British Education: Hong Kong Edition 2017

EDUCATION

ABSOLUTELY

AB SO LUT E LY B R I T I S H E D U C AT I ON | H O N G KO N G E D I T I O N

BRITISH

S P R I N G • S U M M E R 2 017

HONG KONG EDITION

CRESSIDA COWELL

“I was always in trouble at St Paul’s”

SPRING • SUMMER 2017

CRUNCH TIME

Is it safe on the rugby pitch?

PEACE OF MIND

Life lessons for teenagers

WWW.ZE ST.LONDON

BOYS’ OWN

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AN ADVENTURE IN EDUCATION

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Westonbirt gave me the opportunities to be Head Girl and to play lacrosse for England.

I was successful in gaining a place to read Medicine at Bristol University Emily

From Sept’17: Day Fee £4,995/term; Boarding Fee £9,750/term.

E: admissions@westonbirt.org T: 01666 880333 www.westonbirt.org WESTONBIRT.indd 1 WBS - British Edu Singapore A4 - 4.11.16.indd 2

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CONTENTS SPRING / SUMMER 2017

BRITISH E D U C AT ION UP FR O NT

EDITOR

Amanda Constance

13 NEWS

What’s going on in the world of education

A DV ERTISING M A NAGER

Andy Mabbitt

19 OUT RANKED

Why tops schools are walking away from league tables, by Javier Espinoza

SENIOR SA L ES E X ECU TI V E

20 PARENTS BEHAVING BADLY?

A RT DIR ECTOR

Leave those teachers alone, says Eleanor Doughty P R EP

Hayden Taylor

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Phil Couzens

SENIOR DESIGNER

Pawel Kuba

DESIGNER S

22 BE PREPARED

Getting ready for boarding at seven

Ekrem Yilmaz, Rebecca Noonan

26 IN LOCO PARENTIS

Chris Couchman

PRODUCTION M A NAGER

The guardians who look after international pupils, by Charlotte Phillips

FINA NCE DIR ECTOR

30 KEEP CALM

PA TO THE DIR ECTOR S

Alexandra Hvid

Kerry Hollingsworth

Tips on surviving the 11-plus

34 TEACH FIRST

Eleanor Doughty’s pick of top tutors

38 BRIGHT STAR

The challenges of a gifted child,

by Charlotte Phillips

14

22

DIR ECTOR S

Greg Hughes, Alexandra Hunter

PUBL ISHING DIR ECTOR

Sherif Shaltout

For advertising enquiries please call 020 7704 0588 or email: advertising@zest-media.com Subscriptions are available simply by emailing marianne@zest-media.com

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F OCUS

42 MERCHISTON CASTLE SCHOOL

An HMC boarding school for boys in Edinburgh SENIOR

49 SUPPORT STRUCTURE What schools are doing to help young minds

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@ABSOLUTELY_MAGS ‘ABSOLUTELY MAGAZINES’

58 HEAD TO HEAD DEBATE Have we reached peak mindfulness?

66 MAKING OF ME

26

Children’s author, Cressida Cowell S CHOOL LE AVER

72 YES TO EUROPE

More students are crossing the channel for university, says Janette Wallis S CHOOL’S OUT

76 IS RUGBY SAFE?

Schools debate the perils of the pitch L AST WORD

98 DR STEPHEN SPURR

Managing Director of Reddam House Europe

F RO NT COV E R The cover depicts pupils at Merchiston Castle School, an HMC boys' school in Edinburgh, Scotland. Merchiston Castle School, Colinton Road, EH13 0OU merchiston.co.uk

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Study | Explore | Succeed

For more information or to arrange a visit contact: 01822 813193 admissions@mountkelly.com Mount Kelly . Parkwood Road . Tavistock . PL19 0HZ . UK www.mountkelly.com MOUNT KELLY.indd 1

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We l c o m e

From the

EDITOR visit many schools and if I have any advice for would-be purchasers of a British education it would be this: don’t go for the obvious. Look beyond the big starry names, don’t be seduced by the oldest, the grandest, the ones that turn your friends the deepest shade of envious green. Above all, don’t follow the global herd. I recently read about the weekly coachloads of Chinese parents peering through the gates at Eton.

For an aspiring Chinese parent, having a child at Eton is as much a sign of status, a multi-carat rock of educational bling, as it is superb schooling for their child.

Well, let’s be fair, it’s not only the Chinese who see things like this. Many international families

Blundell’s, Lancing College, Shrewsbury, Milton Abbey, St Helens & St Katharine’s – these are just a few schools that spring to mind. These schools might not get quite as many A* or Oxbridge applicants (though we are splitting hairs here) but they add real value. They are good academically and produce well-rounded children.

And none more so than our cover school this issue. I’m ashamed to say I hadn’t heard of Merchiston Castle School (MCS) in Edinburgh prior to visiting (and that’s despite four years in Edinburgh as an undergraduate) but it’s a gem of a school. Headmaster Andrew Hunter freely admits that his school is a “minnow compared to Eton or Harrow” but they do two things very well at MCS. They really understand how to educate boys and they develop quietly confident,

“LOOK BEYOND THE BIG STARRY NAMES, DON’T BE SEDUCED BY ONES THAT TURN YOUR FRIENDS THE DEEPEST SHADE OF ENVIOUS GREEN” (and Brits) chase down the same schools: Eton, Marlborough (thanks for that, Kate), Winchester, Wycombe Abbey, Cheltenham Ladies, Bedales.

In London it’s even worse: 1,300 children sat the exam for Latymer Upper last year. Everyone wants their child there, or at King’s College Wimbledon, Godolphin & Latymer, St Paul’s Girls (or Boys).

These are all brilliant schools but much of this is, of course, an exercise in brand recognition; it doesn't mean there aren’t other great schools out there. There are many places that may not have the same swagger (or quota of rock star kids) but they do offer equally fantastic educations. Westonbirt,

capable young men. (Plus they are only five minutes from Edinburgh’s international airport.)

So exercise your rights as an enlightened consumer. Keep an open mind. Do your research, talk to those who really know and read this magazine from cover to cover. There are lots of great schools in here that you might not have considered at first.

I hope you enjoy this issue.

A ma nda Consta nce EDITOR

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• B R I T I S H E D U C AT I O N ’ S •

CON T R IBU TOR S

Cressida Cowell Children’s author

Cressida Cowell grew up in London and on a small, uninhabited island off the west coast of Scotland. She was educated at St Paul’s Girls’ School and Marlborough College. Cressida's How to Train Your Dragon books have sold over seven million copies worldwide. She talks about her schooldays on p.64 What superpower did you want as a child?

Flying! Hence my fascination with dragons and birds.

Javier Espinoza

Former Education Editor, The Telegraph

The best school?

Javier Espinoza joined the Telegraph in 2015. Prior to that he was a multimedia reporter for the Wall Street Journal in London. He studied journalism at City University.

He writes about league tables on p.17 What superpower did you want as a child?

I wanted to be invisible.

The one offering the most choice.

We are a highly successful co-educational school for 10 -18 year olds.

Choose from the IB Diploma Programme or A-levels.

Natasha Devon

We offer boarding and day places.

Writer and campaigner

Natasha Devon MBE is the co-founder of Self-Esteem Team and the Body Gossip Education Programme. She advises politicians on mental health, education and young people’s rights. She writes about mental health issues and young people on p.47 What superpower did you want as a child?

It would have been shapeshifting – I wanted to know what adults and ‘the cool kids’ were saying to each other!

Call our Admissions team to join one of our open mornings or arrange a personalised visit

01572 758758 admissions@oakham.rutland.sch.uk

www.oakham.rutland.sch.uk

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CHALLENGE

NURTURE

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the most inspiring classroom in the country

+44 (0) 15394 46164 www.windermereschool.co.uk admissions@windermereschool.co.uk

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We l c o m e

From

ACADEMIC ASIA

A

cademic Asia Hong Kong was established in 1980. With over 35 years’ consultancy experience resulting in many thousands of student placements in UK schools and colleges, Academic Asia has developed and grown into one of the largest and most comprehensive UK boarding schools and colleges consultancy services in Hong Kong. The number of boys and girls placed has continued to grow over the years – and in 2016 around 600 students started their studies in a range of institutions in locations spanning Scotland in the north to the south coast of England. The company is very proud to now be working with more than 400 educational establishments all over the UK. All consultants in the company were educated in the UK and have

up to date with the latest developments in all the schools and colleges that they work with, making annual visits to the UK and maintaining close and productive relationships. School representatives also regularly visit Hong Kong and are encouraged to visit the office to do presentations to the staff.

Our offices in the China Taiping Tower in Causeway Bay are bright, attractive and have several consulting rooms where families can meet privately with our staff. There is also an examination room which can accommodate up to 32 students at any one time. This room can also be converted to a very comfortable conference room for 40 delegates. There is now significant demand for online testing and interviews and Academic Asia provides full online testing facilities as well as rooms for online interviewing.

Each student is unique and talented in their own way and

“ALL OUR CONSULTANTS WERE EDUCATED IN THE UK AND HAVE FIRST-HAND EXPERIENCE OF THE BRITISH SYSTEM” first-hand experience of the British education system; we remain committed to our motto: 'The best advice for the best education'.

Academic Asia provides a full range of professional services that include everything from an initial consultation and screening through to advice about guardianship and all pre-departure information. There is also expert guidance on visa applications. Together with Academic Asia’s partner, British Airways, they also offer special fares and expert advice on all travel arrangements.

It is crucial that the Academic Asia team keeps

choosing the right school can be a daunting experience for parents, especially when they are trying to choose an overseas school. Being such a well-established agency, Academic Asia now sees its early students returning to their homeland to take up senior positions in different industries in Hong Kong, while others have secured excellent careers elsewhere in the world.

We look forward to meeting you.

Battie Fung

MANAGING DIRECTOR ACADEMIC ASIA

2017

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Registered charity 1101358

How do we prepare children for jobs that don’t exist yet?

None of us knows today what the world is going to require of us tomorrow. But some of us are keeping an extremely close eye on things.

At Sevenoaks School, many of the skills that will be called for in the future are embedded in our curriculum now.

Critical thinking for instance, is exercised here daily from the start. So is complex problem solving.

With one eye firmly trained on the world beyond our gates, we equip all our students with the skills they will need to reshape it.

So if sixty per cent of roles have yet to be invented*, Sevenoaks alumni will be ready to take them on when they are.

www.sevenoaksschool.org

*The Future of Jobs report, World Economic Forum. Potential jobs listed include: Space Pilot, Recycling Enforcer, Nano-medic, Memory Augmentation Surgeon, Hydroponic Farmer, Graphene Engineer, Experimental Food Developer, Ethical Hacker, Climate Change Reversal Specialist, Avatar Manager/Virtual Teacher

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Up Front SCHOOL NEWS

p.

14 LEAGUE TABLES p. 19 PARENTS BEHAVING BADLY p. 20

SOMME SCULPTURE

A new creation by royal sculptor Philip Jackson of a teenage boy leaving school to fight in WWI was unveiled at Brighton College to mark the 100th anniversary of the Battle of the Somme

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S eve n u p Hampton School sixth former, Will Attfield, has been called up for the England Sevens Rugby team after completing his A-Levels last summer. Spotted by the Head Coach of the England Sevens, Simon Amor, Will is just one of the seven Academy players selected from across the country. Now a professional rugby player, he has a busy year ahead full of national and international

tournaments.

BOOK WIN

Full steam ahead As part of Marymount’s drive to develop a richer STEAM curriculum (science, technology engineering, art and maths), students recently assembled moisture sensors which they placed in the vegetable gardens to assist with irrigation – a hands-on electronics project facilitated by instructors from Technology Will Save Us.

An Abingdon School pupil won the Young Walter Scott Prize, a UK creative writing prize for 11- to 19-year-olds with his story based on the lives of his great-greatgrandparents, Arthur Bonsey and Marianne Ford (pictured).

Joe Bradley’s entry, A Most Unusual Childhood, about a family of English missionaries in China during the Boxer Rebellion, was described by the judges as ‘compelling’.

Joe was presented with a certificate and £500 travel grant by the Duchess of Buccleuch at the Borders Book Festival.

“MARYMOUNT IS ENHANCING ITS STEAM CURRICULUM”

Top Story

CROSSING C U LT U R E S Snowflake Books have released all 48 of their titles in paperback. The beautiful picture books are based on old Chinese legends, re-written in English for children aged five to 15.

They are key learning tools for UK children studying Mandarin, as well as a good introduction to Chinese culture. Snowflake have also launched educational workshops for schools. £6.99 per paperback. snowf lake.co.uk

A GIANT LEAP Windermere School has leapt up The Sunday Times Parent Power League Table from 314th in 2015, to a very impressive 178th overall in 2016.

Headmaster Ian Lavender said: “We are absolutely delighted with our new position in the table and a sincere thank you must go to all the staff for the role they have played in this impressive progress.”

“School was probably a lot easier for Shakespeare because they didn’t have to study Shakespeare” P H I L O M E N A C U N K , AKA Diane Morgan

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UPFRON T / NEWS

By S E R E N A S C A L Z O & P A T R I C K D R I V E R

On the up St James Senior Girls’ School has opened its new Sixth Form Centre. The new building will provide a stylish and contemporary working space for pupils while making space in the main school building for a new library and a new science laboratory.

LEAD ON Leading delegates from the independent and state sector gathered at Bedales school for a leadership conference with a difference, as it included many students.

The event, in partnership with the TES, sought to give school leaders the tools to be creative in how they run their school and the confidence to maintain their individuality. Sir Michael Wilshaw spoke of the need for maverick teachers, and educationalist Professor Bill Lucas explained the tenets of a liberating, expansive education.

ROOM FOR MORE St Mary’s Shaftesbury have reopened Years 5 and 6 at the school for this academic year, welcoming girls back to the Lower III. Bespoke classrooms and a designated Head of Lower School are just some of the changes that have been made.

Ta ke T wo

“From the perspective of a father, a single sex school may not be for every young woman – just for those who want to one day rule over the city, the state and the world”

Twin sisters Alice and Clara Wade have much to celebrate.

The St Mary’s Calne pupils won the Prize for Innovative Use of Technology in Science Learning with their video exploring how IVF babies are created. And then they scored 24 A* and A GCSEs last summer, with both getting A* in Biology, Chemistry and Maths.

T O M H A N K S , Hollywood actor

SOMETHING THEY SAID “The thing about education is that it’s not one person that you are educating — it’s for ever. An educated person will never allow their child to be illiterate.”

S E E M A A Z I Z , businesswoman and founder of CARE schools in Pakistan

2017

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Queen Anne’s School Independent Day and Boarding school for girls 11 - 18

Full boarding places available Close to Heathrow, London and M4 Queen Anne’s School, Caversham, Berkshire RG4 6DX + 44 (0)118 918 7333 www.qas.org.uk Registered Charity QUEEN ANNES.indd 1 0000_ABSOLUTELY_HONG_KONG.indd 1

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UPFRON T / NEWS

To p o f t h e table Ackworth School in Pontefract, west Yorkshire, has been named the latest table tennis academy by Table Tennis England. In September 2016 the school enrolled ten of the country’s top junior players, who receive 18 hours specialist coaching from top coach Matjaz Sercer. In addition, Ackworth has opened up their development centre to pupils of local primary schools. “We are honoured to have been appointed a table tennis academy,” said headmaster Anton Maree.

Ta l k t i m e

R ow R ow R ow. . .

Sixth formers at Burgess Hill Girls got a taste of networking at a business dinner earlier this year. The 7th Annual Practising Business Rapport Dinner is a chance for senior girls to meet guests from a wide range of business and professions at the formal three-course dinner.

Newsreader Julia Somerville said of the event: “Learning how to interact with other people and establish relationships is incredibly important. If I’d been at school now, I’d have wanted to take advantage of this kind of event.”

In response to the growing popularity of rowing amongst pupils at the school, The Leys opened a new boathouse in the autumn term. The £4m project features state-of-the-art storage and workshop space, new changing facilities and a 16-station rowing fitness area.

CLASS ART St Lawrence College has been making the most of its learning partnership with East Kent’s world-class art gallery, Turner Contemporary.

As one of the sponsors of the gallery’s exhibition 'JMW Turner: Adventures in Colour', the school fully embraced the theme over the past term with workshops at the gallery and activities in school, culminating in an exclusive evening event where families had the opportunity to view both Junior and Senior School pupils’ artwork and photography alongside a private viewing of the exhibition.

Top Story

S TA R P U P I L Fettes College is delighted that the school has been named Tatler Public School of the Year 2017. “Every time we visit Fettes, it blows our socks off”, said the Tatler Schools Guide 2017. Michael Spens, Headmaster of Fettes said: “It was a privilege and an enormous pleasure to accept this award on behalf of The College. I am tremendously proud of Fettes and Fettesians, and of everything that the school stands for."

GOING P L AC E S Two students at Wymondham College in Norfolk have won prestigious Arkwright Engineering Scholarship places. Jack Parmenter and Katherine Keogh (pictured, above), both in Year 11, demonstrated hard work, determination and passion to be selected for this national award. The Arkwright Scholarships Trust administers the most prestigious scholarship scheme of its type in the UK.

SOMETHING THEY SAID “A pretty ordinary education system – unfortunately we still have one – needs people who are flamboyant, colourful and yes, downright strange. In other words, we need extraordinary people. We need our awkward squad. The independent sector has always had them – our state system needs more of them.”

S I R M I C H A E L W I L S H AW former Chief Schools Inspector

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OFFERING AN

OUT STANDING EDUCATION

Outstanding off the field…

And on the field…

• 91% of pupils gained places at their first or second choice university*

• No 1 UK Junior Golf School (ISGA, 2014/15 and 2015/16)

• 50% of pupils went to UK Russell Group Universities, Bath, St Andrews and leading international institutions*

• U18 Scottish Schools Tennis Champions, 2015 - winners an impressive 7 out of 9 years

• SAT support clinics for applicants for American Universities held weekly. In the past two years, many students have gained admission to Ivy League Universities such as Cornell and Brown • Top 5% of UK Schools for value-added, 2015

• No 3 UK Tennis School (LTA, 2016)

• 64 Merchistonians capped at full international level (most recent – Sam Hidalgo-Clyne, 2015) • Representation in all of the 2015/16 Scottish National Rugby Teams

• Gradual progression to secondary teaching from Primary 6

• In 2015/16, there were 87 different teams, of all abilities, playing competitive fixtures across 16 sports: a total of 590 fixtures

• Best Head of Public School 2016 (runner-up) - Tatler Schools Guide

• 89% of all pupils, from 7-18, have represented the School in sport in 2015/16

* Based on Interim Results August 2016

• New floodlit 2G Astroturf-opened September 2016

• 96% A*-C pass rate at GCSE*

“A balanced curriculum, excellent pastoral care and a high A Level pass rate make Merchiston one of the UK’s leading independent schools.” www.ukboardingschools.com

Personal tours available all year

0131 312 2201 MERCHISTON.CO.UK Recognised by the Inland Revenue as a Charity, number SC016580 Merchiston Castle School, Colinton Road, Edinburgh, EH13 0PU, Scotland

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A Boarding and Day School for Boys aged 7- 18

07/09/2016 16:00

UFRON T / OPINION

OUT OF THEIR LEAGUE The former Education Editor of The Telegraph on irrelevant league tables and why the stellar schools are walking away J AV I E R E S P I N O Z A

E

very summer, national newspapers make a big feature of school league tables for A-Level and GCSE exam results as anxious parents explore their children’s future.

