Absolutely Education Prep & Pre Prep Spring 2021 by ABSOLUTELY Magazines

ABSOLUTELY EDUCATION PREP & PRE-PREP • SPRING 2021

ABSOLUTELY

SPRING 2021

P &EP E PR -PR E PR

Mind Games Processing big feelings

SOCIAL IMPACT The effects of social media

Woodland Learning Exploring the great outdoors

Animal Therapy

Why furry friends are the best listeners

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C E L E B R AT I N G S T R E N G T H IN COMMUNITY

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SPRING 2021

CO N T E N TS upfront

12 SCHOOL NEWS

Out and about in the world of education

16 SCHOOL SPIRIT

Independents descibe the importance of community during the pandemic

28 BIG FEELINGS

Fearne Cotton on the importance of discussing emotions and mood journaling

30 REAL HEROES

Dr Ranj Singh on his new key workerinspired children's book

pre-Prep

50 WOOLAND LEARNING Cheam School on exploring the great outdoors all year around

52 BACK TO THE DRAWING BOARD?

St Margaret's Junior School on why we might need to revisit key basic skills after lockdown

55 EMOTIONAL HEALTH Lycée International on how art therapy can help pupils cope

47 Prep

58 A BREATH OF FREAH AIR Windlesham House School on making the big move to the country

62 SOCIAL IMPACT

Haberdashers' Aske's Boys' School on the effects of social media on the young

64 ANIMAL THERAPY

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York House School on why animals are the best listeners

67 ART TECH

Milbourne Lodge School on when Art and IT meet

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28 EDITOR

Carly Glendinning  EDITOR-IN-CHIEF

Libby Norman 

GROUP A DV ERTISING M A NAGER

Nicola Owens 

GROUP SA L ES DIR ECTOR

Craig Davies

M AGA ZINE M A NAGER

Navinder Lall 

COMMERCI A L DIR ECTOR

Leah Day 

A RT DIR ECTOR

Pawel Kuba 

SENIOR DESIGNER

Mike Roberts 

MID-W EIGHT DESIGNER

Rebecca Noonan 

M A R K ETING M A NAGER

Lucie Pearce 

FINA NCE DIR ECTOR

Jerrie Koleci  DIR ECTOR S

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

Sherif Shaltout

For advertising enquiries please call 020 7704 0588 or email: navinder@zest-media.com

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Spring books

74 TOP SPRING BOOKS We round up spring's latest reads to excite readers of all tastes

78 STAYING STRONG

Absolutely Education meets Nadiya Hussain to talk about her new children's book

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

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80 DRAGON POWER Author and science teacher Lindsay Galvin on her latest book

S c h o o l’ s O u t

90 POLITE PLAY

Advice from play expert Dr Amanda Gummer

97 MIND GAMES

Useful tools to help children get in touch with their feelings

F R O N T C OV E R St Columba's College is an independent, Catholic day school and sixth form for pupils ages 4-18 in St Albans, Hertfordshire stcolumbascollege.org

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CON T R IBU TOR S

Nadiya Hussain TV chef, author and presenter

Nadiya Jamir Hussain MBE is a British TV chef, author and television presenter. She rose to fame after winning the sixth series of BBC's The Great British Bake Off in 2015. A mental health advocate, we talk to her about her new children’s book Today I’m Strong on page 78.

Inspiring Confidence, Curiosity and Kindness

Dr Amanda Gummer Play expert

Dr Gummer has over 20 years experience working with children and families. Widely considered as THE go to expert on play, toys and child development, she explains how we can help children develop into polite individuals on page 90.

Get in touch to find out more: registrar@redcliffeschool.com 020 7352 9247 www.redcliffeschool.com

Libby Norman Editor of Absolutely Education

A member of the Godolphin and Latymer School Foundation

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As editor of our sister publication, Libby has a keen interest in both the education journey and the ways media can positively influence young minds. In this issue, she discovers how the school libraries of today play a key role in the digital and remote learning age.

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For admissions please contact

Mrs Pippa Fairfax-Kay: p.fairfax-kay@stpschool.co.uk

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FROM THE

EDITOR

fter a term back in the classroom, many children have returned to remote learning once again. This time around the difference is that schools are up to speed on digital resources, pastoral care and support for parents. Mental wellbeing continues to be a number one priority for schools at this time, and many have launched impressive programmes to help their students navigate the continually changing circumstances. Community and school spirit is of course the driving force behind schools’ success and this is something we celebrate on page 16. Many parents will be worried about their children falling behind, so on page 52 we look at which subjects might need to be revisited after lockdown. Elsewhere in this issue, we talk mental health with Fearne Cotton (page 28), we meet Dr Ranj Singh to find out more about his new children’s book inspired by key workers (page 30), and Nadiya Hussain tells us about her new book Today I’m Strong (page 78). Resilience and strength is of course something we all need in spades right now, so I leave you with positive thoughts for a successful term ahead.

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

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Up Front SCHOOL SPI RIT p . 1 6 • 21 ST CENTU RY LI B R ARI ES p . 3 4

YOLANDA BROWN See page 32

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SCHOO L N EWS Shared vision

DUKES LEAD

A co-educational ‘single campus plan’ has been unveiled by Haberdashers’ Aske’s School for Girls and The Haberdashers’ Aske’s Boys’ School. While both schools will continue to maintain single-sex education, they are adopting a shared vision and a single campus masterplan at the historic 100-acre Elstree site they share.

Professor Mark Bailey has become Managing Director at Dukes Education. Formerly High Master of St Paul’s and Head of Leeds Grammar, he has chaired Dukes Advisory Board since 2018 and will lead day-today running of the family of schools in central London and Cambridge. He continues his role as Professor of Later Medieval History at UEA.

SHOP LOCAL Bredon has opened a farm shop and café for parents, with plans to open to the public as soon as possible. Profits are being donated to charity, and pupils are helping to sell local, handmade products to support small businesses. Bredon students have also upcycled and made items for sale themselves.

Top Story

Star turns

T H E VO I C E

ArtsEd marked the year’s achievements in a virtual Prize Giving, rather than the usual celebration at its Andrew Lloyd Webber Theatre. Alongside pupil performances, star alumni popped by to help host the show, including iconic prima ballerina Darcey Bussell, Charlie’s Angel star Ella Balinska and West End heroes Danny Mac and Isaac Gryn.

Bedford School pupil Alexander Olleson has been named BBC Young Chorister of the Year. Alexander, 14, joined the school last September on a music scholarship but took his first singing steps via his local church choir, aged seven. He was a chorister at Christ Church Cathedral in Oxford for five years, before joining Chapel Choir at Bedford School.

