020 7371 8350

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admin@lecoledespetits.co.uk

www.lecoledespetits.co.uk

27/01/2020 17:07

HEAD

Going SOLO The importance of letting children make their own decisions...

s parents we willingly take on the responsibility of every aspect of our baby’s well being. Their reliance on us is absolute. As they grow, basic skills such as learning to hold and eat from a spoon, are acquired through repeated effort. If we came to the rescue every time food failed to make it our baby’s mouth, we’d be spoon feeding them until kingdom come. A study of 400 children over eight years* revealed that toddlers with the most controlling mothers had poorer social skills and academic performance at the age of ten. That excessive adult intervention can result in passive, unmotivated and anxious young people deprived of the long term ability to make their own decisions.

PHILIPPA CAWTHORNE, HEADMISTRESS AT BASSETT HOUSE SCHOOL

There is a growing body of evidence that children need to be able to make their own choices, even if they aren’t always the ‘right’ ones. For example nagging children to do homework may be doing them more harm than good. If you allow them to choose not to do their homework, they have to go to school and face the consequences. A lesson in itself. When Bassett House was founded in 1947, Sylvia Rentoul was a pioneer in using Montessori methods in the classroom, teaching children to think and behave independently from an early age. We believe children learn more effectively when they are encouraged to do things for themselves, to think creatively and form their own ideas. A ‘can do’ attitude and growth mindset are in Bassett’s DNA. If you were to say ‘I can’t do that’ to one of our pupils they would inevitably

“We believe children learn more effectively when they are encouraged to do things for themselves, to think creatively”

TA L K I N G

PHILIPPA CAWTHORNE Headmistress of Bassett House School, Notting Hill. bassetths.org.uk

Prep

OPINION

bellow back ‘I can’t do that YET’. This mantra has become a shorthand for understanding that resilience and perseverance pay off and it is embedded in every aspect of school life. Our children are taught to recognise that learning can be a struggle, even for the brightest minds, but that this is a natural part of life. It means they can tackle new tasks without fear of failure, giving them the confidence to persevere. They understand the need to be resilient and inventive to overcome difficulties. Of course our first priority is to keep children safe. We don’t condone complete freedom of choice and advocate common sense, non-negotiable boundaries. As you’d expect, they learn being disruptive in class or unkind to a classmate is unacceptable. Overall if you consider how many things your child has control over, you may be surprised how few real decisions they get to make. We encourage you to ask your child if there are things they’d like to be in charge of. Young children could be allowed to choose which clothes to wear and older ones could have more of a say in their after-school activities. We adults can help children to make the right decision by discussing the pros and cons of each choice. We can point out it’s a good idea to have a Plan B if their decision turns out to be the wrong one. And, yes sometimes it’s good to let them go out without a coat, or turn up at school without having completed their homework. Good decisions take practice. They need to experience the natural consequences of their decisions: from being cold in the park, to getting a bad mark for an exam. Whilst it is understandable for us to want to smooth the path for a child and help them every step of the way, we need to remember they should be allowed to find out for themselves and learn by their mistakes. Much like we did. *The Thriving Child by Dr William Stixrud and Ned Johnson is published by Penguin Life. AUTUMN / WINTER 2020 | 61

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Hawkesdown House School

For Boys & Girls aged 2 to 11 years

27 Edge Street, Kensington, London W8 7PN Telephone: 0207 727 9090 Email: admin@hawkesdown.co.uk www.hawkesdown.co.uk

A day in the life at Aldro... An Independent day and boarding prep school in rural Surrey If you would like to arrange an individual tour, please contact the Admissions Ofﬁce on 01483 813535 or email: admissions@aldro.org

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FOCUS

Meet the head Vicky Ellis is set to take over at The Study Preparatory School, Wimbledon Wo r d s E V E H E R B E R T

iss Vicky Ellis will take over the reins at the thriving all girls prep school from September. Most recently, Miss Ellis was Headteacher of Banstead Prep School, having previously taught and been Director of Studies at Redcliffe School in Chelsea, and taught and been Head of Early Years at Guildford High School. After initially completing a first class honours BSc in Accounting and working at Andersen/Deloitte, she turned to a career in teaching, and subsequently completed an MA in Educational Leadership and Management. She will now be Headteacher at The Study Prep, established in 1893, and based on two beautiful sites adjacent to Wimbledon Common. It is proudly non-selective at 4+, and is renowned for its nurturing, creative ethos. Academic rigour and excellent 11+ results are also hallmarks of the school, and its already outstanding record of scholarships and offers from leading senior schools has been surpassed this year, with a total of 40 scholarships offered to the 2020 Year 6 cohort. This brings the total of scholarship offers over the last three years to an impressive 104. Artist’s impression of new performance space

Miss Ellis says: "I am passionate about the value of Early Years and Primary education, giving children the best possible start, while fostering a love of learning and a lifelong ‘can do’ attitude. I am excited to have been appointed to the headship of The Study, where these values are already so evident, and I am very much looking forward to joining the school community at this exciting time in its long history." This is indeed an exciting time in the history of The Study, with the near completion of its ambitious building work at its Wilberforce House site which includes six new classrooms, a performing arts theatre, a library and a new visitors’ welcome area.

The Study’s new building development on the Camp Road site will be for the benefit of all the students, and the large performance hall space will in particular enhance the performing arts, drama and music experience for all the girls. The development does not mean that there will be an increase in pupil numbers, which will stay at 320 across both sites, but it will have a positive impact and provide wonderful teaching and play facilities for the girls. The development is due for completion in the late autumn of this year. T H E S T U DY P R E P 020 8947 6969 thestudyprep.co.uk

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New NORMAL How we can help children to cope with physical separation while boosting wellbeing during the pandemic Wo r d s G I L L E M M E R S O N Head of Pre Prep at Edge Grove School in Hertfordshire

oung children thrive in a consistent routine and in these unprecedented times when significant change is a constant feature of the new normal, it is vital that schools support them in coping with physical separation from others and also in building their own resilience, while taking time to explain when we make adjustments. Young children also have a remarkable ability to accept difficult situations and we underestimate this at times, however they do need a sense of underlying safety in order for them to remain mentally well. It is the responsibility of the adults in their lives to provide this, by offering consistency in routines where possible and in retaining the authentic essence of our own relationships with them.

Keep calm and carry on It has been impossible to shelter all but the very young from the impact of the pandemic, and so we have a duty of care to present the information in a way that explains what the children cannot fail to see whilst at the same time resisting the potential of causing panic and distress. By staying calm ourselves and setting the context in an age appropriate way, we can somewhat limit the impact of change on their wellbeing. It has been accepted from the very beginning in all official guidance to date, that getting young children to socially distance is almost impossible to enforce. However, we can share information with them about why it is important to at least AUTUMN / WINTER 2020 â&#x20AC;&#x192; |â&#x20AC;&#x192; 65

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Discover the Dragon Outstanding Boarding and Day School for Girls and Boys 4 - 13 years. A traditional Prep School set in the university city of Oxford, on the banks of the River Cherwell.

*NEW* London Bus Service

Virtual Open Morning 10 October 2020 We are delighted to welcome future families to experience the energy and creativity of the Dragon at our virtual Open Morning. Places must be pre-booked, please visit our website for more information.

Tel: +44 (0)1865 315 405 Email: admissions@dragonschool.org Dragon School, Bardwell Road, Oxford, OX2 6SS www.dragonschool.org

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Advice

in the time of a pandemic, schools can make them part of their pastoral health and safety culture without the need to ramp up the fear factor. Although social distancing especially in play may be difficult to enforce with young children, we can emphasise that in terms of spreading germs we must take precautions and that this is just part of living safely and considerately in a community.