These tables are meant to represent the best state and private schools in the country reaching top-notch grades as proof that they are providing the best education youngsters can get. Every year I get inundated with calls from heads eager to find out where they stand on the league tables. It is ironic because publicly many of these heads would be quick to denounce school rankings as just one part of the information available to parents.

However, the reality is that the system is geared to care a great deal about them, with schools rushing to provide their GCSE and A-Level results when their pupils have done RIGHT well. But the emphasis Julian Thomas: ‘irrelevant rankings’ on league tables is BELOW slowly changing. Some Out already: Eton of the country’s most

“I get inundated with calls from heads eager to find out where they are on the tables”

elite schools, like Eton and St Paul’s, decided years ago not to submit their exam results to national rankings. Earlier this summer Wellington College announced it was abandoning ‘irrelevant’ rankings because they fail to recognise tougher qualifications schools use and the wide education they provide.

At the time of the announcement, Julian Thomas, the school’s headmaster, said: ‘We should recognise that there are exceptional schools outside the top 200 just as there may be mediocre schools inside the top 50.

“We simply cannot tell from the information provided. Yet we all collude in this harmful merry-go-round through our seemingly unquenchable fascination with measurement and comparison.”

League tables on their own do not work as a quick fix to find out the best-performing schools because they give the misguided view that the top schools are the only ones that matter. It would the equivalent of going through life just watching Oscar-nominated

films when there are plenty of quality movies out there beyond the mainstream, and even those ranked highly by Hollywood may not be to everyone’s taste. Schools that perform best in rankings give the illusion that they have met all the different criteria parents care about.

But, in fact, these tables lack crucial information about the calibre of pastoral care, facilities, the type of teachers that work at a school and even the mix of families that send their children there.

Given these limitations, parents need to take it upon themselves to be more proactive when it comes to choosing a school by visiting these places. In doing so, they will get a more accurate representation of the quality of the schools.

I am not saying ditch league tables – they are very useful in knowing a school’s academic performance in relation to others.

But this is as much information as they provide. League tables can be the starting point, not the dominating factor that determines choice or interest in certain schools. Instead, parents should do their homework and set up – if necessary – multiple appointments to visit the school.

This is the most accurate way to find out whether it is suited for their children.

After all you, wouldn’t buy a house solely based on its ranking in the area; you’d take your time to meet the neighbours, see the garden and find out if the building suits your needs. Why not take the same approach with your child’s education and future?

JAV I E R E S P I N OZ A Former Education Editor The Daily Telegraph 2017

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Badly PA R E N T S B E H AV I N G

Keyboard warriors, leave those teachers alone ELEANOR DOUGHTY

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UPFRON T / OPINION

I

t’s Friday night, and darling Araminta has stomped in home from school – nanny in tow. “Muuuuuuum?”

“Yes, darling.”

“Mrs X did…”

You don’t hear the rest of it.

It doesn’t matter. You’re one glass of wine down already – hey, it’s Friday – and the iPad is on the table, looking at you lingeringly. Pick me up, it taunts. Go on – you know you want to... Sod it, you think. I do want to. I’m allowed to – it’s my kid and I’m paying for it. So you bash out an angry email to Mrs X telling her exactly what you think of her. You sign off, ‘I shall expect to hear from you first thing tomorrow morning.’ You delete the ‘or I’m pulling Araminta out of school’ and then write it back in. It’ll be fine.

We’ve all done it: fired off an email after a glass of wine or two, not thinking of the consequences. Of course, a parent-toteacher communication is not the only scenario in which this kind of behaviour goes on. Whatever industry you’re in, whoever it is you need to be annoyed with in that split second, the invention of email has created an environment for passive aggression that can so easily go awry.

But according to members of the Association of Teachers and Lecturers (ATL), helicopter parents are increasingly inflicting grievances on their children’s independent school teachers via email.

These missives range from ‘WHY HASN’T BUNTY BEEN MADE A PREFECT???’ to ‘HOW DARE YOU ACCUSE EDMUND OF SKIVING GAMES!’ with everything in between. Teachers tell of having their bosses copied in – heads of year, head teachers, heads of houses – and some of other parents being added to the conversation to stir up a gang. Some teachers have described these emails as akin to road rage – taken out on whoever

happens to be in the way at the time, projecting their own stressful lives onto the teacher. The teacher is often an innocent bystander, and always the one tasked with putting up with the horror-child in question.

And skiving games is just not on.

The recent summer holidays presented another sort of crisis. You’re glad they’re over because not only has Cordelia now gone back to school but you can get your educational woes answered again on demand. School holidays are hell for badly behaved parents, because teachers – rightly – won’t respond to emails while they’re not being paid to. Of course, the problem, whatever shape it may take, hasn’t gone away in the meantime.

“You’re one glass of wine down already and the iPad is looking at you lingeringly” Guidance in these areas depends to a degree on your child’s school. A housemaster or housemistress at a boarding school may well have a different schedule to your Year 4 maths teacher.

But whatever the age of your child, parents, your pain is felt. You work full-time so after dinner, with kids’ bedtimes and other assorted chores completed, 9pm (or, let’s be honest, later) is the only time at which you are able to pick up any personal jobs. And, you might add, trying to get hold of Mrs X is difficult; during school hours she’s doing the teaching that you’re working so hard to pay for.

But that ‘pay for’ bit doesn’t mean you can send angry, snappy emails just because something hasn’t gone your way. If you feel there’s been an actual miscarriage of justice, then fine – email. Politely. Which

we’re absolutely sure you’d do anyway, but just for the avoidance of doubt, the answer, as with everything, lies in good manners. Most people are grown-up enough to understand that the time you send the email doesn’t necessarily dictate what time you’ll be expecting a response. No one is so cross about a lost lacrosse match that they want a reply immediately, and anyway, not everyone checks their work emails out of office hours. Quite rightly. You just wish you could stop yourself.

So, the rules for communicating with your child’s actually quite wonderful and not at all mean or Miss Trunchbull-like teachers? Be kind. Don’t drink and type.

Be realistic about how quickly you expect a response. One to two working days is probably fine, unless it’s really urgent. If you send an email on a Friday night, you’re looking at Tuesday. Don’t be too keen.

Consider your child. No, it’s not fair for the teacher at the end of your irritation to penalise your child for their overbearing, circling-like-a-helicopter parents, but it’s only natural that they might feel a little resentful if you’ve been a total nightmare.

We’re not saying any teacher would take action to that effect, but it’s probably best to play it safe, eh?

Equally, play the long game and pick your battles wisely. Complaining about prefect selection probably isn’t the most important thing in the world. For senior school parents, come GCSE and A-Level results, you want a good relationship with your child’s teachers. For prep schoolers, your time is only just beginning. If you were in a restaurant, you wouldn’t complain during the starter, in case the waitress spat in your pudding. As one teacher put it, school lasts a lot longer than one bad dinner. You don’t want to become that parent.

If you’re feeling on the edge, step away from the iPad. You know it’s the right thing to do. Whatever it is can wait until tomorrow morning.

‘WHY HASN’T BUNTY BEEN MADE A PREFECT??? & HOW DARE YOU ACCUSE EDMUND OF SKIVING‼’ I L LU ST R AT I O N BY P H I L C O UZ E N S

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BE PREPARED Sending your child to board at seven is not as popular as it was, but schools have adapted, and with the right groundwork from parents, children can flourish ELEANOR DOUGHTY

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one are the days when boarding school meant that children were packed off at seven pulling their trunk behind them, only to return before university aged 18.

The modern boarding school is technological, funky and full of fun – especially for those who start at prep school age.

The boarding outlook has changed over the last decade. Since 2006, the number of seven- and eight-year-olds boarding at independent schools has fluctuated.

According to the Independent Schools Council, which represents 80 per cent of pupils in independent schools, there were just 135 seven-year-olds boarding in 2006. This rose to 163 in 2010, but sunk to 119 by the time of the ISC’s 2016 Annual Census. Of the 74,688 boarders at ISC schools, just 4,809 are juniors. Fewer than half of these board full-time, just over 40 per cent board on a ‘flexi’ basis – between one and three days a week – and just over 10 per cent are weekly boarders.

As society has changed, through economic crises and generational divides, the boarding landscape has changed too, confirms Will Brooks, Headmaster of Brambletye, a preparatory school in West

Sussex. “A generation ago, it was common for parents to send their children to the schools that they had attended, which were often far away from home. Nowadays, parents tend to look more locally, and consequently their requirements have changed. Parents are keen for their children to experience boarding and to benefit from everything it offers, but they would like to see them more often.” This outlook has caused schools to widen their boarding offerings, introducing flexi days and encouraging weekly boarding. At Beaudesert Park School, a co-educational prep school in Gloucestershire, pupils can board with a flexi or weekly arrangement from Year 4 upwards.

Almost all of them live within 25 miles of the school, explains Headmaster James Womersley. He points to the local benefits of boarding school. “Parents with long commutes and other commitments tell us that our flexi boarding helps them balance the demands of professional and family life.

For many families it can make the difference between employing a nanny or not.”

Whatever the style of boarding, the biggest change to all prep schools now is the advent of new technologies, says Tom Rogerson, Headmaster of Cottesmore School in West Sussex, which takes boarders from age seven. Email, mobile phones and social media have had a role in

“Parents no longer send their children far from home, they want to see them”

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PR EP / BOA R DING

A B OV E

Relaxing in the bluebells at Brambletye

2017

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PR EP / BOA R DING

“Mobile phones have revolutionised the way parents can interact with their children at school”

revolutionising the way parents can, and do, interact with their children while at school.

“I’m a big fan of Twitter because it fills in the gaps,” Rogerson enthuses. “The cricket win is a big shouty piece of news, but what about the jam that we made on Sunday?

The scholarship to Eton is a great thing, but these forms of social media allow you to paint a more human picture of the school.”

Connecting children to parents is critical, through a variety of methods. His charges can email home whenever they have access to a computer, and parents are invited to matches on Wednesdays and Saturdays.

Rogerson stresses the importance of giving parents access to their children in between times, and credits mobile technology with this. “If Jemima has just had a birthday, at the moment of birthday action and blowing the candles out, you can take a picture. The parent will have it in five seconds. That’s a big change.”

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their own house,” Rogerson adds. “Teach them to look adults in the eye and smile and engage in conversation, because that’s going to be super important.”

Brooks reminds parents to prepare themselves, too. “It is usually the children who are excited about embarking on the boarding adventure, and the parents who find the concept more difficult. We never forget that it is not only the child’s first experience of boarding, but sometimes it is the parents' too.” But while worrying about your children being away for the first time is natural, Brooks stresses the importance of trust. “Parents A B OV E must support the house parent.

Pupils at Beaudesert Park It is completely normal for RIGHT parents to be worried in Playing at Brambletye the first few days, but they BOT TOM But still, some parents shouldn’t let their child know A ride around Brambletye have misgivings about about this too much.” Trying sending their children away. to put initial concerns aside is The idea of boarding school essential, however hard it may for those so young fills many with be, Womersley adds. “For parents to images of Tom Brown’s School Days – far find the right boarding experience and to from the Malory Towers existence of so encourage their children to board is to give many prep schools across the UK. These them a great advantage in life.” days, it’s all extremely jolly: as well as offering boarding on a flexi or weekly basis, many schools provide endless fun such as hide-and-seek in the grounds, board game nights and hot chocolate at bedtime, all popular with pupils, who may choose their evening activities from a long list.

If this busy timetable seems daunting to parents, Rogerson is confident that children take it in their stride. “Prep school is all about action and getting stuck in with things. That’s what seven- or eight-yearolds are like – that’s their makeup. At that early stage it suits them because they are all about doing.” His younger boarders rarely have a difficult time, he says. “They just get on with it. It’s counter-intuitive but it’s true – they just go with the flow.”

There are some useful preparations to do at home before term starts, however.

Make sure that children have done – and enjoyed – a few sleepovers, and give them a bit of responsibility for their own kit.

Rogerson requests that parents put names on everything – “Every pencil, sharpener and sock, please!” he laughs. Introducing children to a little bit of everything also helps: some garden sports, chess and singing. “Get them to talk to guests in

2017

31/01/2017 09:35

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A DISTINCTIVE ROUTE TO HIGH ACHIEVEMENT FOR YOUR DAUGHTER

‘EXCELLENT’ in all 9 areas ISI Inspection 2016

GSA Girls’ Boarding and Day School 11-18 Situated in rural Surrey, since 1902. Entrance exams and interviews offered in country of residence

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admissions@ priorsfieldschool.com

26/01/2017 16:34

GUARDIAN ANGEL If your child is starting school in the UK and you can’t be there, why not organise a home from home for them?

CHARLOT TE PHILLIPS

I

f a child is starting school in the UK and their parents can’t be with them, it makes sense to have another adult in the frame, someone outside their school who can act as a stand-in parent and become a trusted presence in their lives when they need someone to turn to. The people who take on the job are known as guardians.

While there are usually two fixed points – the airport meet and greet at the start of term and the reverse process when it ends – there’s a mixed bag in between that could include just about anything, and frequently does. Possible add-ons can range from form signing and attending parent teacher meetings to sorting out mobile phone contracts and coordinating dentists’ appointments.

Guardians may also need to step in at very short notice in bad times if a child hits a problem and is excluded, suspended, or needs urgent medical treatment.

For many parents, the most important aspect of guardianship is the knowledge that their child has a part-time home from home, there for them at half term and weekends when they can swap timetabled routine for the friendly, welcoming informality of family life. But when you look for a guardian, what exactly are you getting

and what assurances do you have that your child will be safe and well cared for?

Search online and you could be forgiven for believing that the appointment of a guardian is a legal requirement, as vital a component in a successful overseas applications process as a passport or visa.

Many firms cite assorted laws and acts, the implication being that only one of the top-notch, gold-plated guardians on their books will satisfy the British government’s safeguarding concerns.

The reality, however, is that unlike legal guardians who take on full responsibility for every aspect of a child’s upbringing, often through the courts, when their parents can’t care for them, education guardians have no formal status.

Aegis (The Association for the Education and Guardianship of International Students), which is the closest the industry comes to a trade body, confirmed that it is not a legal requirement for an international student to have an educational guardian whilst studying in the UK. Their name may sound ultra official but it’s the only thing that is.

Boarding standards, while sharpening up many of the safeguarding requirements, include minimal direct references to guardians unless, that is, ‘external lodgings’ as they’re described, are organised directly

“Education guardians are not legal guardians, they have no formal status”

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by schools. If that’s the case, schools are compelled to visit them, interview all adults on the premises, take up references and ensure that DBS checks have been completed, as well as interviewing pupils at least every term and keeping a written copy of their comments. No wonder schools prefer to outsource so that the contract is between the guardian and the family.

So while failure to appoint an education guardian may tax your relationship with a school and severely impede your chances

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31/01/2017 09:36

PR EP / FE ATUR E

WHAT TO ASK

What am I paying for – and what will cost extra? .

How close is the host family to my child’s school and what are the contact arrangements? .

Will my child’s host family have other overseas pupils staying with them? .

What are the house rules (particularly as regards wifi/alcohol/ going out and curfews)? .

What will happen if there is an emergency (particularly relating to finance or health)?

of being offered a place (it’s often made a condition of acceptance), it isn’t breaking the law and you won’t be in trouble with child protection teams or immigration services.

While one legal firm has produced a report condemning what it describes as incorrect information being circulated by those in the guardianship industry, this aspect of guardianship isn’t much mentioned. Given the ever-rising numbers of overseas pupils, their reticence isn’t hard to understand. Guardianship fees of £1,000 a term aren’t uncommon for basic support that includes round the clock emergency help, at least in term time. Many firms also give families the option of paying more for a premium service marketed variously as gold, platinum and – for the status conscious – VIP and royalty.

Guardianship firms come in every conceivable shape, size and cultural direction. Some specialise in one particular nationality. One website, written almost entirely in Chinese, is garlanded with pictures of top schools and universities, its aspirational messages somewhat less than

to see the appeal of a slightly less formal, less expensive one-to-one arrangement.

Money isn’t the only reason.

The reassurance of knowing that in an emergency their child will be with somebody they have known all their lives can be priceless, though it’s not infallible.

Some relations can be too old, sick or far away to be of much practical use. One mother had to step into A B OV E the breach when her daughter’s Moral support at Brambletye best friend was suspended and LEFT the 100-mile journey was just A helping hand at too much for her frail guardians.

Sinclair House But what it you don’t happen to have a ready-made guardian?

You can start by asking the school. If they are reluctant to recommend specific firms – their reticence can stem from terror subliminal. Some companies are cannily of being held accountable if something goes expanding into new areas. Additional wrong – they may well be prepared to put services include day school packages, you in touch with parents who can help. where, for a competitive price, children It’s in their interests, after all. Happy board with a host family in term time. children learn better. For overseas pupils, a All guardianship firms should recruit compatible guardian who cares about your and vet host families, ensuring they child’s well-being and happiness almost as lead blameless lives, have squeaky clean much as you do can be an essential part of records and, importantly, live within easy the educational experience. travelling distance of your child’s school.

Unfortunately, membership of Aegis, which runs its own inspections, remains optional. The organisation is campaigning for safeguarding to be tightened and inspections made mandatory, but with only 10 per cent of schools currently working with Aegis members, it still has a lot of convincing to do.

In the meantime, there are other ways of finding a guardian. Schools sometimes recruit – very sensibly – through their own parents. Other families prefer to make their THE GOOD SCHOOLS GUIDE own arrangements, turning to friends or BOARDING SCHOOLS relations as stand-in, and stand-by, mums and dads. When you’re shelling out a small £22. Available at bookshops or online: fortune for a child’s school fees, it’s not hard goodschoolsguide.co.uk 2017

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PR EP / OPINION

Talking

HEAD

WHOLE WORLD Giles Tollit, Headmaster of Horris Hill on the benefits of a boarding school, even for day pupils

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oarding school: two words that seem to divide parents into fiercely opposing camps. But why? After all, very few schools make boarding compulsory and the common concern that, somehow, day children miss out in boarding schools is simply untrue. Indeed, day children gain an enormous amount from being part of a boarding environment in ways that they may not if in a day-only school. So, even if you are firmly a day parent, why should you be looking carefully at a boarding school?

Firstly, a word of warning: not all schools with boarders are good boarding schools.

There are two easy ways to find a good boarding school. Firstly, find the ratio of boarders to day pupils, and discount the flexi-boarders. If boarding interests only a minority of the school, it will involve a

“A day school only needs to focus on your child from the neck upwards” minority of the staff; the boarding routines and systems will be weakened and boarding will be reduced to something that happens to a small number of children somewhere upstairs.