T R AV E L TA L K The outdoor learning sector has been lobbying the DofE to save residential school trips, hugely impacted by Covid-19. Sector surveys estimate that each day since the crisis began over 70,000 under 18s have been missing out on outdoor learning. Updated reports sent to the DofE in December included information on impacts to a sector that supports 15,000 jobs.

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Up Front

Girls welcome St Columba’s College in St Albans welcomed its first girls this January as the school officially goes co-educational. The first girls started remote learning in Reception and there will also be mixed classes joined in Year 1, Year 2 and the Lower Sixth Form from September 2021, as the school begins a phased transition to full co-ed education.

NEWS

HIGH CLIMBERS At Hazelgrove Prep, over 120 children and their families, raised over £5,000 completing the National Three Peaks Stair Summits Challenge for BBC Children in Need. Competitions ran alongside – from Best Wildlife Photo to Most Stylish Summiteer.

READING RIGHTS

Rock legend

Literacy charity Driver Youth Trust has highlighted issues schools and young people face in accessing support. The report, ‘Hide and Seek: where are all the specialists?’ makes a number of recommendations, including an agreed definition for specialist teachers; school funds earmarked for specialist teachers and deploying qualified specialist teachers to support the work of mainstream peers.

A statue of Mary Anning is just 14% from its crowdfunding target, thanks to Dorset schoolgirl Evie Swire. As reported in our Summer 2020 issue, Evie began campaigning for a statue in Anning’s home town of Lyme Regis in order to ensure the pioneering palaeontologist is remembered.

H e a l t hy go a l s Young people should get a 20 per cent discount on healthier food choices in restaurants and shops, says campaign group Bite Back 2030. Set up in 2019 by Jamie Oliver, the group has put forward other proposals, including ‘youth pods’ with wi-fi and healthy food and an influencer-led campaign to make water young people’s go-to drink.

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Up Front

NEWS

DA N C E F I R S T Millfield is among pilot schools introducing Rambert Grades, a new benchmark in contemporary dance training and education designed to develop emergent talent. Director of Dance and Drama Rhian Fox was among the first teachers trained to teach the new syllabus. She will be working with the school’s dance coach Robert Guy to start the programme later this year. The Somerset school also began offering GCSE Dance last September.

Fashion for ward King’s Ely Sixth Form pupil Namo Sajarattanachote is a finalist in the RECO Young Designer Competition, an upcycling fashion design contest in Thailand that raises awareness about re-use of polyester ‘waste’. Sponsor Indorama Ventures shortlisted 30 candidates for eco-design workshops and then whittled down to ten finalists – including Namo – to produce an upcycled design collection for the final.

P LO G G I N G P OW E R Redcliffe School has started up its own Plogging Club! Plogging is jogging while picking up litter and helps children keep fit whilst having a positive impact on the local community. The Plogging Club is part of the school’s commitment to working towards the Sustainable Development Global Goals by becoming Planet Protectors.

Beau beat Beaudesert Park School in Minchinhampton, Gloucestershire went viral online with a wholeschool Jerusalema Dance Challenge. Headmaster Chris Searson showed he’s no dancefloor slouch with a spirited solo on the Performing Arts Centre roof. The full video is on YouTube.

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ENRICHMENT HELPS BUILD FIRM FRIENDSHIPS

SCHOOL SPIRIT

Schools are set up for learning – but something just as exciting happens there, with physical and virtual meeting points that build and maintain a sense of community strength. We asked independents to describe their school spirit

chools are more than the individuals who lead or learn, with elements that mould and shape culture and identity remaining down the years. Is it assembly or other time-honoured rituals, clubs and informal meeting points or the things done as a whole-school community to give back? In truth, it’s many factors that add up to school spirit – the sense of belonging pupils can recall many years down the line. What is certain is that this of all years is a time to reflect on the things that give each school its cohesion, and look forward to a time when the things we have adapted or lost because of Covid-19 will return. We spoke to a group of independents to ask what they value as part of school identity.

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Up Front

COMMUNIT Y

SINCLAIR HOUSE SCHOOL

t Sinclair House School, the Fulham co-ed prep and nursery for children aged 2 to 11, school spirit is developed through the meeting point of assembly at the start and end of the week. “Our assemblies focus on citizenship, exploration of ‘fundamental British values’, Sinclair House School values and links to our PSHE scheme of work,” says Headmistress Sasha Gibson. Monday morning, assembly gives children the opportunity to explore a value of the week that is then held at the core of school activities in lessons and form time. On Friday afternoons, there is an opportunity for the whole school to reflect on that value and share special moments, as well as celebrating achievements. Each class at Sinclair House holds a class assembly once in the school year. “The Year 6 Leavers’ Assembly is always so impressive, heart-warming and a definite tear-jerker!” Other concerts and plays knit the school together and, in normal times, these are part of the rhythm of the year. “Although we are a small school, the standard and quality of performance is exceptional and reflects the passion our children have towards performing arts.” The School Council is there to reflect the importance of democratic principles and the pupil voice. With two children voted on from each of the year groups, this has a role in

“The library isn’t a static building full of books – it’s a collaborative source of knowledge ready for our pupils to learn how to access and use in their studies”

SINCLAIR HOUSE SCHOOL PUPIL

making improvements, discussing school events and coming up with initiatives that give back. “A priority theme at the moment is to ‘save the planet’ and recently School Council launched an initiative for SHS to eventually be ‘plastic-free’,” says Sasha Gibson. Extra-curricular opportunities abound, with everything from chess and song-writing to football, maths enrichment, ‘Rhythm Bugs’ and art. Children are also encouraged to develop entrepreneurial ideas, either individually or in groups, and with a formal Entrepreneurship Week held each Summer Term. This is a serious

event, with business plans and the SHS version of Dragon’s Den. The Give Back ideal is embedded, with the wider school family joining in to raise funds. Charities can be nominated by everyone, but children decide on the winner. This year, the children voted in Save The Children as its whole-school charity for the next two years and have a fundraising schedule across the academic year. In addition, each year group has a local cause to work on. Not just school spirit in action, but a clear way for SHS pupils to act as a cohesive group and make a difference to the wider community.

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READING TIME AT ST COLUMBA'S COLLEGE

ST COLUMBA’S COLLEGE

t St Columba’s College in St Albans, Mass and assemblies provide opportunities to come together as a community. Staff and students can delve more deeply into social issues and the ‘theme of the week’, building on discussions in tutor groups. “This could include Sixth Formers leading anti-bullying activities, and assemblies on topics such as ‘Black Lives Matter," says Assistant Head for Student Formation, Joseph Tatham. In the Prep School, weekly assemblies and liturgies include awards to celebrate achievements and demonstrations of the school ethos, or a class may produce

and share an assembly with the whole school. In normal times, the school would gather at the St Albans Abbey for celebrations such as the annual Carol Service. Music is an integral part of the school spirit. Regular performances make assemblies and Masses not just a way for the whole school to come together, but a celebration of student talent. Extra-curricular opportunities centre around the SHAPE Programme, which is a framework designed to motivate and reward participation in holistic education. “It encompasses Service, House, Academic, Practical and ExtraCurricular activities, and all our students are encouraged to engage with a programme tailored to their needs and interests,” says Joseph Tatham. Service is crucial to developing school spirit through the ‘3Cs’.

