Absolutely Education Prep & Pre-prep Spring 2024

HIGH AMBITIONS

Inspiring creative young minds at Rosemead

CONTRIBUTORS

Chris Smith MBE

Maths teacher and author

Known as Grange Academy, Kilmarnock’s resident ‘maths geek’, Chris Smith MBE studied for a Maths PhD and taught at undergraduate level before joining Grange Academy in 2010. In this issue, he talks about his book That’s Mathematics, all things Pi, and his work to inspire children to recognise a universal language’s creative potential.

Melanie Horn

Head of Prep School, RMS for Girls

Melanie Horn spent her secondary years at RMS and, a er studying at University of Wales and teaching across state and independent sectors, she re-joined her alma mater as Head of Prep. In this issue, she talks about the rich sensory experiences that outdoor learning delivers –which simply can’t be replicated in classrooms.

Alex Foreman

Principal, Duke of York’s Royal Military School

A er studying philosophy, Alex Foreman “fell into teaching”, beginning his career at Uppingham and then moving on to a large inner-city comprehensive in Leicester. Before taking up his role as DOYRMs, he led an MOD school in Germany. In this issue, he highlights the ways in which great pastoral care supports fulfilling boarding experiences.

From the EDITOR

Spring is in the air, and with it that sense of optimism and renewal that we all crave after a long and exceedingly damp winter.

For children, this is a very special time of discovery, as their senses become attuned to changes in the season and in the rhythm and pace of life – at and beyond home. That sense of discovery is a theme of this issue.

outdoor learning to fire up enthusiasm and understanding of science, nature and more. All can testify to the uplift in wellbeing and positivity that can happen outside, and the corresponding increase in motivation and focus that time outdoors delivers back to class.

Parents’ Guide to Cathedral Schools (from page 50) talks to four schools that deliver education in the shadow of our great cathedrals. There’s so much to admire about the history and traditions

“SCHOOLS HARNESSING OUTDOOR LEARNING CAN TESTIFY TO THE UPLIFT IN WELLBEING IT BRINGS – AND THE INCREASE IN FOCUS THAT TIME OUTDOORS DELIVERS BACK TO CLASS"

We were delighted to catch up with Rosemead in Dulwich, a school that prioritises all the elements needed to engage and inspire young minds. Alongside pioneering use of AI and technology to personalise education, it’s a school that believes in experiential learning – be it messy play in Nursery or treading the boards in drama and performance. Read more on page 18.

In Nature Boost (from page 44), we talk to three schools that harness

here – but also the spirit of community and commitment. All bar one welcome pupils who are not musically gifted, and there’s no doubt this is an all-round education to inspire children to aim high.

Finally, don’t miss our pick of newseason books from page 68 – perfect portable inspiration for children to take on their adventures this spring.

Libby Norman ACTING EDITOR

CONTE

New

Out

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Two

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25

RMS

The

Insights

49

50

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EDITOR

Libby Norman

GROUP ADVERTISING MANAGER

Nicola Owens

MEDIA CONSULTANTS

Anna Clarke

Steve Playfoot

ART DIRECTOR

Pawel Kuba

SENIOR DESIGNERS

Mike Roberts

Suzette Scoble

MIDWEIGHT DESIGNER

Carmen Graham

JUNIOR DESIGNER

Joe Munsey

PRODUCTION MANAGER

Danica Brodie

FINANCE DIRECTOR

Jerrie Koleci

CREDIT CONTROL MANAGER

Alexandra Hvid

DIRECTORS

Craig Davies, Leah Day, James Fuschillo

NON-EXECUTIVE DIRECTOR

Alexandra Hunter

MANAGING DIRECTOR

Sherif Shaltout

SCHOOL NEWS

BENENDEN LEAD

Rachel Bailey will be the next Head of Benenden, taking up the role in September 2024. She is currently Head of Senior School at RMS for Girls, having previously been its Senior Deputy Academic. Prior to that, she was Assistant Head Teacher Academic and Head of Sixth Form at John Hampden Grammar School.

Star role

Actor Martin Clunes will be the inaugural Chancellor of Hartpury University and Hartpury College. The Gloucestershire centre offers specialist sixth form and HE qualifications in agriculture, equine and veterinary fields. Clunes and his family run a 130-acre mixed farm and he has a longstanding association with the land and related charities and organisations.

Malaysia partner

Cheltenham College International is set to have a partner school in Kuala Lumpur, Malaysia. The College’s third international sister, the co-ed day school for pupils aged 4-18 opens this September and will deliver qualifications based on IGCSE and A level. The school is owned by the Malaysian company Edumaax – founded by an Old Cheltonian.

Baking bonanza

Felsted Prep pupils baked up a treat recently, dropping off boxes of cakes and pastries they had made for a school bake-off competition. A er winners were announced, children hand delivered cakes to Dunmow Fire Station, Essex and Hertfordshire Air Ambulance and a local children’s hospital, care home and hospice.

EXTREME READERS

Hanford pupils approached a half-term ‘Extreme Reading Challenge’ with gusto. They were encouraged to have a photo taken of reading in unusual places for World Book Day. Fun photos included girls reading up trees and lamposts, standing on a pony, hanging from a dentist’s chair and nestled in a haystack.

GROWTH FUND

UK and Ireland schools are invited to apply to Westland Horticulture’s New Horizon Fund for community garden projects. Settings such as care homes, hospices and allotments can also apply. Prizes comprise kit to the value of £1,000. Draws take place in June and September and you can nominate your garden project at gardenhealth. com/new-horizon-fund

Football win

St Benedict’s School in Ealing is introducing football to the boys’ sports programme at the start of the next academic year. The school’s sporting strengths – rugby, fencing, netball and hockey –continue to be an important focus. Girls’ football is currently offered as a prep co-curricular club and this will be extended to senior girls, with interest monitored.

Home school rise

Department for Education figures show some 97,000 children were educated at home in summer term 2023, an 11,000 rise on the previous term and close to double the number pre-Covid. A report from The Guardian in late January, suggested ‘lifestyle’ or ‘philosophical’ reasons have influenced almost a quarter of parents making this choice.

CHEMISTRY CLASS

The Royal Society has launched the next instalment of Brian Cox School Experiment videos. Aimed at students aged 11-14, the resources span topics at the forefront of global research, including genome editing, ocean acidification, carbon capture and machine learning. Each topic is split into three videos. Find them on the Royal Society’s YouTube channel.

STRIVE FOR EXCELLENCE

Wetherby Preparatory School is an independent school for boys aged 7 to 13, providing exceptional education, a comprehensive co-curricular programme, and a focus on character development.

www.wetherbyprep.co.uk

MAYFIELD HEAD

Deborah Bligh is Headmistress of Mayfield from April. She joined as Senior Deputy Head, and previously held lead roles at St Richard’s Catholic College. “I would like to pay tribute to the incredible legacy of Antonia Beary,” she says. “Since joining in September, I have felt very much at home.”

FHS addition

Alexandra Haydon took up the post of Head of Francis Holland School, Sloane Square in January 2024. Formerly Deputy Head, Academic at Millfield, her career includes time at St Mary’s Calne, Wiltshire, as Head of Science and latterly Senior Teacher. She studied at Durham and Oxford. In 2019 she won the i25 award for innovation and influence in the independent sector.

BEDFORD BUILD

Bedford Greenacre

Independent School is taking shape on a new 40-acre site in the county town’s Manton Heights area. Created a er a merger of Rushmoor and St Andrew’s, it is set to welcome 690 pupils, from reception to sixth form, in the autumn term. “The project is developing at pace,” says Headteacher Ian Daniel.

ART TOGETHER

Springmead School and Nursery in Frome, Somerset hosted a free learn-to-draw session for local families to help children aged 3 and 4 harness emerging art skills. Now part of Forfar Education Group, the prep came first in three categories at last year’s ISA South West Art Competition (pictured).

Nailing it

Feltonfleet’s youngest pupils are developing their resourcefulness and problem-solving abilities in the newly unveiled Woodwork Hut. The Cobham, Surrey prep is promoting hands-on experiential learning by offering space, tools and time to explore and cra wooden designs. The team add that this activity builds hand-eye coordination, alongside critical thinking and creativity.

Taunton arrival

Ed Burnett has been appointed Headmaster of Taunton Prep School. He was previously Senior Deputy Head at Taunton School, which he joined in 2015 as Deputy Head Pastoral. In his new role, he will oversee more than 500 children across the prep, pre-prep and nursery sections of the family of schools.

WRITERS’ ROOM

Two competitions taking place this spring give budding young writers, poets and lyricists an opportunity to make their literary mark

Young creatives are being o ered the opportunity to have their talents celebrated in two writing competitions taking place this spring. This is a good opportunity for individuals or class groups to have some creative fun while writing to a tight brief. Both competitions are open now, with closing dates in May. Do read the competition terms and conditions carefully, especially the rules about who can submit entries.

INSPIRED BY A LINE

 The Henrietta Branford Writing Competition is aimed at all young people who enjoy writing and is run in conjunction with the Branford Boase Award. Anyone under the age of 19 can enter – and this year the challenge is to write a story, poem or song lyrics.

The starting point is Christine Pillainayagam’s book, Ellie Pillai is Brown,

and this line in particular: ‘I think you have presence, something special about you. Something di erent’. Entrants are asked to write about a character who has ‘presence’ or something that makes them stand out.

The tip to entrants from this year’s Award Chair Prue Goodwin is to: “remember that this writing is not a piece of schoolwork, it won’t be marked by the judges, just read to be enjoyed... Try to make the final version as original as possible”.

Six winners will receive signed copies of each of the books shortlisted for the 2023 Branford Boase Award and – best of all – winning stories, poems or song lyrics will be published on the Award website. Now in its 25th year, this competition is supported by independent children’s publisher Walker Books and delivered by the Authors’ Licensing and Collecting Society.

* The closing date is Friday 31st May. See more about the competition at branfordboaseaward.org.uk

WHODUNNIT CHALLENGE

 Agatha Christie’s great-grandson James Prichard and author Kate Mosse are among the judges of a competition celebrating the 2,000th performance of Witness for the Prosecution at London County Hall. Now in its seventh year, this classic courtroom drama centres on the trial of Leonard Vole, accused of a dastardly crime for financial gain.

Budding crime writers and whodunnit lovers in Years 7-9 are being invited to write a short thriller of up to 2,000 words – a testing literary challenge requiring fast-paced plot and character development. Entries must be original work, with new characters and plot (so not based on any existing drama/novel or characters by Agatha Christie or any other author).

The winner of the prize receives tickets for their class (up to 35 people) to watch a performance of Witness for the Prosecution at County Hall on a date of their choosing.

* The closing date is Friday 3rd May. To see entry criteria, visit witnesscountyhall.com/terms-andconditions-2000th-performance

ABOVE Children have two writing competitions to inspire them

BELOW ‘Witness for the Prosecution’ cast. Photo: Sam Barker

Focus

WHY CHILDREN NEED MORE MALE TEACHERS P 23 THE SENSORY BENEFITS OF TAKING SCHOOL OUTSIDE P 25

LEARNING ADVENTURES

Empowering approaches at Rosemead.

Learning to INSPIRE

Rosemead Head Graeme McCa erty, and Head of Pre-Prep Lisa Meredith-Bennett, on how the school’s ethos, values and personalised approach to education inspire learners to pursue their passions and

build strong foundations for future success

Can you explain more about Rosemead’s history and development over the years?

Rosemead can trace its foundations back to the 1930s and its history and development are rich with characteristics that have shaped the school’s identity. The ‘Roots of Rosemead’ – our curriculum and school values – underpin who we are and what we stand for. Both were recognised in our excellent ISI report recently.

The ‘Roots of Rosemead’ starts with a focus on animals in the Pre-Prep, making values meaningful and accessible to the youngest learners. As children progress, these values evolve into symbols, with weekly themes guiding both children and sta in understanding and embodying these principles. This approach fosters a culture of high standards and positive behaviour throughout the school community.

Rosemead’s nursery has undergone significant evolution and is now seamlessly integrated into the broader school community. Our youngest learners benefit from dedicated specialist sta and access to the same enriching experiences as their older peers, including involvement in the house and values system, specialist instruction

in music, physical education, and Spanish, as well as trips and visits from experts.

In a pivotal move 18 years ago, the PrePrep relocated to a spacious converted church building that provides an ideal environment for learning and growth. There are three distinct nursery areas, eight additional classrooms (with lovely original church features), and dedicated spaces for lunch, physical education, and assemblies.

The Old Vic Theatre School once graced our Prep premises, leaving an imprint

on the school’s cultural heritage. This connection reflects the importance of arts and performance here. Notable Old Vic Theatre School alumni such as Joan Plowright and Prunella Scales graced the very same stage that hosts performances by our budding thespians to this day.

What is your curriculum and teaching approach during early years?