At Horris Hill for example we have over 85% of pupils boarding, and over 85% of the staff are housed on the school estate, along with spouses, children and a zoo’s worth of pets. Schools such as Horris Hill could not operate the seven day education of their pupils without this. A full boarding school creates a fantastic community of adults all dedicated to the best in education.

Secondly, check the routines. Does the school day rush from 8.30am to 4.30pm with hardly time to breath? Is lunch actually a meal, or a two minute scoff from a plastic tray before chess club and recorder group?

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A B OV E Does the school hand over tired from the real purpose of school?

Boys at pupils to parents, who then have Many critics will claim that Horris Hill to do battle with homework and choosing a boarding school could music practice? A good prep school compromise on academics. But will take all of the above into consideration. you only have to look at the examination At Horris Hill we have 40 minutes for results for a good boarding prep school morning break and another 40 minutes to counter this argument. Horris Hill was of rest after lunch. There is no homework founded as a feeder for Winchester College (prep is done at school, in a classroom, with in 1888, and still regularly sends over half of a teacher to help) and supervised music its pupil to competitive entry schools. practice is scheduled into the day. There If a boy arrives at the door of the isn’t even a gym bag to bring home: all the classroom well-fed and rested, after a good sports kit is provided, washed and sized by dose of fresh air, surrounded by friends he the school for every child. knows and trusts, and taught by an adult Every teacher deserves a who is a great role model for medal but only extraordinary him, why would he not work staff can teach, coach sport, well? put on the play, preach in A day school only needs to chapel, run the quiz and still focus on your child from the be ready to go mountain biking neck upwards. A boarding on Sunday. And if the staff school, however, is designed are this multi-talented, their to consider the whole child, pupils tend to turn out the throughout the day and across same. the term. And he, or she, does GILES TOLLIT Headmaster But surely all this touchynot have to sleep at school to Horris Hill feely stuff simply detracts benefit from that.

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31/01/2017 09:36

how far would you go to get your child into the best school?

A leading co-educational Catholic boarding and day school for 3 – 18 year olds Developing outstanding leaders A school where each child receives extraordinary individual attention due to our unique heritage and tutor system, helping them fulfil their potential both as a person and a pupil Work experience and careers advice from Stonyhurst’s global community Producing world leaders for over 400 years

ARRANGE YOUR VISIT Please call to book a convenient time for you.

Excellent academic results Our top academic students (5 A*’s) receive Oxbridge offers with our other students achieving places in excellent universities We also offer the International Baccalaureate Diploma Top mark in 2016 was 44 out of 45 – equivalent to 6 A*s at A level

Caring pastoral ethos A vibrant boarding community

OPEN DAY INVITATION Open days arranged throughout the year.

Please see website for dates.

More than 100 clubs and activities – pupils participate in sport at all levels – from social to international Set in a beautiful rural location

Just over 2 hours from London by train and 1 hour from Manchester Airport

To book a visit or for more information, contact Mrs Lynnette Carr, Registrar, on 01254 827073 or email admissions@stonyhurst.ac.uk Stonyhurst, Clitheroe, Lancashire BB7 9PZ www.stonyhurst.ac.uk

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26/01/2017 16:59

Surviving the 11 plus If you have a child approaching the 11 plus, school can become a whirlwind of open days, registration, last minute swotting up and family breakdown.

Here are some tips on making it through S U S A N H A M LY N

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ou might think that getting your child in to the right prep school means your work is done. And then they start approaching double digits and it’s back to earth with a cruel bump, because if you have children heading towards the dreaded 11+, the next few months can mean:

Open days and school visits Tottering piles of prospectuses and bookmarked websites Deadlines for school place applications (therefore sleepless nights because Brainbox Towers' is the week before – or is it after?! – Laptop Hall's) Trying to find out what a pre-test actually is and which schools administer one Discovering that Troilus still doesn't know his tables and that Cressida still can’t spell her name with confidence Finding a tutor – oh why didn't I do it before the holidays? Book Week, school play, carol service, and everything else that gets in the way of what really matters!

BUT WHAT IS IT THAT MATTERS?

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amily and parental sanity, in the first place. Schools don’t help in that respect. We have a chaotic way of doing these things to which the word ‘system’ simply does not apply.

Anyone who reaches the deadline to reply to an offer from their second-choice school while awaiting a response from their firstchoice school knows just how pointlessly nerve-racking the process can be.

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WHEN IT COMES TO INDEPENDENT SCHOOLS, THE ONE RULE IS THERE ARE NO RULES

BE ORGANISED

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o how do you negotiate this minefield with your sanity intact?

It comes down to two things: be organised and keep things in perspective. First of all, think ahead. Leave time for open days; school visits; checking school bus routes, admissions criteria and deadlines. If you are applying to several schools in different sectors, you need a clear head and time to be sure about what you are doing. This applies particularly to some of our independent schools, which set a pre-test years ahead of the actual entry year.

It’s hard to look at your innocent nine-yearold and realise you need to register him for a school he won’t enter until he’s a hulking teenager. And remember, when it comes to independent schools, the one rule is there are no rules – they all differ wildly with what happens when.

Open Days. Go to as many as possible – for 11+ day schools, these are usually in the autumn term of Year 6, but for boarding schools, prep schools and many other schools they are scattered throughout the year.

Don’t miss deadlines. Once it has gone, it’s gone, whether it’s an 11+ exam, pre-test or Common Entrance. Merchant Taylors’, for example, set their 11+ in September rather than the more usual January and have different registration criteria. As a broad rule of thumb, make sure your child is registered for the 11+ by the time they are ten years old.

Pre-tests. Around 20 schools now set a pre-test or pre-assessment for 13+ entry. Most happen in November or January in Year 6 (eg City of London Boys, Westminster, Worth) but applicants now have some choice and flexibility over when to take this test and it is important to check the individual school’s website to see what they expect. Harrow, for example, pre-test in Year 7, not 6.

11+ entry to senior girls’ schools and many co-educational schools is via the schools’ own examination and, usually, interview. You should be registered for this early in the autumn term of Year 6. Exams usually happen in January. In London, many girls’ schools have combined into a consortium so that candidates only take one exam, even if they are applying to several schools. But take note, Haberdashers’ Aske’s, North London Collegiate and St Paul's do their own thing.

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31/01/2017 09:37

PR EP / TOP TIPS

DO NOT LET YOUR CHILD FEEL YOUR PAIN. AN ANXIOUS CHILD WILL NEVER PERFORM WELL

A SENSE OF PERSPECTIVE

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here is no one perfect school for a child. Yes, you have always pictured her at Einstein Manor and you know she’d bring them academic glory and sporting triumph, but they may just not see it that way. Have two or three back-up options that will suit her – and you. Don’t rubbish any of your possible schools – they may turn out to be the only ones to offer a place. And they may turn out far better than you would imagined.

Be realistic. Don’t apply for a school with a 70 per cent Common Entrance threshold if Aeneas is gently bumping along near the bottom of Division 2.

Do not let your child feel your pain.

A pressured, anxious child will never perform well. A clenched fist cannot pick up anything. Your child’s brain is the same.

Don’t over-tutor. Instead of tabling more tuition, sometimes a child’s confidence can be increased far more in the run-up to exams by saying, “I think you'll do brilliantly – you don't need any more lessons.”

Do not listen to your friends – especially if they are competing for school places at the same time as you. Loyalty and truthfulness count for nothing. Everyone has an axe to grind, a child to educate, and friendship comes a poor second to that coveted place at Trophy Grange.

Finally, the only really important thing is that you and your child remain friends.

You want that relationship to last the rest of your life. Trust him. He will want to do his best. Praise her. It will help her more than any number of lessons. And remember that what comes from home is far more important than any school.

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13+ Common Entrance is now less of a roadblock than it once was. Many schools, for example Merchant Taylors’ and Whitgift, set their own alternative exams – usually in maths/English/reasoning/science.

You still need to register as early as possible but this does mean that applicants from overseas or from UK state primaries get a look in.

Prospectuses, websites, results and leavers’ destinations lists only tell you so much. Seeing a place and looking at the faces, the facilities, the pupil-teacher interaction, the pupils’ behaviour – this gives you a sense of a school’s character and whether or not it will suit you and your child.

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I L LU ST R AT I O N BY P H I L C O UZ E N S

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Could these children be your child’s friends?

Could their parents be people you will want to know?

State schools’ online application forms or independent schools’ registration fees, exam subjects, interview dates – get on top of it all. Make lists. Spreadsheets. Set reminders.

If need be, get a tutor to plug gaps, improve thinking and writing speed and lift confidence. But it has to be the right tutor so again, think ahead – ask friends you trust or find a reliable tutor company. The tutor has to click with your child so don't take the first one offered if you’re not sure the relationship will work.

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S U S A N H A M LY N Director Good Schools Guide Education Consultants www.goodschoolsguide.co.uk 2017

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WEEKLY BOARDING, FULL BOARDING AND DAY

HAPPINESS FIRST ACHIEVEMENT FIRST INDIVIDUALITY FIRST FRIENDS FIRST ENRICHMENT FIRST PROGRESS FIRST ALWAYS FIRST

HEATHFIELD SCHOOL, ASCOT Boarding and Day for Girls 11-18

VISIT US FIRST

OPEN DAYS

SATURDAY 4 MARCH & 20 MAY 10am - 12 noon PLEASE EMAIL:

registrar@heathfieldschool.net TO BOOK A PLACE OR TO ARRANGE A PRIVATE TOUR

heathfieldschool.net

HEATHFIELD.indd 1

17/01/2017 14:42

PR EP / OPINION

Talking

HEAD

HAPPY UNION Alastair Cook, Headmaster of The Downs Malvern, on why it’s good to work together

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hilst the main topic of debate in Britain seems to be the separation of the United Kingdom from the European Union, here on the Herefordshire/Worcestershire border is a union that is working well and becoming stronger each day for the benefit of almost one thousand children at The Downs Malvern and Malvern College.

The Downs Malvern is located in the heart of the Malvern Hills in 55 acres of countryside. It is one of the most picturesque schools you will find in the country. It provides outstanding teaching, splendid facilities and, most importantly, ensures that children are encouraged to get the best out of their education, whilst enjoying an unforgettable experience.

Only a short five-minute ride away is the impressive Malvern College.

Although the two schools are separate, 80% of the 13-year old children at The Downs Malvern move across the Hills to Malvern College. In order to ensure the very smoothest of transitions from prep school to senior school, the staff work together in every aspect of life at the schools. The children at The Downs Malvern have the opportunity to use the College’s modern

sports complex; they present their major dramatic performances in the senior school theatre, the three most significant religious services are held in Malvern College Chapel, and the prep school children attend many lectures and events in the new and science building, the Razak Science Centre. Most importantly, the pastoral care and academic staff at the two schools work-hand-in hand in order to ensure a continuity of care and academic programme. There is no doubt whatsoever, that the children who move on to Malvern College from The Downs Malvern at the end of their prep school career in Year 8, do so full of confidence, having experienced much of what the

“Staff at both schools work hard to ensure the smoothest of transitions at the end of Year 8”

generous and sympathetic to each other’s needs LEFT College offers at an earlier stage than most. and abilities.

In the science lab Due to this, many parents of the children They are also from The Downs Malvern feel that their taught how to be offspring hit the ground running in their compassionate first year of senior school. and, at the same time, learn the great values The Downs Malvern is an international which are associated with life such as grit, school and currently has children from 15 self-control and justice. different countries, including Singapore, When parents at the prep school are China, Egypt, France, Spain, Armenia and considering a senior school, the advice I Russia. We worship together, learn, eat and give is very simple: Don’t look initially at live together, and it is by example that we the facilities but look at the children to see get the children to understand if they are happy and excited the importance of being a about being at the school. Are part of a united and happy their eyes bright and happy? community, and that being Are they confident in their together is, more often than teacher’s presence? That is otherwise, a real benefit to all the biggest guide to finding parties involved in that union. the right school and, more Here, children respect each often than not, the children other and their possessions, who are happiest are those ALASTAIR COOK which is such an important who are most relaxed in an Headmaster part of what we do at school. environment with which they The Downs Malvern We teach our children to be are confidently familiar. u A B OV E

Pupils outside the school

2017

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31/01/2017 09:37

TOP 1 O TUTORS With so many tutors offering apparently identical services, it can be hard to choose the right one for your child. We’ve boiled down the best so you don’t have to ELEANOR DOUGHTY

01

Oppidan

THE NEW KIDS ON THE BLOCK

H

enry Faber and Walter Kerr, a pair of Old Etonians, set up Oppidan earlier this year, having worked for a number of large agencies.

Their aim? To get away from ‘agricultural tutoring’. With a team of 20 ‘mentors’, they cater for 7+/8+ prep school exams all the way up to Oxbridge preparation. Faber and Kerr work 40 per cent of the hours themselves, which they love doing, and having taken the Eton entrance exam themselves in 2002 – it hasn’t changed, by the way – they know it off by heart.

CLIENT BASE

• Europeans in London, and ‘first-time

buyers’ – first generation public school families THEY SAY

• ‘We’re honest. We want to be able

to tell a parent when they’re wrong’ oppidaneducation.com 34

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Walter Kerr and Henry Faber of Oppidan

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offices all over the world: in Nigeria, the United States, and in Moscow too. They regularly hook up their mostly-Oxbridge tutors with longterm residential jobs to keep the relationships going and have a great track record with placing children in top London schools.

CLIENT BASE

• London families at top schools

THEY SAY

• ‘Our philosophy on tuition takes our

service above and beyond that of our competitors’ bonasmacfarlane.co.uk

Bonas MacFarlane

THE OLD-SCHOOL TUTORS

T

he veterans, Bonas MacFarlane, are described by some as the Savile Row of tutoring. Set up by Charles Bonas (Harrow, Oxford) in 1998, they’re proud of being a very British company. They now have

Charles Bonas

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PR EP / TOP TUTORS

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Enjoy Education THE HEADMISTRESS’S CHOICE

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njoy Education, set up by Kate Shand in 2005, has recently recruited Vivienne Durham, the stellar former head of Francis Holland School, to help with their Schools Advisory Service. Shand regularly lunches with headmasters to get the inside scoop on the standards required, and her tutors are more than 75 per cent Oxbridge alumni.

CLIENT BASE

• High net worth clients with

multiple homes around the world THEY SAY

• We’re London’s most prestigious private

tuition and schools advisory company’ enjoyeducation.co.uk

Lucy Cawkwell of Osborne Cawkwell

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THE INDEPENDENT THINKERS

THE SLOWLY-DOES-IT GANG

Osborne Cawkwell

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or Lucy Cawkwell, founder of Osborne Cawkwell, tutoring is about thinking outside the confines of academic study. Cawkwell founded Osborne Cawkwell in 2000, wanting to reorganise the tutoring industry.

Her tutors give the full works, starting at primary level with Key Stage One and Two, and progressing through 7+, 8+, Common Entrance, GCSE, A-Level and university application.

CLIENT BASE

• High net worth families and

celebrities to those who spend the little extra left over on tuition THEY SAY

• ‘We’re caring, experienced

and trustworthy’ octuition.co.uk

Top Tutors.indd 35

Carfax Private Tutors

W

e are acutely aware of the current competitive atmosphere of independent British education,” says Fred Sugarman-Warner, tutor at Carfax and former Winchester scholar. Set up in 2010 by Alexander Nikitich, Carfax are proud advocates of the ‘slow education’ movement, preferring to work long-term with clients rather than cramming at the last minute.

CLIENT BASE • London and south-east families,

but expansion to Edinburgh is on the cards THEY SAY

• ‘In three words, we’re appropriate,

demanding and responsible’ carfax-tutors.com

KATE SHAND REGULARLY LUNCHES WITH HEADS TO GET THE INSIDE SCOOP Vivienne Durham, now at Enjoy Education

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“A wonderful place to grow a rooted sense of self, and joy in life and learning�

Good Schools Guide 2016

Weekly boarding | 1 hour from London To book a place on an open morning or to arrange an individual visit, please contact Janie Jarman, Registrar.

T 01730 711 733 E jjarman@bedales.org.uk Petersfield, Hampshire GU32 2DG

www.bedales.org.uk

BEDALES SCHOOL.indd 1

08/09/2016 16:57

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Keystone Tutors

WELL-CONNECTED AND WELL-SPECIALISED

O

ld Harrovian Will Orr-Ewing set up Keystone Tutors in 2007 with a view to ‘professionalising and legitimising private tutoring’.

Now he has 200 tutors on his books – PhD students, former public school teachers and Oxbridge academics, who offer tutoring from 11+ upwards.

His plan is to create a 'chambers' of long-term career tutors.

Orr-Ewing also has a particular interest in learning difficulties, and runs a project called dysTalk, which aims to open up this area of research in more detail.

CLIENT BASE

• Not the spoilt plutocrats

that people often assume

6 08

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THE NATIONALS

THE ULTRA-INTERNATIONALS

Fleet Tutors

F

leet Tutors was founded in 1977, covering school entrance exams from 7/8+ upwards, GCSE, A-Level, IB, Pre-U and university level work. Operating nationwide, they also offer Live Online Tutoring.

Kensington & Chelsea Tutors

R

un by duo Nevil Chiles and Dr Anna Clark, Kensington & Chelsea Tutors was founded in 2002. With their supply of over 2,500 tutors, they can cover 70 subjects – with languages as wide-ranging as Ukrainian, Hebrew and Cantonese – and tutor from 7+ through Common Entrance to A-Level and the IB.

THEY SAY

• ‘We’re professional,

CLIENT BASE

ethical and efficient’

• Families nationwide of all budgets

keystonetutors.com

THEY SAY

CLIENT BASE

• Diplomats, captains of industry

and children taking time out from school

07

Holland Park Tuition EXPANDING EASTWARDS

H

olland Park was founded in 2004, offering one-to-one tuition, schools consultancy, and a university applications service.

Holland Park caters for 7+, 8+, Common Entrance, GCSE and A-Level, and offers support with the UCAS application process and specific entrance exam courses, including the BMAT for medicine and LNAT for law.

CLIENT BASE

• Primarily west London families

and now some in Dubai THEY SAY

• We’re the first choice for families,

parents, students and pupils’ hollandparkeducation.com

Top Tutors.indd 37

• ‘Effective one-to-one tuition has to be properly tailored’

THEY SAY

• ‘We have a wealth of experience

within the realm of education’ fleet-tutors.co.uk kctutors.co.uk

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Bright Young Things IN THE COUNTIES

B

right Young Things was founded in 2008

by Oxford graduates Malachy Guinness and Edward Webster.

Their revision centres in Harrow, Rochester, Tunbridge Wells and St Albans offer group learning from 11+ to Oxbridge applications.