Mindful moments

think about staying a little further apart than normal; in essence we are being sensible and practical. Setting class protocols for lining up, respecting personal space and walking around school is accepted practice at the start of every new term. This year the context of setting these new routines and expectations is just a little different, but as we know young children thrive and feel safe in routine and so if presented appropriately, they will make necessary adjustments. Mental illness can start from a young age and sometimes, the struggle to protect them can cause extra stress for both children and adults. It is important to be honest about the changes your child might experience and resist the tendency to overcompensate by relaxing routines. Young children can sense high levels of stress in adults and so we have a responsibility to remain calm.

Speak freely about anxieties If the lines of both personal and institutional communication are strong between home and school, then the chances are that children will in turn feel safe. If parents are clear about school protocols their anxiety will abate, and it is important that they feel that they can speak freely to the school about any personal circumstances that may impact their child. Changes in social behaviour, loss of appetite or changes in eating habits and a reluctance to come into school when previously there has not been an issue, may be signs that

C H I L D RE N A N D T E AC H E RS A L I K E H AV E EV E RY R E A SO N TO B E O PT I M I ST I C A B O U T A RE T U RN TO SC H O O L a child is struggling. It is important that parents and teachers spot these changes and work together to discover the source of the child’s anxiety and offer support. The virus that causes COVID-19 is transmitted by droplets generated by coughs and sneezes. We already speak to young children about protocols such as using a tissue and protecting others by sneezing or coughing into their elbow and it is important that these actions are modelled by adults too. These protocols take on a new significance now and alongside more frequent hand washing, should be regularly reinforced at home and in school. A good school knows that development and education is not simply about the taught curriculum; teaching children how to thrive and cooperate in group situations is a vital ‘soft skill’. As we learn more about accepted and expected safe personal hygiene habits

It is vital that time is built into the school day to talk about changes and to just listen to the children and answer any questions they might have, they are then given the message that sharing worries is encouraged and that no one is too busy to listen. Mindful moments in school work to slow down the pace of the day and it is often in these quiet spaces that children share their worries. Schools that already promote self-regulation and resilience will be in a strong position to support their pupils at the moment as a positive, or growth mindset promotes a solutionbased approach to addressing concerns. To reduce feelings of fear, it is important to manage our own levels of anxiety in these uncertain times, to share, not hide relevant information in an age appropriate way, to explain necessary changes but keep as many other routines as stable as possible – and to smile and share positivity too.

Communicate but don’t shelter completely For schools, having confidence in routines will have a positive impact especially if the staff are relaxed and calm. As the recipients of substantial amounts of information, parents were understandably apprehensive when choosing to send their children to school last term. Communication is the key and if this is effective, transparent and timely, then parents, children and teachers alike have every reason to be optimistic about a return to school. Most importantly we should not be tempted to shelter young children completely from the changes we face, as the signs are all too obvious. But schools must work with their usual vocational passion and enthusiasm to make this new academic year just as exciting as the one before. edgegrove.com AUTUMN / WINTER 2020 | 67

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Pupils at Haberdashers' Aske's School for Girls

Inspiring M INDS How approaches to STEM are evolving in schools Wo r d s N I C O L A P E R C Y Director of STEM at Haberdashers’ Aske’s School for Girls

tudent perceptions about subjects and their related careers are developed during the early years of schooling. Research also shows that children have developed gender-based assumptions about jobs by the age of seven years*. By encouraging an interest in STEM subjects from an early age we can foster children’s curiosity and imagination whilst challenging many of the stereotypes we still face today. In the case of girls, studies have shown that girls’ interest in STEM wanes between the ages of 12 and 15**. Reasons for this include peer pressure, lack of female mentors and role models and also girls’ lack of confidence in their abilities. Further, experts have identified the need to challenge societal expectations and provide the young with more robust careers advice. Schools can overcome these challenges by providing inclusive classrooms and workplaces that value female opinion, developing an engaging and relatable

STEM curriculum and providing access to role models. In practice this means identifying female contributions to STEM subjects throughout the teaching of that subject (not just as a ‘one off' event), arranging for ‘real life’ female STEM practitioners to be involved with the curriculum and encouraging female teachers to act as STEM mentors.

Exploring real world problems

eveloping projects that allow young children to creatively explore real world problems helps to ensure engagement and allows girls to see the relevance of STEM careers. Girls in particular are less likely to pursue STEM careers if they feel they ‘aren’t clever enough’. Allowing children to work on projects that develop their resilience and realisation that failure is part of the iterative design process, is key to ensuring that girls also feel confident about their ability to pursue STEM. The Royal Academy of Engineering identifies studying STEM as embedding

curiosity, open mindedness, ethical considerations, reliance, reflection, collaboration and resourcefulness. Studying STEM allows children to make sense of information, apply knowledge and skills to solve problems, and gather and evaluate evidence to make decisions. STEM education integrates these concepts and emphasises the application of knowledge to real-life situations. Practising and developing these habits and skills allows children to be successful in all areas of the curriculum. Real-world problems are often complex and by nature are inherently multidisciplinary. Embedding STEM in the curriculum allows us to include departments such as Physical Education and Art. Staff and children learn how STEM is incorporated into their daily lives and children are provided with access to exciting and rewarding career options. By learning how their contributions can lead to innovative and creative solutions, children will naturally build confidence and explore their ideas further.

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G I R LS I N PA RT I CU L A R A R E L E S S L I K E LY TO P E RS U E ST E M CA R E E RS I F T H EY F E E L T H EY ' A R E N ' T C L EV E R E N O U G H '

Making STEM connections across a range of subjects

TEM covers a broad range of school subjects so it is important that the facilities cater for an interdisciplinary approach. This means access to computing facilities alongside laboratories, 3D printers and design areas. STEM projects often run over a longer period of time so a dedicated area where children can come and ‘tinker’ with them is key. Traditionally school buildings have physically separated departments that are actually key to STEM. Having dedicated STEM facilities that allow these subjects to come together allows children to see the interconnectivity of these in the ‘real world’.

The development of computer science technology (such as Raspberry Pi devices) and the incorporation of coding into STEM projects is hugely beneficial for young people as it allows them to explore skills that will be beneficial in future workplaces. This, in conjunction with more accessible sensor and data logging equipment expands the range of projects children can carry out. Developments in equipment over recent years also mean that children can now carry out projects such as building and coding robots to sense movement and colour, sending small satellites into space and take part in projects that develop solutions to problems, such as adding memory in Alzheimer’s patients.

STE M

Looking to the future

n a fast-changing world, an understanding of and opportunity to engage in these sorts of STEM activities enables active citizenship in our increasingly technological society and prepares the young for future developments in the field. As we look to what the future of STEM might hold for schools, the development of interactive 3D virtual reality to explore everything from the structure of molecules to the environment on Mars is a hugely exciting prospect. This in conjunction with online laboratories and projects that allow children to collaborate with other schools, universities and industry partners across the world will provide children with exciting opportunities to develop their skills. This is particularly relevant in light of the recent pandemic and the potential impact on face-to-face projects in the future. habsgirls.org.uk Sources: * Kashefpakdel, et al 2019. Career-related learning in primary). **(Microsoft Philanthropies European Girls in STEM 2017). These findings were confirmed by the recent (June 2020) All-Party Parliamentary Group report on Equity in STEM.