In the Early Years Foundation Stage (EYFS), we prioritise a dynamic and stimulating learning environment that fosters curiosity. Our play-based approach, delivered by a dedicated Early Years Team, is underpinned by a rigorous framework with high expectations, ensuring that each activity is purposeful and progressive. Halftermly topics – such as, ‘I am a Superhero’, ‘Ice, Ice Baby’, ‘Into the Woods We Go’, and ‘Jurassic World’ – ignite our children’s imaginations and motivation to explore.

As children transition into Year One and beyond, our curriculum adopts a thematic approach that integrates English texts to drive learning. We employ a ‘Concrete, Pictorial, Abstract’ approach to Mathematics, promoting

“AT ROSEMEAD, WE HAVE A STRONG TRADITION OF PERFORMANCE. FROM NURSERY TO YEAR 6, CHILDREN HAVE OPPORTUNITIES TO SHOWCASE THEIR TALENTS”

a deep understanding of mathematical concepts so that our students become adept at articulating their learning and demonstrating knowledge.

Enriching experiences include Games afternoons at Rosendale Fields, specialist Art instruction, weekly swimming sessions, and Forest School. After they reach the end of Year 2 children automatically move to our Prep site – just two minutes’ walk away – where the magic continues.

You utilise AI within teaching and learning. Can you explain more?

We believe we are at the forefront of integrating AI into teaching and learning,

starting from the earliest years. In PrePrep, we leverage the power of AI through DoodleLearning, an innovative online tool that enhances English and Maths skills both at home and in school. With its AI capabilities, each child’s progress is continually assessed to identify strengths and weaknesses. This personalised approach enables targeted interventions, filling knowledge gaps and ensuring children receive tailored support to reach their full potential.

As children progress into the Prep years, our commitment to leveraging AI remains steadfast. In Years 4, 5, and 6, each child is equipped with a Chromebook, facilitating integration of AI-powered learning tools

such as Century Tech. This supports our children to embark on a personalised learning journey, where AI algorithms adapt to their unique learning style and pace.

This individualised approach also empowers children to take ownership of their learning, fostering independence and self-directed learning skills. By embracing AI in this way, we not only enhance academic outcomes but also equip our children with essential skills for the future.

How do co-curricular activities enrich school life and achievement?

Our provision is diverse and inclusive, o ering opportunities for every child to

“THE 11+ PROCESS IS NOT SOMETHING TO BE AVOIDED BUT EMBRACED, AND WE ARE DEDICATED TO HELPING EACH CHILD FIND THE RIGHT FIT FOR THEIR FUTURE”

ABOVE Learning through exploration in Rosemead Nursery

explore their interests and talents. External companies and school sta lead a wide array of clubs, such as ‘Magic’, ‘Coding’, ‘Cross Country Running’, ‘Podcast’, ‘Chess’, ‘Mindfulness’, ‘Mini Tennis’, and ‘Formula 1 in Schools’. These not only develop skills but also foster independence, collaboration and critical thinking. Each year group also experiences a range of enrichment activities, including o -site trips. Themed drama workshops, space dome explorations, and museum visits are among recent examples.

A notable aspect of Rosemead’s programme is the strong tradition of performance. From Nursery to Year 6, children have opportunities to showcase their talents through harvest festivals, Christmas shows, class assemblies, year group productions, and music concerts. Involvement in performances from an early

age helps to build confidence, preparing children for success on and o the stage.

Wraparound care is an important element. How is this designed and managed?

This is o ered to all children from 7.30am to 6pm, with dedicated indoor and outdoor space at both our Pre-Prep and Prep sites. This is guaranteed even ad hoc and at short notice. Our sta ensure a host of activities are o ered – craft, construction, board games, imaginative play and outdoor fun. High importance is placed on pastoral care to ensure children feel safe, happy and enjoy the ‘downtime’.

Holiday Club is also o ered for large chunks of the school holidays for children aged 3 plus. Current school sta lead this for our youngest children, enabling our working parents to benefit from their child’s continued learning in a familiar setting, and with sta they know.

How do you help pupils make a successful transition to senior school?

We understand that navigating the transition to senior school can be a significant milestone for children and their families. We take great pride in guiding them through this process. We believe that the 11+ process is not

something to be avoided but embraced, and we are dedicated to helping each child find the right fit for their future education. Our track record speaks for itself – we place our children in top senior schools year after year. Our curriculum is designed to ensure children are well-prepared for the assessment days. Through tailored support, we equip them with the skills, knowledge, and confidence they need to excel. Our partnership with St. Dunstan’s College provides families with an additional route to navigate the 11+ process. If a pupil meets the academic threshold for St. Dunstan’s College, they are granted automatic entry, o ering a seamless transition to an outstanding secondary education.

We believe that our comprehensive approach to preparation, coupled with the opportunity for seamless entry to a prestigious local senior school, sets us apart. Rosemead parents can rest assured that their child’s onward journey will be smooth, successful and filled with opportunities for growth and achievement.

Rosemead Preparatory School & Nursery

70 Thurlow Park Road. Dulwich, SE21 8HZ rosemeadprep.org.uk

BELOW Rosemead Prep was once the Old Vic Theatre School

LEFT Pupils are encouraged to develop their creative talents

RIGHT AI and technology boost academic achievement and embed future-focused skills

Inspiring and equipping children aged 3-13 to

#BeYourBEST

Little

Role MODELS

The Head of New Hall School Prep on why male teachers are so important as role models in early years and primary settings

In November 2022, MP for Mansfield Ben Bradley addressed the House of Commons sharing his belief that the number of male primary school teachers should increase, highlighting why it is: "socially and culturally important". He also suggested that The Equality Act 2010 might be employed to support young men where they are significantly under-represented in professions – such as in primary teaching.

Here, the figures speak for themselves. The last assessment of the UK school workforce showed that only 14% of primary and nursery teachers are male –that is significantly less than one in five. At an average of just under 300 pupils per school, there are nearly one million children with no male role model in their educational setting.

“In the first primary school that I worked in, I was the only male member of teaching sta , and I was the first male teacher that most children in my class had ever had," notes Matthew Oiller, Year 5 Class Teacher and Subject Leader in Mathematics at New Hall School. "It’s nice to think that we may help to inspire some of the young people that we are lucky enough to work with."

“Teaching at New Hall is extremely fulfilling, and I take great pride in working with a fantastic team to help the children reach their full potential, as well as prepare

“A balance of positive interactions with female and male role models is essential – today’s children are growing up in a di cult time”

them for the challenges that they may face outside of the classroom,” says Hugo May, our Year 2 Class Teacher

Indeed, the Preparatory Divisions at New Hall School is bucking a national trend. From Year 2 upwards, there are male teachers in every one of the year groups. These teachers are responsible for their own classes and, as English and mathematics are taught in sets, they teach a significant number of the pupils across

their cohort. So why is this important to New Hall?

Our school focuses on the significant number of male sta in the Preparatory Divisions not to diminish the wonderful work, talents and commitment of our female teachers, but to encourage our male pupils to consider teaching and education for their future careers. The school community should reflect the wider community.

Year 5 and 6 pupils also benefit from the increase in the provision of subject specialist teaching. They are taught various lessons by teachers from New Hall’s Senior Divisions. The benefit of this is two-fold: pupils are challenged by teachers who have an in-depth understanding of areas such as science and politics and, as the percentage of male teachers in secondary education is higher, they also have a greater number of male role models with whom they can identify. “I believe our mix of male and female teachers makes for a strong and healthy school community. The children are seeing positive role models of both genders, engaging in learning of all kinds,” concludes Robin Field, Year 6 Class Teacher

A balance of positive interactions with female and male role models is essential. Today’s children are growing up in a di cult time, where masculinity and what it means to be male can be portrayed negatively. It is our responsibility, as educators, to help all pupils understand what their future may look like by ensuring they have regular exposure to trustworthy, respectable, and consistent male role models.

SAMANTHA TWOMEY Head of the Preparatory Division New Hall School

BEYOND WALLS

The Head of Prep at RMS for Girls on the ways outdoor learning is used to develop well-rounded, active and happy pupils

When people visit RMS for Girls they often comment on the green space around and the number of students exploring di erent areas of the site. From the golf course to the trim trail, our students are active. We believe outdoor learning is an integral part of developing a well-rounded child and it forms a key part of our learning philosophy.

Outdoor learning transcends the traditional classroom. Here, lessons are not confined to visual images but spring to life amidst the shifting seasons. Being in natural environments provides rich sensory experiences that cannot be replicated in an indoor setting. Students have the opportunity to observe and explore the world, making learning more meaningful and memorable.

Children are born explorers, driven by a curiosity to unravel the mysteries of the world. From observing insects in their natural habitats to conducting simple

experiments with rocks and soil, every outdoor excursion becomes a journey of wonder and learning. Students in Cadogan House regularly create ‘dens’ in our outdoor areas. These are created with resources they find around them; branches arranged to create campfires, leaves that represent plates. Natural items can become anything when they use their imaginations.

Pupils in the Early Years and Key Stage

One have an active part of their curriculum daily. In an age of increasing sedentary behaviour, outdoor learning provides a refreshing antidote. Running, jumping, climbing – these simple acts of play not only strengthen muscles but also invigorate the spirit and sharpen the mind. Students return to classrooms prepared for the next exploration of learning. It has never been more important for children to have understanding of our collective and individual responsibility towards

“Natural environments provide rich sensory experiences that cannot be replicated in an indoor setting”

our planet. Outdoor learning serves as a powerful catalyst for this. Through first-hand experiences with ecosystems, biodiversity, and sustainability practices, students develop both an understanding of nature and a commitment to protecting the Earth. Children in Reception and the Early Years begin their learning of trees, plants and animals found in our environment and this desire to look after and protect the natural world carries on. Instilling these concepts from an early age guides them on their journey to becoming citizens of the world.

In the face of challenges, the great outdoors becomes a testing ground for resilience and determination, empowering students to discover the strength within themselves. With each triumph over adversity, confidence blossoms.

A favourite memory of a forest school session with Year 2 stands out when I think about students learning outside. A pupil who was new to English, and lacking in confidence when it came to using spoken language, exclaimed excitedly, ‘Come look my snail, it’s so slimy!’ She exuded confidence in this environment – soon translated into the classroom – and I am sure it was built and nurtured outdoors.

MELANIE HORN Head of Prep School RMS for Girls

By embracing the natural world as their classroom, schools can unlock a world of infinite possibilities, where every tree becomes a teacher, every rock a lesson, and every ray of sunlight a source of inspiration.

ABOVE RMS for Girls pupils

Pre-Prep

¿HABLAS ESPAÑOL?

Spanish immersion at The Roche School

See Page 28

SMITH

Spanish CLASS

A bilingual stream at The Roche School in Wandsworth is giving early learners immersion in one of the world's most widely spoken languages

There can be no doubt that early immersion in a bilingual setting is a huge boon for children.

Beyond the communication skills acquired, there's the boost it gives to general development – cognitive skills, problem solving, empathy and improved facility in native language are all cited.

The Roche School in Wandsworth is taking early language acquisition seriously, having operated an optional bilingual Spanish stream in Reception since 2022. This sits alongside the traditional English stream, so parents can choose either – and take-up of the Spanish option is high. "In

the first year that we started the Spanish bilingual stream, we had no idea how popular it would be, but we had 18% more children joining the Spanish bilingual stream than the all-English stream, so it has been really popular," says Sophie Roche, Bilingual Stream Lead.

It has drawn in Spanish speaking families, but they are not the main cohort.

"What's actually really interesting is that the majority of parents have no prior links or family who are Spanish speaking. What we've seen is that those parents who do choose the Spanish bilingual stream just recognise the numerous benefits of their child having more access to Spanish than they would

normally get in a primary school setting." While there are a variety of specialist international schools in London (including the Spanish-Embassy operated Instituto Español Vicente Cañada Blanch in Notting Hill) delivering their home nation's curriculum, at The Roche children are following a UK system and teaching approaches, but with the addition of Spanish delivery across multiple classes. So why Spanish? "Spanish is spoken so widely around the world," says Sophie Roche. "And the founder of The Roche School is a Spanish speaker herself so she's always been very passionate about the language."

Children joining the Spanish stream in Reception spend their mornings

learning Literacy, phonics and Maths in English – this is judged to be the best way for building skills in these core subjects. In the afternoons, they move on to topic lessons, but all taught in Spanish. "It's much more organic," says Sophie Roche. "These are lessons they would be doing anyway but they happen to be in Spanish. What's interesting is that the children don't think about the Spanish – they are doing art, but it just happens to be taught in Spanish." This year, the school even has sport delivered by a Spanish speaker, which adds to the immersion as part of everyday school routine.

One of the beauties of immersion in Spanish in these early school years, says Sophie Roche, is that it's a phonetic language, making it more accessible than the traditional UK first foreign language French. No one is expecting children to become fluent Spanish speakers, but this early start will help when they move on to more formal language learning. "Spanish is a good gateway language to other Latin languages," adds Sophie Roche.