CLIENT BASE

• London families and increasing

numbers of those in the counties THEY SAY

• We foster an inquisitive mind to help

our students get beyond their textbooks’ brightyoungthings.co.uk

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Bright STARS Choosing the right education for an exceptionally able child can be challenging CHARLOT TE PHILLIPS

T

he government calls them gifted and talented; Potential Plus, a UK charity, speaks of them as having High Learning Potential or HLP. They’re the brightest of the bright – pupils who even in the most selective of schools stand out as being head and shoulders above their peers.

We’re not just talking about what Rebecca Howell, senior education consultant at Potential Plus, refers to as ‘top table’ children – the more able bunch who speed through their worksheets and are asking for more before some of their classmates have even got started – but those rare spirits who appear to have sourced their DNA from a completely different gene pool to the rest of us.

“I can think of one child who spends most of her time in, broadly speaking, a parallel universe,” says Nicola Dick-Cleland, head of The Abbey Junior School in Reading. “She is a voracious reader, an immensely deep thinker and the trick there is trying to make her inner world align with ours.”

The first inklings that you may be raising a really exceptional child may not be the speed with which they absorb new information alone, but the way in which they apply it.

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Take the solar system. Many able children will love learning the names of the planets. An exceptional child may go on to absorb the physics that’s behind their creation. “They want to learn more.

Memory is part of it but you also have that superior understanding that seems beyond their age,” says Rebecca Howell.

Having a truly bright spark sounds like a no-brainer of a blessing, something that the average parent would be bonkers to turn down if offered as a christening gift by a passing fairy godmother.

And yes, there can be wonderful consequences. One of the highlights of

family life in the Morley Jacob household in Essex is an economics discussion over the Sunday roast.

It’s far from being merely a laudable attempt to elevate the tone of the conversation (though that’s undoubtedly a fringe benefit). Instead, it is almost an essential, a way of ensuring that Bec Morley Jacob’s three bright sons get the intellectual nourishment they need. That’s particularly so in the case of Kit, 12, who like his older brother, Matt, is a pupil at Felsted School.

Kit was speaking fluently before he was two and appeared so grown-up that it would have been easy for him to have felt out of kilter with his peers. The most obvious manifestation of his ability was the non-stop questioning – a common characteristic of very bright children. “When his class lined up, he had to know the reason why,” says Bec. “He wouldn’t accept what you’d say at face value but once he had an explanation, he would be fine.”

Like Kit, other very able children will manifest their giftedness in blindingly obvious ways. “Some, aged three or four, will question the Tooth Fairy or Father Christmas and they may dwell on death when they first realise that people die,” says Rebecca Howell.

But there again, others may not. And that’s when difficulties can arise. It’s all too easy for a really bright child whose ferocious intellect goes unrecognised and

2017

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PR EP / SEN

A B OV E

Pupils at The Abbey School LEFT

Kit with his mother Bec Morley Jacob BELOW

“These rare spirits have sourced their DNA from a different gene pool to the rest of us”

Stargazing at Bedford Prep School

Above Are our public exams no longer suitable?

unchallenged to become disaffected. They have an innate ability to learn and make connections simply from what they pick up in the outside world. That can mean that by the time they arrive in the classroom for 30 minutes of one-size-fits-all maths or literacy, they may be bored out of their brains if the level and pace aren’t right and they switch off. In some cases they can end up branded as troublemakers – or worse.

Research from Potential Plus indicates that really able children are more likely than others to end up in trouble – they make up a sizeable percentage of the prison population, for example.

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A B OV E

A teacher and pupil at The Abbey School

Fortunately, there is increasing awareness of the need to identify and support these super-gifted children. The coveted NACE Challenge Awards recognise the effort made by schools to ensure that the most able pupils get the understanding and the boost they need to succeed.

At Bedford Prep School, a NACE Award-winner (like Felsted Prep and The Abbey School), one of the big treats for pupils is enjoying a trip to the stars, or as close as it gets, courtesy of the senior school’s planetarium and observatory (own meteorite included).

All the boys are encouraged to go beyond the curriculum basics – eclipses and lunar months – and ponder a smorgasbord of more complex questions, like why some planets have so many moons and what Galileo ever did for us (lots, as it turns out). Everyone gets a level of challenge that feels comfortable while the children with high level thinking skills get the intellectual workout they need. “We’re giving them the hooks so they can explore further,” says Jo Christian, Head of Academic Improvement at the school.

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At Felsted, a science project on cell structure and DNA encourages the most able to start thinking about genetic engineering – well beyond the demands of the prep syllabus and open, as at Bedford, to every pupil. They can perform exceptionally well, challenging even teachers’ perceptions.

The resulting breadth of opportunity is overwhelming, says Bec Morley Jacob – and it doesn’t stop at the weekend. Currently, Kit is going into school on Sunday mornings to work on a science project – his big passion. “He was taking a torch to pieces because he needed some of the bits to generate electricity.”

It’s also vital, she says, that the school ensures that able pupils like Kit aren’t singled out or made to feel different.

Keeping children with their chronological peers is a key part of the process. A school might be tempted to bump an exceptionally gifted mathematician up a couple of years.

Easier for the school, perhaps. For a child whose social and emotional development might be nowhere near as advanced as their academic ability, the result can be isolation with a spot of recreational bullying thrown in for good measure.

If heads like Clare Robinson have her way, this should one day become a thing of the past. Her school, Holme Grange, also holds a NACE Challenge Award and has created a curriculum which ensures that all its pupils, who range from those with learning difficulties to the very able, have almost endless opportunities to shine.

It’s not just the core academic subjects that are benefiting from this approach. A recent music project saw pupils working

in mixed ability groups to respond to a technically challenging brief, composing impressively sophisticated music to order.

There’s also a strong focus on learning how to fail. It may sound counterintuitive but makes perfect sense. “People may always have been the best. Suddenly they’re not and they don’t know how to cope with getting it wrong, they have no resilience,” says Clare Robinson.

It’s one of the reasons, she believes, why so many of the best and brightest drift off course. “Many able students do fall off at some point because in adult life they’re not particularly happy.” Far better to ensure that when failure does happen, it’s in a controlled environment with people who can get you on your feet again.

Schools like these are working to ensure that, instead of squandering their talent, its most talented cohorts achieve personal fulfilment. Clare Robinson’s goal, modestsounding though it is, is helping these pupils to grow up into happy and fulfiled adults.

Giving them an education that praises effort rather than mere intellect, builds on creativity and adds a strong dose of resilience as well is critically important.

Get it right and it’s not just school communities that could be benefiting from their gifts but society as a whole. Given the problems we face and the pressing need for more brilliant brains to solve them, we should all be willing them to succeed.

ADDITIONAL SUPPORT

Nace

Works with schools and teachers to improve learning for the more able and recognises excellent provision through the NACE Challenge Awards. Welcomes enquiries from parents as well as teaching professionals. www.nace.co.uk

.

Potential Plus UK

Supports the social, emotional and learning needs of children from all ages and backgrounds who have high learning potential. www.potentialplusuk.org

.

Mensa

Welcomes members (pre-school and up) whose IQ is in the top two per cent of the population. w w w.mensa .org.uk

.

The Good Schools Guide

Help and support for parents and carers on identifying and educating gifted and talented children. www.goodschoolsguide.co.uk

C H A R LOT T E P H I LLI P S Advisor at the Good Schools Guide Education Consultants

2017

31/01/2017 09:38

Our aim is to anchor a 21st century education within the illustrious history of the oldest school in the country, dating from 597 AD. A King’s education rests on the simultaneous pursuit of academic and co-curricular excellence.

Situated in a UNESCO World Heritage Site within the Precincts of Canterbury Cathedral, the setting, by its very nature, creates a spiritually aware, historically informed and aesthetically appreciative community.

The King's education is based upon strong academic roots. It emphasises and relies upon what is best in traditional independent school education, namely scholarly excellence supported by a caring pastoral and tutorial system. The most popular leaver destinations are Oxford and Cambridge, the Russell Group of Universities and colleges in the USA. C

M

Y

King’s Week is a unique festival of music, drama, art and recreation that has been held every year in the last week of the Summer Term since 1952. Over 80 events ranging from jazz to dance, plays, lectures and recitals attracts thousands of visitors.

CM

MY

Over twenty sports are on offer from Rugby and Hockey, to Fencing and Equestrianism Eq with most pupils representing the school in inter-school fixtures.

CY

MY

K

Music at King’s has a distinguished history with a strong reputation for performances of outstanding quality and variety. Excellent facilities and generous awards are available for outstanding musicians.

OPEN DAYS - 13+ Entry - Saturday 11th March, Saturday 17th June Sixth Form Entry - Saturday 29th April, Saturday 7th October www.kings-school.co.uk KINGS SCHOOL CANTERBURY.indd 1

10/01/2017 12:11

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SCHOOL / FOCUS

ABOUT THE BOY Merchiston Castle School’s motto, Boys First, is a simple but effective one A M A N D A C O N S TA N C E

I

’ve been fortunate enough to meet many engaging, polite young people in my line of work. But dining in the lunch hall at Merchiston Castle School with five strapping sixth formers was a different experience altogether. These boys weren’t just polite. They were interested and interesting; they never appeared bored, nor overwhelmed by my questions. They answered me after some careful thought – there was neither snigger nor swagger.

And when they gave me a tour of their boarding house, they held the doors open at all times.

They were boys any mum would be proud of.

“What we are trying to do here is to teach every boy to be comfortable in their own skin,” says Andrew Hunter, the avuncular headmaster of MCS, a boys-only HMC boarding school for 7 to 18 year-olds just outside Edinburgh. “Our philosophy is not rocket science,” he says. “We want to develop their minds but also their character.

We are simply trying to teach them to be the best version of themselves that they can be.”

Merchiston Castle School is the ideal place for such lofty ambitions. For one thing, it has an amazing location on the outskirts of Edinburgh in the suburban village of Colinton. Set in 100 acres of parkland, the school has space galore but is minutes from one of Europe’s most exciting cities.

“International parents think Edinburgh is magnetic – the vibrancy of this school is all about its location,” says Hunter.

As the boys in the school get older, they are given more freedom to explore the city. It is all carefully controlled; housemasters have the boys’ mobile numbers and first steps are small – a trip to Colinton for Year 9 boys – but the older boys can go into Edinburgh on a Saturday night. “We are not a claustrophobic inward-looking school," says Hunter. "We want to teach the boys to manage risk.”

Another advantage the school has is its size. There are just 452 boys this year, making it tiny by senior school standards.

This means that everyone really does know everyone and there is a strong sense of community. As I tour the grounds with

“We are trying to teach every boy to be comfortable in his own skin”

A B OV E

Boys in sports gear in the school grounds

2017

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Fa de b”

.. eG oo

“D au Th nt

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Discover Dauntsey’s

A home from home “Coming back to the Manor at the end of the day feels like coming home. There is so much to do and so many people I like - I’ve certainly never felt lonely!” - Second Form Boarder

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12/01/2017 11:25 12/01/2017 09:29:38

SCHOOL / FOCUS

various staff, they know each and every boy and their routines. “The size of the school means people are able to take time,” says Tracey Gray, the school’s external relations director. “It means you can be very aware of any issues.”

Merchiston is a full boarding school.

Boys in Years 3 to 6 board and have lessons in Pringle, an entirely separate junior boarding house and teaching centre. From Year 6 they start to take some lessons such as Art and Design at the ‘big school’ and

“The small size of the school means people are able to take time” then from Year 7 they move to the senior boarding houses. Each stage of transition is gradual and carefully managed. “We just add another rung to the independence ladder”, says Niamh Walden, Pringle's marvellous head.

Full boarding is maintained particularly for the benefit of international students, who make up 21% of the student population.

“To have an empty boarding house at weekends is pretty miserable,” says Wilson.

That said, the boys in Years 3 to 6 have a ‘step-up’ system – flexiboarding by any other name. In the senior school, boarding is horizontal – boys stay with their year cohort in the houses. original site so they moved “The boys just love it,” says LEFT the school south to an estate The boys wear kilts for head of admissions Kay Wilson. formal occasions in Colinton. Most of the Evidently so: boarding actually RIGHT school buildings date from increases through the school. 15% Pupils in the library this period, though Colinton to 20% of boys board as juniors, House is 18th century. It is 65% in middle school and 85% by now home to the science sixth form. department; one of the science labs still has The horizontal boarding structure also the orignal sprung floor from when it was means the school selects its international the grand ballroom. students very carefully. “We won’t have too “The boys love the boysiness of the many boys of one nationality,” says Wilson. school,” says Andrew Hunter. Indeed, for a “International parents are keen for their rugby-mad, science-loving boy, Merchiston children to mix with the British boys is sheer heaven. There is endless space, to learn English and it has to work from Pringle where there is a fabulous for our boys,” she says. ‘secret garden’ to endless rugby-cum“Our boys” is a phrase I hear often cricket pitches and woods where deer roam during my day at the school. MCS is every and the boys go camping. There is a strong inch a boys’ school and proud of it. Indeed, – even Scottish Presbyterian – ethos, with its motto is ‘Boys First’. The school was the belief that an active life is a healthy originally founded in 1828 at Merchiston one. There are no lessons on Tuesday and Castle, a 15th century tower in Edinburgh, Thursday afternoons to make room for

by Charles Chalmer who wanted to create sport; PE is compulsory until Year 11 and a science and maths academy for boys. By it’s a school rule that every boy pursues an the 1920s, when the governors wanted to activity three afternooons a week. When the build a memorial hall to the fallen boys of nights draw in, as they do very quickly in the Great War, there was no space on the 2017

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SCHOOL / FOCUS

school head. But looks can be deceiving.

He refers to In the science lab teachers as “persons BELOW Headmaster of warmth”, for Andrew Hunter in example and calls his personalised golf pastoral care “pupil buggy support” and likes words such as guru, trusted advisor, sage and mentor. He believes what really matters at school is “a sense of belonging”. Here he is on the relationship between home and school: “It’s a genuine reaching out; come along and join in the immense pleasure and privilege of witnessing your son’s journey.”

In other words, Andrew Hunter is no stiff upper-lipped head. The pastoral care – sorry pupil support – at Merchiston is second to none and raved about by parents.

Hunter was instilling resilience in his boys long before it became the flag-waving issue of the moment. Of course, he calls it something different – ‘Bounce Backability’.

“I wanted an onomatopoeic alliterative word for the boys to remember”. His ethos of “wraparound support” for every pupil is now considered mandatory in schools.

Andrew Hunter is unashamedly prosingle sex education. He believes that boys learn differently from girls and “Merchiston LEFT

Edinburgh, the boys do sport in the morning and lessons from 4-6pm when it is dark.

Andrew Hunter says that “an active boy is a happy one”. He doesn’t talk about extracurricular activities but co-curricular. “It’s a total curriculum,” he says. When asked what they love about the school, the boys chorus as one: “The sport!” Indeed, when I enquire, ever the cheeky journalist, if any of the boys smoke, they look at me as if I’ve asked if they enjoy torturing puppies. The answer is a resounding no. They explain, quite deadpan, that “we want to be the best we can be on the rugby pitch”. There are also very succesful golf and tennis academies for talented players.

Merchiston is no slouch academically either. It scored the best A*-B grades in Scotland this year, with a 96% A*-C pass rate at GCSE and 91% of boys achieving places at their first or second choice universities.

The school is unique in that it is a Scottish school but follows the English curriculum. It is non-selective, although 7+ entry includes a basic test. The STEM subjects and economics are particularly strong here, as is Further Maths – and

AT A GLANCE

MERCHISTON CASTLE SCHOOL Head˙ Andrew Hunter Single sex˙ Boys only Founded˙ 1828 Number of pupils˙ 460 approx Day/boarding˙ Full boarding Ages˙ 7-18 Main points of entry˙ 7+, 13+-14+, 16+ but admissions are flexible Admissions˙ Non-selective Admissions manager˙ Kay Wilson, +44 (0)131 312 2201 admissions@merchiston.co.uk Religious affiliation˙ Multi-faith, broadly Christian assembly Fees˙ £6,550 - £10,220 for boarding Address˙ Colinton Road, Edinburgh, EH13 0PU, +44 (0)131 312 2200, merchiston.co.uk

the school is now offering computer science A-Level.

But Merchiston is far from being an exam factory. As Stephen Campebell, deputy head academic explains, “It’s all about the individual – where they end up, what their interests are and finding the bespoke programme for it.” This means that there might be a sixth form student studying two A-Levels for the Army alongside someone doing four for Oxbridge. Campbell says: “Andrew Hunter is interested in what a 25-year-old Merchistonian looks like, not a 15-year-old one.”

Andrew Hunter's name crops up often.

After 19 years in the ‘hot seat’ as he calls it, his influence at the school is unquestionable.

A towering figure, despite the walking stick he uses as the result of cancer of the pelvis in 2009 (he now has a metal hip and a golf buggy with personalised number plates) he appears every inch the conventional public

“The pastoral care at Merchiston is second to none and raved about by parents” gives boys the ability to find themselves at their own pace and not feel bad about it”. This does not mean girls are excluded and Merchiston has close links with girls’ schools such as Kilgraston near Perth and St George’s in Edinburgh.

In the school’s Memorial Hall, I talk with the deputy head of co-curricular, Richard Charman. It is here that the boys gather for headmaster’s assembly and prize-giving.

Charman says the school is “very good at recognising a boy’s talent and publicly doing so at assembly. It might be for a sporting or academic achievement or because a member of the public has admired a boy’s manners on the bus. We watch out for those boys who haven’t yet been up.” It’s a telling anecdote that speaks volumes about the school and its staff. This school is a happy place; it builds happy boys.

As Andrew Hunter says: “We are about finding the hidden nuggets of ability in each and every pupil and developing them. We are not talking about arrogance, but quiet self-assurance, built on foundations of rock not sand.”

2017

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30/01/2017 15:27

SENIOR / TALKING POINT

All in the Mind

Adolescent mental health has been hogging the headlines with concerns about soaring rates of anxiety, depression and other disorders amongst teenagers. Last year, the Headmasters' and Headmistresses' Conference (the umbrella organisation of the UK’s leading independent schools) held a Good Mental Health conference to address these issues. Here Natasha Devon, the former government mental health tsar who spoke at the conference, discusses where she thinks the issues lie; Chris Jeffrey, Headmaster of Bootham School in York and Chair of the HMC’s Wellbeing Working Group, explains what took place at the conference and outlines some of the challenges facing today’s teenagers; and a number of schools explain what they are doing to support their pupils' wellbeing.

“Social media is a catalyst, not a cause, of poor mental health in young people today”

NATASHA DEVON

D

• Writer and mental health champion

uring a commons debate earlier this year, Health Secretary Jeremy Hunt was asked what he thought was responsible for the surge in poor mental health amongst the British population. His answer was decisive. For young people, he said, it is ‘social media’.

I wasn’t sure whether to laugh or scream in frustration. Of course, technological advances are having a huge impact on the way young people think and behave but they are a catalyst, rather than a cause.

And there is an important distinction here – poor mental health is not synonymous with mental illness. One in four of us will statistically experience a mental illness during our lifetime but four in four of us have a brain and therefore mental health.