“These are the key Columban qualities of Courage, Courtesy and Compassion.” Emphasising giving back starts in the Prep School and each year the community supports many local appeals. Head of Prep Richard McCann says: “Last year the Prep pupils collected an amazing amount for our Harvest Appeal, with the whole community rising to the challenge.” During lockdown, parents continued to take part in wholecommunity events. Similarly, virtual gatherings played a key part in maintaining a sense of school spirit. This was aided by virtual end-of-year celebrations, including ‘Columba’s Got Talent’ – muchneeded light relief at the end of 2020. The Columban Fayre is usually a highlight of the school year in November. Headmaster David Buxton says: “The Fayre is one of the special days in the College calendar when past and present members of SCC and friends come together, have fun and buy from the stalls”. While in normal times all school events are very well attended, going virtual has widened the net still further, enabling a much broader group to gain insights into the school day. “Alumni from around the world have been able to take part,” adds David Buxton.

PUPILS ENJOY DEVELOPING THEIR INTERESTS

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Up Front

COMMUNIT Y

ST EDMUND’S SCHOOL

t St Edmund’s, the Canterbury co-ed, the co-curriculum sits at the heart of the School. “It’s what makes our pupils stand out from the crowd and it helps give them confidence and the ability to excel professionally and personally,” says Director of External Relations Victoria Stears. With everything from horse riding to chess, mindfulness to debating, drama and music to sport of every colour, there is plenty of choice. As part of activities, pupils are encouraged to engage with their surrounding communities so that they develop skills of working together and serving. When it comes to the core cocurriculum, it’s definitely inspired by pupils, with new clubs and societies started at their request. More formal pathways, such as CCF and DofE, are also well subscribed. “It is often said of our co-curriculum that it fully embodies what it means to be a St Edmund’s pupil,” says Victoria

EXCITING CHALLENGES AT DRAGON SCHOOL

DRAGON SCHOOL

t Dragon School, Oxford, school spirit is encapsulated in its pioneering initiative Dragon QUEST. This is a bespoke Saturday morning curriculum, introduced last September for Years 4 and 5 and set to run throughout the entire school from September 2021. Designed to be more in tune with family life, and lots of fun, it gives pupils opportunities to develop skills and dare to do something new and exciting as they learn. With activities ranging from cultural outings around Oxford and bike mechanics to farm visits, paddle boarding and first aid, this is designed to take the school spirit beyond the classroom and help young people develop confidence, teamworking and wider understanding. Dragon QUEST Saturday mornings (which around 85% of eligible pupils are already participating in) is made more

exciting by the learning opportunities that have been revealed. “I never cease to be amazed by the talent to be found in the Dragon Common Room,” says the programme’s director Tim Knapp. “The programme is almost exclusively staffed by Dragon teachers, who have hidden talents and qualifications outside of teaching. A few examples of this include a certified archery coach, a calligraphy tutor and a high-intensity interval training instructor.” Participating is, says the team at Dragon School, another good method of building on the already strong school spirit and sits alongside a strong extra-curricular programme of clubs and activities (these range from drama and gardening to textile, sport and language clubs). As 'virtual school' is still able to run both its timetabled and Dragon QUEST activities, the school says pupils are able to carry on engaging with teachers and friends, albeit in a different setting, as well as maintaining that feeling of being part of a likeminded community learning something exciting.

SPORTING LIFE AT ST EDMUND'S

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Stears. “Where else will you find a pupil enjoying climbing and football while being able to make pasta from basic ingredients or design and stitch a deckchair that will be exhibited in The Turner Gallery?” she adds. There are regular whole-school events. “The meditative effects of group silence in our chapel are well known and give pupils the best possible start to the working day.” On the other hand, assemblies can be lively affairs. “The concepts of pupil-contribution and participation are ‘cool’ in this school!” says Victoria Stears. St Edmund's works in partnership with many local schools and pupils also devote one curricular afternoon every two weeks to a Skills and Service programme. Parent-led organisations and events add to the rich mix. Lockdown brought challenges, but also inspiration. “We looked at lockdown as a time when everyone needed to come together to make it work,” says Victoria Stears. “The pandemic has firmed up our belief in what it means to be part of a team – parents, pupils, staff, leaders, other school providers and the Internet – all working together towards common goals.”

ASSEMBLY AT KENT COLLEGE

KENT COLLEGE

SCHOOL SPIRIT AT ST EDMUND'S

t Kent College in Canterbury, a school with a proud heritage of education provided by the Methodist Church, worship stands at the heart of the school ethos. The school's Chaplain the Reverend Dr Paul Glass says: “It’s a spirit which is about warmth, openness, kindness, living on a large map and watching over one another in love". The school has a long history and welcomes all, so worship is designed to be thought-provoking, inspiring, accessible and open. “We work very hard to make sure that pupils of all faiths and none find that our assemblies are a place where they can be challenged, stretched, encouraged and enthused,” adds Dr Glass. In the Senior School, assembly and worship takes place in various forms for all pupils three times a week. In normal times, there is a rich variety of outside speakers on

Fridays, coming to the school to bring a wide range of perspectives and experiences. Every tutor group in the school also designs one chapel service each year, giving the students the opportunity to think through issues and provide ways to convey messages – be it through music, drama or other contributions. Dr Glass notes that issues faced within the school by individuals and groups – as well as broader national and international events – can be tackled within assembly since this provides a space to focus and think things through. Another core aspect of school spirit at Kent College is charitable giving. Often fundraisers and charities visit to educate the school about work they are doing – the school’s Charities’ Committee raises an impressive sum each year, typically over £20,000. At individual level, students work with the wider community – it might be helping younger children with reading, visiting care homes or some other form of support. While lockdown has seen chapels, like most of school life, head online,

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Up Front

the school has seen this as a new opportunity and has even had chapel content filmed and shown by its sister campus in Dubai. “More parents and alumni have joined our gatherings. Students still take part and a wider range of nationally known speakers have been able to provide input,” says Dr Glass. “A good example of this was during Black History Month. Chapel service was led by a black Methodist pastor from Michigan who talked to us about what life is like in the States for black leaders.” While the insights and togetherness continue, everyone at the school is looking forward to a return to school, and Kent College Chapel. “An interesting comment made by a Year 13 pupil at the beginning of this term was that one of the things they missed in lockdown was that sense of the whole school community being able to gather together in Chapel,” says Dr Glass. “That speaks to what an important part it plays in the spirit of school life.”