There are 29 languages in addition to English spoken by The Roche children (many families already use two languages at home), so the openness of parents to a bilingual early years stream is not surprising. Parents are asked to pick their stream and stick with it for at least half a term – so far only one child has switched back to the all-English stream, and that's because her mother wanted her to focus on

“The children don't think about the Spanish – they are doing art, but it just happens to be taught in Spanish”

her French at home. The bilingual teaching continues to around Year 2, all set within an academically well-rounded curriculum with plenty of sport, drama and music.

The Roche is part of the Bilingual Education Alliance, which shares best practice across bilingual schools and is developing assets and approaches to enhance the experience for young linguists. The focus at The Roche is on building oral skills – with lots of fun using song, images and mime.

Parents have been impressed by how much their children have learnt – many share their newfound facility with Spanish numbers, colours and songs at home. Sophie Roche has no doubt this approach is paying dividends in engaging children with the fun of speaking and understanding foreign languages. "I think it's such a gift for anyone at any age," she says. "If we can facilitate more language exposure during day-to-day learning, it seems like a no brainer."

LEFT Spanish is incorporated into lessons and activities

RIGHT A Spanish Club session at The Roche School

FITNE SS BONUS

The Head of Broomwood Pre-Prep – part of the Broomwood family of schools – on how its new physical programme delivers benefits across the board

During the holidays, an exciting new piece of play equipment was installed in the garden of our Early Years site. It is a large wooden climbing frame, carved at the top with distinctive green leaves. Watching the little ones scramble up and over it with confidence makes me reflect on how important movement and body control is, and how much progress they have made since joining us in September.

The advantages of good physical health are undeniable, so we wanted our PE lessons to work harder for us by benefiting our pupils in all their lessons. For us, they aren’t just about laying the groundwork for playing sports in the years to come. PE lessons in the Early Years are also

“We use a series of exercises usually employed by occupational and physical therapists to build up core strength, balance and coordination”

about ensuring children have both the gross motor skills (co-ordination, balance, muscle tone, and so on) and the fine motor skills (such as holding a pencil or pulling the zip on a coat) to excel in all areas. Core strength, for instance, is crucial for pupils when sitting on the carpet or at a table in the classroom. We are lucky that we can call upon the expertise of specialist

sports sta across the Pre-Prep and Prep school sites and we sat down together to develop a programme tailored to this age group. We now use a series of exercises, more usually employed by occupational and physical therapists, to build up core strength, improve balance and develop coordination.

A typical activity might involve bouncing a balloon first on the right hand and then on the left to work both sides of the brain. Then we might ask pupils to crawl in the plank position from one side of the room to the other – this builds up both core strength and coordination. While this approach is established in Key Stage 1, this is the first year that we have introduced it to the Pre-School, so we

look forward to monitoring the children as they progress to see its e ects.

What we do know already is that the children have enjoyed doing these exercises and our early conclusion is that it has built up their confidence and improved their overall fitness. In addition to this, we believe it is transforming concentration levels in the classroom.

CARON MACKAY Head Broomwood Pre-Prep

As the children move up Broomwood into higher years, they will be introduced to more formal sporting activities. Great muscle tone, good core strength and physical confidence, developed and supported during these early years, will give them an advantage both in and out of the classroom.

ABOVE

Physical fun at Broomwood

Creative COUNTING

Top teacher and proud ‘maths geek’ Chris Smith MBE is on a one-man campaign to promote the excitement and creativity of this universal subject

You can’t help but be carried along by Chris Smith’s passion for maths. He fizzes with ideas to inspire young and old alike. So much so that he’s garnered fans across the world, an MBE (2023), a Scottish Teacher of the Year Award (2018) and o cial ‘Brainiest Family’ (co-earned with equally brainy family in 2019) on BBC Two’s The Family Brain Games

Then there are those delightfully wacky YouTube celebrations of Pi Day produced with his school, Grange Academy, Kilmarnock. From an epic whole-class reworking of “Y.M.C.A.” (PiMCA) to Pi in the Sky, filmed by drones and featuring 432 pupils and the first 314 digits of the magical number. Basically, whatever he’s up to mathematically, Grange Academy’s Mr Smith makes numbers look pretty cool.

His book That’s Mathematics, published in hardback last year and just out in paperback – timed precisely for Pi Day on 14th March – is based on the song of the same name by Harvard professor, songwriter and entertainer Tom Lehrer. The idea for the book came after Chris Smith and a gang of mathematically minded buddies (including Rachel Riley, Bobby Seagull, Hannah Fry and Eddie Woo) brought the song to YouTube in May 2020 in celebration of Lehrer’s 92nd birthday. It was a Lockdown smash hit – everybody loved it. That included publisher Mama Makes Books, whose MD thought a book inspired by the song would be perfect for early years readers.

Using the song was easy after Tom Lehrer’s generosity in putting his entire songbook into the public domain in autumn 2020 via a website (tomlehrersongs.com). Lehrer is in full retirement now, but he had watched that smash hit YouTube video and sent a brief acknowledgment. “That made our day,” says

Smith. “Tom Lehrer is happy for people to still be making the most of this lovely song.” In That’s Mathematics, Smith takes the original lyrics and weaves fun puzzles and challenges that show maths in action, all highlighted by Elina Braslina’s lovely illustrations. It is a fun way to engage children in maths’ ubiquity.

Smith is a compelling salesman for maths. Indeed, he’s a one-man advertisement for having fun with numbers – even managing to get a local billboard company to let him take over their property for Pi Day a couple of years ago. The billboard then showed all Kilmarnock the amazing qualities of Pi (adverPising, of course). Grange Academy pupils provided the creative zing, producing everything from stop-motion animation to slick presentations.

in advance. Some want to know why they aren’t yet eligible to go on the annual maths revision camp introduced in 2015. This combines fun with “working their socks o ”.

“Maths is set in that sweetspot. There’s a bit of science in there, it’s got art, it’s got language – it spans those di erent things”

it – not everything is going to work for every person, but they can usually pick out wee bits here and there,” says Smith. “It’s kept me looking for ideas, trying to keep my teaching fresh, and not stagnate.” There seems little danger of that. And when he goes to pick up his MBE for ‘services to mathematics education and to the community in East Ayrshire’, the maths geek is rather hoping he can win over yet another high-profile subscriber. Numbers are there to be celebrated and Chris Smith is showing us how. And for any parent looking to introduce their child to this universal language, counting sheep and folding sheets seems an excellent place to start. This, after all, is mathematics.

He’s more than happy to have maths writ large across the Ayrshire community – it increases student engagement – and he’s delighted that the local newspaper refers to him as ‘resident geek of the Maths department’. Grange Academy children ask him about the school’s Pi Day plans months

Most of all, Chris Smith is passionate about showing young people that maths is creative. “Maths is set in that sweetspot. There’s a bit of science in there, it’s got art, it’s got language,” he says. He demonstrates the language in class from time to time by pulling up a Gaelic maths paper (students here can sit exams in English or Scottish Gaelic). Children go from ‘I can’t read that’ to recognising that they can still answer the questions. “That is one of the things that we try to communicate to kids, this sense in which this is a language. You can use maths to articulate things, to explain things – it’s universal.”

There’s certainly a universal pleasure in talking maths with fellow educators and aficionados, as Smith has discovered. His free weekly maths newsletter, started in 2007 for an internal school audience of 12, has now garnered a giant subscriber base “4,900 and something” in 100 countries. It still contains the milk rota that was part of the original – to the ba ement of new subscribers. “First question is: ‘what is the milk rota?’,” he says. Some subscribers then ask to be added to the rota. This has led on to a guest slot. “We’ve had lovely people from Australia and California and all over the place send us cookies and lovely things.”

Co ee and biscuit supplies aside, there’s inspiration. “There’s a puzzle, there are lesson ideas, there’s weekly trivia. Every week we try to help teachers with a whole bunch of stu in the classroom. We have primary teachers who read it, university lecturers who read

ABOVE Chris Smith MBE – Grange Academy, Kilmarnock’s resident ‘maths geek’

That’s Mathematics © 2023 Mama Makes Books Ltd. Lyrics written by Tom Lehrer with additional text by Chris Smith.

Artwork © 2023 Elīna Brasliņa. Now available in paperback, £7.99. To subscribe to Chris Smith’s weekly maths newsletter, email aap03102@gmail.com

Nurturing Future Success

Chepstow House is a co-educational prep school and nursery for pupils aged 2 to 11, delivering a high standard of education in an enriching environment.

www.chepstowhouseschool.co.uk

Talking HEAD

Learning outdoors

Richard Parker, Head of School at ISL London, discusses the many benefits for its pupils of learning outdoors in a classroom without walls

The best classroom and the richest cupboard is roofed only by the sky.” So said Margaret McMillan, nursery school pioneer, in 1925. Research from The Children’s Society in 2020 revealed that one in six children between the ages of 5 and 16 is likely to have a mental health problem, and that over the previous three years, the likelihood of young people having a mental health issue had increased by 50%.

These numbers have risen since the pandemic, and schools are looking for more ways to support students with mental health concerns, but more importantly, to foster student wellbeing through positive actions. During the pandemic, we all heard about the mood-enhancing benefits of

“Forest School sessions ensure that children grow in self-confidence, as well as developing their physical, emotional, cognitive and social skills”

spending time in nature. The reasons are many and varied – including immersion of our senses in the sounds, sights and scents of nature, and the fascination and calm that comes from observing living creatures in their natural habitat.

Formalised outdoor schooling is relatively new despite its simplicity. Forest School originated in Scandinavia in the 1950s. This was introduced to the UK in 1993 by a group of nursery nurses from Bridgewater College, Somerset. They had visited a Danish Forest School and were so impressed that they developed their own programme.

At ISL we are fortunate to be on the edge of beautiful Gunnersbury Park, from where we have run our Forest School since 2018 for all

Primary students – more recently, extending to Grade 6 (Year 7) students as ‘Natural Pathways’ study. The Forest School ethos supports children to develop self-esteem, independence and confidence through child-led play in nature. It takes a holistic approach to learning and builds problemsolving skills and creativity, as well as developing basic bushcraft. Getting out of the classroom is so important as it fosters a deep connection and love of nature through play and observations across the seasons. In the rich woodland of the park, children are given time and space to discover things for themselves. Sessions are designed to meet individual needs to ensure that children grow in self-confidence, as well as developing their physical, emotional, cognitive and social skills. This hands-on approach is in recognition of the benefits of nature play, especially for the youngest students. Many families are now looking for a more holistic approach to education that emphasises social and emotional skills just as much as academics.

The children particularly love Miley, our Forest School dog, who has an immediate influence on the children’s demeanour. Interacting with dogs improves the students’ sense of responsibility, as well as teaching nurturing skills. Naturebased education can be a fantastic antidote to modern concerns, such as obesity, attention deficit disorders, depression, habitual screen time and the emphasis on stressful and busy schedules.

RICHARD PARKER Head of School ISL London

At ISL, we are firm believers in the importance of combining a traditional school curriculum with open-air learning which has a significant positive impact on student wellbeing.

ABOVE ISL London pupils taking learning outside

Falcons School is

independent, co-educational, and non-denominational prep school for children aged 2 to 11.

WWELLBEING ACTION PLAN

Matt Bawler, Early Years Development Lead at The Villa School and Nursery, on its positive approach to ensuring good mental health

hen it comes to wellbeing and mental health, our society still largely follows a ‘reactive’ response model. Much akin to firefighting, we wait until there is a problem for an individual before trying to step in and fix it.

Here at the Villa School and Nursery, we have been busy developing a more proactive and positive response model for all – one that deliberately goes back to the start to plant seeds at the foundation stage. These are seeds that, when watered over time, will grow strong roots and develop into trees of the future that will not easily be shaken when the storms come.

“We have found particular success in helping our children to shift their thinking and the way they respond to challenges”

Over the last five years, our team at The Villa have been on an exciting journey that is now yielding significant results. Not only are we seeing our children developing strong foundations in wellbeing and mental health, but we are also consistently experiencing a knock-on e ect with children going on to do better across all areas of the academic curriculum. This can be seen both with the Early Learning Goals at the end of Reception and the children’s increasing progress as they move up through the school. Through collaboration with experts, we have developed a body of work that seeks to translate key thinking and skills in a way

that young children can access and take on. Using pedagogical research, we have based our provision around three core strands of child development: Self-esteem (how I see myself), Character (how I engage with myself and my world) and Resilience (how I respond to setback and challenge). We teach this to the children as, ‘I am’, ‘I can’, ‘I will’. Within the area of resilience, we have found particular success in helping our children to shift their thinking and the way they respond to challenges. As part of this, we have created a set of key phrases that are introduced as ‘Steps to Success’. They are taught in order and build up as a progression on top of each other to help establish strong foundations in habitual thinking. These phrases act like memory hooks and enable children to quickly access powerful thinking that can help them to face challenges with a positive mindset. If I were to say to you, ‘Old McDonald had a...’ or ‘Twinkle, twinkle little...’ I am

pretty confident that your mind would instantly give you the next word because it has become so ingrained. That’s how it works with these phrases. Over the last period, we have seen children go from tears and frustration to consistent proud success by slowly building in these foundations of growth-mindset thinking.