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Young farmers Schools with farms offer children the opportunity to take class outside, build life skills and even further their career ambitions. Three schools on what life is like down on their farm. Wo r d s L I B B Y N O R M A N

PONY RIDING AT THE ELMS

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S CHOOLS WITH FARMS

THE ELMS

t may seem an unusual idea – a school that grows its own – but in fact the network of schools with farms across the UK now runs to over 120, according to data from the School Farms Network. These vary in size, scope and location, but the ambition is high. This is about more than connecting children to the land, since active learning is taken outside the classroom. Beyond the obvious things that can be taught when children understand more about animals, the seasons and how crops grow (and grow their own) are deep-rooted lessons as they develop in confidence and responsibility. This may yet be the decade when educators reappraise the real value of introducing young people to their land. Farmers are not getting any younger. Indeed, the average age is edging towards retirement in many countries (here in the UK it's touching 60). Then there's food security, recognised as a tangible threat back in late March when the queues started. Finally, we have climate change and the other big-picture questions that will require farmers of the future with bright minds and practical skills. Clearly, there are no easy answers but schools with the space to grow, nurture animals and deliver landstudies and equine programmes are doing their bit and provide a fascinating snapshot of the benefits. Here, three schools tell us what they get up to down on their farm.

The Elms Prep, on the HerefordshireWorcestershire border is in the heart of farming country and offers a quintessentially English pastoral setting – Sir Edward Elgar once taught here. Alongside an excellent equine centre that gives all children at this day and boarding co-ed the opportunity to ride and interact with ponies, it also has a working farm within its 100-acre grounds where pupils can get back to the land. Farm Manager Paul Smedley is passionate about the benefits, but also clear that this is not a hobby farm. "We are in a fantastic position being able to show children what a real working farm is like," he says. All pupils from Year 2 to Year 8 muck in at their Rural Studies lesson each week. The curriculum covers horticulture (there's an RHS School Allotment on site), animal work and nature & conservation. Paul Smedley taught in various prep schools in London and rural settings, but grew

up on a farm. He was attracted to this role because it offers something special for children and a different way of teaching. "Some children may definitely go in to farming later, while others are less interested, but for all of them it offers something special. They can run around and get muddy with the animals. It creates a different atmosphere that feels healthy – I think you see its impact around our school in the laughter and joy of children." The work is physically active and can be competitive. Children garden their own patch and grow produce to eat from seed – there's stiff rivalry between classes when it comes to who grows the most / best. In nature and conservation sessions they learn about the seasons, plant and animal identification, foraging and animal tracking. These lessons stand them in good stead in the classroom, adding to their knowledge across the board, but especially in sciences and geography. It's the animal husbandry side which

I THINK YOU SEE THE FARM'S POSITIVE IMPACT IN OUR SCHOOL IN THE LAUGHTER AND JOY OF PUPILS

PUPILS GARDEN THEIR OWN PATCH AT THE ELMS

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often creates the biggest spark, as children forge bonds and get closely involved in livestock welfare. "Animals don't judge you," says Paul Smedley. "They are a constant, a safe haven." Children can access the farm outside their Rural Studies lessons and many do, building not just a bond but a strong sense of commitment to a particular animal or group of animals. If they want to take this further they can get involved in showing animals. The Elms has had notable success at country shows over the years (Pig of the Year at the 2019 Three Counties Show) and has a small but choice herd of Hereford cattle, along with sheep and classic rare-breed pigs. But there's a lot of work getting livestock 'show ready' – a challenge some pupils relish. Paul Smedley admits to some trepidation the first time he took his young charges, and their charges, into the ring at a country show – especially since pigs are not known for doing anything they don't want to do – but the young people's pride, and the huge love and care for animal welfare, shines through at these events. "What we teach the children has got to be fun, and at the right level, but there also has to be a serious side to it," says Paul Smedley. "If a child leaves The Elms having enjoyed the farm and learned about best practice, that's a win for us. But farming is at a crossroads and we need young people to be educated about what farming involves. Tomorrow will be an exciting time to be in agriculture."

BREDON SCHOOL Bredon is one of the best-known schools with a farm, offering 85 acres of pastoral heaven at its 85-acre site near Tewksbury, Gloucestershire. The dyslexia-friendly mainstream co-ed for children aged 7-18 offers day and boarding places. Headmaster Nick Oldham says that the pioneering school founded by Colonel Sharp in the early 1960s was always popular with children of the farming community, but has much broader appeal because of the breadth of academic opportunities and outdoor opportunities it delivers. Children can try their hand at everything from clay pigeon shooting and rock climbing to canoeing or fishing on the River Severn that traverses the grounds. While these pursuits teach independence, initiative, confidence and a whole host of team skills, being involved in the farm brings something more. All children participate in timetabled lessons on the farm up to Year 9. "We offer lessons that are taken outside the classroom," says Nick Oldham. When you are managing the scanning and then lambing for a flock of 120 sheep there is quite a bit of maths involved. "For

children with dyscalculia, maths may happen more naturally when they are involved in considering it in relation to our animals, or how we manage our crops and grazing land," he says. There are diverse opportunities beyond livestock, polytunnel and field. For instance, Bredon School pupils take great pride in servicing all of key equipment – practical mechanics at its best. Those who wish to can take things further by developing skills for onward journeys. The school offers BTEC qualifications in Agriculture, Countryside and Environment or Land Based Studies. Coming from a farming background himself, Nick Oldham is at pains to stress that this aspect of school adds huge value to learning. There is also a business element to running any farm (feeding neatly into the school's thriving Business Studies courses). Beyond that, there are softer skills. "Children at the school know where their food comes from and are involved in the 360-degree cycle of life. That really helps with mindfulness," says Nick Oldham. "Many departing Sixth Form pupils tell us one of the things they will miss most about life here at Bredon is the farm."

THERE'S A LOT OF WORK GETTING LIVESTOCK 'SHOW READY' – A CHALLENGE SOME PUPILS RELISH

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MAYFIELD SCHOOL IS 'PONY HEAVEN'

MAYFIELD SCHOOL

LAMBING AT BREDON

Getting close to the land is a big part of life for Mayfield School in rural Sussex. The boarding and day school for girls aged 11 to 18 has its own superb equine centre that is, quite simply, pony heaven. "We are an academic school, but this is one of a number of things we offer to enrich our girls' lives," says Jill Barker, Director of Equestrian. While most girls do bring their own horses to school, there are loans available for those pupils who don't have their own (yet) and would love the opportunity to muck in. This can be a big part of life for many of them and, while some pupils just want to be able to ride as a stress release or creative outlet, the work involved in looking after ponies and horses takes commitment, as Jill Barker points out. Some do want to take it much further (Mayfield has an exceptional track record in competitions and events), and that really does mean putting in the hours and managing their academic and social lives. "They learn a lot. When it comes to getting up at 4am to ensure you can be there for a competition girls need to decide what they want to do – and 99 times out of 100 the horse wins," says Jill Barker.