COMMUNIT Y

KENT COLLEGE BELIEVES IN NURTURING A SENSE OF WIDER COMMUNITY

DULWICH COLLEGE & ACTION TUTORING

ulwich College is putting its school spirit into action in a potentially life-changing way, with pupils helping other young people to succeed. The school Chaplain, Reverend Tim Buckler was approached by charity Action Tutoring with the hope that Sixth Form pupils might volunteer as Maths or English tutors to Year 6 children. Traditionally, Action Tutoring works with professionals, graduates and retirees, so the school was proud to be asked. Many children can’t access traditional tutoring, which can be highly effective for pupils

struggling with SATS, or other aspects of study. In all, 14 Upper Sixth Dulwich College students signed up and, after training sessions and DBS checks, they were ready to begin on an online platform created by Action Tutoring. Now upwards of 25 Year 6 children from local primary schools St George’s and St John’s Walworth are testing out their new tutors. Revd. Buckler says: “It is our sincere hope that the sessions will prove useful. For the pupils involved from Dulwich College, the opportunity has been enjoyable and they themselves have also benefited from the experience.”

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“DEVELOPING A CHILD'S EMOTIONAL INTELLIGENCE IS AS IMPORTANT AS TEACHING THEM ABOUT MATHS AND ENGLISH”

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UP FRONT

FOCUS

SPACE to GROW Pupils at Falcons School for Girls and Peregrines Nursery have thrived during the pandemic and are looking forward to a bright school year ahead… Wo r d s C A R LY G L E N D I N N I N G

S Falcons pupils

et in a leafy conservation area in Putney and housed in four grand Edwardian buildings, Falcons School for Girls and Peregrines Nursery was lucky enough to have ample indoor and outdoor space to welcome back their pupils last June after the first lockdown. 2020 was a busy year for the Prep School and Nursery, who had just had a full school inspection before the pandemic hit. Nonetheless, staff at Falcons embraced online learning with enthusiasm and provided pupils with a detailed timetable, including daily live lessons through an online platform, recorded lessons and additional tasks to complete. Headmistress Sara Williams-Ryan is particularly proud that Falcons pupils did not fall behind in their studies. She says: “Shortly after returning, all Year 1 to Year 5 children sat a standardised assessment and it was reassuring to see that their academic level had not been impacted by lockdown in the way it could have done.” Mrs Williams-Ryan joined Peregrines Nursery and Falcons School for Girls in 2018

from Emanuel School, where she spent 16 years in senior roles, both academic (Head of the Modern Foreign Languages faculty) and pastoral (first, Senior Tutor for Girls and then Assistant Head Pastoral). Her own twin daughters attended Emanuel and once they had left for University she decided she wanted a change of direction. Whilst at Emanuel she had become a Governor at Christ Church Primary School and inspired by their Head, she applied for the position at Falcons. “Here I am three years on, loving every minute of my job.” Much of Falcons’ success during the pandemic so far can be attributed to Mrs Williams-Ryan’s hands-on approach. She is very much involved in the day-to-day life of the School, including teaching. She says: “I feel lucky to be in a position where I can lead on changes and initiatives that benefit our pupils and in that way influence for the better their educational and personal outcomes.” The School puts a huge focus on the close links between pupils’ emotional wellbeing and their academic achievements and Mrs Williams-Ryan believes that developing a child’s emotional intelligence is as important as teaching them about maths and English. As well as setting clear academic goals, staff pride S P R I N G 2 0 2 1 | 2 3

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UP FRONT

FOCUS

Playtime at Peregrines

“FALCONS ARE LUCKY TO HAVE LOTS OF FACILITIES THAT YOU WOULDN'T NORMALLY FIND AT A STANDALONE PREP”

themselves on their pastoral care – placing utmost importance on knowing the pupils and their families well and understanding and addressing their individual needs. The success of this balanced approach is shown in Falcons’ outstanding history of 11+ results. Pupils at Falcons have access to a lively and broad curriculum. Alongside the more traditional lessons, the School teaches debating from Year 1, reasoning from Year 2, Classics from Year 3 and Latin from Year 4. They also have a number of specialist teachers working across the year groups to deliver Music, Dance, Drama, Spanish, Art, PE and Coding. Extra-curricular clubs from street dance to film-making aim to support pupils’ transition into senior school and help them nurture or discover passions. Teaching follows the Thinking School approach, which encourages children to think critically, creatively and collaboratively, reflecting on their learning, developing informed opinions and an understanding of the world and their place within it. WilliamsRyan says Falcons girls gain “a range of study skills and an ability to discuss all sorts of subjects in an articulate, thoughtful manner.” She also firmly believes that girls and boys learn differently. Boys make great partners and friends and co-ed activities are organised on a regular basis. However, “Being a single-sex school enables us to focus solely on the way girls learn, encouraging our pupils to question and challenge themselves and others, and find their own, unique voice.” Falcons encourages its girls to take risks and not to place limitations on what they can achieve. Williams-Ryan says “No pupil follows a linear learning flight path; dips and highs are normal throughout a child’s education and our role is to support and encourage, and

The school benefits from lots of outdoor space

be the children’s champions, never labelling them but guiding instead so they can give their best at all times.” Falcons girls leave with solid values and a sense of self worth. The School shares the same ethos and values from Nursery to Year 6. Peregrines Nursery is co-ed and takes a play-based approach to learning with a big emphasis on having fun. Children benefit from the same specialised classes as the rest of the school, which allows them to become familiar with the staff who will teach them as they move up. The Early Years (Nursery and Reception) work very much as a team, with lots of shared experiences such as Forest School, performances and trips. Trips in previous years have included a visit to Windsor Castle to hunt for dragons, a Listening Walk on the School’s local common and a trip to Kew Gardens to learn about the Rainforest. Nursery children are also given opportunities to play with older pupils, whether it is in the Peregrines Garden or at the School’s holiday club. For a London school, Falcons are lucky to have lots of facilities that you wouldn’t often find at a standalone prep. There is a bespoke science laboratory, a brand

new state-of-the-art IT suite, and a ballet and drama studio fitted with full length mirrors, a barre and lighting for productions. The School also benefits from ample outside space, so that pupils can play in fresh, clean air. There is over an acre of beautifully landscaped gardens, which include an area for Forest School sessions to take place. Pupils also have access to the sports facilities at Barn Elms Sports Ground. In June last year, much of the first week after the return from lockdown focused on games and socialisation activities in the School’s large playgrounds. With remote education leading to increased screen time, Williams-Ryan states that physical and mental wellbeing is the School’s number one target for 2021. “Throughout the year staff and pupils will be engaging in a range of individual, class and whole school mental and physical wellbeing activities, recorded in our personal Falcons Feelgood Journal. In the Spring, we are also launching our newly-created Wellbeing Hub and introducing our newly-appointed school counsellor.” The words ‘feel-good’ pretty much sum up school spirit at Falcons. In the face of the pandemic, Williams-Ryan says that pupils have learnt empathy and resilience; skills that have only strengthened the Falcons School community, which places kindness and happiness in a calm environment at its core. Falcons School for Girls and Peregrines Nursery falconsgirls.co.uk SPRING 2021