It’s not just the children noticing the di erence, parents are too. Comments from recent parent surveys and interviews have included: ‘It’s allowed her to become more confident and capable and patient in her own self’ and ‘I hear my child say, “I can’t do it yet” with a big smile, or explain that, “Everyone makes mistakes, that’s how we learn”’. Another parent told us: ‘I have seen a huge improvement in overall attitude to learning, going from very negative to now a positive mindset – I have also seen a vast improvement in willingness to have a go and take a risk’. This is a journey, and we are far from our destination, but we step forward determined to provide our early years children here at The Villa School and Nursery with the best possible foundations for the future.

MATT BAWLER

Reception Teacher & Early Years Development Lead

The Villa School and Nursery

Take e Next Step

Learning to INSPIRE

Fulham School Nursery & Pre-Prep on the importance of the right school environment and approach to inspire early years pupils

Aschool that encourages exploration will inspire a love of learning in young children, motivating them to arrive at school each day eager to tackle new challenges. This is central to the approach at Fulham School Nursery and Pre-Prep.

Located in a Victorian building in the heart of London SW6, it o ers bright and welcoming classrooms, with dining room and performance hall in a separate bespoke block. There are several outdoor learning areas alongside the playground, and with a much-loved Astro pitch.

Environments that support hands-on discovery help young children develop a natural curiosity about the world around them. “We are blessed with a significant amount of space for a pre-prep school, and this is put to very good use to ensure the children are able to maximise their learning

experience from their very first day with us,” says Head of Pre-Prep Joanna Copland. “We see the classroom environment as an additional ‘teacher’ – designed to build the cognitive, social, language, creative and physical skills that empower children to become independent.”

Learning spaces include a computer suite for coding and robotics, hosting specialist lessons to spark early interest in STEM and build key skills. “All our spaces are designed to enable individual strengths and interests to develop, accompanied by an evolving sense of social responsibility and a genuine enjoyment of making the most of all the many opportunities on o er,” says Joanna Copland.

Carefully designed early years environments always include plenty of space for learning through play. Be it running, climbing, jumping or simply playing with manipulative toys, o ering a breadth of activities supports the development of gross and fine motor skills and coordination.

Environments that support hands-on learning and discovery help young children develop curiosity about the world

At Fulham School Nursery and Pre-Prep, imaginative environments include a large outdoor play area with pirate ship to provide challenge as well as fun. Tennis takes place regularly on the Astro pitch, and swimming lessons take place at the Fulham Pools centre close by. Pupils also enjoy reflective pursuits, learning about nature as they tend their self-designed school garden.

The team here have a personalised approach – recognising that every child is unique. While some early learners thrive in group activities, others enjoy one-to-one interactions. A flexible learning environment to balance di erent needs at di erent times supports individual learning styles. It’s important that children take ownership of their own learning, and this is also encouraged. “Our primary aim is to ensure that these early years are a supportive, engaging, collaborative experience for all,” adds Joanna Copland.

Children who feel safe and supported are willing to explore, take risks and engage in di erent learning activities. They also develop a positive attitude, leading to greater self-confidence and better academic outcomes. “Education is for life and our goal at Fulham School Nursery and PrePrep is to equip every child with confidence, resilience and a love of learning.”

fulham.school

Talking HEAD

STEAM pathways

The Head of Heatherton School on its immersive approach to STEAM teaching and learning, designed to show girls that all pathways are open to them

Some of my earliest treasured childhood memories involve the joy of learning about the world around me. Lying on a warm patio watching a line of ants carrying breadcrumbs, rubbing wax onto the runner of a sledge to make it go faster or the amazement of observing a water boatman walk on water. I asked myself, if these wonders are part of everyday life, what else could be out there?

It is my aspiration that the girls at Heatherton are free to dream big. Therefore, my interest in girls in STEAM is to support, encourage and enable them to understand that every pathway is open to their choice, and to nurture the traits needed to thrive.

From the moment they arrive at the Heatherton Nursery, pupils are visited by science specialists who teach basic scientific principles through playful discovery – meaning pupils often don't even realise that they're learning. For example, pupils pour water down a pipe into di erently shaped containers or hold an animal skull and talk through the shape of its features to work out its identity.

Having spent a few days in Helsinki to see what we could learn from the incredible kindergartens there, we linked with Finnish Kide Science. We are now rolling out a pedagogical approach to our EYFS teaching which evolved from evidence-based research. The premise

“We believe that using a specialist lab is a game changer in the breadth of understanding that can be achieved”

is that the girls learn through discovery and expertly guided trial and error.

As pupils progress through the school, they enjoy the annual celebration of British Science Week, where they can learn to code a robotic arm, test how far slime can stretch or build marshmallow catapults. The girls enjoy hands-on trips to the Science Museum's Wonderlab, Natural History Museum and FSC Amersham Field Centre to enhance their immersive learning. We believe that using a specialist lab is a game changer in the breadth of understanding that can be achieved.

Pupils are visited by guest speakers holding esteemed roles in STEAM, from Professor of Space Physics and budding astronaut Suzie Imber (an

old Berkhamstedian) to Professor Matthew Snape (who worked with the Oxford Vaccine Group during COVID-19). These guests help our pupils discover the kinds of science-related careers they could aspire to.

We recognise the importance of art and design and food technology in developing the girls' creativity, motor skills, critical thinking, and collaboration. They learn about nutrition, seasonality and sustainability and link this to the dishes they produce. Engaging in artist workshops and entering competitions enables our pupils to recognise the significance of the arts within our society and builds their confidence in self-expression and communication. We have recently adopted the mastery approach to teaching maths from Years 1 to 4, with elements also being adopted in the early years. In Years 5 and 6, we have a bespoke curriculum that prepares pupils for the rigours of 11+, scholarship papers and senior school. Pupils love the stepped approach to learning, and the opportunity to explore mathematics through online tools.

NICOLA NICOLL Headteacher Heatherton School

Heatherton is a pioneer school in showing our girls that studying and enjoying STEAM subjects is as much for them as for their male counterparts. We are confident that Heatherton's work promoting STEAM will inspire even more female pupils to pursue these subjects through GCSE and beyond to be a force for good.

Heatherton School pupils in the lab

Learning outdoors at Cranleigh Prep Page 44

Nature BOOST

We all need nature, and for children it’s critical – not only boosting mental and physical health but also supporting capacity to learn and build resilience. We speak to schools that love learning outdoors

Queen Ethelburga’s Collegiate

At QE’s Chapter House and Queen’s Kindergarten, Head Karen Kilkenny is a great believer in the importance of taking learning beyond four walls. “Outdoor learning is a large part of school life for all ages at Chapter House.”

Located on a stunning campus estate near York, the Collegiate is blessed with plenty of green space to provide an immersion in nature. This includes a dedicated woodland area for Forest School and wellbeing activities. “Our Level 3 Forest School Specialist Charlotte Catton runs sessions that engage the younger children in a variety of activities, including creating nature art from found materials, campfire cooking, den building, role play and flora and fauna recognition and research,” adds Karen Kilkenny. Charlotte Catton can testify to the magic this brings to the school day for pupils. “The children love the excitement of leaving the classroom and being able to experience the outdoors. They have the space and freedom to take risks in a controlled environment.”

Weather is always a variable in the UK, but this doesn’t get in the way. “We take the children outside no matter the weather. The younger children have access to all-weather clothing for outdoor play and Forest School sessions,” says Karen Kilkenny. “If it rains, we splash in puddles, if it snows, we play in the snow, and if there is ice, we learn about melting and smashing and do fun experiments.”

Older Chapter House children can also benefit from nature enrichment and learning. There are wellbeing walks, as well as two allweather areas that are well used for specific project work – for instance investigations in science and number trails in numeracy. “Within this setting, we have round bench seating for lessons, a library where we can share books, both inside and outside, and plenty of space to develop motor skills through ball games,” says Karen Kilkenny.

There’s also an area for the early years children to explore outdoors throughout the school day – perfect for inspiring free-flow learning and play. It’s easily accessible and designed to build independence, so that pupils build confidence and take charge of their learning. Fun resources include a

mud kitchen and water play, a stage and a garden for growing their own produce. Chapter House also gets to share the extensive facilities of the wider campus – including QE’s lovely Kitchen Garden. “Our little gardeners help grow produce that is then cooked and served onsite.”

All age groups regularly take advantage of wider community resources locally, such as Piglets Farm and Yorkshire Wildfire Park. “We also have visits from groups such as Nuzzlets who bring a variety of animals onsite for the children to learn about, pet and feed,” adds Karen Kilkenny. “In addition, Year 5 students participate in a residential visit each year to High Adventure, where they undertake team building activities.”

For Karen Kilkenny there’s no doubt that taking pupils outside is a powerful addition to enjoyment and academic outcomes. “It fosters the physical, cognitive, emotional and social development of children by providing them with opportunities to learn through play, exploration and discovery,” she says. “It enables children to express themselves in an infinite number of ways through exploration and to become independent learners who can also work well as part of a team.”

“The children love the excitement of leaving the classroom – they have the space and freedom to take risks in a controlled environment”

ABOVE QE’s Chapter House pupils

Millfield Prep School

At Millfield Prep in Somerset, nature and experiential outdoor learning play a huge part within both the curriculum and in co-curricular opportunities. “Our rural location is an outdoor lover’s paradise,” says Millfield Prep Head Dan Thornburn. “It is a wonderful environment to grow up in, foster a love of learning and create lifelong childhood memories. Our pupils learn by experiencing the environment first-hand.”

Breadth of opportunity is central to Millfield Prep’s philosophy – giving pupils the opportunity to try new things, have a go and find their talents and their passions. With over 80 di erent activities – from climbing and archery to surfing and kayaking –there is an activity here for every pupil. While Somerset weather can be as unpredictable as the rest of the UK’s, the team believe learning in all conditions only aids pupils’ knowledge and understanding of the environment around them. And, of course, the right kit and preparation makes learning even in the cold and wet, an exhilarating and rewarding experience.

Millfield Prep launched a Wellbeing Curriculum in 2021 to develop pupils’ understanding of their own mental health and wellbeing and that of other people around them. The curriculum is also designed to give them the tools to understand and enhance both physical and mental health. Pupils in Years 7 and 8 have a weekly 40-minute lesson, in addition to their PSHEE class, in order to participate in activities such as yoga, outdoor activities and mindful walk and talk.

The 200-acre campus set in lush Somerset countryside close to the iconic Glastonbury Tor provides many other outdoor opportunities. Alongside multiple sports pitches and golf courses, there’s an equestrian centre and onsite Forest School. Millfield Prep also has access to the exceptional facilities of Millfield Senior School – a sevenminute drive away – so Prep pupils benefit from a further 240 acres of state-of-the-art sports and outdoor facilities and spaces.

This area of the West Country is rich in wildlife, and every week, a team of enthusiastic children volunteer to take part in conservation e orts at the local Shapwick Moor Nature Reserve (part of the Avalon Marshes wetlands). The Moor is a haven for wild birds and Millfield Prep pupils take on a variety of tasks to support them and their natural environment. This includes constructing bird hides and clearance of trees to improve biodiversity and attract more beneficial wildlife to the area.

Beyond the local landscape, organised camps for whole year groups take place with school activity trip specialist PGL. Recent treats have included visits to Barton Hall, Adventure Bude and Adventure Wales, where pupils take part in adventures such as high ropes, dragon boating and caving. Closer to home, boarding houses regularly enjoy spending a summer’s evening trekking up Glastonbury Tor to enjoy the panoramic views over the Somerset Levels and beyond.

“IT IS A WONDERFUL WAY TO FOSTER A LOVE OF LEARNING –PUPILS LEARN BY EXPERIENCING THE ENVIRONMENT FIRST-HAND”

One side benefit of the Wellbeing Curriculum has been in pupils’ perception and enjoyment of nature. This, alongside the full outdoor programme, has spilled over into all aspects of school life. “Children are noticeably calmer, more relaxed and settled around campus, something that has been recognised by teachers, houseparents and peers,” says Deputy Head (Pastoral) Ben Hilton.

This, of course, supports resilience and academic focus – as well as giving children a strong foundation to maintain wellbeing all the way through school and into adult life.

Cranleigh Prep School

At Cranleigh Prep School, in the heart of the Surrey Hills, the surroundings lend themselves to making the most of nature. With some 40 acres of delightful grounds to roam in, outdoor education is central to pupils’ education.

Headmaster Neil Brooks says there is no single role that outdoor learning plays in school life, but many – from building resilience, teamwork and collaboration to understanding of the natural world. He adds that it also builds skills and enthusiasm in areas such as the natural sciences.

“Fundamentally, outdoor learning helps to eradicate the rather old-fashioned but widely held belief that learning takes place in a classroom, a formal environment in which a teacher facilitates children increasing their knowledge and understanding of specific subject areas. Outside, the environment for learning is completely di erent and can be literally without boundaries,” he says.