I do not believe it is helpful to tell a pupil so strung-out with exam stress they’re having

panic attacks and unable to function that they are suffering from ‘anxiety disorder’.

They aren’t. They’re suffering from acute stress caused by unprecedented amounts of academic pressure coupled with momentous expectations in an increasingly competitive climate. This is particularly pronounced in independent schools. It does not mean, however, that their concerns are not serious and should not be dealt with.

What schools are facing is a crisis of poor mental health, and while this is leading to more instances of diagnosed mental illnesses, the greater issue is the number of children flying below the radar who have symptoms of depression, anxiety or selfharm but who do not meet the ever-higher thresholds of the Child and Adolescent Mental Health Services. It is their needs teachers are being expected to meet with only a few vague directives from above (generally parroting the words ‘resilience’ and ‘peer-to-peer mentoring’ ad nauseam).

The crisis in mental health is, I believe, primarily an economic one. A Young Minds survey in 2014 of 5,000 12- to 18-yearolds revealed worries about the future – the prospect of leaving university with record amounts of debt, the likelihood of unemployment or of not being able to afford to live independently on an average wage – to be a primary factor in spiralling anxiety in young people. Coupled with this, both parents increasingly have to work long hours to sustain the family’s lifestyle (interestingly, many independent school children I speak to say worrying about the amount of money their parents have to pay to send them to school causes them significant stress). This has led to a reduction in quality family time, community and communication, all of which are the bedrock upon which a child builds their sense of identity and self-esteem.

Mental Health First Aid England, a charity which offers training to education professionals, talks about a metaphorical ‘stress bucket’. We all have a stress bucket which is incrementally filled by the challenges of everyday life. This is entirely normal, but it is when our stress-bucket overflows that we are at increased risk of developing mental health issues. So we need a ‘tap’ – something that provides release from stress. Talking, writing down our feelings, exercise or indulging in something creative are all ways we can empty our stress buckets. But in a world where the pace of life leaves us unable to contemplate and reflect, it is little wonder that so many young people have reached crisis point.

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SENIOR / TALKING POINT

“We will never achieve perfection for our children, but they deserve better”

PARENTING

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he desire to be ‘perfect’ parents and give a child a ‘perfect’ childhood is not helping. Australian parenting guru Michael Grose claims in his latest book, The Redundancy Effect, that such parenting 'overcooks' children, hindering development of the independence, selfconfidence and resilience needed for them to function well as adults.

CHRIS JEFFREY

T

UNIVERSITY POLICY

• Chair of the HMC's Wellbeing Group

he HMC Wellbeing and Mental Health Conference at the British Museum in April marked an important point in HMC’s attitude to the growth of mental health issues that all schools have been facing. Having been confident enough to admit that independent schools, along with all others types of school, are struggling with this issue, it was time to move to look at practical ways of dealing with them in a series of seminars and presentations for a large audience.

We recognised that the solutions will only work effectively if the causes – not just the symptoms – of the phenomenon are properly identified and understood. Here I offer my – albeit imperfect – analysis of what it is we’re trying to solve.

PREVALENCE OF MOBILE TECH

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angst that they know only too well within themselves; a world in which sexting and online porn bring knowledge, expectation and pressures that the ‘battered-copyof-Mayfair-under-the-desk-lid’ of my generation never did.

PERFECTIONITIS

G

iven that our youngsters find it very hard to look at technology critically enough to understand the judgements that they are making about others (and themselves in comparison), perhaps it’s not surprising that there is a discernible rise in perfectionism. Girls more than boys are putting themselves under unrealistic and intolerable pressure to live up to expectations of themselves and of life that can cripple them. It was fascinating to see Instagram model Essena O’Neill expose to her 600,000 followers the real story and frequent pain behind her perfect pictures.

We need more of that sort of honesty.

N

ear-perfection, too, seems to have been increasingly demanded by universities, whose standard offers have risen inexorably over the past 20 years.

Despite the increased competition caused by lifting the admission cap and a declining birth-rate, many courses appear to be if anything raising their standard offer grades, not dropping them. Whatever happened to the law of supply and demand? Anecdotal evidence from schools is that, in reality, students can afford to drop a grade or two for many courses and still be accepted.

The key question is: are large numbers of students being put under more pressure than necessary so that universities can look more exclusive than they actually are?

The stark fact remains, however, until we – schools, universities, parents, policy makers, technologists and health services – start understanding and thus addressing the root causes and not the symptoms of these mental health issues, little may change. We will never achieve perfection for our children, but they deserve better.

esearch suggests that the ubiquity of mobile technology in their hands has seen our children’s attention spans diminishing, sleep patterns badly disturbed and crucial switch-off time almost destroyed. In a fascinating piece in New Philosopher recently, author DBC Pierre points out how human beings, who as a species are adapted over tens of thousands of generation years to cope with a flat-line pace of change, are simply not wired to manage the unprecedented and sustained acceleration of recent times.

Such warp-speed acceleration cannot but cause casualties.

SOCIAL MEDIA

A

nd what are adolescents learning from this technology as they battle the same challenges that all teenagers have faced? For all the undeniable benefits, it means theirs is a world in which the visual and the ‘surface’ rule, via apps such as Snapchat, Instagram and Periscope; a world where youngsters cannot seem to see through the fact that others’ carefully curated on-line personae likely hide the same insecurities and

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RIGHT

Happy pupils at Lord Wandsworth College

2017

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01/02/2016 14:32

A B OV E

St Swithun’s School BELOW

Sixth form Pupils at Highgate School FA R R I G H T

Highgate School

“In our Peer Education Project Year 12 volunteers deliver PSHE lessons to Year 7 pupils”

VERITY SMITH

• Assistant Head of Sixth Form Highgate School

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he process of growing up is one of working out who we are. This gradual discovery can come about through interaction with our family, significant adults, peer groups and friends. In recent years, a wide range of social media have created an additional sphere

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of virtual interaction where many adults fear to tread. And so schools are increasingly recognising the benefits that flow from encouraging young people to support one another through the long growingup process.

Highgate pupils have been involved in a ground-breaking and ongoing Peer Education Project (PEP) that is supported and robustly evaluated by the Mental Health Foundation, Dr Yvonne Anderson of Cernis and Place2Be. The project brought together Year 12 pupils from

Highgate and three of its partner state schools with experts in the field of mental health and education to co-produce five PSHE lessons which the volunteer sixth formers then delivered to Year 7 pupils.

The classes were evaluated using the Strengths and Difficulties Questionnaire (SDQ) ‘Me and My School’ and a learning measure before and after delivery of the lessons.

It is one of few projects which has quantitative data measuring the impact of a peer education programme on both the attainment of pupils and their wellbeing.

It is hoped that the project can be extended to other schools in the coming academic year with the aim that, as peer teaching is repeated, year by year whole school communities will grow in confidence in managing mental health well.

2017

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SENIOR / TALKING POINT

“I provide one-toone sessions for girls as well as timely, targeted small group interventions”

DR HELEN O’CONNOR

• Clinical psychologist St Swithun's School

I

was appointed in January 2015 and we are one of only a few schools in the country offering doctoral-level support to our pupils, staff and parents.

Mindfulness, Cognitive Behavioural Therapy and an emotional regulation skills programmes are proven ways to improve the mental health of adolescents and these are central to our support for girls at St Swithun’s.

Our school has a typical student population with many strengths and protective factors such as excellent IQs, but we also attract individuals with high perfectionism, which can

sometimes generate a level of added stress. It is for this reason that we have invested resources in improving the girls’ mental health.

Much of the role is providing one-to-one sessions for girls as required, whilst also offering timely, targeted small group interventions (for example considering stressrelieving techniques with girls prior to revision and exams). Our newly developed PSHE programmes (‘Thrive’ and ‘Flourish’) have been adapted to provide resilience training and to address mental health issues in small classes which allow for open discussion. To complement this, we also have a member of staff who is a qualified mindfulness practitioner.

We are developing this across the entire school, all the way from Year 3 to Year 13, aiming to teach the girls early about wellbeing and to prevent difficulties emerging. Teachers are considered highly significant in ensuring the girls’ ability to flourish, and this is achieved by appropriate training on mental health and access to suitable guidance if they have concerns.

The entire community – including pupils, staff and parents – have access to a dynamic programme of visiting speakers with a focus on mental wellbeing and resilience, which over the past year has included Dick Moore on mental health in education, Aric Sigman on drugs and screen time, and a mindfulness programme for staff.

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“Our school approach is to never be afraid to tackle the issues, however great or small”

TRACY KIRNIG

• Head, Prior’s Field

A “Pupils are allowed to express themselves by drawing on our health centre walls”

HILARY DUGDALE

• Senior Deputy Head Lancing College

I

know of few people who, if given the chance, would go back to being 15 or 16 again.

These have always been ‘interesting’ years with all sorts of challenges thrown into the pot, and ones where a propensity for risk-taking comes at just the same stage as access to dangerous and exciting stuff: alcohol, cars, ‘relationships’.

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Our young now have a cocktail of connectedness and online presence and exposure – and the kind of hypervigilance that goes with this – that was completely unknown to previous generations. Pastoral care needs to reflect age-old issues and encompass these modern ones too.

Our housemasters and housemistresses and tutors are trained in Mental Health First Aid. We have a group of sixth form peer supporters who are trained in listening skills. Our charities and Outreach programmes give pupils the chance to stand in the shoes of others. We encourage challenge, and we support people through set-backs.

A school counsellor is available three days a week and pupils self-refer to her, the chaplaincy, school GPs, the Health Centre nurses, trusted staff, tutors, matrons... And our pupils have their own resources to draw on – literally – in the paintings they create on the Health Centre walls as art therapy or self-calming at a time of stress or trouble.

There is no 'one size fits all' approach. If our pupils can say where and how things hurt, we can help them to heal. The foundation of this, of course, is not a modern one at all; it is trust.

A B OV E

Pupils at Lancing College

dolescent mental health is a challenging landscape requiring an empathetic and proactive approach. Blurred boundaries and the instant gratification and distraction of social media have added complexity in recent years.

Since its foundation in 1902, Prior’s Field has always focused on the development of well-rounded, balanced young women. We focus on motivation, self-belief and enjoyment to bring out the best in our pupils; there is no need to drive the girls with relentless pressure.

Our dedicated pastoral team has an open-door policy and staff work with parents to confront adolescent mental health issues head-on, preventing many before they occur. We run regular pastoral evenings for parents and encourage open discussion of such topics as managing stress and anxiety, depression, bullying, bereavement, eating disorders, self harm and LGBT support. Girls benefit from an annual Resilience Week, in which they are rewarded for demonstrating perseverance and determination in learning and life.

Our school counsellor is a specialist in adolescent mental health, and local links with both NHS and private therapists allow us to draw on the most appropriate guidance available. As a school, our approach is always to keep in touch with current thinking, and never be afraid to tackle an issue, however big or small.

2017

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WELCOME TO BADMINTON Nestled in the leafy outskirts of the university city of Bristol, Badminton’s international day and boarding community is vibrant, with its holistic approach to education enriching the lives of girls aged 3-18.

Contact us to find out more.

90% A*-B at A-Level (2016 results)

“Excellent” in every area (ISI Inspection 2015)

Escorted travel to London airports

e: admissions@badmintonschool.co.uk BADMINTON SCHOOL.indd 1

t: 0117 905 5271

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WE CHERISH OUR PAST AND TEACH FOR THE FUTURE With a pioneering heritage and a global reputation, an education at Cheltenham Ladies’ College gives girls unparalleled opportunities to achieve their potential.

Consistently first-rate academic results at GCSE, IB and A Level are underpinned by extensive co-curricular activities, a strong wellbeing programme and nurturing pastoral care provision. Our girls leave us as well-rounded individuals, ready to make their way in the world.

We would be delighted to welcome you at one of our Open Days on 18th March or 10th June 2017. To book a place, please call +44(0)1242 520691 or visit our website: www.cheltladiescollege.org

TOP INDEPENDENT SCHOOL IN THE SOUTH WEST THE SUNDAY TIMES PARENT POWER TABLE 2016

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Talking

SENIOR / OPINION

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IT’S GOOD TO TALK

Tracy Kirnig, Head of Prior’s Field, on how a boarding environment can prevent teenage isolation

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oday’s teenagers have never been more ‘connected’ – a guinea pig generation for the benefits and the distractions of social media. Yet, increasingly, we hear reports of isolated teens, studying or online in their bedrooms, lonely and anxious.

Arguably, never before have they been so in need of strong communities and positive adult role models.

This summer I travelled to a remote 400 pupil primary school, Tinga, in Tanzania.

They have very little materially and huge challenges: the need for drinking water, cooking facilities, not to mention books.

While poor in these areas, they are hugely wealthy in terms of community bonds and spirit – the warmth and generosity of the reception that greeted us on arrival was overwhelming. Last year, Prior’s Field junior school students raised over £600 in support of Tinga and our aim is for this relationship to strengthen.

“We must encourage our teens out of their rooms and away from the isolation of screens”

in his spare time and encourages girls to do the same. Great things to aspire to, great things to encourage teens out of their rooms and away from the isolation of screens.

In many families, both parents work, have significant other commitments during the week and long commutes. This is where boarding schools can play a unique role. To quote our head of boarding: “Modern boarding works for modern parents and provides an alternative option to after school clubs, home alone children or paid nannies.”

Boarding communities are wonderful ‘microcosms’ within the larger school environment.

A B OV E The African Places where children develop social skills Boarding saying, “It takes – through all-important face-to-face contact communities a whole village to with their peers – grow in self-sufficiency encourage social skills raise a child” came and make lifelong friends. Dedicated, to mind, as we resident boarding staff at Prior’s Field know parted from our each and every child. As one boarder said Tanzanian friends to return to the UK. recently, “The staff just ‘get you’. The other As a head teacher I believe that, beyond a day, I was feeling a bit stressed about some child’s village, its parents, friends and wider work and Miss XXX could just tell and came family, a good school can and should play its to me, and we sat and had a hot chocolate part in raising well-rounded young people – together and talked it through. The staff providing a place where they can be happy know exactly how you are feeling. I feel and inspired by talented teachers, benefit constantly protected and looked out for.” from positive engaging relationships and Sixth form students, even some who live adult role models. locally, often choose to board as it provides At Prior’s Field, staff share with pupils them with a stable, supportive environment their achievements and endeavours in which to study and live, balancing work outside school: in the last half term alone, with such typical evening activities as our Head of History has zumba, yoga, themed evenings, taken a gold in the women’s cinema trips and, for full eight at the World Masters boarders, weekend days out.

Rowing Championships in Bringing out the best in Copenhagen; our Head of Art young people requires heart, had a painting selected by the dedication and passion. All of Royal Institute of Oil Painters which are essential if we are for its London show; one of to grow children into wellour PE staff has been named balanced, rounded individuals, a member of Surrey Storm’s with a healthy outlook on life TRACY KIRNIG Head, Prior’s Field 2016 netball superleague; our and a determination to make a Head of ICT scales mountains positive difference.

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MINDFULNESS

Dr David Moses . H E AD .

S t M a r t i n’s A m p l e fo r t h

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he world in which young people are growing up is more challenging than it was for my generation and we need to find ways of helping them to cope with the fast pace of 21st century life. Mindfulness has been hailed as a panacea, but whilst there are positive effects for many who practise it, we must be wary of promoting the technique as the only coping mechanism to deal with the challenges of life.

All too often we allow ourselves to overanalyse the past and to worry about the future. To be able to take a step back from our daily deliberations to focus the mind on the present moment can indeed be an effective way to relieve stress and allay unnecessary worries. However, the concept of concentrating on the present moment is by no means exclusive to mindfulness; this type of meditation is very similar to the Christian practice of contemplative prayer.

The difference, it would seem, is that mindfulness is rather more introspective, in that it encourages us to retreat from the world and focus all attention on ourselves.

Rather, our children need structure and balance, and to be brought out of themselves in order to seek the wisdom which comes with a knowledge of the world. We need to teach young people the importance of resilience and that they will learn as much from failure as from success,

that they can make positive changes to the world rather than just find ways in which to cope with difficult and unjust situations. A crucial element of fostering well-roundedness is growing up with a strong sense of community, through helping others and through practising empathy and understanding. Actively engaging with the world and with people from different backgrounds and cultures can have a positive effect on our well-being, as it allows us to gain a different outlook on our own situation. It is these wider experiences that can help us to rationalise our feelings and emotions and examine our lives from a different perspective.

Whilst mindfulness may be a useful tool, we need to be wary of promoting apathy and indifference to situations that require action to avert injustice and intolerance. We need to instil our children with values that they

can carry with them throughout their lives to help them cope with the circumstances they may find themselves in, and to equip them with the confidence needed to make the right decisions.

We must not be involved in denial of the world as it is, or with the notion of building a defensive mechanism to deal with our world rather than engaging with that world, its problems, pressures and people. In a society which is looking for quick fixes and which is increasingly seeking its utopias in the promise of material gains, we need to encourage our children to think through some of the more important questions: What is it to be human? What is the purpose of being human?

Not all children will respond well to mindfulness; for some the inability to switch off and concentrate on the now can in itself cause anxiety. In the same way that children respond to different teaching techniques in different ways, they will find certain stress-reducing practices more valuable than others too. One child may find solace during violin practice and another may find it whilst enjoying playing in a cricket match. Likewise, some children will find mindfulness a useful tool, whereas others will prefer to discuss their worries and look for practical solutions to their perceived problems. For this reason, a tailored approach for each individual is far more beneficial than trying to find a cure-all answer to the pressures of modern life.

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SENIOR / DEBATE

MINDFULNESS

Mark Beard . H E AD MASTER .

University College School

M

indfulness has grown in popularity and as a buzz-word over the last few years, but is not itself a new concept.

Mindfulness is said to have originated in Buddhist thinking and meditation practice over 2,500 years ago. Its original purpose was to address and relieve self-induced suffering caused by the dysfunctional ways in which people respond to life situations.

Over the last decade, education has changed rapidly. The popularity of mindfulness stems from how it speaks to the urgent and prominent concerns of education: the apparent need to strive for ever greater success, to be better teachers and better pupils, to keep up with changes in the education system and in society, and to better prepare young people for global competition. The expectation to achieve high academic standards whilst simultaneously developing important soft skills – in order to help those leaving the school gates flourish in a world that will require flexibility of career and application of skill sets – has never been greater. We also want our young people to have highly developed emotional intelligence and strong moral fibre.

If that wasn’t enough, add to this the impact of social media on young people – the peer pressure, the often unrealistic

expectation to look or act a particular way just at a time youngsters are dealing with adolescence and discovering who they are – and you have a potent mix. Indeed, when you investigate the chief causes of unhappiness in children, it is more often issues to do with their social lives than their school lives, and yet schools are expected to play their part in helping find solutions.

Schools have to strike the careful balance between mental health and personal development coupled with academic success. To move forward, we need a paradigm shift in how we approach this.