She believes being involved with all things horsey offers much more than the obvious pleasures of riding. "Girls involved in the School's equestrian side learn how to manage their time very effectively. Most of them continue riding all the way through GCSEs and A levels." There are other benefits too in teamworking and individual responsibility – and robust mental health. "Girls learn about responsibility and having a conscience. They also learn that in competitive events everyone has a good day and a bad day – horses are great levellers." Many girls use the experience gained here to help progress their entry into academic programmes – Jill Barker says it proves very useful for the notoriously tough application process for veterinary college, but also helps with medical school and physiotherapy applications, both of which are school strengths. "Girls who have looked after horses learn a lot about their physique and care along the way and that gives insights applicable to other areas. These are years of practical experience you can't buy and you can't get out of a textbook." Equestrian opportunities sit alongside a very popular Farm Studies programme for Year 12 pupils. This initiative is led by Head of Biology

S CHOOLS WITH FARMS

and Deputy Head of Sixth Form Rachel Davies and gives students an opportunity for one afternoon a week to experience life on a mixed family plot with arable, cattle and pigs. This provides skills and knowledge that feed into girls' career interests – from land management or agriculture to veterinary or business. The experience is "very hands on" says Rachel Davies, so girls will help with everything from worming cattle and weighing piglets to discussing the long-range weather forecast, vets' bills or farm economics. It's great work experience to put on the CV, but other girls – especially international students – are here because they want to experience life on what she describes as a "quintessentially English farm". She cites one Nigerian pupil. "For her it is a completely different experience and she's found a huge enthusiasm for being involved in farming," says Rachel Davies. Perhaps the real value in giving young people the opportunity to get back to the land as part of their school studies is that you never know quite where it might lead them.

PIGLETS AT MAYFIELD

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MINI MERMAID FINAL CHALLENGE, HACKNEY

Go girls! Blending positive messages and physical activities, Mini Mermaid Running Club is helping girls build self-esteem, a can-do spirit and the strength to rise to life’s challenges Wo r d s L I B B Y N O R M A N

ini Mermaid Running Club is not just for running. In fact, running is a small (albeit essential) part of what this girlfocused initiative is all about. Designed for young girls aged 7-11, the club uses a running or walking challenge as the end point of a programme designed to develop mindfulness, confidence and what it calls ‘self-compassion’. So where do the mermaids fit in? Apart from the fact that they are a recognisable and child-centric symbol of freedom, they also represent positivity. Girls are introduced to the mermaid as the truthful voice inside our head that helps us have courage and believe in ourselves. On the other hand, sirens are the muddled voices that swirl around in our head, sapping confidence and telling us we will fail. Anxiety is one of the biggest barriers to children’s development and ability to participate and be spontaneous. This is something Mini Mermaid Running Club UK’s founder and director Hannah Corne knows all about. Back in 2015, she was an extremely worried parent and it was her own journey to help her daughter that inspired her to establish it. Her daughter, then aged 3, was diagnosed with selective mutism in 2015 after it was picked up by staff at her nursery.

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SP ORT

CLASSROOM ACTIVITIES

“We discovered that our daughter had not spoken at nursery all year,” Hannah says. Selective mutism is a severe anxiety disorder that makes someone freeze and become physically unable to communicate around certain people or in certain social situations. This condition, estimated to affect 1 in 140 young children, is more common in girls than boys. Without management, it may continue into adolescence and even adulthood so early intervention and support is recommended to help children overcome their fears. Hannah observed her daughter and realised that her anxiety levels decreased markedly when she was playing outside. Through research she discovered Mini Mermaid Running Club, a programme established in California in 2009 by Heidi Boynton in order to build girls’ mental and physical well-being and confidence. With Heidi’s blessing and support, Mini Mermaid Running Club UK was established in autumn 2015. Hannah first tested out the scheme at a local school in Leeds. Such was its success that other groups soon followed, and now they number in the hundreds. The beauty of Little Mermaid is that it can be organised through schools, through clubs or within communities. “There’s no fancy equipment. It can be done by anyone,” says Hannah. The curriculum can be adapted to tackle the experiences and issues that beset girls at each age and stage between the ages of 7 and 11. Children are taught not to fear those inner siren voices that tell them not to put their hand up or that nobody likes them or that they don’t fit in. To do this they harness their mermaid – what Hannah MINI MERMAIDS AT HIGHBURY FIELDS

THE 'PAT ON THE BACK' EXERCISE

“GIRLS ARE TAUGHT NOT TO FEAR THOSE INNER SIREN VOICES THAT TELL THEM NOT TO PUT THEIR HAND UP OR THAT NOBODY LIKES THEM OR THEY DON’T FIT IN”

describes as their “inner cheerleader”. The teamwork focus of the club is vital to success. Hannah believes that girls especially are drip fed ideals of perfection from an early age and judge themselves harshly against others. Sessions harness girl group-think in positive ways. One exercise that does this is very effectively is ‘pat on the back’, when each girl draws round her hand on a paper plate and passes it around. Everyone in the group is asked to write something positive. “It can be quite amazing to see the effect on a young girl of reading all the positives that people write about her,” says Hannah. Consistent messaging about self-worth and strength sinks in, but Little Mermaid Running Club doesn’t soft soap the trickier stuff. Hannah believes it’s important to counteract the image-is-all culture – amplified on social media – that encourages girls to believe how they look is who they are. The club also helps girls understand that they don’t always have to be small or say nothing or fit in. They learn that you will always have people who clash and tribes who don’t mix. This is all done in a club setting that actively encourages

girls to support each other and work together. “It’s teaching them that we all have strengths and weaknesses and it’s OK to have weaknesses and also to celebrate other people’s strengths” says Hannah. The 5km challenge that rounds off the Mini Mermaid Running Club programme can take place in a local park, on the school field or anywhere children can run (or walk if they don’t want to run). Parents, siblings and grand-parents are encouraged to come and watch. There are many stories of how the club has inspired a change of mindset. Teachers report girls putting their hands up in class more, participating in clubs and other school events and parents speak about the change in girls’ sense of self-belief and in their body image. “The active side of Mini Mermaids has so many positives to it,” says Hannah. “When we get girls running around in sessions we always ask them afterwards ‘how do you feel now?’. And when they respond that they feel really happy and positive we are showing them the tools to stand them in good stead.” But above everything else, the programme teaches the importance of being kind to yourself – and for girls especially, finding that positive inner mermaid voice might be the most valuable lesson of all. For more information about Mini Mermaid Running Club, visit minimermaiduk.com AUTUMN / WINTER 2020 | 75

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Autumn Books AUTU M N ’ S N EW BOOK RELEASES p .7 8 • WE M EET PATRICK SKI PWORTH p . 8 4

TOMI UNGERER See page 80

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Editor's pick

One of the world’s most referenced sources of knowledge, Encyclopedia Britannica returns with a brand new compendium to inspire young minds. The Encyclopedia covers more than 170 topics verified by 100 experts in their fields. A bookshelf essential, it features 1,000 stunning photographs and illustrations, alongside hundreds of astonishing facts. Guaranteed to captivate even the most digitally dependent children and bring the joy of learning home for the whole family, and also comfortingly old school!

THE BLUE GIANT

TALKING TO THE MOON

b y Katie Cottle PAVILION, £6.99

When it comes to eco awareness, starting kids young is key – and most children are born environmentalists. This book’s strong message about protecting the ocean comes with beautiful illustrations and presents beach litter picking as a positive and fun activity. The Blue Giant is the sea itself, asking a small girl for help. Heartbreaking yet optimistic, Katie Cottle's narrative brings a positive message and reinforces the fact that together we can effect change.

b y S.E. Durrant NOSY CROW, £6.99

TIGER, TIGER BURNING BRIGHT! s e l e c t e d b y Fiona Waters NOSY CROW, £25

This book follows on from Nosy Crow's smash-hit nature anthology 'I Am The Seed That Grew The Tree'. Child pleasers abound and, from the classic title poem by William Blake to Ogden Nash's 'The Ant', Fiona Waters' selection celebrates the animal kingdom. There's a range of poetic forms and talents too, including translations of Inuit songs, haiku and a poem about a magnificent bull translated from the Dinka original. Britta Teckentrup's stunning illustrations bring this rich poetic landscape to life, making it a lavish, read-out-loud treasure.

ris' grandmother Mimi is a real character, but her memory is all over the place. Blue ribbons round her fingers remind her of things she has to do. Then there's a mystery photograph of a girl called Coral – the one Mimi refers to as 'the lost girl'. This story tackles big issues around the dynamics of family relationships, the process of ageing and young people's sense of where they fit in – but readers are carried along by the strong narrative to a life-affirming ending.