“We are all aware of the benefits of being in the fresh air, surrounded by greenery and birdsong, on our wellbeing – and research provides substantial, indisputable evidence to support the need to get out into nature to promote and sustain positive

“SIMPLY BY BEING OUTSIDE, THE CHILDREN ARE SUBCONSCIOUSLY BECOMING MORE FAMILIAR AND AWARE OF THE NATURAL WORLD IN ALL ITS BEAUTY”

mental health,” he adds. At Cranleigh Prep, there is also a focus on helping children to understand that they are part of something bigger and have a responsibility to steward the natural environment.

Neil Brooks sees this as an important by-product of the fun, scientific study and imaginative learning that takes place outdoors. “At the same time as learning survival skills, kick-starting their imagination for a creative story set in a far-o jungle, re-enacting the battle of Bannock Burn or studying the number of species which call an oak tree home, simply by being outside, the children are subconsciously becoming more familiar and aware of the natural world in all its beauty.” And children here venture outdoors whatever the weather. “The huge benefit from children going out in the rain and cold is that it adds enormously to their

sense of resilience. A little discomfort is soon forgotten if their minds are distracted by an interesting and engaging activity.”

At Cranleigh Prep, the philosophy is to ensure that every child’s education includes plenty of variety to ensure fun and inspire learning – and here, that really does come without limits. “It can be working as a team to cross a field of ‘shark-infested custard’ with barrels and planks, looking at mathematical data on a slope profile, painting a landscape, exploring di erent leaf patterns on trees or just running about playing tag,” says Neil Brooks.

Whatever the adventure, he has no doubts it adds something immeasurable. “The benefits can be enormous and varied, and there’s fun to be had – even if it’s coming into a warm classroom for hot chocolate after a cold and wet adventure.”

Boarding SUCCESS

Pastoral excellence and rich education opportunities create happy boarding experiences, says Duke of York's Royal Military School

At Duke of York's Royal Military School (DOYRMS), we always recommend parents considering boarding look for schools which o er comprehensive education while also showcasing excellence in their pastoral support.

This necessitates a significant focus on pastoral care, incorporating initiatives tailored to establish a secure and nurturing environment while providing comprehensive and compassionate care for the wellbeing and personal development of students. Such an approach enables students to concentrate on their academic pursuits while feeling supported, valued, and appreciated – and with a sense of belonging in a caring community.

“Pastoral excellence enables students to navigate challenges, build strong interpersonal relationships, and develop essential life skills”

Integrating academic, social, and personal support into a comprehensive care system administered by a committed and experienced team – including houseparents, academic tutors, and matrons – allows students to make remarkable progress in all aspects of school life. Pastoral excellence also involves creating a supportive environment where students are encouraged to thrive, not only academically but also socially, and personally.

The boarding house system should be structured to enable students to

discover a feeling of connection and camaraderie. Regular communication between the boarding house and home is vital. Parents and houseparents need to have a solid and strong relationship to ensure seamless support for the child in their care. This approach is evident at DOYRMS, where you will find students having a co ee with a houseparent, playing ping-pong with a matron or laughing over lunch with their teachers and peers. Here, our teachers take on dual roles as houseparents and academic tutors within the boarding house, further emphasising the school's commitment to both educational excellence and the wellbeing of students.

DOYRMS is characterised by small class sizes and the promotion of an active lifestyle. Our emphasis on instilling leadership qualities and life skills prepares students for the challenges of the world beyond education. Rooted in military

heritage and ethos, the school was originally founded to support the education of military orphans, a tradition that continues to shape our values today.

When considering boarding schools, parents would also do well to consider the boarding basis and student numbers participating in each of the boarding options. Here, all students board, eliminating the mass departure of day students during weekends and evenings. Parents should also explore how they can keep in touch with their child – Wi-Fi availability and exeats are important elements.

ALEX FOREMAN Principal Duke of York's Royal Military School

Fundamentally, parents should search for a boarding school that provides pastoral care with a focus beyond academics. This is integral to creating an atmosphere that enables students to navigate challenges, build strong interpersonal relationships, and develop essential life skills.

ABOVE Alex Foreman with DOYRMS students

Parents’ guide to

SCHOOLS CATHEDRAL

Combining unique traditions and glorious music immersion, cathedral schools also deliver an exceptional education for young people. We speak to four schools to find out more about the way they work and the opportunities they o er

Lichfi eld Cathedral School

Educating some 570 pupils aged from 21/2 to 18, this ancient school began as a ‘School of Song and Grammar’ for boy choristers. Today it is a thriving co-ed day school (a near 50/50 split) and with some 45 choristers and choral scholars.

For the gifted and potentially gifted, there’s a clear admissions process that begins with an audition with sta – they make this as relaxed and informal as possible. Often children will have already undertaken relevant exams, but those without them are also welcome to audition. There is essentially the same process for choristers and choral scholars, but children applying as choristers require more involvement from parents at audition – being a chorister is a time commitment that involves the whole family.

Most children here are not choristers and choral scholars and the admissions process is more typical – a chat with the Admissions team and a school visit, followed by a taster day (or days). The school is not academically selective, although academic assessment tests are set for Year 5 and above.

Of course, music permeates school life and many talented pupils move on to specialist music schools or go on to study music or music technology at university. Many alumni continue their association with the school – singing as adult members of the choir.

The team at Lichfield say that attending a cathedral school brings a richness and depth – those values of discipline, service and joy in singing and playing permeate school life

and bring positive benefits to everyone. The close association with Lichfield Cathedral also means a focus on wider community and sharing, be that through religious services or involvement in musical enrichment.

It may have a long history, but there is nothing old fashioned about music outreach here. The pioneering MusicShare outreach programme (winner of the TES Independent-State School Partnership Award 2019) encourages participation across local primary, secondary and special schools and has reached some 25,000 pupils in more than 500 schools.

Lichfield also o ers scholarships in a wide variety of other areas, including Academic, Sport and Drama. This year, there are also generous GCSE Scholarships for Year 10 entry. Means-tested bursaries are available – and with specific bursary awards for Armed Forces, MOD, clergy and children of alumni. For parents, there’s the bonus of an almost equal boy/girl split in the school and some wonderful musical perks – including free musical instruments for Years 1-4 and free weekly music tuition in small groups.

“MUSIC PERMEATES SCHOOL LIFE AND MANY TALENTED PUPILS MOVE ON TO SPECIALIST MUSIC SCHOOLS OR GO ON TO STUDY MUSIC”

St Paul’s Cathedral School

London’s City cathedral has been educating children since 1123. At one time St Paul’s Cathedral School was more famous for acting – often performing for Elizabeth I in competition with Shakespeare’s players.

Alongside 30 St Paul’s Cathedral Choristers, this co-ed prep educates 270 pupils from Reception to Year 8. Visitors are often surprised that the three towers contain a well-equipped school, including three-storey inside-and-out playground, AstroTurf sports area and pirate ship. In a notable change, this academic year, the first girls joined the Cathedral Choir and will start boarding in September 2025 after a refurbishment to provide 60 boarding spaces. This, say the team, will make St Paul’s the largest, busiest choral foundation for children in the world.

For children who wish to be choristers, the process starts with a Zoom session

LEFT Lichfi eld rugby game

RIGHT & BELOW

Life at St Paul’s Cathedral School. Photo below: Will Chamberlain

“CHORISTERS VISIT HOSPITALS, HOMES, AND CHURCHES ACROSS THE DIOCESE, ADDING TO THE SENSE OF BEING PART OF SOMETHING BIGGER”

with Cathedral Director of Music, Andrew Carwood MBE. Individual voice trials happen from Year 2 onwards and children join in Year 3 and Year 5. Trials are to assess potential, so no formal training is needed or expected. Music scholarships for day pupils are available from 11+. For remaining pupils, there is a typical process with open days and assessments.

SPCS graduates head o to a wide variety of senior schools, and with an exceptionally high number of scholarships – not just in music, but across the board. While this is good news for parents, for children there are other bonuses – not least a ‘back door key’ to the Cathedral. There are lively weekly assemblies from some of the world’s great theologians. Parents, meanwhile, enjoy the very special annual nativity play in the Crypt of St Paul’s.

Children of all faiths and none are welcome here and the team say the exposure to such great beauty in music, art and architecture sits alongside an awareness of spirituality and being part of something bigger. Most of all, the children are encouraged to see this as not just a monument, but their Cathedral. Music underpins school life and exposes them to world-class musicians. This exposure, say the team, translates into achievement in all areas.

There’s a full outreach scheme working with schools and organisations across London. Pupils also participate in notable events, including the investiture of the Lord Mayor of London. Scholarships (100%) are given to all choristers, with a means-tested bursary for boarding fees provided by The Chorister Trust. There are a limited number of scholarships for day pupils in key areas and also some bursaries.

Salisbury Cathedral School

Located beneath the famous lofty spire, Salisbury Cathedral School was founded in 1091 by St Osmund, nephew of William the Conqueror and Bishop of Salisbury. Its purpose was to educate the choristers of his Cathedral at Old Sarum, a mile away from the current site. The school has been located here in beautiful 13th-century buildings in the grounds of the Bishop’s Palace since 1947.

It is fully co-ed, with some 220 pupils ranging from 3 to 13 years. One notable piece of history was made when Salisbury Cathedral became the first CofE cathedral to admit girls on parity with boys back in 1991. More recently, it merged with Leaden Hall School, also based in the Cathedral Close, and this brought the benefit of even more space and full use of wonderful and extensive grounds.

This is a firmly non-selective school and – like most other cathedral schools –chorister places are the exception. A small number are o ered from Year 3 on. Those who would like to become choristers attend

ABOVE Campfire camaraderie at Salisbury Cathedral School

a voice trial with the Cathedral’s Director of Music. For nonchoristers, admissions are based on a typical tour and familiarisation process. Places are initially allocated to children who have joined at Nursery. Older prospective pupils undergo a taster day and assessment to ensure a good fit.

An added benefit is the access to cultural and community events, say the team at Salisbury Cathedral School. This is a place that sits of the heart of the wider community and pupils attend Cathedral at least once a week for assembly, as well as participating in civic events.

There is an active outreach programme and children get involved with other local schools. SCS choristers visit hospitals, homes, and churches across the Salisbury Diocese to perform for elderly and vulnerable members of the community, adding to the sense of contributing to the life of the wider area and being part of something bigger.

Many pupils here head on to leading West Country Schools, including Wells Cathedral School. For all pupils, there is the benefit of a small-scale setting in superb surroundings, and with a focus on academic development, alongside character development and cultural awareness. Salisbury Cathedral School o ers means tested bursaries, as well as discounts to serving members of the Armed Forces. Sibling discounts are also available.

Westminster Abbey Choir School

This is a unique prep boarding school – the only remaining UK school that exclusively educates choristers. It welcomes entrants aged 8 to 13 from the UK and further afield. Children go home at weekends in the first year, after which they are full boarders.

As you’d expect of a school attached to the ‘Nation’s Church’, there is a distinctive history and place in national life. While its foundation dates back to around 1560, the current building (early 20th century) is located in Dean’s Yard. Education is highly subsidised – up to 100% bursaries – and classes are very small, with a maximum of 30 choristers at any one time.

Given the requirement for exceptional musical talent, entry is a multi-stage process. It begins with an informal voice trial with Andrew Nethsingha, Master of the Choristers. If a child shows potential, they will be invited to attend a formal voice trial and a taster day. At the taster day, pupils meet the Headteacher, Dr Emma Margrett and also take part in assessments to gauge academic potential. The aim, she says, is to make sure that they will be able to juggle the demands of chorister life with the challenges of school.

The school is a foundation that sets pupils in good stead. The education provided, maturity and discipline acquired as choristers – and the musical grounding – set pupils apart. As active members of the Abbey community, pupils also benefit from wide-ranging pastoral support.

Boys here also take with them the knowledge that they have been part of historic events at the ‘Nation’s Church’ –from state funerals to the Commonwealth Service. The generous bursary scheme means this education is open to all boys, provided they have the potential and are passionate about singing.

“THE EDUCATION PROVIDED IN SUCH SMALL CLASSES, MATURITY AND DISCIPLINE ACQUIRED AS CHORISTERS, AND THE MUSICAL GROUNDING, SET PUPILS APART”

ABOVE & RIGHT

Play time and choir time at Westminster Abbey Choir School

ABOVE Cricket tea at Salisbury Cathedral School

Smooth TRANSITION

John Bond, Headmaster of Warwick Junior School, on the careful process of preparing children for a smooth transition to their senior school

The move to a senior school at 11+ or 13+ can be a daunting one, and it is important that schools and parents work together to support children in making the transition successful. Supporting pupils – and their parents –as they approach the next step in their educational journey has been a key part of my role throughout my teaching career.

This process is not purely an academic one – the pastoral, organisational and emotional needs of pupils are just as important as they prepare for the transfer to their new school. It is vital that pupils are supported academically, ensuring they join the senior school with a strong foundation upon which to build in the coming years.