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Southbank now caters to every age from early years to 16+

GOING GLOBAL

Marking its 40th birthday in 2020, Southbank International School's founding vision has seen it lead the way on teaching approach and delivery of world-class qualifications Wo r d s L I B B Y N O R M A N

outhbank International School marked its 40th birthday in 2020. Now a flourishing member of the Cognita Group, and with three campuses across five central-London sites, it started out small – but the founding vision has always been global and resolutely forward thinking. The school opened its doors in 1979 with a few dozen students in a former primary school near Waterloo Station. Its founder Milton Toubkin – with cofounders David Tucker, John and Susan Marberry and Stephen Bailey – envisaged a democratic and forward-thinking setting that used all London as a classroom and enabled a truly individual curriculum. Milton Toubkin, a seasoned educator and previously principal of international schools in Geneva and London, had been greatly influenced by the book The School Without Walls: Philadelphia's Parkway Program, by Professor John Bremer and Michael von Moschzisker. This charted the success of an approach that tapped into a city's rich arts, cultural and business resources. "I thought then that of all the cities in the world London was best suited to that style of education," he recalls. The concept of a 'school without walls' meant that the school building need not be so large – useful, says Milton Toubkin, because they started with a good idea but extremely limited funds. The team tapped

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Up Front

Focus

School founder Milton Toubkin

Theatre at Southbank International School

into a wealth of resources and academic goodwill in those early days. Southbank Polytechnic (now Southbank University) gave the school access to science and language labs; music classes took place in the City Lit. They even taught classes in empty spaces at the National Theatre and Royal Festival Hall. Early positive publicity for the school's modern approach came when BBC1's Nationwide current-affairs programme followed a group of students for the day. A national audience watched them learning their way around London, including an inspired history session in the British Museum by one of the school's teachers – coincidentally also a lecturer at the Museum. Internationalism was core and the original name – American International School – was chosen partly because the founders envisaged that the majority of the cohort would be drawn from US families resident in London. In fact, there was an influx from all points of the compass, with particularly strong cohorts from Iran and Scandinavia. Within two years, the school

became known as Southbank International School. In keeping with its democratic founding principles, students helped choose the new name – indeed, students, parents and staff all had a say in one of the school's regular 'Town Meeting' open forums. The new name coincided with a move to a new site on the South Bank. The next major milestone for Southbank International School was the introduction of the International Baccalaureate Diploma Programme in 1984. While the IB Diploma is respected and widely studied in the UK today, in 1984 this was a radical departure. Milton Toubkin says that some of the staff had initial concerns about moving away from a British-based curriculum, but were reassured after a personal visit by the then Director General of the IB. "IB Diploma fitted right into our purpose as an international school," Milton Toubkin adds. Just over a decade later, Southbank would become the first UK school to offer all three IB programmes, from primary level through to 16+.

“ BY 2 01 8, O N C E DI M I N U T I VE SOU T H BANK WAS O F F E R I N G E D U CAT I O N FROM I TS C ENT RAL LO N D O N CA M PU SE S TO SOME 80 0 ST U DENTS F R O M M O R E T H A N 70 COU NT RI E S”

Southbank's cohort grew exponentially, meeting the capital's demand for the kind of international education it provided. Its Notting Hill campus opened in 1988, with a primary school opening four years later. This was followed by the opening of a purposebuilt Hampstead campus for primary years in 1995. With the Noughties came two further additions, one in Portland Place and another in Conway Street, Fitzrovia. The most recent campus opening, Cleveland Street in 2018, enabled Southbank to welcome over 800 students from more than 70 countries. Provision from age 3 to 19 means students are able to progress through the school from nursery steps to stepping out into the world. Down the years, the IB has remained a cornerstone of Southbank's success, and with consistently impressive results. Last year saw a 100% pass rate, with 63 candidates reaching an average score of 36.6. Results tell only part of the story, since the very international nature of the cohort means students forge all kinds of bonds across the globe – whether they stay throughout their school career or relocate to a distant part of the world. Wherever they travel, Southbank alumni go equipped with a truly international education and London friendships made in this forward-thinking 'school without walls'. S P R I N G 2 0 2 1 | 27

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T Your Mood Journal by Fearne Cotton is published by Puffin and is out now. Hardback, £12.99.

BIG feelings Fearne Cotton on children’s mental health and her new book, Your Mood Journal I n t e r v i e w C A R LY G L E N D I N N I N G

he release of Fearne Cotton’s new children’s book ‘Your Mood Journal’ couldn’t feel more timely. Filled with activities to help little ones process their feelings, it’s a place to jot down emotions, use colouring as therapy and is intended to be used as a tool to spark big conversations. The sort of conversations that many parents will need to face as we head into a second national lockdown. ‘Your Mood Journal’ follows Fearne’s best-selling title ‘Happy’, the first in a series of books which talked about her own (some not so positive) experiences with happiness. Here the author, broadcaster, founder of ‘Happy Place’ and mama-of-two talks about what made her want to write a book to help children with their mental health and what the pandemic has been like for her family.

Tell us about your new book. What’s it all about?

My Mood Journal is a place for young people to write down or draw their thoughts. Emotions are complex and can feel messy at times so I wanted this book to bring exploration, curiosity and perhaps even clarity to the table. The more we understand emotions and perhaps what our most often felt emotions are, the better chance we have at living in a more peaceful way. What inspired you to create it?

As a mum and step mum to four kids I’ve witnessed so many varying emotions and also ways that I’ve reacted to them. My 7 year old Rex can often be quite intense and I’ve struggled at times to guide him through a feeling. So this book was my way of helping me and others understand emotions better so our kids can grow up confidently knowing their feelings are never wrong or weird. I created each

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Q&A

exercise by thinking about the times when my kids have demonstrated emotions in varying ways. The importance of looking after our children’s mental health has really been brought into focus during the pandemic. How can journaling help little ones to process the big feelings they might be experiencing at the moment? Getting thoughts out on paper is such a wonderful way to pull focus and also to get them out of your head. Once things are written down or drawn out it’s much easier to piece the puzzle together. We can spot patterns of behaviour and examine why these feelings arise. How do you approach mental health with your own children?