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TOMI UNGERER IN HIS STUDIO

A bo y a nd h is

SHADOW

Absolutely Education meets Aria Ungerer, the daughter of the late artist and writer Tomi Ungerer I n t e r v i e w C A R LY G L E N D I N N I N G

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Hi Aria, firstly we want to say we're so sorry for your loss. Your father was so incredibly talented. Tell us about his last work, Non Stop. What's it all about? Well, it's his last book but it's also a project that he worked on for ten years. He had this idea – he wanted to create a story about a boy and his shadow in which the shadow acts as a guide in difficult situations. Tomi created this beautiful artwork and the whole story but then, about four years ago, he decided to go back to the beginning and start again. What never changed was the first page – including the concept for the artwork and the text. In fact, that text on the first page was rolling around in his brain for a very long time before he started the book. You were heavily involved in the production. What was it like to work with your father? In many ways, I think of us as collaborators really – we worked together on all kinds of projects: books, educational projects, fine art projects, exhibitions, film and television. I consider it to have been an absolute honour to work with him so closely in the last decade of his life and I learned so much from him! Of course, we had a very particular working relationship since we were a father/ daughter team and therefore we both could communicate so freely with each other. And what was your relationship like growing up? Did he teach you how to draw? My brothers and I grew up mostly without a television, so as well as playing outdoors, reading and drawing were a huge part of our lives. Tomi was definitely not like other dads where we lived in rural Ireland – he loved to work the land but was not a farmer. He tried to instill a love of botany in me – he used to know all the latin names for the plants and we took a lot of

NON STOP

walks identifying flowers which he later helped me to press. And he believed in learning practical skills so he gave me my own toolbox when I was probably around four so that I could go around with him and help him to fix things on the farm. We also spent a lot of time in Canada during the first years of my life and there he and I used to go to the dump every week and root around in the piles of trash looking for treasure. You'd be amazed at how much great stuff people throw away! Even though it was written before the pandemic, the themes in Non Stop couldn't be more relevant for now. How do you think the book will help children process what's going on in the world today? Everyone reads and experiences a book in such an individual way so I am always loathe to be prescriptive. I do think it's beautiful how this book has become so relevant to us in Western society now, but I also think that there is a universal and timeless message in it which would have been relevant to so many children, pandemic or not. I'm thinking for example of children fleeing war zones, who are stateless or who survive natural disasters. My reading of the book is very much focused on two central issues – I see the shadow as a call to trust your own best instincts, we are very socialised to see the shadow self as something negative, but in this book the shadow is wise and compassionate. In the end, Vasco continues

“ I D O T H I N K I T ' S BE AU T I FU L H OW T H I S B O O K H A S BECO M E SO RELEVANT TO U S I N W E ST E R N SOC I ET Y NOW ”

Q&A

to long for that connection with his shadow all his life. The other striking part of the book for me is the relationship between Vasco and Poco – I remember when Tomi came up with Poco and was himself so moved by how strong that need is to have someone to love and care for. To look after. He always teared up when he read the lines: Vasco clutched Poco to his heart. At last he had someone to care for. Just in time. For children nowadays, there is so much to deal with – of course there is the pandemic now, but also, we who have gone before have left the earth and the environment in such a precarious state. This really means that today's children, the adults of the future, will need to find creative solutions to problems that they have no responsibility for creating. The book doesn't provide answers but it does provide empathy I think. Vasco and Poco survive because they trust the shadow and because they have each other. Poco is saved from impending disaster by Vasco, and Vasco is saved by his love for Poco. I think this book is quite abstract in some ways which is lovely because there is a lot of space for the reader's imagination to fill in the gaps or transpose their own experiences onto the story. But I am extremely curious to find

out more from children about their own thoughts on the meaning of the book and the ways in which they think it makes sense of the world for them. That is in fact the most important thing – not what I think! Your father was never afraid to tackle difficult themes and his work always stood out in the world of children's books. Where did his inspiration come from? I think that the main source for his AUTUMN / WINTER 2020

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Books

“ T HE R E I S A LOT O F SPAC E FOR T H E R E A DE R ' S I M AG INAT I ON TO F I L L I N T H E GAP S” inspiration in that regard was his own experience of growing up in a war zone, under Nazi occupation. He always felt that in order for children to be resilient and to thrive, adults should not completely shield them from what is actually going on in the world around them – that it is very important to be honest with children because they are just so smart. And of course, storytelling has always served as a way of both entertaining youngsters but also of preparing them for dealing with the realities of life. And finally, is there one book of your father's that you always come back to? What do you think is his most important work and why?

Q&A

TOMI AT WORK IN HIS STUDIO

That is such a difficult question to answer. As a child I loved Zeralda's Ogre for the food, No Kiss For Mother for the sheer hilarity and naughtiness and also The Beast of Mr. Racine. I adore Otto too but that came along later in my life. I suppose, since I worked so closely with Tomi on Non Stop, in the future that is probably the book that will be the most important one for me personally. I hope that parents will not shy away from Non Stop – of course it may often seem easier to only read upbeat, happy and sweet books to, or with children, but I think that this story is really just hauntingly beautiful and perfect for the circumstances we find ourselves in now.

Non Stop by Tomi Ungerer is published by Phaidon and is out now; £12.95 AUTUMN / WINTER 2020

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LITERALLY, AMAZING WORDS AND WHERE THEY COME FROM

WO R D U P

Author Patrick Skipworth on 'Literally' his new non-ﬁction picture book about the global diversity hidden in the English language I n t e r v i e w C A R LY G L E N D I N N I N G

PATRICK SKIPWORTH

Tell us about ‘Literally’. What made you want to write it? I studied linguistics at university and I’ve always wanted to find a way to make it engaging for younger readers. The etymology of English words seemed a sensible place – there’s something really fun about discovering the unexpected little stories hidden inside our favourite words. I also think it's a great way to develop a love of language. Lots of etymologies start off as standalone facts but then they draw you in to think more broadly about language. When you're young, knowing something your parents or friends don't is a lot of fun, and etymologies can be great for that, too. With that in mind, I started thinking about how words can be connected with illustration, which is really the core of the book. Nicholas Stevenson, who illustrated Literally, was great to have on board because he brought so much enthusiasm and many of his own ideas.