Pupils may need to prepare for admissions tests or assessments. At Warwick Junior School, for example, we provide support groups to those pupils who need extra assistance in English and Maths from Year 5. All pupils also receive support in developing their verbal and non-verbal reasoning skills, in preparation for entrance examinations, through a weekly lesson and online practice.

It is important to support pupils to develop a breadth of knowledge, and to practice applying their knowledge and skills to di erent contexts. At home, engaging in discussions over current a airs and visiting sites of interest, such as castles, galleries and theatres, will broaden understanding and general

“This process is not purely an academic one – the pastoral, organisational and emotional needs of pupils are just as important”

knowledge. It goes without saying that children should be encouraged to read.

Developing a breadth of experience also extends to taking up di erent opportunities, whether this be through sports clubs, drama/music groups or work in the community. To assist this, we have developed a Diploma programme which encourages the boys to invest in their personal development through academic, artistic, sporting and personal challenges.

Supporting pupils in becoming more familiar with their prospective senior school helps enormously. Many schools encourage pupils to join them for taster days and provide opportunities for them to meet their classmates – and for parents to make links with other families. At Warwick Junior School, we are very fortunate to occupy the same site as Warwick School and the other Warwick Schools Foundation schools.

Developing greater independence is another

aspect of preparing children for senior school. They will need to become more confident and take responsibility for themselves and their belongings. All schools will work hard to support new pupils, so do not think that your son or daughter will be left to sink or swim on day one, but the more that can be done to encourage resilience and independence the easier the transition will be.

I would encourage parents to resist the temptation to ‘micromanage’ their child as they move from Year 5 to Year 6. Children have to learn to stand on their own two feet, from being responsible for bringing their games kit home to completing their homework on time – also taking the consequences if something isn’t done.

The transfer to senior school can be a challenging time for families, but planning ahead and working with your current school is key in improving the chances of a successful transition.

JOHN BOND Headmaster

Warwick Junior School

ABOVE Warwick Junior School pupils

NAVIGATING 11+

The Director of Studies and Head of Pastoral Care at Kew College Prep discuss the school's well-rounded approach to supporting 11+ preparation

In the competitive landscape of education, the 11+ exam looms as a significant milestone for students and parents alike. While the 11+ exam process is often viewed as a stepping stone to academic success, it carries with it a significant influence on the wellbeing of students. The intricate web of expectation, competition and preparation can place a unique strain on young minds, raising concerns about the broader impact on their mental health.

At Kew College Prep, we have created a nurturing and personalised 11+ programme for our Year 5 and 6 pupils. This is designed to support and guide them through exam preparation and interviews, as well as ensuring they are well prepared for life at senior school. It is led by an experienced team who get to know each pupil and understand their strengths, o ering them tailored support and helping them reach their full potential. This not only eases the stress associated with exam preparation but also allows students to develop a genuine love for learning.

Alongside a tailored learning programme, each pupil receives pastoral support and is encouraged to understand that they may receive positive or negative news on the back of exams. Sta reassure children that they can speak to a teacher if they

“We encourage children to continue with activities that they enjoy. These give them a way to take a break from exam and interview preparation”

want to share their feelings around results. They also encourage them to be mindful of friends who may not have positive news. Our knowledgeable team also work alongside families to help with the selection of the right senior school to suit each child’s talents.

The focus on wellbeing and resilience doesn’t just happen in the older years. Conversations around emotions and feelings are encouraged from Nursery and Reception at Kew College Prep, with all classrooms equipped with worry monsters and worry boxes where pupils are encouraged to share their feelings.

Children have lessons in PSHE to support their understanding of emotional regulation and are taught mindfulness and grounding techniques. Each classroom is equipped with a calm-kit and children are encouraged to use the Zones of Regulation to help identify how they feel. There is an open dialogue between pupils

and sta – laying a firm foundation for mutual respect and an environment where all pupils know that they are listened to and feel valued.

By the time the children reach Years 5 and 6, they are well equipped with the skills and vocabulary to discuss their feelings and concerns. During 11+ exam preparation, some children can find that hobbies or activities fall by the wayside. At Kew College Prep, we encourage children to continue with the sports, music, art or drama activities that they enjoy. These not only help to form well-rounded pupils, but also give children a way to release any stress or anxiety and take a break from exam and interview preparation.

The results of our 11+ programme speak for themselves, with our 2022-2023 Year 6 pupils receiving o ers from 28 selective independent and grammar schools and 27 scholarships. Overall, the most important measure of success for us is the happy, accomplished and balanced pupils who leave us well prepared for life at senior school, and we have those in abundance.

ABOVE Kew College Prep pupils

Ask the EXPERTS

Our experts answer your questions on financing school fees, helping a child prepare to start nursery and adopting a balanced and successful revision strategy

Joe Askew

CeMAP

Private Clients, Selina Finance

QWith education costs soaring and the impending threat of VAT, what options are available for parents to manage school fees more e ectively?

AWhenever I speak to parents (and grandparents) of young children about their finances, the cost of education is always the hot topic. Simply understanding the range of financial options can be a challenge, but it can also unlock significant opportunities. Scholarships and bursaries are at record levels according to the Independent Schools Council (ISC). Monthly payments can smooth out big termly bills and a variety of loan options can help finance the cost.

Traditional wisdom dictates that ‘if you haven’t started saving before your child is born, then it’s already too

late’. While this may be true for many people, a new generation of parents is looking to use the equity they have worked hard to accumulate in their home to finance their children’s education over the longer term. This is where Selina Finance’s Home Equity Line of Credit (HELOC) comes in.

A HELOC leverages the equity you've built up in your home, o ering a line of credit that you can draw from as needed. This option is particularly appealing for school fees because it provides the flexibility to borrow only what you need when you need it. This di erentiates it from other secured loans (where you receive a lump sum and start paying interest on the entire amount immediately) which can result in savings on interest payments.

The average cost of a private day senior school is over £16,000 a year now and boarding can be over £50,000. Many customers speak to us about the di culties they face when their children move from prep to senior school and the additional cost burden this entails. This is

particularly prevalent when you have multiple children overlapping at school at the same time. Regardless of which solution parents choose to manage this challenging time, they should always be aware that education costs can escalate.

Depending on uniforms, school trips, devices, and unexpected rises like VAT, it nearly always costs more than you originally planned. Having an additional bu er built into your budget for school fees can help ensure you avoid potential

“Having an additional bu er built into your budget for school fees can help ensure you avoid potential cashflow issues in the future”

cash-flow issues in the future. One of the reasons that some of Selina’s customers have recommended our product is because they can ensure that they have su cient funds needed without committing to a fixed borrowing amount on day one, while still allowing them to spread the cost over a longer term. On top of this, the cost of borrowing with a HELOC can be more favourable compared to traditional unsecured loans or credit cards thanks to the security that your home equity provides. This means lower interest rates and potentially more money saved over time.

As with any financial decision, it's important for families to consider the implications of using their home as security. Disciplined borrowing and repayment are crucial to avoid financial pitfalls. Your home may be repossessed if you do not keep up repayments on a mortgage or any other debt secured on it.

selinafinance.co.uk

Juliette Raymondeau

Director, Little Prodigies

QI want to give my daughter a head start before finding a nursery place. How can I support her confidence and curiosity to learn and make the transition to a group setting easier for her?

AEntering nursery school marks a significant transition in your child’s life. It could be their first experience of separation from you, which might feel daunting. By applying these few tips, you can assist your child in settling and adjusting to nursery life.

Before your child starts nursery, provide opportunities for them to explore and discover new environments by taking them to places like parks, museums, and libraries where they can engage and become more confident with new surroundings.

Children learn better when they follow a routine. Establishing a daily routine that includes set times for activities like meals, playtime and rest can help your child feel secure

and confident. Consistency and predictability are key here!

Socialising your toddler very early will help them develop their social skills and learn how to interact with their peers. This will help them to be comfortable in a room when joining the nursery. You can organise playdates and go to your local baby & toddler classes/playgroups to meet other children their age.

Talk positively about the nursery to your child and make it sound exciting. Show them pictures of the nursery, walk to the nursery if you can, and talk about the fun activities they’ll get to do and the friends they will make. There are lots of books available online about starting nursery which will also support your child’s understanding.

If possible, arrange a visit to the nursery or join the nursery open morning before your child is due to start. This will help your child become familiar with the environment and meet the teachers and other children – both will support a smoother transition.

Help your child understand that you’ll leave them at nursery but assure them that you’ll always come back. It’s a good idea to practice with short separations to gradually get them used to being away from you. Always say goodbye to your child when you leave them at nursery. If they think you are just going to sneak o this will be more upsetting for them.

Finally, be patient and supportive during the transition period. It’s normal for children to feel anxious or unsure when starting something new, so o er reassurance and plenty of hugs along the way.

little-prodigies.com

“Practice with short separations to get them used to being away from you –and always say goodbye when you leave”

Nathaniel McCullagh Managing Director, Simply Learning Tuition

QMy son has his GCSEs coming up this summer.

He has good predicted grades from his school, but I want to support him in meeting those and even exceeding them where possible. What do you recommend he does to prepare?

AIt is encouraging that your son has strong predicted grades, but you are right in wanting to give him the best chance of fulfilling these expectations in his GCSEs – these will not only impact the subjects he studies at A level or IB but will also be the foundation for his university applications down the line. Even though there is not long to go before his exams, there are still things he can do now which will make a significant di erence to his final grades.

Make a revision timetable

Planning is crucial. Help your son create a revision timetable, dividing his day into sessions to cover each subject. He should make sure to assign a SMART (Specific, Measurable, Achievable, Realistic, Timed) goal to each session. This structured approach will help him manage his time e ectively and alleviate anxiety.

Create a quiet, comfortable workspace Encourage your son to find a quiet, distraction-free space for studying. He should have all necessary materials within reach to minimise interruptions. While preferences vary from one child to another, research suggests studying in silence tends to enhance focus and retention.

Find e ective revision techniques

Every child learns di erently, so it is vital that your son finds the revision techniques which work best for him. He may have landed upon some of these while preparing for mocks or other internal school exams, but if not, there is still time to experiment with di erent methods. Options include writing notes, using flashcards, creating mnemonics, and teaching others. Writing out notes by hand aids memory retention; condensing these into shorter summaries reinforces understanding.

Take care of himself Stress and anxiety hinder learning, so it’s essential to strike a balance between intensive study and well-earned relaxation. Eating healthily, getting enough sleep, taking regular breaks, and rewarding himself for achievements are not just vital for maintaining physical and mental wellbeing, they

are scientifically proven to improve retention and attainment.

Target his preparation As the exam dates approach, your son should focus increasingly on exam technique. He should work through past papers under timed conditions to simulate the pressure of the exam room. Then he should turn to the examiners’ reports for that year – these provide valuable insights into which answers get rewarded and which pitfalls to avoid.

If you want to give your son’s preparation an additional boost, consider enlisting the help of a tutor to see him through the run-up to his exams. Experienced tutors can o er personalised guidance, assist with challenging topics, and provide additional resources to boost confidence and performance.

At Simply Learning Tuition, we work with tutors who are experts in preparing students for all manner of exams. We personally match each student with a tutor who suits their personality and learning style and is familiar with the precise requirements of their exam board. In our experience, this personal intervention can often make a di erence of one or more grades on results day.

simplylearningtuition.co.uk

School’s Out

ULTIMATE

MALDIVES

A twin-centre break on two iconic Maldives resorts more than doubles the pleasure, as Libby Norman discovers

Maldives resorts are bywords for barefoot luxury, so the opportunity to visit two iconic resorts in one trip is too good to miss. First stop is Conrad Maldives Rangali Island, which arguably defined the Maldives experience. It has notched up numerous firsts, including first overwater villas on stilts and first underwater restaurant. Most recent is a private residence built over and under the ocean. It also bagged a prime spot in a country of abundant nature – swimming and snorkelling are a delight from its twin natural islands.

Impressive, but it doesn’t prepare us for how welcoming Rangali Island feels. There are many repeat visitors (warm hugs and catch-ups between guests and sta ), and we feel among friends. We’re on adultsonly Rangali Island, connected to livelier, larger (and child-welcoming) Rangali Finolhu Island by a wooden bridge. We have the pick of restaurants and bars on both sides. Also, we get to dawdle back after dark marine life spotting – even rays make regular appearances to gambol in the water lit up by the bridge lights.

Our Sunset Water Villa with Pool is bliss, and with a view to thrill – a sightand-sound oceanside immersion. We love the shifting panorama from our giant bed, bathtub, large deck and personal pool. From here, it’s a few steps down to the sea below – so private it feels like our personal pool, only bigger. But we are not alone. On my fi rst dip, I spot a crab watching from poolside. He and his tiny gang hang out on our steps to catch a breath, diving back in whenever they spot feet coming.