At UCS Hampstead we have decided to trial mindfulness for both pupils and staff in order to give them the tools to cope with ever-increasing demands. Unlike some other programmes, we are starting with our staff so that we can first develop a mindful community which emphasises the qualities

that are essential for all great teachers: patience, curiosity, kindness and a desire to truly help those around them.

For our pupils, we see mindfulness as a means to help enable them to have as positive an experience of our education as possible. Our preliminary research with pupils has shown that the introduction of mindfulness techniques can increase not only a child’s mental wellness but, tantalisingly, we have also seen a correlation between mindfulness and academic success.

We don’t think mindfulness makes our students smarter but that it provides them with ways to fully benefit from the opportunities that they are given. Our extended trial and data analysis with Year 9 next year will allow us to assess more fully the longer-term impact of mindfulness, but we hope our pupils will feel calmer and more fulfilled, get on better with others, concentrate and learn more easily, manage stress and anxiety better, and have improved performance in music and sport.

Mindfulness is a sophisticated concept because it is not only about dealing with our reactions to stressors but also giving us the ability to tackle and face their causes. Yet it is a practical toolbox of deceptively simple techniques and coping strategies, supported not only by academic research but by the teachings of mental well-being that go back centuries. It enables teachers and pupils to anticipate and respond to the challenges of our modern world and it is here to stay.

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SENIOR / OPINION

Talking

HEAD

BRIDGING THE GAP

Dr Robin Lister, founding headmaster of Malvern College Hong Kong, on fostering strong partnerships betwen home and school

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t is unquestionable that a strong partnership approach between home and school, and between parents and teachers, provides the optimum support network to enable a child to flourish emotionally, socially and academically.

At Malvern College we pride ourselves on working in close partnership with parents in order to bridge the gap between school and home, from the very early stages when your child is first accepted to the school, right through until the end of their time with us.

We liaise closely with parents throughout the transition to the school and provide opportunities for children and parents to meet key staff to help ensure the settling in period is as smooth as possible.

In the context of the international, multicultural society of Hong Kong, home-school liaison is even more important in ensuring children have a strong sense of their identity and are supported through any potential feelings of cultural isolation.

Schools will often organise a programme of home-school events where, for instance, parents are invited into the school to meet teachers, to see their children performing and to attend social functions. This helps foster a genuine sense of engagement between school, teachers and parents.

A vertical house system and personal tutors ensure that each child and their family are individually known and that there is always a clear point of contact for twoway communication about a child’s progress or any concerns. At school, students and teachers eat together in houses on the same

“A vertical house system ensures that each child is known”

A B OV E

tables, fostering an atmosphere daunting task as young people An artist's impression of the where friendships grow and start to consider their future new Malvern College children become increasingly plans. From an early stage in Hong Kong comfortable conversing with the senior school there will be adults as well as with peers. regular information sessions for Information technology, an ever-present parents and students, providing detailed companion to modern life, can also help information about academic options and bridge the gap between home and school. future pathways.

Whether through regular updates, reports For parents supporting their teenage and newsletters, distributed electronically children, a seminar on the adolescent via email and social media, or through live brain will provide a fascinating insight into streaming of performances and events, the teenage behaviour: recent research has digital world allows families spread globally shown how the teenage brain ‘realigns’ itself to stay closely involved in all aspects of their in preparation for adulthood and this raises children’s education. questions as to how we as On the academic side, teachers and parents support there will be regular seminars young people. to develop understanding Education does not start about the IB curriculum, its and stop at the school gate. philosophy and approaches Bridging the gap between to learning, as well as ways school and home is critical to in which parents can help ensuring children and young support children in their people are able to make the DR ROBIN LISTER learning and homework tasks. most of opportunities open to Founding Headmaster In the senior school, subject them and to develop as happy, Malvern College Hong Kong choice can be a particularly fulfilled, confident individuals.

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31/01/2017 09:43

Harrogate Ladies’ College Giving girls the confidence to take on the world on their own terms GCSE and A level programmes

75% of pupils received offers from Russell Group universities

Extra-curricular activities and weekend trips

Safe and supportive environment

Scholarships available

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Call +44 1423 537045 or email admissions@hlc.org.uk to find out more

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SENIOR / OPINION

Talking

HEAD

WHY THE IB? Lee Glaser, Headmaster of Taunton School, on the benefits of the IB Diploma

L

ong considered by many to be the gold standard of world education, in recent years the International Baccalaureate Diploma has become increasingly admired in the UK. The IB’s growing attractiveness is part of a sea change in attitudes to sixth form education, whereby increasing numbers of young people are choosing to nurture a broad range of skills into their late teens, in preparation for university and job applications.

As well as the upswing in interest among students and parents, admissions tutors at university have become increasingly positive about the IB. They recognise that IB students are handsomely equipped to thrive in Higher

“Universities think the IB chimes with the approach students will need as undergraduates” Education. In a recent survey, they rated the IB better than A-Level at encouraging independent study, developing workplace skills, nurturing an open mind and selfmanagement. Three of our students who study IB have just received offers to attend two of the best universities in the world, Oxford and Cambridge.”

For proof of this change in attitude, consider how UCAS points offers for IB candidates have dropped over the last few years. For example, Birmingham University previously demanded 35 or 36 IB points for undergraduate entry, but for 2016 its standard offer at UCL was 34 IB points. This change also recognises that, while A-Level grades have been rising, IB grades have remained consistent year-on-year.

The IB Diploma offers depth as well as

Above

breadth. Students take six subjects, Even students whose talents Students three at Higher Level and three at appear to lie very definitely in one celebrating exam Standard Level, which must include sphere or another at age 16 can results a science, maths, a second language, benefit from having a broader a humanity and a literature course education up to 18. STEM (science, in their native language. technology, engineering and Students also have to complete a 4,000 maths) students will have to write essays word essay on a topic of their choice, a and develop arguments to pass their exams. course of critical thinking called Theory of Even after graduation, they will have to Knowledge, and a personal development write reports and work with colleagues programme entitled Community, Activity from different countries with different first and Service. languages.

Clearly, universities see much in the IB Similarly IB students are highly which chimes with the type of approach regarded as applicants to study medicine students will need as undergraduates. or veterinary science as their success Independent research skills are fostered by in the Diploma indicates an aptitude for the extended essay. Theory of knowledge communication and languages as well as aims to create open and inquiring minds, science. with students not just thinking On the other hand, students around their subjects, but specialising in the humanities seeing the links between them. and social science will benefit Lastly, IB courses all highlight from having a sound grasp the real-world application of numeracy and statistics. of the material they cover, Even those whose strength is and urge students to use in the arts and literature have their knowledge and skills to found that continuing maths work collaboratively to solve and science is highly beneficial common problems, just as at university and in later life, LEE GLASER Headmaster they will have to do in higher whenever a sharp analytical Taunton School education and in the real world. approach is required.

2017

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WORLD VIEW Katy Ricks, Head of Sevenoaks School, believes the IB diploma prepares today’s generation for tomorrow

I

n 1774, a young Chinese man arrived in England, curious to learn about the country, eager to broaden his horizons and hoping to improve his understanding of science and trade. His name was Huang Ya Dong and he became Sevenoaks School’s first international student (and probably the first Chinese school pupil in Britain).

Huang Ya Dong may have preceded the majority of international students in Sevenoaks by two centuries, but maybe he was not so different to today’s students with their intellectual curiosity and desire to experience cultural variety. As we see a new influx of students into the UK, our independent schools are ideally positioned to offer a modern education which fosters an open mind and develops global awareness, for local, international

“The IB encourages students to become compassionate lifelong learners” and expatriate students. One of the best ways to do this is to offer the International Baccalaureate diploma.

Developed in the 1960s, the IB provides an unparalleled education, encouraging students to become compassionate lifelong learners who, in the words of the IB Organisation, ‘understand that other people, with their differences, can also be right’.

The IB requires the acquisition of expert knowledge and looks beyond the traditional boundaries between academic disciplines.

While a traditional English education might lead to three or four subjects at A-Level, the IB offers a different approach – breadth without compromising depth. It allows sixth form students to study a wide range of subjects, while giving them the freedom to choose which to study in greater depth.

and research, is satisfying for students and a superb preparation for undergraduate study.

In addition, pupils’ critical thinking skills are developed through the Theory of Knowledge course and their capacity for human sympathy and social understanding through the Creativity, Action and Service programme. Learning is enhanced through study trips and exchanges, and students can develop their social and political awareness through service and enterprise activities such as Model United Nations, debating, fundraising and hands-on charity action such as working in the local community.

IB graduates are outwardlooking and possess an ability to apply their knowledge creatively to new situations. They are genuinely well-rounded people and this, together with their Of course, students need to spirit of intellectual inquiry and A B OV E A pupil at play to their strengths, and the critical thinking skills, makes Sevenoaks IB allows them to choose three them attractive to universities. subjects at Higher Level which An IBSCA report for 2015 will prepare them in depth for showed that 80 per cent of university, and three subjects at Standard university admissions officers believed Level, thus ensuring that all parts of the that the IB developed global awareness mind are engaged and expanded. All must and connectivity (against ten per cent for study English, mathematics, a science, A-Levels). The offer and acceptance rates a humanities subject and a modern or for IB Diploma students are notably above classical language. They are also able to other post-16 qualifications, and in the US, it take a creative art or to specialise further is a passport to top universities. by taking an additional science, humanity or Sevenoaks School has offered the IB language. since 1978 and it is now taken The IB encourages pupils by our entire sixth form. to explore their academic Around 23 per cent of our passions with rigour. pupils live outside the UK, and A good example of this is the others have dual nationality or Extended Essay – around have attended school overseas.

4,000 words on a topic they Sevenoaks students leave us are particularly interested in. at 18 with a global network of It fosters independent learning friends, a qualification which and deep subject knowledge; is recognised at universities KATY RICKS Head, Sevenoaks School with the additional skills it around the world and an develops, such as footnoting international worldview.

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The

M A K ING of Me

Cressida Cowell The children’s author and illustrator on the very different influences of her two senior schools

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I loved Marlborough more because it was freer – I was always in lots of trouble at St Paul’s and it’s hard to love a school that’s permanently telling you off.

ressida Cowell, 50, is a children’s author and illustrator, best known for the How to Train Your Dragon books, two of which have been made into award-winning animated films. She lives in west London with her husband and her three children.

What were your schooldays like?

I was not totally straightforward as a schoolchild: very disorganised, very dreamy and very clever – I was reading Chaucer for pleasure at 14. Not necessarily what school was looking for. I was always in trouble for losing things and for handing in my homework late.

Q

A

Where did you go to school and when?

St Paul’s Girls’ School in the late 70s, before that Bute House (St Paul’s Girls’ Preparatory School) and then Marlborough College for sixth form.

Q

A

What sort of school was it? What was its ethos?

A St Paul’s was very feminist and academic; it promoted a fierce questioning intelligence. We weren’t expected to absorb knowledge passively, but to ask questions and speak out.

Marlborough was more entrepreneurial, creative and accepting and, funnily enough more diverse than St Paul’s – it talked to the all-round child. There were pupils at Marlborough who said they didn’t want to go to university at all. You would never have heard that at St Paul’s.

Q

Did you love it or hate it?

St Paul’s was very feminist and I loved that. The underlying assumption was that women were as good as men – if not better.

But it was an education that made me question education itself – it felt very narrowly academic. At St Paul’s, if you didn’t get into Oxbridge, you felt as if you had somehow failed. I was a very creative child and I wanted to do art A-Level but they said, ‘No, you are an academic child.’

That’s why I went to Marlborough, where I did four A-Levels: Art, History of Art, English and History.

Q

A

Q Who was your favourite or most influential teacher?

A Miss Mellows at Bute House – such a brilliant teacher. She gave me books that I could write stories in without her correcting the grammar. I made up masses of stories to put in this book. It was unmarked, which was terribly important.

What you want to do is develop the child’s imagination and writing – nowadays it's difficult for children to develop that pure love of writing.

I was simply copying The Famous Five but I was creating and Miss Mellows was uncritical. That one teacher had a huge effect on me.

I also had an incredible, inspirational teacher at Marlborough, my charismatic head of art, Robin Child. His daughter, Lauren (the Charlie and Lola author), was at Marlborough with me and we are still great friends.

Did you have a favourite place at school?

A I loved the countryside around Marlborough – it’s absolutely stunning.

Even when I was young and going out for a sneaky fag I really appreciated it.

I really like the girls-only places at Marlborough. We had a special place for break and girls-only dorms. It gave us a great sense of sisterhood Ω we were 10 to one in those days!

Q

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PROFILE

A B OV E

Cressida as a child in Scotland

What was your proudest achievement?

My friendships, my soulmates, from those days.

Q

“There was a great sense of sisterhood at Marlborough, we were 10 to one in those days!”

A

Q What was the most trouble you got into?

A I was always getting caught smoking at Marlborough, and always in trouble for being chaotic. If I had a pound for every teacher who said, “You’ll never make anything of yourself being so disorganised”...

Q What is your most vivid memory of your time there?

A I loved the singing and music at St Paul’s.

There was an incredible organist. I adored the carol concerts, singing very loudly and wildly out of tune.

Q Would you send your own children there?

A I wouldn’t send my children to boarding school. I want them at home. All three are currently at Latymer Upper. We are very lucky, it is down the road from where we live.

A Growing up I didn’t know any writers or filmmakers in the way my own children do now. My father was a businessman and there were a lot of politicians in my family.

I knew I wanted to do something creative. At school I was always writing books. I briefly worked in publishing but realised I wanted to be on the other side.

What are your plans for the future?

I’ve got something very exciting coming in September 2017 – a whole new series I’m working on for eight- to 12-year-olds.

And I’m an ambassador for the National Literacy Trust and World Book Day – getting children to read is very important to me.

Q

How did school influence the person you are today?

A I think I’m a pretty strong feminist. I’m a questioner and I’m very creative. I think the two schools balanced me – I have the entrepreneurial side that Marlborough encouraged and the questioning side from St Paul’s.

I was in education for a long time and I use all of it now – at Oxford I read AngloSaxon and did Beowulf and at art school I studied illustration. Everything has had a part to play in where I am today.

Q

Did you ever imagine as a schoolgirl that you’d be a famous writer?

Q

A

Q How would you sum up your school days in five words?

A Inspiring, creative and being scolded!

The Incomplete Book of Dragons (Hodder Children’s Books, £12.99) is now available in paperback

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www.farringtons.org.uk A leading independent co-educational day and boarding school offering high academic standards, excellent pastoral care and a wide extra-curricular programme within a supportive Christian environment.

Co-education Juniors 3 – 11, Seniors 11 – 16, Sixth Form 16 - 18 Perry Street, Chislehurst, Kent BR7 6LR T: 020 8467 0256

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03/10/2016 03/10/2016 10:18 08:03

Talking

SENIOR / OPINION

HEAD

HEAR THEM ROAR Adam Williams, Headmaster of Lord Wandsworth College, on the power of Pupil Voice

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liver Twist plucked up the courage 140 years ago. Jane and Michael Banks sought help from Mary Poppins, William Golding’s Lord of the Flies took us a little too far and we heard at first-hand about the lives of pupils in the classic films of The Breakfast Club and Harry Potter. What unifies all these stories is that the children had a voice.

Pupil Voice is an initiative that involves pupils in the decision making that affects them. It is utterly integral to modern education and in a world where 65% of jobs have yet to be envisaged for those most recently born, our schools cannot possibly hope to prepare young men and women for specific roles in the world to come, rather we must strive to give them the tools and the opportunities to forge their own way.

Being able to have considered opinions, communicate clearly, bring people with you using empathy, passion and clarity of thought are key, but from a platform of experience; a platform that we must provide. Schools must seek to hand over much of the influence, power and direction of their education to a generation that sits eagerly in front of us in the classroom with iPad and skinny latte in hand.

With genuine opportunities to make a difference in schools, pupils are capable of quite remarkable things, and not just one’s sparkliest school prefects. They are digital children in a world of analogue leaders and deserve to have opportunities beyond school councils and commenting on endof-term reports. In the most progressive of schools, pupils are involved in policy making, building design, teacher appraisal, governance direction, PR and marketing to name but a few.

I have been fortunate to see the power of the Pupil Voice in full flow in my most recent schools, and it has been a genuinely humbling experience to witness the way in

A B OV E

and a philosophy to the tune of close to a million pounds because they genuinely believed the current proposals did not fit the way in which they and their successors would use this environment. Seeing their vision become a reality 18 months later and the way in which which their focus is not around day-to-day these spaces were used (the architectural operations, but around legacy creation and parlance became ‘hubs/pods/nests’, of creating more open-minded and tolerant course) proved the point emphatically. communities: the older generations have Empowered, engaged, valued. These much to learn. are watchwords and a modus vivendi that Several years ago, I sat in a boardroom we must advocate for our pupils in a brave with 20 pupils facing me, each new world that moves beyond having written a dastardly the flipped classroom to one question for an aspiring of flipped leadership. Our deputy head; it remains the greatest challenge though is toughest interview I have to prevent conservatism in faced. Soon after, a group of their decision-making, and these pupils were gathered it is our role to encourage around the post-modern and champion the road less table of an award-winning travelled, backed up with ADAM WILLIAMS architect’s firm and their lashings of dynamic data and a Headmaster decision-making guided the healthy dose of 'courages, mes Lord Wandsworth College design of a building, a street braves'.

“Our remarkable pupils are digital children in a world of analogue leaders”

Pupils at Lord Wandsworth College

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Windlesham INDEPENDENT BOARDING & DAY SCHOOL FOR BOYS & GIRLS AGED 4 TO 13

• A RECORD NUMBER OF SCHOLARSHIPS GAINED TO SENIOR SCHOOLS THIS YEAR • OUTSTANDING OFSTED AND ISI REPORTS • EXCELLENT PASTORAL CARE & EXTRA CURRICULAR PROGRAMME • 45 MINUTES FROM GATWICK | 1.5 HR FROM HEATHROW To arrange an individual tour of the school please call admissions +44 (0) 1903 874701 whsadmissions@windlesham.com | visit windlesham.com Windlesham House School, Washington, West Sussex, RH20 4AY

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SENIOR / OPINION

Talking

HEAD

GREY MATTERS Julia Harrington, Headmistress of Queen Anne's School, on the role of neuroscience in understanding teenage behaviour

W

e tell our pupils to ‘use their brains’ but how can they if they have no idea how their brains work?

Four years ago, I introduced an educational neuroscience programme into Queen Anne’s School called BrainCanDo. It’s based on the principle that understanding the function and development of the brain, neuroplasticity and mindset is of the utmost importance in education. I feel strongly that part of education is to explain to students what is going on in their heads.

So much teenage behaviour is put down to hormones. In fact it’s the result of the interaction of those hormones with the developing brain. I wanted pupils to understand that, and by doing so, learn how to regulate their moods and improve their memories. I also wanted teachers to become excited about how much more they could achieve in the classroom if they tapped into the latest developments in neuroscience.