We love the way it teaches children about the global diversity hidden in the English language. Why is a multilingual education so important for early years pupils? Multilingual education can mean something different for students with English as their first language or with English as an additional language (EAL). For all students, there's some evidence that learning a language early on helps throughout their lifetimes with improved cognitive skills across the board. It’s clear that learning a language becomes a lot harder as we age, so early years is the ideal time to start. But for a lot of students, studying languages is about more than learning something fun or new because English may not be their first language. For EAL students, who might speak one language at home and see English as their school language, it’s really important that they have a chance to develop and use their

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own language at school as well. EAL support, such as someone working with a student in their primary language, or encouraging bilingual preschools, is important. Without it, one language, and possibly the student’s development more generally, can suffer – either they will lose some connection to their family or community as their first language is overlooked, or they will struggle more in their English studies. And what about inside the classroom. Do you think we need to change the way we teach linguistics? It’s hard to generalise about how we teach language. For one, teaching across schools differs greatly, with students from different backgrounds, with a range of skills who need varying levels of support. Also, language learning is split over a number of related, and all important, subjects, each of which has a different purpose. We teach modern languages subjects with the primary aim of being able to read, write in and speak them. None of these really equate to teaching linguistics, but they can all benefit from being informed by linguistic theory and research on language development. A big development since I was at school is the move to systematic synthetic phonics to develop students’ reading skills. This system is better informed by linguistic theory than what I was taught: mostly just learning the spellings of words by rote without connecting them to sound. Phonics is also especially good for EAL students, where it gives a grasp of English sounds that might be less familiar. Most of all, it’s a great way to help students learn to negotiate the sometimes frighteningly difficult orthographic system we use for writing English, where a single sound can be spelled a myriad of different ways. A teacher friend of mine was asked by a student how they were supposed to look something up in the dictionary if they didn’t know how

BUILDING STRONG PHONETICS SKILLS IS FUNDAMENTAL

to spell it – a really good question! Phonics allows you to do that: by pronouncing the word you can work out how it should be spelled. Prioritising approaches to language learning that are informed by linguistic theory and language development research seems a move in a positive direction. Aside from reading together, do you have any creative ideas for parents who want to help with their child’s language development? For early years, building strong phonics skills is fundamental as a basis for developing language and, in particular, reading skills. Schools are often best placed to recommend resources to use at home. There are lots of online games out there, but even playing I spy on the bus is a good way to work on phonics (you could try a mix of letters and sounds: something beginning with ‘E’ and something beginning with the ‘ee’ sound are quite different). When children write, encourage them to mark words they don’t know how to spell and look them up in the dictionary later. Why not look up the etymology while you’re there – it could be something surprising – maybe the

Interview

word even comes from another language you speak! Making time for reading is important, both parents reading to children and vice versa. Let kids choose books on topics they are interested in, as long as the writing is engaging and just the right level of challenging. If your child is an EAL student, or a very keen language learner generally, a great resource are dual language books where the text is presented in two languages. And finally, what were the books that really cemented your love of language growing up? I think books that are playful with language are important, especially those that appreciate that a lot of the fun of learning languages comes from how words sound. Classic books like The Very Hungry Caterpillar or The Gruffalo are still great examples – but there are fantastic new books coming out all the time as well. Later on, I’m sure reading fantastical books like The Hobbit or the Hungry Cities series (which was a favourite) with all of their invented words played a part. I think as long as you keep reading it's hard to not stay interested in language and words. The key with languages is to get past the 'grammar is boring' approach and start wondering 'why do we talk this way? Isn't that really weird? And really cool too!

PAT R I C K S K I P WO R T H Author of LITERALLY: Amazing Words and Where they Come From. Published by What on Earth Books, £11.99, hardback AUTUMN / WINTER 2020 | 85

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RADIO

WAVES

Absolutely speaks to creator of radio and book series The Adventures of Captain Bobo, Kay Hutchinson – daughter of the real Captain Bobo – and series narrator John Sessions Inte r v i e w L I B BY N O R M A N

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I WA S LU C KY E N O U GH TO ‘GET ’ TH E C LY D E , WH E N T H ERE WAS STI LL SO M E T H I N G O F A F L E E T O F STEAME R – T H E WH O L E C LY DE SI DE WO RLD John Sessions

What first inspired the Captain Bobo books and radio series? The inspiration was my father, his stories, the ships and the people he worked with. I helped him write his book Hurricane Hutch’s Top 10 Ships of the Clyde and his tales of life on board sometimes made us laugh. My father was Captain ‘Hurricane’ Hutchison, but he also had a less serious nickname ‘Captain Bobo’. We thought how wonderful it would be to share the fun and create a world for children based on his stories. The stories and the radio series are loosely based on real people and events. Can you explain more about the people and places? The places in The Adventures of Captain Bobo are places my father sailed to. And so, the series visits the Outer Hebrides, the Clyde, North Wales, The South Coast and even London. Ship crews spend long hours together, so they have to work as a team and that comes out in the stories. My father was a great storyteller, and growing up he often told us about this character, or that mishap, whether it was someone needing rescuing, animals running off along the pier, cargos getting lost, or summer sailings ‘doon the watter’ from Glasgow with 1,500 passengers on board.

Sessions is a unique talent. He brings a real sense of fun to the stories and the different ‘Bobo’ characters. His storytelling is a joy to listen to and it helps that he knows quite a bit about the ships too. Why did you (John Sessions) agree to be the narrator – is there a sense of place and time you can relate to as you grew up in the coastal community of Largs? John Sessions: “I was lucky enough to be old enough to ‘get’ the Clyde, when there was still something of a fleet of steamers. Yes, the whole Clydeside world rises up in the Bobo stories. I sailed on The Duchess of Montrose, The Duchess of Hamilton, The Jeannie Deans, The Caledonia, The Talisman. The Bobo tales bring back the

How did you go about translating printed words and pictures into an action-packed radio series for children? It’s all about the narrator and creating the sound world with newly composed music and authentic sound effects. Each element helps conjure the atmosphere and helps stimulate the imagination. John

Interview

spirit of that world, all accompanied by the aroma of freshly made pancakes, lavishly laden with strawberry jam.” What are the 21st-century challenges of narrating / voicing for radio and helping a younger audience experience a story through listening? Yes, it’s a very visual world we live in. But the radio series read by someone as talented as John can inspire and develop children’s imagination, and perhaps also provide a great way to introduce children to physical books - the Bobo stories are based on picture books. We’re also producing audiobooks so the opportunity to listen whilst reading along with the physical book, enjoying the colourful illustrations at the same time might offer the best of both worlds. Can you explain more about the Gaelic version of the series and the link with the Audio Content Fund? The Audio Content Fund supports independent radio programmes that otherwise might not get made. They recognised in Bobo both a fun children’s story about teamwork and also a celebration of our coastal and island communities. Additionally, they liked the idea of us re-telling the series in Gaelic – from the outset, something that we were keen on since many of my father’s sailors were from the Western Isles. Gillebride MacMillan, our narrator, produced the most beautiful translations. It’s so important to keep Gaelic alive – it’s a unique part of Scottish history and culture. It’s only with the support of the ACF that we have been able to deliver the series to the quality and standard we wanted to achieve.

K AY H U TC H I N S O N

JOHN SESSIONS

CAPTAIN ROBERT L HUTCHINSON

Co-author of The Adventures of Captain Bobo and creator of a new radio series based on the books. The 10-part radio series narrated by John Sessions is broadcast nationally on Fun Kids radio from this September. AUTUMN / WINTER 2020

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School’s Out

WRITER AN D PH I LOSOPHY TEACH ER PAM EL A B UTCHART p . 92 • TACKLI NG SCREEN DEPEN DENCE p . 9 8

HOMEWORK ESSENTIALS IMAGE: LIEWOOD

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NATURE HUNTS AT COUNTRY KIDS

SOC IAL DI STANC ING IS A G I VEN I N THIS SC ENI C SPOT

COUNTRY KIDS LUXURY FARMHOUSE

VIVE LA

France!