Shoals of fi sh race past, seemingly on the clock, and sitting on the beach or swimming in the infi nity pool near The Quiet Zone beach bar becomes a nature watch. We spot resident flying foxes at dusk, graceful and silent. Then there’s George the heron, an island legend, who I mistake for a beach sculpture until he turns up at Vilu Restaurant, our favourite breakfast spot, standing silently by like some watchful avian maître-d.

There’s a busier breakfast vibe and huge choice at Atoll Market over the bridge, which also o ers delicious a la carte and themed dinner options. Rangali Bar is our spot for leisurely lunches. We enjoy a dinner of exceptional quality at Mandhoo Spa Restaurant – designed to detox, and still leaving us feeling pleasantly plump.

Other high points include a sunset cruise accompanied by pods of playing

ABOVE Conrad Maldives Ithaa Undersea Restaurant

ABOVE Waldorf Astoria Maldives Ithaafushi

BELOW Seaplane, Conrad Maldives

ABOVE

Waldorf

Astoria Maldives Ithaafushi

“SIXTEEN FEET DOWN IS A GLASSWALLED SUITE WHERE YOU ARE LULLED TO SLEEP BY DAZZLING MARINE LIFE”

dolphins, and champagne and canapés five metres below at Ithaa, where sharks and rainbow-hued fish circle lazily.

We discover that Rangali Island’s new first – The Muraka – is a level beyond on a special tour. Upstairs, this private residence has magnificent sleeping and entertaining spaces (with butler thrown in), while 16 feet down is another glasswalled suite where you are lulled to sleep by dazzling marine life. You can even take the lift to your underwater quarters – it feels very James Bond.

And so do we when we are whisked by seaplane back to Malé and straight on to a private yacht (55-foot Princess, no less) for the short transfer to our second Maldives experience – Waldorf Astoria Maldives Ithaafushi. My partner is wildly excited by the boat (desperate to drive it), while I play it cool, drinking in champagne, ocean views and beautifully smooth ride.

Opened in summer 2019, Waldorf Astoria Maldives Ithaafushi has quickly garnered a host of prestigious travel awards, and high-profile visitors, and

we can see why. Not only is the setting on private linked islands lush, but the dining and accommodation choices stand out for breadth – and high glamour. There’s even a totally separate private island for exclusive use by up to 24 guests.

Our King Overwater Villa is palatial, with lofty ceiling and double-height doors that can be closed to divide living and sleeping spaces. There’s a cool glassfloored dressing room and a glamorous bathroom with ocean vista. The private pool is big enough for a party, with multiple lounge spots – plus steps down to your own slice of ocean.

Bikes are laid on; buggies are a phone call away and personal concierges organise dining and entertainment. We love the relaxed beach-club vibe at Nava, a hub during the day. There’s plenty to keep active types busy, with tennis and other court sports, exercise classes, kids’ club (plus one for teens). There’s a fabulous lagoon-style pool for families – we gravitate to the tranquil adult pool for lazy laps and snoozing o lunch.

Food is definitely the thing, with roundthe-world dining options and star chefs. We can’t squeeze everything in, but we give it our best shot, grazing at Tasting Table at breakfast, lunching like kings at Peacock Alley and drinking in the afterdark ambiance at Glow. Our standout evening happens at The Ledge by Dave Pynt (of Singapore’s Burnt Ends fame). The Aussie barbecue-inspired flavours are smoky and complex – the reputation well deserved. Our rum and tasting menu pairs fine Flor de Cana vintages with tuna and caviar, lamb ‘cigars’, buttery lobster and the most heavenly rum baba.

If The Ledge is an out-of-this-world indulgence, so too our session at Waldorf Astoria’s Aqua Wellness Centre. We’re not usually spa goers (although the main spa here is fabulous), but here’s a unique twist. We are guided around a special pool, each zone containing a water jet that targets a tension point. Starting with feet and ankles and ending with neck and head massage, it’s a dreamy hour that leaves us both restored and relaxed. So relaxed, in fact, this feels like the perfect finale to one hedonistic week at two iconic Maldives destinations.

* Conrad Maldives Rangali Island; conradmaldives.com

Waldorf Astoria Maldives Ithaafushi; waldorfastoriamaldives.com

MUST READ

4+

When the Fog Rolls In

by Pam Fong GREENWILLOW BOOKS, £12.99

Author and artist Pam Fong's tale works on multiple levels, and the narrative about a young puffin lost in fog is evocatively drawn with simple and poetic text and gorgeous illustrations. The fog of the story reminds us that sometimes we all get a bit lost and feel on unfamiliar ground. But if we move on through the mist, pausing to look closely, we see more and can find our way to safer ground. A gentle introduction to wellbeing issues, this is a reassuring read with a happy ending, as puffin emerges into the light and rejoins his colony.

TOP SPRING

From 'how to' guides for young artists and 80 great inventions to an atlas of legendary places and two cute dog detectives, our pick of great spring reads

8+

AN ATLAS OF LEGENDARY PLACES

by Volker Mehnert illustrated by Claudia Lieb PRESTEL, £19.99

This is a large-scale book in more ways than one and designed to fire wanderlust. Lavishly produced by Prestel, it features 18 places that have captured our imaginations through time. These range from Stonehenge and Delphi to Namibia's Brandberg Mountain, Chile's Easter Island and Taishan in China. Each location is described through a combination of key facts and vivid descriptions. The book takes a flight of fancy by bookending with places way out of our realm – the lost city of Atlantis and the real but distant Milky Way.

SAMMY AND THE EXTRAHOT CHILLI POWDER

by Charlie P.

Brooks illustrated by Steve May HARPERCOLLINS CHILDREN'S BOOKS, £7.99

Hot on the heels of the wickedly funny Holly Hopkinson books comes Charlie Brooks' new series. Again, it has a central character inspired by real-life animals –this time it's Sammy, a sni er dog who loses her sense of smell. This does not deter our intrepid canine who, with her human best friend Beanie, goes on a hunt to locate her smelling power and foil a plot to steal a diamond. Fun and mishaps follow in equal measure in a book to delight animal-mad readers.

WHAT ROSA BROUGHT

by Jacob Sager Weinstein illustrated

by Eliza Wheeler KATHERINE TEGEN BOOKS, £12.99

Rosa is a little girl growing up in Nazioccupied Vienna. She is also the author's mother, who set sail for the US in 1939 – aged just four. Her family were granted a visa for three, which meant that they had to leave Rosa's beloved Grandma behind. While the picture-book format, with illustrations by Eliza Wheeler, tells the story through a child's eyes, there's no escaping the questions this will raise. The author's postscript includes snapshots of the real people – a moving story with resonance for our times.

Gracie Fairshaw and the Missing Reel

by Susan Brownrigg UCLAN PUBLISHING, £7.99

Mystery and history fans warm to intrepid reporter Gracie Fairshaw, who is always on the hunt for a good story and invariably solves a mystery. In the fourth of a series set in 1930s Lancashire, she's all set to interview Sally Sunshine, star of a new motion picture filming in Blackpool. But when a film reel goes missing and someone attacks the star, our journalist turns detective to solve the crime and get the scoop.

Editor's pick

THIS BOOK WILL MAKE YOU AN ARTIST

by Ruth Millington

illustratedby Ellen Surrey NOSY CROW, £14.99

Budding artists can flex their creative muscle with this 'how to' book by art historian Ruth Millington. Introducing children to artists' tools and spaces, it then runs through different techniques and practitioners, from early cave paintings to the approaches of Janet Sobel, Bridget Riley, Jean-Michel Basquiat and Yayoi Kusama. Each art profile includes a practical project – everything from mobiles and collages to drip painting and murals – all described with clear visual instructions. The 25 projects, are a great springboard to encourage visual awareness and self-expression.

6+

THE DOG SQUAD: THE RACE

by Clara Vulliamy HARPERCOLLINS CHILDREN'S BOOKS, £6.99

The second in this fun illustrated series sees our three reporter friends at the Newshound on the scent of another mystery. When Eva, Simone and Ash go to the whippet racing at Millbrook Farm to help Eva's rescue sighthound Wafer make some canine friends they uncover cheating in the competition. Someone is putting the dogs in the races o and our girl sleuths are going to get to the bottom of the intrigue – with the assistance of smart four-legged sleuth Wafer, of course.

3+

A Home for Stone

by Corrinne Averiss illustrated by Rosalind Beardshaw

ORCHARD BOOKS, £12.99

When a small boy finds a solitary stone marooned on a sandy beach, he picks it up and becomes determined to find it a home. He tries a rock pool, a dry-stone wall and, finally, the garden rockery –but the stone is definitely not at home until he places it with the collection of treasures (coin, leaf, shell) next to his own bed. Rosalind Beardshaw's joyful illustrations bring boy and stone to life in a read-aloud book that will strike a chord both with parents and avid young collectors.

4+

THE EVERCHANGING EARTH

by Grahame Baker-Smith

TEMPLAR

BOOKS, £7.99

Greenaway Award-winner Grahame Baker-Smith takes us on a journey through evolution in The Ever-Changing Earth. A small boy imagines the time when dinosaurs ruled the earth, the moment the asteroid struck and what came after – all still remembered in the earth's 'diary made of stone' and in the natural environments we enjoy now. Painterly illustrations tell a complex story vividly in a book to return to again and again.

Editor's pick

8+

AROUND THE WORLD IN 80 INVENTIONS

by Matt Ralphs illustrated by Robbie Cathro TEMPLAR BOOKS, £16.99

Fact finders and STEM fiends can head off on a journey to discover 80 inventions that reshaped our world. It's delightfully broad in sweep –beginning with Stone Age tools and ending with 3D printing. In between you'll find inventions that make parents feel like dinosaurs (games console, portable music player), while others will inspire interesting debates because of the seismic shi s they caused for global society – tea and chocolate, or plastic, for instance. Organised without a strict historical timeline, but a useful index, it's a dip-in resource designed to fuel further research.

THE LIBRARY MOUSE

by Frances Tosdevin

illustrated by Sophia O'Connor UCLAN PUBLISHING, £7.99

A new arrival from the team behind The Bear and Her Book, this is a charming tale about a tiny literary mouse called Quill. He lives in the library with his spider friend Leggsy and dreams of sharing his own stories with the children who visit. But he's such a tiny creature, who is going to hear his voice? Thankfully, with the help of the kind-hearted librarians and eagle-eyed cleaner, his dream finally comes true. Told in rhyme, it's a tale to remind small children that they have a voice and can imagine and share their own stories.

Orangutan Can't Draw Comics, But You Can!

by Sarah Walden and Luke Newell

illustrated by Luke Newell and Mr Griff NOODLE JUICE, £9.99

The latest in this great Noodle Juice series helps young creatives take on a favourite art form – comics. Using eight big ideas, the step-by-step guide focuses on how to 'show not tell' through visual storytelling. Practical activities, tips and tricks take young artists through the fundamentals – from drawing faces and creating heroes to mastering perspective, tone and colour. There's expert advice on storyboarding, using speech and thought bubbles, plus those all-important sound e ects to create drama. Comic creators will find a useful set of extra practice panels at the back of the book.

3+

Maybe Later, Georgie

by Luke Scriven HARPERCOLLINS CHILDREN'S BOOKS, £7.99

The author and illustrator of The Little Fear has returned with a new tale about a boy who is desperate to get his big brother to play with him. Georgie is convinced there are goblins at the end of the garden, but Ed is just too busy with other stu , like his music. Finally, Georgie decides to go it alone – at which point his big brother rides to the rescue. A funny and heartwarming tale about family dynamics and never being too old for make-believe.

8+

The SecondHand Boy

by Jennifer Lane UCLAN PUBLISHING, £8.99

When Billy's best friend Marty leaves town, he's le struggling to cope with loneliness, bullies and the worries of looking a er his Mum. She isn't like other parents due to what one neighbour calls "the doldrums". Then his Mum gives him a second-hand copy of Tom's Midnight Garden –and as Billy reads this classic, the previous owner James T. emerges. While it starts with notes in the margins, soon he becomes a physical presence only Billy can see. Tackling tough themes around mental health – and with a lead character everyone can warm to – this is a story about love, kindness and courage.

School for PIRATES

By LIBBY NORMAN

Adventures and intrigues on the high seas await in a middle-grade series by Justin Somper about a training ground for elite young pirates

Every child loves pirates, but they weren’t always box-o ce gold in books and films, as Justin Somper recalls. When he embarked on writing the first of his Vampirates series, Captain Jack Sparrow was still a twinkle in Disney’s eye. That first book came about when a strange hybrid word popped into his head. That led on to the creation of an entire seafaring universe where some pirates exist as vampires too. Children loved the idea, and the six-book series has been published in 35 countries (so far).

“Pirates of any era o er a treasure chest of narrative possibilities – you’ve got a rich world to play with”

likes to know where things are going. Since these are shorter books, plotlines have to be even tighter. “I use graph paper, big sheets. I’ll split one of these huge sheets into about 50 and that will be about a third of the book.”