“Neuroplasticity and mindset is of the utmost importance in education” Working with leading universities (Oxford, Goldsmith’s and Reading) in the fields of science, education and psychology, we conduct research to help us deliver improved methods of learning. Our teachers have responded with enthusiasm and the findings, turned into a classroom and sports field toolkit, have already reaped results in terms of the girls’ understanding of how their brains work, why they behave the way they do, and how they can use that knowledge to boost their learning, manage stress (especially in preparing for exams),

A B OV E

– and these findings should be enormously helpful to our teachers.

Exam stress has become an issue of frantic parental concern.

But teenagers need a certain amount of stress to function at the high end of their ability. Too much, though, turns into anxiety, floods the brain and makes them feel hopeless. Understanding what is going on in the brain at times like this allows teenagers to manage what is happening, realise they are not alone and find ways of dealing with the symptoms.

So we run workshops to help the girls harness stress effectively and manage it positively.

After the last round of A-Levels, one pupil told me that she felt she had been able to ‘handle the pressure better’, based on knowing what was happening in her head. Another said that after attending the workshops she was better able to manage her time in preparing for exams and had learned ‘to get on with it’ rather than fretting. They agreed that they understood that ‘stress’ was part of life, needed to be managed and was not to be feared.

Today’s teenagers like knowing why they behave the way they do and harnessing that knowledge not only to boost their learning but to improve their understanding of their own and their classmates’ moods. I’m convinced that knowing about the brain and how it learns – and develops – is a crucial part of today’s education.

stay healthy – and win at netball.

Successful learning is about much more than ‘concentrating’ or ‘trying harder’. If we understand how we get thought processes wrong then we can do more about putting them right.

One of our recent projects was looking at the effect of music on academic and sporting performance. In partnership with Goldsmith’s, we carried out research into how music can be used as a tool to make you a smart learner, regulate your emotions, revise effectively, play competitively – and also unwind after exams.

We are also conducting some research with Reading University into emotional contagion – how attitudes to learning and behaviour in the classroom can become contagious.

The dynamics of influence in children’s peer groups is fascinating – it’s not necessarily the ‘strong JULIA HARRINGTON character’ in the classroom, Headmistress for example, who causes Queen Anne's School disruption or demotivation A Queen Anne pupil in a science lesson

Julia Harrington is headmistress of Queen Anne’s School, an independent day and boarding school for girls aged 11 to 18, in Caversham, near Reading.

Part of The Grey Coat Hospital Foundation, it is one of five schools in the Westminster Greycoat Foundation.

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YES TO EUROPE We voted no to the EU but more students than ever are crossing the channel for university J A N E T T E WA L L I S

I

n the last century, most of us viewed the offerings of European universities with the enthusiasm we showed continental delicacies like French horse meat, Sardinian maggot cheese or Norweigan boiled lamb’s head. Foreign, and worthy of respect, but most definitely not for us.

That was in the days before tuition fees and grade inflation. Funny how £9,000 fees and spiralling demand for British university places can make European offerings look very appetising indeed.

For more than a decade, the tide of Brits studying in Europe has been rising steadily. The number of British students at Maastricht University in Holland, which teaches most courses in English, has quadrupled in the past five years.

The good…

C

ost is probably the biggest motivating factor behind the surge. In 2017, UK tuition fees will rise to £9,250 per year, and they were already the highest in Europe.

By contrast, universities in Denmark, Austria, Norway, Greece, Germany, Ireland, and elsewhere charge no fees at all to EU students. Maastricht charges only around £1,600 a year.

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But money isn’t everything – many British students only look to Europe after failing to win a university place in the UK. Gap years and crammers, once the traditional remedies of the disappointed, have been supplanted by turning to Europe, where overseas credentials may set British students apart – in a good way – and money may be saved in the process.

The growth in English Medium Instruction, especially at post-graduate level but increasingly for undergraduate study too, has made all the difference.

Maastricht led the way, taking the decision to offer most courses in English from 1996.

The university’s write-up in Uni in the USA… and Beyond, a student guide to study abroad, says it all: “With an admissions process that will practically send a taxi for British applicants, it’s a wonder that people aren’t abandoning UCAS in droves to get out here.” Other top destinations for UK students are Utrecht University, the University of Copenhagen, the Polytechnic

“Funny how £9,000 of fees and spiralling demand can make Europe look appetising”

University of Milan (where all graduate courses are taught in English), and Trinity College, Dublin.

British students who can speak, or are willing to learn, a European language, have even greater choice. Online search engines like StudyInEurope offer useful filters, allowing prospective applicants to choose European universities based on language of instruction, fees, subject of study and even cost of living.

Independent schools have been standardbearers in the march to Europe. Their applications to US universities have also risen, but Europe is closer and your Ryanair chariot awaits you. At Dulwich College

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31/01/2017 09:48

SCHOOL LE AV ER / FE ATUR E

A B OV E

Dulwich College pupils: keen on Europe RIGHT

...As is Headmaster Joe Spence

roughly a dozen boys consider university in Europe each year, a rise from half a dozen two or three years ago.

Headmaster Dr Joseph Spence endorses the trend: “It really does widen the horizons and, in an increasingly competitive job market, I can’t help believing that a good degree from the foreign university will stand out from a 2:1 from any one of those universities up the A1 to which independently educated pupils so naturally progress, in their herds,” he says.

Cheltenham Ladies College also reports more of its girls aiming for university in Europe: “Over the last five years, around 15 per cent of CLC girls have chosen to study 2017

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SCHOOL LE AV ER / FE ATUR E

The ugly…

T

he European option will become more of a gamble once the UK leaves the EU. British students’ tuition fees may rise, as they will no longer benefit from EU citizenship, and they could no longer be eligible for student loans and free European medical insurance.

Universities have, so far, kept calm and expressed the will, if not the way, to carry on. The Erasmus Programme, which since 1987 has allowed over 200,000 UK students to study for periods of up to a year at European universities, has said there will be “no immediate change” to the UK’s participation. In the longer term, though, Britain may need to dream up its own exchange programme.

Arnold Digva, in Poland, feels relatively bullish. “When we leave the EU I’m sure we will go to having a relationship like Norway with the EU – there are many Norwegians at the university and they don’t have any problems studying. The issue is whether the UK would accept the degrees from the EU.”

A B OV E & B E LOW

abroad,” the school told us. “And Europe was the second most popular destination, after the US.” Arnold Digva had lined up an impressive list of exam results when he left Nottingham High School a few years ago with three A’s at A-Level. But when his UCAS application for dentistry fell flat, he decided to look abroad. He is now completing his degree at Poznan University of Medical Sciences in Poland and has never looked back: “I definitely enjoyed studying abroad and it made me into a different person.”

An exception to the rule of cheap courses in Europe, Arnold’s tuition fees are £10,000-£12,000 per year, but this is the Sixth formers at Cheltenham Ladies College

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same for all students, whether from the EU or further afield. “In my year we have six Brits in a class of 30, so that’s quite a lot. There are more and more UK students coming here each year, which has led to the university establishing an admissions office in London.”

The bad…

N

ot everyone’s European adventure works out as seamlessly, so choosing carefully is important. Simon Hudson, who enrolled in an economics masters degree at KU Leuven, was disappointed with the teaching. “I experienced a very different (in many ways worse), oldfashioned style of learning and teaching there.” The following year Simon moved to The United Nations University – Maastricht Economic and Social Research Institute on Innovation and Technology (UNU-MERIT).

“I was among an incredibly diverse and international group of people from 50-odd countries and I preferred its problem-based learning.”

Living costs can be higher than in the UK, and the weak post-Brexit pound has made survival in many European cities fiendishly expensive. Don’t assume you will be assigned accommodation – or anything else. “They expect you to fend for yourself,” says John Wallis, co-author of Uni In the USA… and Beyond. “Finding an acceptable place to stay will take hard work, patience and a willingness to settle for less than what you were hoping for.”

“Independent schools have been standard-bearers in the march to Europe” “Brexit could be devastating for UK higher education,” says Harriet Plyler, who runs the Good Schools Guide International.

“Before the referendum people had no idea how much UK university funding came from the EU. We now know that fees alone paid by EU students totalled £600m a year by 2015. Fees will have to rise significantly here to make up the shortfall. European options, as well as the US, will likely become even more attractive to UK students than they are now.”

Even in a worst-case scenario, in which UK students end up having to pay the same in Europe as non-EU students do, the fees will still, usually, be less than in the UK. Some EU countries already charge the same price (sometimes zero) to all students, wherever they come from.

If all else fails, Ireland’s Boarding Schools Conference advises British sixth formers to examine their family ancestry for an Irish grandparent for access to an EU passport and the study rights it may carry. Never has Irish citizenship been more highly prized!

JA N E T T E WA L LI S Senior Editor The Good Schools Guide goodschoolsguide.co.uk

2017

31/01/2017 09:48

An inspiration on the educational landscape

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29/09/2016 12:28

CRUNCH TIME The safety of children’s rugby has been under the public lens like never before this year. Here some schools outline how they tackle the perils of the pitch

“The RFU has made great changes”

JOHN MALLETT DIRECTOR OF RUGBY Millf ield School

M

illfield is committed to ensuring a safe environment for our pupils’ learning.

Exploring, creating, enjoyment and a degree of risk are all important parts of this. Playing sports is a well-established means of achieving an effective learning environment and rugby’s values of teamwork, respect, enjoyment, discipline and sportsmanship are a good foundation for education through sport.

The boys playing rugby are divided by their age groups and

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BOYS PLAYING RUGBY ARE DIVIDED BY THEIR AGE GROUPS AND THEIR PLAYING ABILITIES

their playing abilities. A competitive fixture list of appropriate age and ability levels is an important part of rugby delivery at Millfield.

I have been part of the Age Grade Competition Review for the Rugby Football Union (RFU). This has been an important driver for the introduction of new rules of play to ensure safety is at the heart of the game. These changes are in place up to the Under 11 age group and are being introduced up to Under 15 in the 2016/17 season.

In addition to the pitch-side physiotherapy cover, all Millfield rugby staff have completed the online RFU ‘Headcase’ concussion training module. For the 2016/17 season, all rugby staff will have complete their ‘Rugby Ready’ course too.

From our annual concussion audits we have implemented an increased focus on tackle technique at Under 14 level, more appropriately balanced fixtures and greater staff, pupil and parent awareness on concussion. All these recent developments will further benefit the safe delivery of school rugby.

The RFU ‘RugbySafe’ programme, meanwhile, is an excellent resource for schools and enhancing the safe delivery of rugby overall.

2017

31/01/2017 09:48

SCHOOL’S OUT / RUGBY

“We work with Bath RFC on conditioning”

PETER SHORT

DIRECTOR OF RUGBY C a n fo r d S c h o o l

M

uch has been made in the media of the increased number of injuries in the sport. It is widely acknowledged that professional players are becoming larger and stronger. Therefore a high level of strength is becoming paramount across all positions and at all levels. Canford firmly believes that young rugby players

need a long-term, comprehensive programme of skills and conditioning that includes well-planned and well-supervised strength training from an early age. With a variety of standards, the aim is to challenge players of all abilities and ages through appropriate strength and conditioning protocols following RFU guidelines. The school recently took part in the University of Bath's study in conjunction with the RFU aiming to show that there are some injuries that may be preventable through improving elements of physical fitness such as strength, power, balance and agility. Canford is a satellite training centre for Bath RFC and has developed appropriately

WEIGHT BANDING IS NOT THE ANSWER. AT CANFORD WE HAVE A NUMBER OF SMALL BOYS DOING WELL

designed resistance training programmes with Bath coaches as an essential component for all pupils according to their training age, motor skills, competency, technical proficiency and existing strength levels. It also follows the principles of Bath’s physical conditioning model, split into three levels depending on target age and level of competency.

Weight banding is not the answer.

There are a number of smaller boys at Canford doing very well in the Bath Elite Player Development Group Academy. As educators, we believe that the key is to know your players in order to keep the right amount of pressure on them and ensure they remain in the ‘learning zone’ – and advocate playing up a year group if that works well, while acknowledging that in other cases it would put pupils in a situation where they would be unable to cope.

Our focus is on developing the core skills and generating a genuine enthusiasm to continue with the sport well into adulthood by providing a challenging rugby programme for all levels.

2017

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13/01/2016 11:53

SCHOOL’S OUT / RUGBY

“The new rules introduce contact gradually”

NIGEL REED

DIRECTOR OF SPORT Wa l h a m p t o n P r e p S c h o o l

I “We make sure our players are protected”

BRIAN ROBINSON HEAD OF RUGBY

C a m p b e l l C o l l e g e , B e l fa s t

C

ampbell College boasts an enviable track record on the rugby pitch as 23-time winner of the Ulster Schools’ Cup – the second-oldest rugby tournament in the world.

Therefore we take the sport and the safety of our rugby players very seriously indeed.

As the game has developed over the years, we at school level have had to keep pace with these changes. That means strictly following the guidelines around injuries and ensuring that we endeavour to minimise any risk

to the players. The concussion protocols are clear and we go above and beyond to make sure our players are protected. We train all our pupils on concussion at the earliest stage through specific sessions, and we have safety posters everywhere around the school. We also work with parents to communicate the protocols and ensure we are all working together for the benefit of the pupils. We have recently been signed up as a Schools Academy Partner with Ulster Rugby, which offers fantastic opportunities for our up-and-coming talent whilst also ensuring that we continue to be at the forefront of player safety.

Rugby is an amazing game and one that teaches teamwork, discipline and endurance. We all need to work hard to ensure our pupils continue to enjoy this fantastic sport in the safest way possible.

THE CONCUSSION PROTOCOLS ARE CLEAR AND WE GO ABOVE AND BEYOND TO MAKE SURE OUR PLAYERS ARE SAFE

t would be fair to say that when the new rules at Under 9 level were introduced to prep schools three years ago I was not totally in favour, as I felt that the old rules worked well.

Since then, however, I have seen their benefits.

First and foremost, the core skills of running, passing and catching are still at the heart of the new game and whether you are a forward or a back, you have to have develop these skills to be successful. At all prep schools our core purpose is to prepare the children for the next stage of their education and sport is no different.

The new continuum introduces the contact side of the game gradually

and so the less aggressive children have an opportunity to participate.

The set plays have changed and so the game no longer gets bogged down with scrums and line-outs, which at prep school level were often a bit of a lottery and slowed the game up. Probably the most important positive is that smaller numbers in each team means we can involve more children in matches by playing festivals and mini-tournament safely as opposed to the traditional single fixtures against other schools.

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CATHOLIC BENEDICTINE 11 – 18 CO-EDUCATIONAL SCHOOL IN THE HEART OF SUSSEX

MEET US AT THE SHERATON HOTEL MALL OF THE EMIRATES 17– 18 MARCH

 Education with heart and soul  Academic ambition  Choice of IB and A Levels  Friendly community

 Excellent pastoral care  Lively weekend programme for boarders  Beautiful countryside location  Less than 15 minutes from Gatwick Airport

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SCHOOL’S OUT / RUGBY

“It’s about equal ability players”

IAIN SCARISBRICK DEPUTY MASTER CO-CURRICULAR

Dulwich College

R

“We build skills over time”

IAIN SIMPSON DIRECTOR OF SPORT Oakham School

T

here are risks in children taking part in all sports – not just rugby. Schools need to be aware of all risk, across every sport that they offer.

For the 400-plus boys who enjoy rugby at Oakham, we teach them to identify the risks (a valuable life lesson) and give them the skills to deal with them and the resilience to make the right decisions while ensuring the right safety nets are always in place.

There are a number of challenges to teaching rugby safely in schools – it is, after all, a contact sport.

Coaching students correctly is crucial. Trained and experienced coaches are an absolute necessity.

We manage contact sessions so that the emphasis is on correct and safe technique rather than the one-sided expression of a player’s dominant velocity and mass. This can be achieved by the use of tackle shields, suits, and by limiting high-velocity contact in training. Non-contact touch rugby is another method that allows the boys to develop the relevant techniques, enabling them to play the game more safely.

At Oakham, boys play in groups that are not simply banded by age but also by playing ability and experience. And we have the right safety measures in place; all of our coaches have been trained in the management of injury, particularly concussions, and we employ two paramedic crews on match days.

ugby in schools has always offered a range of positive experiences.

Now, as the game itself moves on, schools must adapt too. At Dulwich we have introduced initiatives to address the changing game.

At younger age levels, pupils are taught the core aspects of the game within carefully chosen groups so they play with others of equal ability and aptitude. Some will learn many of the skills required but without the physical contact element. Older pupils who have experienced rugby but feel it is not for them are free to choose alternative sports options.

Expert coaches are trained using RFU and internal courses, enabling all of them to teach children of a wide range of ability levels. They work regularly with the same group of children to maintain continuity and decide when pupils are ‘rugby ready’.

Managing rugby injuries continues to be a top priority. Qualified medics are always pitch-side, and this month we will write to all parents and encourage them to read the RFU guidelines and also complete the online ‘Headcase’ concussion awareness module.

WE TEACH THE BOYS TO IDENTIFY THE RISKS AND GIVE THEM THE SKILLS TO DEAL WITH THEM 2017

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NEWS FROM REPTON See success in action To book a personal visit or for further details, please contact the Registrar:

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Six hockey teams through to National Finals Harvard for Mimi Upper Sixth pupil Mimi Tarrant has been awarded a place at the prestigious Harvard University.

She will spend four years studying for her undergraduate degree in America and hopes to finally major in Neurobiology. Mimi has been praised

by Harvard’s Admissions Committee for her academic, extracurricular and personal achievements.

Repton has an impressive record in the National Hockey Finals, with the School currently holding both the Boys’ and Girls’ U18 National Titles.

So far this year an incredible number of six hockey teams have made it through to the National Finals where they will compete once again to be crowned National Champions.

Admission of Scholars The inaugural Admission of Scholars Ceremony recognised the achievements of new pupils who had been awarded a scholarship upon entry to Repton.

Scholars are expected to show the highest level of endeavour and are role models to all fellow Reptonians.

Gold CREST work experience Peter Williams in Upper Sixth was awarded a Nuffield Research Placement investigating the associations and outcomes in renal disease at the Royal Derby Hospital. His project was assessed by leading scientists and deemed to be worthy of a Gold CREST award – the highest level awarded by the British Science Association.

Great Expectations The adaptation of Great Expectations

by Charles Dickens showcased the creative and technical abilities of pupils from all year groups, on and off the stage. With a beautiful set and costumes created by the Art and Textiles department, Pip’s story of hope and regret was a truly spectacular theatrical experience.

Chamber Choir on BBC Radio 4 It was a privilege for the School’s finest singers to sing the tune ‘Repton’ during a performance on the BBC Radio 4 Daily Service broadcast. The Chamber Choir’s singing was broadcast live to 250,000 people over the airwaves.

Tel: 01283 559222 Email: registrar@repton.org.uk

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LEADING THE WAY Allow us to introduce Mr Mortimer, our Headmaster.

His passion for education is only matched by his love of sport – a keen rower, he’s twice rowed the Atlantic.