We talk about emotions and none of them being wrong. I don’t always get it right but we try to discuss feelings of fear or anger and rationalise them if they feel too big to handle.

What was lockdown like for you and your family?

“ONCE T HINGS A R E WRITT EN D OWN OR DRAWN OU T IT ’S MUC H EA S IER TO P IECE THE PUZZ LE TOGETHER”

It was good and bad. It’s been uncertain at times as family members and my husband haven’t been able to work, and intense in other moments as I’ve luckily been able to keep working but have had to combine that with some semblance of homeschooling.

Do you have a favourite mood booster or fail-safe coping strategy for difficult days?

Play good music, go for walks in nature and speak to people I love and trust.

And finally, do you have any tips for other parents who might be worried about changes in their little one’s behaviour at the moment?

Also try and get them to draw or talk about it. And if you ever feel really worried seek professional help. SPRING 2021

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“ THE PA N D E M IC H A S M ADE US A L L R E A L IS E J UST HOW IM P O RTA N T AN D E SSE N T I A L K EY WOR KE RS A R E ”

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Real HEROES Dr Ranj Singh on his new key-worker inspired children’s book, A Superhero Like You... I n t e r v i e w C A R LY G L E N D I N N I N G

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Can you tell us a bit about your new book? Why did you write a children’s book focusing on key workers? A Superhero Like You is a story about a little girl who wants to be a superhero. Not one that wears underpants outside their trousers, but a real-life superhero who helps make the world a better place. It’s a lovely little tale that aims to celebrate the work of front-line and key workers who have kept us going throughout the coronavirus pandemic – a little way of saying thank you! I also wanted this book to inspire little ones to think that, no matter who you are/ where you are from/what your ability is, you too can be a real-life superhero. Were you a reader as a child? I grew up in the age before the internet, so books were a way of escaping into the world of imagination. My mum was a great believer in reading and used to take me and my brothers to the local library every week. I remember how it was so exciting to browse through different books before deciding which ones to borrow. I wasn’t much of a reader of fiction until later life, but adored picture books and comics as a child. What was your favourite story/book as a child? I was a massive fan of Fungus the Bogey Man books. I loved the humour and the artwork was just so imaginative and interesting. Also, the Asterix comics were a big hit with me. Nothing better than curling up in a comfy chair with a snack and a story! What do you think makes a really great children’s book? Imagination. Giving a child the opportunity to get lost in the author’s imagination is such a wonderful thing. Books felt like a little bit of magic to me when I

was growing up. If those books also inspire children to then dream and become or do better, then that’s amazing. Do you have any tips to engage children with reading? Try to engage children in reading routinely from an early age. Make it a fun and interesting experience and something they are then likely to initiate themselves. Then when they are old enough, find out what your child is interested in and then offer them a variety of different things to read in that genre. Then over time, you could suggest books that they might enjoy that help them discover things outside their interest area. Also, joining a book club is a great way to discover new and exciting things to read. Finally, as my parents did, take them to the library or story time readings at their local bookshop at every opportunity. Libraries are like toy stores for the mind!

Q&A

How has being part of the key worker community been for you? I find it a huge honour to be part of such a wonderful group of people, and do my part. The pandemic has made us realise just how important and essential key workers are, and we should continue to value them long after this is all over. How do you hope ‘A Superhero Like You’ will inspire children? I feel very strongly about representation, so we’ve tried to make this book as appealing to as many different kinds of children as possible. No matter your gender, background, race or ability, I want every child to feel empowered and excited by this story. It was important for the main character to be a girl of colour for this very reason. Plus we highlight people of different appearances and abilities throughout the book too. I want this book to encourage all children to aim high and live their best lives. A Superhero Like You by Dr Ranj Singh, Illustrated by Liam Darcy is out now by Hodder Children’s Books, £6.99 SPRING 2021

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Music

CHAMPION The MOBO Award-winning saxophonist and broadcaster – and Bancroft’s alumnus – YolanDa Brown talks about her work to get young people making music

Where did you go to school and what inspired you to start making music? I went to Bancroft’s School in Woodford Green. I loved the school and there were lots of extra-curricular activities to get your teeth into. From an early age, my interest in learning an instrument was supported by my parents and at school. I had piano lessons privately, while at school I learnt the drums and then, from 13, the saxophone. I loved that I could apply my music making outside of one-to-one lessons into groups like the wind band and concert band. I was also in a saxophone quartet with three of my close friends – we were called the Sax Pack! Who/what were your key music influences and why the saxophone? I think my primary influence was the wide variety I heard growing up. My Dad has an amazing record collection and I was hearing an eclectic range of music – from soul to classical, rock-and-roll to Latin jazz, opera through to reggae. I couldn’t wait to start making my own music. The saxophone was my first wind instrument and I instantly loved the connection I had with it. Using my breath to create sound was a new experience. Every other instrument I had learnt I was playing on – but the saxophone was my voice. You moved into music after a FirstClass degree, PhD and a potentially star career in management science. So, what gave you the courage to swap paths? I don’t think I ever saw either path as more perilous. I remember not knowing what I wanted to study at university and a family friend asked me what my favourite subjects were. I loved Business, Maths and Spanish, so that’s what let me to study Management Science, which included a year in Oviedo, Spain as part of the Erasmus project. I did take my saxophone to university and to Spain and music was always a great way to meet people, join jam sessions and just enjoy the instrument. I joined a band in the summer before my PhD and it all grew organically from there. Four years later, while teaching undergraduates and reading for my PhD at the University of Kent, I realised that I was spending more time working in music than on campus. I had to make the difficult decision. An encouraging sign was that a couple of months after making the decision, I was awarded an honorary

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Up Front

doctorate for my contribution to music by the University of East London. That was a moment of confirmation for me that I had made the right choice.

Q&A

“IT HAS BEEN A J OY TO B E C H A I R O F YO U T H M U S I C – T HE L A R GE ST M U S I C ED U CATI O N C H A R I T Y –A N D HELP YO U N G P EO P L E HAVE ACC E S S TO M O R E O PP O RT U N I TI E S”

With two MOBOs, TV appearances and a phenomenal range of collaborations, what inspired you to reach out to very young audiences? I have always been passionate about music education and offering young musicians and young people the opportunity to learn in a way that resonates with them. On tour I always make sure I hold workshops in local schools (across all ages) and in music schools, based on improvisation and exploring the students’ interests and building around their learning. I am thrilled that my journey has allowed me to build on that year on year.