Pirate Academy returns to a seafaring theme, even picking up some of the characters (think of it as a kind of prequel). It is aimed at a slightly younger (8+) age group. “One of the reasons I wrote Pirate Academy in the first place is I’ve been doing Vampirates events in schools and festivals for about 18 years now,” says Somper. “I knew there was this appetite for more pirate stories that had the jeopardy and the edge but worked for Year 4.”

There may be no blood sucking, but there is a terrific twist in Pirate Academy It is set in the year 2057, when ocean levels have risen and the Pirate Federation controls the high seas. It runs elite schools for apprentices – tomorrow’s captains of the waves – and the action centres on the escapades of three gifted pupils in Barracuda Class, Jasmine, Jacoby and Neo.

The book has that breadth of voices. It contains unexpected turns and – of course – the tension that children adore. Also, no parents to get in the way. “Like every children’s writer, I’ve had to become fairly proficient at getting rid of the parents! At the same time, I do like having adult characters in the mix,” says Somper.

He is a meticulous plotter – the second book is ready for release in the summer – and

The deep dive into pirate history undertaken for Vampirates has served him well here, as has his own immersion into the briny for sailing lessons, following a relocation to Perth, Western Australia with his husband PJ in autumn 2022. “I’ve written about ships and sailing for, what, almost 20 years now, but with the minimum of actual experience,” he says. “It was helpful to get out there for myself.”

Alongside relocating and finding his sea legs, Somper has become adept at global remote working – liaising smoothly from Perth to London. He says he’s struck lucky working with “fantastic” editor Anne McNeil. “Famously, she worked with Cressida Cowell on How to Train your Dragon. Anne has done wonders for my confidence,” he says.

“Sometimes I’ve sought refuge in the plotting and the planning. She’s taught me to be a ‘pantser’ – somebody who flies by the seat of their pants. I’m never going to be a total pantser, but there was definitely a point in the first Pirate Academy book where she said, ‘Right, action! People will go wherever you want to go with these characters, so now we should tear up the plot grid’.” PJ is another great sounding board. “Both of them are very good at encouraging me to throw in more jeopardy.”

Of course, children love that, but

Somper also feels his own recent adventures – moving across the globe, and being a sailing apprentice on sometimes stormy seas – add an extra frisson. “My books do reflect what I’m going through. Hopefully that makes these rollicking adventures into quite authentic pieces emotionally.”

There’s little doubt that a new audience will jump at the chance to voyage through this series. Justin Somper knows how to weave a salty yarn, and setting action in the future is a masterstroke. But pirates of any era o er a treasure chest of narrative possibilities. “You’ve got a rich world to play with.”

He is looking forward to meeting new readers this summer on a return trip to the UK. “It’s really exciting when you are talking to children and they’ve read something you’ve been working on – that’s magic.” As to why kids find pirates so exciting? “I don’t know that I can answer that, but I’m glad that they do.”

RIGHT Justin Somper. Photo: Oliver Rosser

Pirate Academy:New Kid on Deck by Justin Somper, illustrated by Teo Ska a (UCLan Publishing, £7.99).

Culture ONLINE

Exploring the British Museum online is fun –and now free – via its Young Friends scheme

Back in April 2023, the British Museum announced that its Young Friends scheme would be a free-access resource. This means that, by subscribing online, families can explore its collections spanning two million years of history from the comfort of home.

Joining Young Friends is quick, and open to families around the world. Even though material provided is designed for young people (most for the 8-15 age group) the museum asks that an adult (18+) fills in the short subscriber form with their own email address. Once subscribed, you can expect biweekly emails with family-friendly craft activities, museum trails and quizzes.

As with all cultural institutions, widening access has risen up the agenda in recent years. Developing and refining online resources – already a key priority – became critical when the pandemic struck, and the proliferation of accessible resources is good news. Children’s museum stamina needs careful nurturing and online material can be invaluable ahead of physical visits, as well as providing an alternative means of viewing and understanding exhibits.

Membership of Young Friends also gives access to the museum’s archive of children’s activities and Young Friends members are sent a digital copy of the British Museum’s Remus magazine three times a year. Also expect advance warning of family events – including the regular sleepovers that give children a chance to bunk down in the galleries

4 MORE TO EXPLORE

• Metropolitan Museum of Art – #metkids bills itself as ‘made for, with and by kids’ and it’s a fun way to explore 5,000 years of global art metmuseum.org/art/onlinefeatures/metkids

• Australian Museum – whether it’s test tube volcanos or the dinosaurs Down Under, tap into a bank of engaging projects and facts australian.museum/ inside-out/homeschool-resources

• Van Gogh Museum – inspiring art activities (making a diorama, colouring in masterpieces) plus background on the artist and his times vangoghmuseum.nl/ en/art-and-stories/children#cra --play

• National Museum of Ireland – discover Eire’s Bronze Age archaeology and Viking treasure alongside nature and cra ‘make-and-learn’ projects museum.ie/enIE/Museum-at-Home/Museum-at-HomeChildren-and-Families

with mummies and more. Sleepovers come at a cost (currently £65 a head, one responsible adult per four children) but have acquired bucket list status for the 8+ age group. Obviously, accompanying adults su er sleep deprivation on nights in the museum, so you could opt instead for one of the softer stay-at-home sleepovers available to Young Friends. While fun is firmly in the mix, membership is great for art, history and geography homework and projects. Accessing the archive online also helps young people to improve their general knowledge and build independent research skills that will serve them in good stead down the line.

BRITISH MUSEUM

To sign up for British Museum Young Friends, visit britishmuseum.org/membership/young-friends

PHOTOS: BENEDICT JOHNSON

The M AKING of Me

Mei Mac

The Olivier-nominated actress and theatre maker on school days in Birmingham, a cast of life-changing teachers and her dawning realisation she could become an artist

Where did you go to school and when?

I was born and raised in Birmingham and went to secondary school and sixth form at Camp Hill School for Girls.

What was your school like?

I feel so lucky to have had the education that I had and teachers who were really passionate and changed my life. Camp Hill has a reputation for churning out doctors and academic overachievers – both a brilliant thing and a trap. But my school also had a thriving arts culture and invested in extracurricular activities and, perhaps I didn’t appreciate it fully at the time, but I had some empowering female role models.

In a country where arts funding in schools is critically at risk, I am so grateful Camp Hill introduced me to things that otherwise would have been completely out of my reach as a kid from a lower-income, working-class, immigrant household. I thought I would become a doctor, too. It was ‘expected’ of me. Thank god Camp Hill had a Drama department because Jane Parker-Hall, the head of Drama, changed my life and I literally would not be here without her. She, amongst others, shaped my life in ways I will be eternally grateful for.

Did you love school, or hate it?

I mean, growing up and trying to work out who the hell you are in amongst teenage hormonal angst is hard. I think the experience of school is pretty similar for most kids who find

themselves somewhat eccentric or outcasts. Generally, I loved school, but mostly because I had so many drama clubs and bands and choirs and sports teams in which to let my freak flag fly. Besides, you learn that the eccentricity that makes you a target as a teenager will be the very thing that makes you fabulous as an adult.

What were your favourite subjects? Drama, Music and Biology

What about memorable teachers?

Jane Parker-Hall. How do I even begin to pay tribute to you? I am genuinely only here because of her. I told myself drama classes, drama clubs and school plays were an asset to

my medicine applications, when in reality Jane had shown me my calling. I loved the history of theatre, the way she taught me about its impact and the power it has in shaping society. She lit the spark in me that rages on now.

Prue Hawthorne, the head of Music at Camp Hill, is another reason I’m here. I got to participate in endless choirs, performances and her ‘Songs from the Shows’ productions. She encouraged my love of music, even though I failed spectacularly at composition.

I absolutely loved biology and Kate Rollason was a teacher who saw that and went far and beyond to support me. Another favourite biology teacher, Alistair Dawson, turned lessons into an immersive and interactive show.

Jayne Neal, my English teacher – who is now deputy head at Camp Hill – I have her to thank / blame for introducing me to Romeo and Juliet with such passion and starting my lifelong love a air with Shakespeare. Another memorable teacher is Mike Southworth from the boys’ school next door, staging epic joint school productions – and remembered by many.

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

The music block, where my pals and I would play and belt songs from Wicked; the grounds where we played endless rounders games; the beloved drama studio (despite

“I WAS SO HUNGRY THAT I SELF-PRODUCED AN ENSEMBLE PRODUCTION OF KAFKA’S THE TRIAL AND PUT MYSELF IN IT. BOLD”

its terrible smell) and the park next to the school where students from the girls’ and boys’ schools could fraternise (*ShockHorror*).

What beliefs did school give you?

The belief that I could do so much more than my station would socially predict – and the value of education. My school gave me a chance at some kind of social mobility, to be surrounded by ambition and see parents of friends in jobs I wouldn’t have imagined for myself, but suddenly felt very possible.

What was your proudest school moment?

The theatre maker/producer in me awoke when I didn’t get a part in our school production of Twelfth Night. I was gutted but then took action. I was so hungry to make something that I self-produced and ticketed an ensemble production of Kafka’s The Trial and put myself in it. Bold.

What is your most vivid school memory, looking back now?

Ooft – too many to name. Post-show parties are a definite highlight.

What was the most trouble you got into at school?

I don’t remember getting into that much trouble. Although when we stood down as A-level students, my friend and I plastered Mr Dawson’s car with pink heart Post-it notes. Probs a tad inappropriate really...

When did your interest in acting begin?

If Jane Parker-Hall lit the spark, Kumiko Mendl, Artistic Director of New Earth Theatre (formally Yellow Earth Theatre) poured fuel onto the fire. ‘You cannot be what you cannot see’, and I had no role models of ESEA (East and South East Asian) heritage. I didn’t even know if it was possible for someone who looked like me to become an artist in Britain – let alone a working-class kid.

Kumiko brought a roadshow to my Saturday Chinese School in Birmingham advertising a free introduction to acting summer school and I met real jobbing actors of ESEA heritage. That showed me it was all possible and introduced me to the vibrant community of ESEA artists to whom I owe everything and do everything for.

Were you ever ‘too cool for school’?

Ha! No. I was a theatre freak, and proud of it at that.

What other key influences and passions shaped you growing up?

My mother instilled the value of education in me. Though it wasn’t something I fully appreciated as a child, I certainly do now. My dear friends from Camp Hill who are still my dear friends now. Those close female friendships that last a lifetime – yeah, they’re pretty special.

What projects and challenges have you been working on?

I embarked on a two-show schedule, leading UNTITLED F*CK M*SS S**GON PLAY in the evenings and rehearsing another play in the day. A pretty intense run of twelve-hour days, but both plays meant so much to me I was honoured to be doing them both.

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

Formative. Enriching. Freaky.

PHOTOS: IAN LIM; MAKEUP: REVE RYU; HAIR: JASON GOH; STYLING: HARRIET NICHOLSON ABOVE

“No one wants to sound like a meanie, but children’s birthday parties are way more expensive than they used to be”

Let’s PARTY

Parties have turned Saturdays on their head – and then there’s the horror of hosting. Birthday planning brings out the Grinch in all of us

By RACHEL WEBB

Oh, those far o times when cheese and pineapple on sticks, lurid jelly, gooey chocolate cake and a few spirited rounds of pass the parcel counted as a brilliant kids’ birthday bash. These days, their social whirl is di erent. You seem to be on taxi-driver duty every Saturday, ferrying them to increasingly lavish venues with magicians, daytime discos, and the rest.

PARTY INFLATION

No one wants to sound like a meanie, but children’s birthday parties are way

more expensive than they used to be. The typical British family now spends upwards of £300 on each child’s birthday get-together, not counting presents.

Of course, averages don’t give the full story. If you don’t already know about the trend for ‘whole class parties’ get ready for a shocker when you see the guest list. Then there are party bags – once a slice of cake would do, but now you’re expected to fill them with those tawdry toys all children love. These gifts may be cheap individually but multiply each one by 20+ and you will feel your inner Grinch stir.

KEEPING UP

When your child is enjoying lavish entertainments every Saturday, it’s easy

to feel pressure to match or better the experience. But should you even try keeping up? The chances are, other parents in your peer group feel this is all a bit much, so will welcome a more pared back and ‘old-fashioned’ gathering.

Talk to locals with older children. From cheapest halls for hire to the most coste ective entertainment, they’ve struggled through the birthday battleground and know all the best budgeting tricks.

Most of all, don’t be afraid to do di erent. The most memorable gatherings are often more spontaneous – and young partygoers are invariably happy if they have space to run around and make lots of noise. Back garden games in summer can be a great way to host a crowd. Sharing the hall hire for a birthday knees-up with a friend in the colder months is double the celebration and takes some of the pressure o you as host.

FUTURE TRIALS

These sugar and balloon-fuelled extravaganzas don’t last forever. But with the exclusive outings to top shows, entertainments and theme parks that follow, food and entertainment are equally punishing to your wallet.

Final birthday milestone comes when you have to vacate your home. You will still fork out for food and entertainment, of course, but must then make yourself scarce – silently praying all evening that the house will still be standing on your return. Let’s face it, party planning for the o spring is enough to transform any parent into a fully-fledged Grinch.