COLLECTING EGGS FROM THE COOP

Why Country Kids in France makes the perfect post-lockdown escape Wo r d s ZO E Y G O T O

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School's Out

TRAVEL

PILING ON FARMER SYLVAIN’S TRACTOR

COUNTRY KIDS HAS ITS OWN PETTING FARM

ur London lockdown - with an active toddler and minus a garden presented all sorts of challenging moments! As restrictions slowly eased up, it became crystal clear that the one thing our two-year-old daughter Indiana needed was a dose of nature and some space to run free. So when I heard about Country Kids - a luxury farmhouse resort with its own petting farm, surrounded by stunning scenery in the South of France - I enthusiastically booked a visit. A health-packed week of fresh air, country walks and animal bonding sounded like the ideal post-lockdown retreat. Although the path-most-travelled to Country Kids is by air – flying into Montpellier and driving an hour to the farmhouse – we decided to take the

RELAXING AROUND THE POOL

scenic route with an 8-hour Eurostar journey from London to Montpellier. Masked-up and watching Paris whizz past the window, it was a surprisingly relaxing journey that also felt quite intrepid – a little like inter-railing with a toddler in tow, which it turns out is not as horrendous as it sounds! Arriving at the rural idyll, we were greeted by the owners Laure and Sylvain, and their two young children. The family extend the kind of warm hospitality that puts you at ease to do as much or as little as you please. Apart from a local pony-riding lesson for Indiana, we decided to kick back and spend the week soaking up life on the farm. We opted for the self-catering package, which was pretty effortless as the onsite shop stocks plenty of homemade family meals. Our visit also included unlimited use of the kid’s club, daily teatime with oodles of delicious cakes, a generous welcome hamper of food and two babysitting nights, when I headed out to La Palombe – a fantastic little restaurant within walking distance. There’s also the all-in package during the school holidays, which covers all food and drink, spa treatments, yoga, baby essentials from the shop and even a few hidden extras such as cook-out and camping night for older kids. A typical day at Country Kids starts with piling into Farmer Sylvain’s tractor for the morning farm visit, where the kids excitedly collect eggs from the coop, feed the animals and pet the outrageously cute bunnies. The day can then be spent relaxing around the pool, venturing to the local market towns or lake with a picnic hamper, or the children can drop-in at the kid’s club, where the creative program includes nature hunts, animal grooming and pizza making. One of the holiday highlights for Indiana was the pyjama party, where she was picked up from our apartment for a breakfast bash with

her new friends. As the resort has just seven apartments, there’s a friendly atmosphere between guests. In our downtime, we romped through fields of wildflowers, made regular visits down the grassy lane to feed the pregnant goat Juliette, and explored local villages by bike, with my speed-loving toddler shouting “faster!” from her baby seat, as we ambled along peaceful country tracks. With rolling fields and barely a person in sight, social distancing is a given in this scenic spot. One our final evening, as Indiana sang herself to sleep with a rousing rendition of Old McDonald, accompanied by the faint bleating of sheep in the background, I knew that we had experienced a very special holiday that will foster a love of nature for years to come.

C O U N T RY K I D S SOUTH OF FRANCE Self-Catering package prices start at €3,950 for a family of four for a week. Absolutely Everything Included package (during school holidays). Prices start at €7,350 for a family of four for a week. country-kids.fr AUTUMN / WINTER 2020 | 91

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Pamela

BUTCHART

The award-winning children's author and philosophy teacher talks about her schooldays in Dundee, and a vivid imagination that got her into trouble Inter view LIB BY NORMAN

Where did you go to school and when? As a younger child I went to St Vincent’s Primary, Dundee in the late '80s and then I went on to St Saviour’s High School, also in Dundee, in the mid '90s. What were your schooldays like? CHAOS. Mostly of my own making! Did you love school or hate it? I loved primary school. It was full of fun, friendship, drama, chaos and toilet ghosts! I found secondary school more difficult. I wore a weird skirt, weird shoes and had pets rats. I didn’t really fit in. What were your favourite subjects at school? Anything to do with dinosaurs or aliens when I was at primary school. In secondary school philosophy and morality was my favourite subject.

fun (and both a little odd). They are the inspiration for the teachers in my books.

What was your proudest school moment? I won a Disney bean bag chair in Primary 4. Everyone applauded and I got to go up on stage and collect it. I felt like Queen of the World that day. And I’d only bought ONE raffle ticket with ten pence I’d found in the playground! What was the most trouble you got into? Well...Let’s just say the books I write are all about my time at primary school with titles such as “My Head Teacher is a Vampire Rat!”, “The Phantom Lollipop Man” and “Attack of the Demon Dinner Ladies!” I had a wild imagination at school which got me into a fair bit of trouble. (I was sent to the head teacher's on more than one occasion for causing a school-wide panic!) What was your most vivid memory looking back now? The Disney bean bag. It really was the business!

Where was your favourite place at school and what did you do there? The primary school toilets. We used to have our secret meetings there. Not very hygienic but loads of fun!

Were you ever too cool for school? HA! Pets rats, weird curly hair and often spotted carrying a metal detector. So... NO.

What beliefs do you think your time at school instilled in you? Three things. 1. Hard work, determination and self-belief pays off. 2. Being weird is ok and 3. Kindness is everything.

Who encouraged and influenced you to become a children’s author? I’d always loved children’s books and never stopped reading them but never thought I could write my own until my

JEREMY, WORRIED ABOUT THE WIND

And your least favourite? I hated geography. I have a real problem understanding maps and directions (and a rubbish memory – a terrible combination!). Who was your favourite teacher and why? My primary school teachers Mrs Ross and Miss Jones. They were kind and 92 | E D U C AT I O N P R E P & P R E P R E P

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School's Out

Q&A

I WAS SENT TO THE HEAD TEACHER'S ON MORE THAN ONE OCCASION FOR CAUSING SCHOOLWIDE PANIC!

cats (with a little help) got me a “How to Write for Children” self-help book for my birthday. I started reading away and it gave me the confidence to make a start. I started writing the next day and haven’t stopped. As a teacher myself, I’m always amazed at what a little bit of support and encouragement can help people achieve. I’m a firm believer in continued learning – it’s never too late. Except for driving – I’m not convinced I’ll ever pass my test. What’s coming up next for you? I’ve just written the tenth book in my Izzy series of books aimed at 7-10 year olds. The series really took on a life of its own after my book “The Spy Who Loved School Dinners” (illustrated by Thomas Flintham) won the Blue Peter Best Book Award and “My Head Teacher is a Vampire Rat!” won The Children’s Book Award. I’m currently writing the eleventh book in the series – I can’t believe it. Any other projects in the pipeline? I’ve written two new Enid Blyton Secret Seven novels for Enid Blyton Entertainment. This was an absolute

PAMELA BUTCHART

dream come true (especially because I was a massive Enid Blyton fan as a child and got to write them in my own Secret Seven shed in my garden!). I’ve also just published my very first picture book with my publisher Nosy Crow which I am very excited about. It’s illustrated by one of my absolute favourite illustrators, Kate Hindley, and it’s called “Jeremy Worried About the Wind”. It’s about a little boy with worries and anxieties. I hope that it will help to open up conversations between parents, carers, teachers and children about their fears and anxieties. How would you sum up your school days in three words? Drama. Chaos. Fun!