Could you explain more about your philanthropy work and role with Youth Music, BBC Teach and The Prince’s Trust? I think it is very important to give back. I love working with the variety of charities in the different roles that I have, both as an ambassador and patron. It has been a joy to be the Chair of Youth Music (the largest music education charity in the UK) and helping young people have access to music-making opportunities. I also launched my charity with businessman and philanthropist James Drake. Called the Drake YolanDa Award, it provides funding for independent and emerging artists for their music careers. Your hit CBeebies show YolanDa’s Band Jam has inspired a new album. Tell us more about the show and the album. Hearing how children around the country are dancing and playing along with their toy instruments and learning about different aspects of music is so heart-warming. We have a great time in the studio when filming, I’m so glad this comes through on screen. I have also loved hearing from teachers, who have said they use the show as a resource for music lessons. The album features some of the favourite songs from series 1 and 2, so families can listen whenever they want to. The music gets you

YOLANDA BROWN DEVELOPED HER PASSION FOR MUSIC AT SCHOOL AND AT HOME

up and moving and introduces some music terms. We have built a music lesson resource for schools around the songs, developed in collaboration with Super and Sony Magic Star, for young music makers to get involved. Has lockdown altered perceptions about the value of music and sharing music in childhood? Music is very important to our health and well-being. When our everyday life is disrupted and there are lots of changes plus emotions to deal with, music becomes an important escape. It is a way to communicate and connect, change moods and add inspiration. Also, the use of technology to link virtual choirs and stream performances, has been a great way to stay engaged with music. In childhood, the opportunity to be expressive in your own way is so important and that freedom in music should be encouraged. What is your roadmap for improving music opportunities for young people? I feel the pull to be a part of bringing more music-making opportunities into schools, also

enabling young people finding their own voice in music. I am really excited about my ‘Join the Jam’ resource, which provides readymade lesson plans that teachers can bring straight into the classroom. I am also passionate about the music industry providing opportunities for young people to get involved in the industry – from production to live events and the commercial elements of releasing music – to help and support a smoother transition into careers, or simply to gain knowledge.

YolanDa’s Band Jam is out now via Magic Star yolandabrown.co.uk S P R I N G 2 0 2 1 | 33

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STUDY TIME IN THE SMALLBONE LIBRARY

LIBRARY

RULES Once they had a reputation for silence and dusty tomes, but today school libraries play a central role in a digital and remote-learning age. Absolutely Education investigates

chool libraries are sacred, but they certainly aren’t fixed in time. Where once they were home to books and periodicals only, now they have become seats of 21st-century learning – with increasingly large digital resources. In recent times they have had two distinct challenges to manage: counteracting the tendency to see Google as having the answer (not always the right one) and now Covid-19. Both have placed even more emphasis on how schools choose and share information sources. The aim, of course, is to help young people grow into regular reading habits – especially important in their younger years. Just as important is helping them learn not only how to locate answers, but also how to ask the right questions – and keep on asking them. We spoke to school specialists to find out what a 21st-century school library environment is all about.

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OAKHAM SCHOOL

t Oakham School in Rutland, the impressively modern Smallbone Library is at the very heart of its provision. Head of Library & Archives Darryl Toerien says that its chief roles are to develop reading understanding, but also familiarity with gathering knowledge. As he puts it, students learn how to: “build knowledge and understanding from information for themselves”. There are plenty of good fictional reads, but some two thirds of books are non-fiction. And beyond board and paper is a rich tapestry of other sources. There are around 25 subscription databases, plus journals, newspapers and magazines. The library also has lots of DVDs – both recreational and informational – which Toerien says are particularly popular with international students. On the ground floor there’s space for an entire class for library-based research or classwork. The school is proud of its seminar room, with Harkness table for lively group discussion, and a larger and well-used classroom means sessions can be held right alongside academic sources. Physical resources are important but, says Darryl Toerien, it’s the qualified

staff with specialist knowledge that are most vital. Leo Dudin, Oakham’s Deputy Head Academic, agrees. “Teachers and librarians work together to design and support inquiry-based lessons. Our amazing library team has also worked closely with teachers to create content digitally.” He says the place should not be confused with the function. “The library isn’t a static building full of books – it’s a collaborative source of knowledge ready for our pupils to learn how to access and use in their studies.” It becomes a hub for IB

LIBRARIES

Diploma Extended Essay and EPQ independent research. A physical Click and Collect service introduced just ahead of lockdown has proved so popular it is remaining as a regular part of library services. Of course, reading for study and pleasure are both vital. Teaching and library staff continue to devise ways to encourage younger students to read more – from a ‘Scale the Heights’ ladder reading scheme with prizes to the school’s Reading Passport and Reading Wall to encourage pupils to give new books and new genres a go.

OAKHAM SAYS EXPERT STAFF ARE KEY TO A GREAT LIBRARY SERVICE

“The library isn’t a static building full of books – it’s a collaborative source of knowledge ready for our pupils to learn how to access and use in their studies” SPRING 2021

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LIBRARIES

“A good school library is a place where pupils can also reflect and take time to pursue their own interests”

PUPILS AT SANDROYD

SANDROYD SCHOOL

love of reading and libraries is best started young, and at Sandroyd Prep in Salisbury, Wiltshire, the approach is to feed minds by stimulating students’ interests. The library team offer fiction for all year groups (with pupils here aged from 2 to 13) and blend the classics with new and exciting publications and authors. The school also subscribes to lots of magazines, from The Week Junior and First News to BBC History Magazine and Bushcraft. Sandroyd’s Librarian and team assistants are on hand to help with any queries and recommendations and offer specific library areas devoted to fiction and non-fiction

books for junior children. The library also offers The Junior Reading Challenge to encourage pupils to read and then collect points, certificates and rewards. Alongside a world of books and knowledge, Sandroyd uses its library to support life skills, with news quizzes held weekly, mindfulness and meditation sessions at break times and even guided meditation on the Calm app (this is very well attended). Introducing pupils to how the library works is essential, so induction sessions are held every school year and a large team of student librarians keep their peers informed about books, events and happenings around the library. Fun events are also part of the mix here, with regular 'Reading by the campfire' and 'Books, PJs and Hot choc' events. There’s also a Book Café held at break time. Special events during the year include the school’s

World Book Week – one day is not enough! The Sandroyd Library has continued to serve its eager readers during remote schooling, with online book clubs each week and a Books Talk event hosted by students who set a quiz for their peers. During remote learning, the children have continued to read a range of books both online and from their own selections at home. The majority of children have also continued to read using the Accelerated Reader scheme – this has proved to be a boon. E-readers are popular with pupils, although physical books can always be ordered. The school remains committed – both through library and class time – to making reading for pleasure a major priority and says enrichment activities organised by the library and by teachers assist with that goal, as well as helping to ensure young people develop a lifelong attachment to books and a spirit of enquiry.