At Warminster we don’t only choose the best teachers to educate our pupils – we choose the most interesting ones.

Collectively, our staff have walked the beat as a Special Constable, played World-class rugby, led expeditions, directed West End musicals, surfed at a national level and climbed Kilimanjaro.

Individually, we are diverse in our interests, driven in our passions and determined to work together to do things a little differently. If you are too, then get in touch.

01985 210160 admissions@warminsterschool.org.uk www.warminsterschool.org.uk

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Doctor Guitarist Hockey Player

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AMPLEFORTH COLLEGE & ST MARTIN’S AMPLEFORTH

millfieldschool.com/everyfield

A sense of belonging in the Ampleforth valley Co-educational boarding and day school for 3-18 www.ampleforth.org.uk MILLFIELD.indd 1 1 AMPLEFORTH.indd

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‘‘Bringing out the best in boys’’

A day in the life of Aldro... come and see for yourself If you would like to attend an Open Morning, to request a prospectus, or to arrange an individual tour, please contact the Admissions Office on 01483 813535 or email: admissions@aldro.org Aldro, Lombard Street, Shackleford, Godalming, Surrey GU8 6AS www.aldro.org ALDRO.indd 1

04/10/2016 10:37

The Leading Boarding and Day School for Girls aged 4 - 18

Who do you want to be?

Your story starts here...

Contact us to arrange your personal visit or boarding taster www.malvernstjames.co.uk

admissions@malvernstjames.co.uk

01684 584624

Curiosity • Creativity • Challenge MALVERN ST JAMES.indd 1

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CO-EDUCATIONAL BOARDING

IN THE HEART OF ENGLAND Shrewsbury School provides an outstanding full boarding experience for boys and girls aged 13-18. We provide a rigorous approach to learning and an extraordinary variety of extra-curricular activities alongside personal pastoral support.

Scholarships and bursaries are available for talented pupils for entry at 13+ and 16+.

Please contact the school for further information or to book a place at one of our Open Days.

We look forward to welcoming you!

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Shrewsbury School

admissions@shrewsbury.org.uk 01743 280552 www.shrewsbury.org.uk ShrewsSchool

05/09/2016 16:23

financier

academic entrepreneur

artist

editor

composer

teacher

director

architect

scientist

musician

journalist

economist

engineer

athlete surgeon

designer

author

Creating bright futures at Stowe is an independent co-educational boarding and day school inspiring pupils aged between 13 and 18.

e | admissions@stowe.co.uk t | 01280 818205 w | www.stowe.co.uk STOWE.indd 1

IF YOU WANT TO SEE 21ST CENTURY LEADERSHIP OPPORTUNITIES FOR GIRLS, COME TO RUGBY

30/08/2016 10:26

PARENTS KNOW NOT ALL PRIVATE, CO-ED SCHOOLS ARE TRULY EQUAL. Simply admitting girls is not enough. Can all co-ed schools claim there are as many opportunities, particularly in leadership roles, for girls as for boys? Is there an equal emphasis in the classroom, on sport, in societies, in cocurricular activity?

We invite you to visit with your daughter and let her experience a day in the life of a girl at Rugby School.

#wholepersonwholepoint www.rugbyschool.co.uk RUGBY.indd 1

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B O A R D I N G & D AY S C H O O L F O R G I R L S A G E D 1 1 T O 1 8

“I chose

Mayfield”

50 MINUTES FROM CENTRAL LONDON BY TRAIN - WEEKEND RETURN BUS TO LONDON SET IN BEAUTIFUL ENGLISH COUNTRYSIDE - SAFE & NURTURING ENVIRONMENT OUTSTANDING ACADEMIC RESULTS - SCHOLARSHIPS AVAILABLE STATE-OF-THE-ART EQUESTRIAN CENTRE ON CAMPUS

MAYFIELDGIRLS.ORG MAYFIELD.indd 1 Battersea Advert chosen.indd 1 MAY_TDA31736-ISS

07/09/2016 14:36 13:47

Outstanding education at one of the UK’s leading co-ed boarding schools Less than one hour from Leeds Bradford International Airport Clifton St Olave’s St Peter’s 01904 527300 www.stpetersyork.org.uk 3–8 8–13 13–18 Registered Charity Number: 1141329

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“A very special place to grow up in” Good Schools Guide

FRANC

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www.godolphin.org GODOLPHIN.indd 1 07364_generic_ad_Absolutely_British_Education_190x134_2016_09.indd 1

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31/01/2017 09:30

The Mary Erskine School Stewart’s Melville College The Junior School

MAKE YOUR FAMILY PART OF OURS Like any family, values lie at the heart of who we are. We help the boys and girls who live in our Boarding Houses to learn to live up to these values in all that they do both as children and throughout their adult lives. Our Boarders have unrivalled

Boarding for boys and girls from age 10+ in Edinburgh, Scotland Please contact us at any time

0131 311 1111 admissions@esms.org.uk www.esms.org.uk

sense of responsibility in a caring environment.

Stewart’s Melville College The Sunday Times, Scottish Independent Secondary School of the Year, 2013

The Mary Erskine School The Sunday Times, Scottish Independent Secondary School of the Year, 2012

Merchant Company Education Board Schools. Registered Charity No. SC009747 ESMS.indd 1 Ad 210x297.indd 1 ESMS Boarding

30/09/2016 27/11/2013 10:14 12:11

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1RGP &C[U $CPM *QNKFC[ /QPFC[ UV /C[ CO s RO (TKFC[ VJ 1EVQDGT RO s RO r 5CVWTFC[ VJ 1EVQDGT CO s RO Private visits are also available at any time (QT OQTG KPHQTOCVKQP RNGCUG EQPVCEV -CVJGTKPG %QZ 4GIKUVTCT r TGIKUVTCT"VJGFQYPU OCNEQN QTI r YYY VJGFQYPUOCNXGTP QTI WM THE DOWNS MALVERN.indd 1

26/01/2017 14:49

Co-educational school forfor 3-18 years in in South-East England Co-educationalday day& &boarding boarding school 3-18 years South-East England

Small enough to ensure that individual pupils receive the attention and care they require, but large enough to provide outstanding facilities.

Strong Academic Results Full boarding 7 to 18 years

T: 01843 572931

New Boarding FAcilities Fast direct train to London

E: admissions@slcuk.com

www.slcuk.com

St Lawrence College, College Road, Ramsgate, Kent CT11 7AE

ST LAWRENCE COLLEGE.indd 1

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31/01/2017 09:30

Huntingdon

Ely

Cambridge Bedford

Bassingbourn

Royston Saffron Walden

St. Francis’ College

Letchworth Stevenage

Luton Harpenden St Albans

Stansted

Welwyn GC M1

M40

A1(M)

A10

M11

London Kings Cross

Easy access to London Heathrow Airport and just 30 minutes by train from central London

M4

Heathrow

Excellent British independent boarding and

Tel: +44 (0)1462 670 511

day school located close to London and

admissions@st-francis.herts.sch.uk

Cambridge for girls aged 3 - 18 years.

www.st-francis.herts.sch.uk

ST FRANCIS.indd 1

26/01/2017 14:37

Catholic Day and Boarding School for girls aged 11 to 18 • Experience teaching the IB Diploma for over 35 years • Exclusive pre-IB Middle Years Programme • Nurture and support: girls gain excellent results • Places achieved at top Universities worldwide

• Scholarships and bursaries available • Multilingualism: up to 9 languages taught • Internationalism: over 40 nationalities, yet one shared mission • All faiths welcome

Please contact: admissions@marymountlondon.com www.marymountlondon.com Tel: 020 8949 0571 George Road, Kingston upon Thames, Surrey KT2 7PE. MARYMOUNT.indd 1

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04/10/2016 10:02

31/01/2017 09:30

Senior School (11 - 18) Boarding and Day Prep School (2½ - 11) Day

I ndependent C o -e duCatIonal S Chool

First-class education in a fantastic rural location, easily accessible by road, rail and air

Please ring 01884 252543 to arrange an individual visit Tiverton • Devon • EX16 4DN

www.blundells.org

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•

D I S C I P L I N E

•

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R I G O U R

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BROMSGROVE SCHOOL FOUNDED 1553

One of the country’s leading Day and Boarding Schools Come and see us at work - we welcome individual visits, please contact us to make an appointment.

Huge investment in boarding and sports facilities.

Heart of England location with easy access to the Midlands motorway network. Set in 100 acres of beautiful tree-lined parkland.

ISI Inspection 2016 - Excellent in every category Co-educational, Day and Boarding 1400 pupils aged 7 to 18 with 500 full time boarders Please contact Admissions to arrange a visit Telephone: 01527 579679 email: admissions@bromsgrove-school.co.uk www.bromsgrove-school.co.uk BROMSGROVE SCHOOL.indd 1

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31/01/2017 09:30

Your daughter is unique, her education will be.

Top 5

An all-round education for girls aged 3 - 18

BOARDING SCHOOL for GIRLS iN THE UK

- Outstanding academic results, enabling our girls to attend the top universities of their choice.

- The Sunday Times highest performing independent school in Scotland for Intermediate 2, Highers and Advanced Highers.

- Specialist teachers, small class sizes and motivated pupils help to ensure our girls gain excellent results.

- Wide range of co-curricular activities that develop students’ wider interests and skills.

- Outstanding modern facilities including Scotland‘s only school equestrian centre, £1million science centre, theatre, all-weather pitches, tennis courts • The very best in British education and a 25m indoor Swimming • SuperbPool. achievements in Music, Drama and STEM subjects (Science, technology, - Scotland’s only CReSTeD accredited school. engineering, maths) - Direct links to Edinburgh• and Glasgow iPad Centre of Excellence airport.

Forest School in our own wooded campus - English Language School• (www.klacscotland.com).

Talbot Heath Independent School for Girls aged 3-18

• National finalists in sixteen sports

• UK No.1 Tennis School for Girls, No.4 in the World

Week 1 26th June 2nd July

Week 2 3rd July 9th July

Week 3 10th July 16th July

Week 4 17th July 23rd July

EQUESTRIAN HOCKEY MULTI SPORTS MUSICAL THEATRE DISCOVERY SCOTLAND

TENNIS

INCLUSIVE • INDIVIDUAL • INSPIRATIONAL

Thriving and friendly independent HMC school Boarding (full, weekly, flexi) and day 450 boys aged 11-18 and girls aged 16-18 Overlooking the river near Henley-on-Thames Outstanding pastoral care and academic value-added

40 Minutes from Heathrow Easy access to Reading, M4 and M40 and London

www.kilgraston.com

Get social with us, search @TalbotHeathSch

RESIDENTIAL LANGUAGE ACTIVITY HOLIDAYS IN STUNNING SCOTLAND

• Private minibuses to London Airports.

• Voted in the top 5 boarding schools for girls in the UK by Study International, Oct 2015

Rothesay Rd | Bournemouth | Dorset Tel: 01202 761881 | talbotheath.org

mer Sum 16 20

Full boarding £3428 per term, Weekly £3059 per term, Flexi £61 per night/£150 for 3 nights inc weekends.

Senior tuition £4444 per term.

Kilgraston School, Bridge of Earn, Perth, PH2 9BQ Tel: +44 (0)1738 812257 Email: admissions@kilgraston.com Building confidence & character since 1886 Kilgraston School Trust is a charity. Scottish Charity Number SC029664

www.shiplake.org.uk www.klacscotland.com

Kilgraston School, Bridge of Earn, Perth, PH2 9BQ A full ISI inspection Shiplake Telephone: +44judged (0) 1738 812257 College as EXCELLENT across every inspection category Email: languageschool@kilgraston.com

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04/10/2016 12:02

Stamford Endowed Schools

BOARDING Boarders receive excellent support “from staff which is greatly enhanced by the warm and positive relationships which exist between them.

”

In the recent ISI Inspection Report we were rated as ‘excellent’.

For more information on our Schools please call

+44 (0)1780 750311

or email admissions@ses.lincs.sch.uk Visit www.ses.lincs.sch.uk

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Bishop’s Stortford College

Building Confidence for Life

As well as offering a top academic education, let us stretch, engage, challenge and enthuse your child.

By encouraging pupils to get excited about learning, together with offering a wealth of opportunity, we do more than just educate; we build confidence for life.

To discover what we can offer your family, we invite you to visit the College and see our campus first hand; please contact our admissions team.

Visit our website for more information: www.bishopsstortfordcollege.org

St Mary’s Calne A Top Independent Boarding & Day School For Girls Aged 11-18

For further information or to visit the school, please contact admissions@stmaryscalne.org +44 (0) 1249 857200 stmaryscalne.org

T. 01279 838604 E. admissions@bishopsstortfordcollege.org

Consistently ranked within top 100 Independent Schools; based on A Level results.

Telegraph league table/ISI

Maze Green Road, Bishop’s Stortford, Hertfordshire CM23 2PJ Charity No. 311057 Bishop’s Stortford College and the Crest are registered trademarks of The Incorporated Bishop’s Stortford College Association.

BURGESS HILL GIRLS. DAY AND BOARDING SCHOOL FOR MORE INFORMATION VISIT BURGESSHILLGIRLS.COM

Excellence in Education Since 1906 Charity Number 307001

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05/10/2016 11:13

31/01/2017 09:31

Dyslexia

Ackworth School

HMC, Quaker, Co-educational Boarding and Day School for 2½ to 18 Years

SCHOOL SEARCH

Experts in placing children with Educational Learning Difficulties.

• Dyslexia • Dyspraxia • Dyscalculia • Dysgraphia • Autism • Asperger’s Syndrome • and other complex learning difficulties

Traditional UK Boarding and Day School, with some international students

Your journeY starts here

September entry application now being accepted

Let us help you find your way and the best school for your child.

Telephone: +44 (0) 1728 687 964 Mobile: +44 (0) 7754 756726 info@dyslexiaschoolsearch.com

Ackworth, Pontefract, West Yorkshire, WF7 7LT

www.dyslexiaschoolsearch.com

Tel: +44 (0)1977 611401 /AckworthSchool

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Catholic independent boarding and day school for boys aged 11 to 18

Email: admissions@ackworthschool.com

www.ackworthschool.com

@ackworth_school

BUYING A PROPERTY IN CENTRAL LONDON? W

ritten by leading expert, Jeremy McGivern, The Insider’s Guide To Acquiring Luxury Property in London reveals everything you need to know.

Discover: 1.

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Open Mornings Twice Yearly Daily Show Rounds Taster Days & Boarding Experiences Good Communication links (45 minutes from Heathrow and 30 minutes by train from London) The Head Master will visit Hong Kong from 23rd-30th March to make an appointment with the Head Master email: enquiries@oratory.co.uk, phone 01491 683500 or visit: www.oratory.co.uk Woodcote, South Oxfordshire, RG8 0PJ

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How To Have First Refusal On The Best Opportunities How To Source Off Market Properties The 7 Most Expensive Mistakes You Will Make 30 Pages of Tested & Proven Negotiation Techniques to Help You Achieve the Lowest Price

To request your free copy of the book simply visit www.insiderspropertybook.com, email Rachael@mercuryhomesearch.com or call +44 (0) 800 389 4280 Go To www.insiderspropertybook.com

31/01/2017 09:32

60

L A ST WOR D

seconds with

Dr Stephen Spurr The previous Headmaster of Westminster School on his new role for the Inspired education group

Tell us about your new role with the Inspired education group A On leaving Westminster in 2014, I was approached by a number of organisations and found the international vision of Inspired the one closest to my own.

As globalisation becomes more entrenched, it is important that education is not left behind. My new role involves a lot of travel!

At each stage and each level of ability, there is a Challenge and Extension programme (CHEX), which, rather than streaming pupils into subjects, ensures both the brightest and least confident progress to the best of their ability in each class through tailored exercises. Unlike many other schools of this calibre, this approach recognises that children develop at different ages and ensures that students continually progress as opposed to being pigeon-holed after one early exam.

Q

Q Tell us some of the background to Inspired and the Reddam House schools.

A Inspired is the newest and fastestgrowing international group of highperforming schools. The Inspired vision is to select only premium schools, market leaders in their own communities, and then link them with Inspired’s education philosophy.

The group has a substantial presence on four continents and is led by top educationalists. Schools offer a fresh and contemporary approach to education, reevaluating traditional teaching methods and curriculums and providing a dynamic form of education, both global and local, that is fitting for the 21st century.

The UK schools in the Inspired group are Reddam House in Berkshire and Fulham Prep School in London.

What is Reddam House Berkshire?

Reddam House Berkshire (formerly Bearwood College) is the UK flagship of Reddam House, whose schools top the league tables in Australia and South Africa. It is set within 120 acres of stunning parkland and occupies a magnificent Victorian mansion, 35 miles west of London.

In contrast to many British schools of this calibre, it is a ‘through-school’,

educating children from three months to 18 years across three age divisions. Under the Reddam House management team the school was delighted to achieve ‘Outstanding’ and ‘Good’ in all categories of its first ISI report after just one term – a remarkable achievement.

A B OV E

Reddam House School in Berkshire

Q

A

What have been the challenges of opening a new school?

A Bearwood College had a proud history but had fallen on very hard times. Its potential in this prime location was obvious, so the challenge was to bring that out as quickly as possible – with new leadership, management, hand-picked teaching staff and investment.

Q

What is the school ethos?

Defining principles include a ‘global mindset’ driven by the belief that this generation will compete globally rather than nationally, and subjects such as music, dance and drama being set firmly within the main curriculum.

Q What further plans are there for Reddam House schools in the UK? A Inspired is interested in the premium school market and is continuously evaluating schools that wish to join the group.

Q How will your previous experience as head of both Westminster and Clifton College and housemaster at Eton help?

A Being both a head of department and housemaster at Eton could not have been better training for headship. At Clifton it was a question of bringing out the potential of a through-school, both boarding and day, and raising its profile, while at Westminster, the most academically successful school in the country, it was a question of continually matching the best global standards and ensuring that pupils were prepared for the top-ranked universities worldwide

Q

“Reddam House is all about providing a dynamic, global education” 98

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DR STEPHEN SPURR Managing Director Reddam House Europe

Will you do things differently at Reddam House?

A The best independent education is now international.

Belonging to a dynamically evolving network of schools, each rooted in their own community but with a global vision, is the best way to ensure continual improvement and opportunity for all.

Q

2017

31/01/2017 09:49

DISCOVER SOMERSET, DISCOVER DOWNSIDE

BEST FOR WELL-BEING The Week Independent Schools Guide

TWO HOURS FROM LONDON

TOP TEN BEAUTIFUL SCHOOLS Daily Telegraph

Academically top-performing school: 28% of pupils achieved at least 3 A*/A grades at A Level in 2016

downside SCHOOL www.downside.co.uk DOWNSIDE SCHOOL.indd 1

02/09/2016 09:56

A large estate in the world-famous university city London Heathrow 45 minutes away Co-educational Full boarding www.stedwardsoxford.org

ST.EDWARDS.indd 1

13–18

30/09/2016 14:45