Pamela Butchart's new book Jeremy, Worried About the Wind, is published by Nosy Crow. £6.99. nosycrow.com AUTUMN / WINTER 2020

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10/09/2020 21:43

BACK TO

School EDITOR’S PICK

Carly Glendinning rounds up everything they’ll need for heading back to class

C O SY UP TÖASTIE

Made with responsibly-sourced down, Töastie’s puffer jackets are super lightweight – making them easy to fold up and store in their school bag. The clever design also has thermo-regulating qualities so it’s suitable for all weathers. £74.99; toastiekids.com

Scoot Away BIRD

One of the smartest scooters around, this design from BIRD will get you to the school gates in style. Suitable for little ones aged 3-8, the design incorporates a wide footboard and chunky wheels for extra stability. £129.95; scandiborn.co.uk

WRITE ON LIEWOOD

Get their homework (or homeschool!) space organised with Liewood’s cute bear pen holder. Individual slots mean it’s easy to see all of your colours – making it a great choice for budding artists. €18; liewood.com

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10/09/2020 09:58

School’s Out

BACK TO SCHOOL

5 Ex t ra Sc h o o l

ESSENTIALS

DESK SPACE FERM LIVING

Make the dreaded homework seem (slightly!) more appealing by creating an inviting desk space. This minimal design from Ferm Living is available in a rainbow of hues and doubles up as a cute play area. fermliving.com

2 STEP OUT YOUNG SOLES

Retro-cool meets classic British heritage in the new back to school collection from footwear favourites Young Soles. Reminding us of the styles we once wore to class, we love all the sweet detailing and also how lightweight they are. youngsoles.london

Bags of Fun

JEM + BEA

Changing bag brand Jem + Bea has branched out into backpacks for minis. This super-cute style is made from eco-friendly fabric and will fit all of their school essentials. £39; jemandbea.com

3 4

1. Sebra, Water Bottle, £10.95; scandiborn.co.uk 2. Liewood, Lunch Box, €33; liewood.com 3. OYOY, Abacus, £50; oyoylivingdesign.co.uk 4. Djeco, Aiko Colouring Pencils, £3.99; tickety-boo.co.uk 5. Meri Meri, Rainbow Sketch Book and Stickers, £10; merimeri.co.uk

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IT IS A TIME FOR REFLECTION AND RELAXATION AND JUST TAKING A STEP AWAY FROM THE WORLD

E D U C AT I O N P R E P & P R E P R E P

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10/09/2020 15:18

School's Out

MINDFULNESS

Keep

CALM How can mindfulness help children in their everyday lives? By KAREN CLINCE

indfulness can be described in a variety of ways. From mediation to yoga, to a simple colouring activity, the basic concept is to become aware and take notice of yourself and your surroundings. Mindfulness is simply, noticing what is happening right now. Mindfulness is taking notice of how your body feels and what you see, smell and taste. It is also noticing what your mind is doing. When you notice what is happening around you, it can help you to calm down when you’re sad, angry or frustrated and can help you deal with tough emotions. Mindfulness is great at helping us feel happy and positive, as we become more relaxed and focused on the now, switching our minds away from negative thoughts which can be all-consuming.

HOW CAN MINDFULNESS HELP CHILDREN IN THEIR EVERYDAY LIVES? Life in general nowadays is very busy both for adults and children. With all the

extracurricular activities and family life in general, children are becoming more stressed. Mindfulness can prove to be a more gentle, less stressful activity that is free, can apply to all ages and can be a family bonding experience to share. It is a life skill that if learned early on in life, like reading, can last a lifetime. With regular practice, it can help children have a positive experience every day, and can help them learn to relax and regulate their emotions. Teaching children how to regulate their breathing is another life skill that can have lasting benefits into adulthood, helping them to gain focus and control in stressful situations.

HOW DO YOU LEARN HOW TO PRACTICE MINDFULNESS? As a childcare practitioner, mindfulness is a very important part of our weekly curriculum. It gives the children we care for time to relax and wind down after what is generally a very busy day coming from school to our after-school care. Mindfulness sessions give children time to reflect on their school day and the experiences they have had that day.

It takes little resources – just some relaxing music, a comfortable place to sit or lie down – and can be done in a variety of ways depending on the child. Some of our children like to lie down, some like to read a book quietly or some may even do some art while relaxing and listening to music. It is a time for reflection and relaxation and just taking a step away from the world around us for a short period of time. Families can also benefit greatly from mindfulness as a bonding experience and a way to spend precious time with your loved ones. In the summer months it can be a very nice outdoor activity to have with your children and a way to connect with the outdoors. In the colder months it can be nice as a family to lie down together on a soft but firm surface like a rug or carpet and listen to calming music, or the recorded sound of waves, wind or rain, or even a guided meditation. There are plenty of these on YouTube that can be listened to for free, or you can subscribe to apps such as Headspace or Calm. K AREN CLINCE CEO, Tigers Childcare, UK & Ireland tigerschildcare.co.uk

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School’s Out

PARENT P OWER

Screen TIME

How to reduce device dependence now lockdown is over… B y C A R LY G L E N D I N N I N G

NO SCREENS IN THE BEDROOM

ost parents can hold their hands up to allowing more screen time than usual during lockdown. Millions of us have been working from home and trying to juggle endless Zoom calls with no childcare at all. TV, gaming devices, tablets, computers and phones have provided much needed entertainment and some peace and quiet – especially when there has been no school, playgrounds and time with family and friends. But what about now the lockdown is over? If you’re worried about your child’s device dependence, read on for some helpful tips...

MOST PARENTS CAN HOLD THEIR HANDS UP TO ALLOWING MORE SCREEN TIME THAN USUAL DURING LOCKDOWN

SCHEDULE SCREEN TIME

ORGANISE ALTERNATIVE ACTIVITIES

Instead of banning screens all together, agree an allotted time per day that your child is allowed to spend on their devices. Being in front of a screen switches your child’s brain into passive mode so it’s better to allow device time after they have completed their homework or when they are tired from playing outside. Try to make sure screen time is in short intervals – so find a natural break when an episode has ended or they have completed a level.

When children are bored it’s natural for them to want to turn on the TV or play a computer game. Disconnect from devices by playing outside in nature and if it’s a rainy day, make sure you have a craft or a board game on hand. Another great idea is to make a list of alternative activities together. You could write them down on little bits of paper and put them in a jar so your child can pick one when they run out of things to do.

Sleep is so important for your child’s mental and physical health and development, and research shows that screens in the bedroom reduce the quality of sleep. Make a rule to keep all devices out of the bedroom and also to turn off screens two hours before bedtime. Create a calm environment in their space and start a wind down routine, including bedtime stories, a bath and brushing their teeth to help them get ready for a restful night.

MODEL BEHAVIOUR Children look to us for behavioural cues, so be mindful of your own screen time. If you are glued to your phone 24/7, it’s going to be much harder for you to reason that too much screen time is not good for you. Save the box set for after they are in bed and make some sensible rules that you all have to stick to – such as no phones at the dinner table.

KEEP IT BALANCED And finally, be consistent but not too rigid in your rules about screen time. A family movie marathon is ok once in a while. You might also want to make separate rules about educational computer games, FaceTime calls with Grandma, or time spent on Google doing research for homework. It’s all about creating healthy habits and achieving balance.

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co-edschool prep school LeadingLeading co-ed prep Leading co-ed prep4 iday school Op 4 ber Open days Friday October Contactaus to find out more bassetths.org.uk bassetths.org.uk bassetths.org.uk

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27/01/2020 15:24