LIBRARY EVENTS HAPPEN AROUND THE SCHOOL

SUMMER 2018

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LIBRARIES

DAUNTSEY’S SCHOOL

ead Librarian at Dauntsey’s Lindsay Shaw says the library not only offers a quiet place to study and access networked computers, but also to find specific resources to support learning. “Classes are encouraged to come into the library for lessons and to use the resources around them to complete work,” she adds. There’s a vast array of non-fiction on offer through all subject areas, including reading list-specified texts for A level. The Wiltshire school also provides a rich selection of fiction books at all levels, including graded books for its English as a Foreign Language (EFL) students. Lindsay Shaw says the school looks to nurture reading across all abilities and interests. “Pupils are encouraged to request books that are either of interest or

STUDENTS AT QUEEN'S GATE SCHOOL

QUEEN’S GATE SCHOOL

t Queen’s Gate School in South Kensington, a digital library service is just as important as physical resources, so the school offers both in tandem. There are ‘virtual’ libraries for both Junior and Senior School e-learning platforms, allowing girls to access a ‘24/7’ service. Electronic resources are available across the age groups, from Encyclopaedia Britannica to JSTOR to subject-specific platforms. There are also links to e-versions of magazines and newspapers. The already well-developed remote access has proved invaluable in ensuring that pupils can continue to read and research for their studies. As part of the EPQ curriculum, the library team provide comprehensive instruction on the use of electronic databases. Indeed, the team see knowing how to search a library catalogue as one of the most valuable

skills for a successful academic life, so regular library instruction is given from Year 3. The same approach is used for enabling girls to access virtual and e-learning resources and this has, again, been invaluable in keeping the full library service operating, even when access to the physical library has been restricted. The love of reading and knowledge has not been curtailed by circumstances – in fact, the library team report that borrowing has increased by nearly 10% compared to this same time last year. When it comes to reading for pleasure, the students of Queen’s Gate tend to prefer a traditional print book, but the ever-growing e-book and audiobook collections offer other ways to enjoy the written and spoken word. Students heading to the library to study can make free use of its physical electronic devices, with laptops, desktop PC and MAC computers, while the Junior School Library’s iPADs are popular within the library and can also be booked for classroom use.

THE LIBRARY AT DAUNTSEY'S SCHOOL

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Your child at our heart

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Learn • Explore • be Happy

Come and visit us... Located just an hour and half from London Weekly boarding available

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CO -E DU CAT I O N AL DAY AN D B O A RD I N G PRE PA RATO RY SC H O O L FO R C H I L D RE N A G E D 3 TO 13 WWW.SA L I S B U RY CATHE D RA L S C HO O L . CO M

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Up Front

support their academic research.” While physical newspapers and magazines have been replaced by digital news sources for now, students love coming to the library to keep up with current affairs. Dauntsey’s also subscribes to many foreign language magazines, some with accompanying CD ROMs to encourage reading and listening skills. Resources also extend to a wide selection of English and foreign language films. Popular in-school initiatives include 'Dauntsey’s Dozen', a selection of (often challenging) mustreads before pupils leave. Reading groups and visiting authors, plus a regular book fair, add to the sense that the library is a place outside the classroom to be enjoyed. Digital resources – already well developed – have stepped up in the past year. “The system has a web portal integrated within Firefly to act as a ‘window’ into the library for all pupils, no matter where they are.” Of course, with so much now available digitally, intelligent curation is essential. “It’s important to select the key resources which will genuinely enhance learning – that’s the key to success,” says Lindsay Shaw.

LIBRARIES

PUPILS AT THE MALL SCHOOL, TWICKENHAM

THE MALL SCHOOL

A LIBRARY TIME AT DAUNTSEY'S

t The Mall, the Twickenham Prep for boys, the library is a popular place for break time, and with weekly library lessons integrated within English teaching. Boys enjoy seeing the new books that have arrived and, as key stakeholders, they also have a say in what goes on the shelves. They contribute to selecting new titles and write book reviews for their peers. Laptops have become an important feature – particularly valuable for the Accelerated Reader system. Pupils take quizzes on the books they have read and find the next book to read using the AR Book Finder website. Staff say that here technology is a great enabler, teaching the boys to learn to be independent and also encouraging them to read more. The Mall is a supporter of technology as a tool to help with reading. Not only do the pupils use laptops to assess their own reading but they are also encouraged to have a Kindle at home to make reading

even more accessible. This does not mean paper books are out. Indeed, investment in traditional books is seen as key to balancing screen and paper reading time. Events make library a social space, with author visits at each World Book Day. The library is currently being redesigned to reflect The Mall boys’ reading passions and is set to also include areas for research and exploration of themes. While access to physical school, and its library, has been more difficult in recent times, The Mall has devised a safe delivery system of resources to pupils’ homes. Its learning platform also contains other resources that have enabled learning and reading to continue, alongside monitoring progress. The Mall believes the school library is a special place. Reading is for pleasure but it also improves academic skills across the board. While it is central to learning, a good school library is, in the team’s view, a place where pupils can reflect and take time to pursue their own interests – not just in reading but other activities such as chess. Of course, it can also be a quiet place to catch up on homework, read a magazine or return again and again to a favourite author.

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QUESTION TIME The experts at Gabbitas Education have the answers

DIANA GWYNN GUARDIANSHIP MANAGER

We've been put on watch that my job may require a spell overseas in about 12-18 months' time. This would be a bad time to move our older son out of UK education. We don't have a big family support network, so would guardianship be an option and how does this work?

Guardianship (to cover exeat weekends and sometimes half terms for boarders) is obviously a big decision. Schools will normally insist that a guardian be within a maximum journey time from the school of around two hours. Obviously, many would choose family, but when they do not have any like yourselves, or feel the responsibility may be an unfair

burden to place on family and friends, guardianship agencies (such as Gabbitas) are set up to fill that gap. The agency itself is the ‘guardian’ and can give support and advice on a whole range of issues and act as a central point of contact between the school and parents. Agencies vet and recruit a network of host families to provide support and accommodation to students whose parents are based overseas. The profile of these families varies from those whose own children have flown the nest to those who still have school aged children but perhaps want to broaden the family’s horizons. Good agencies visit all applicant host families and carry out vigorous checks and take up several references. To ensure that you are happy with the regular host family for your child, you will usually be sent details of a couple of families for you to choose from and there may also be the chance to visit them and form a direct contact before you depart overseas. As well as linking you up with a host family, the agency will assign a named consultant to your child who can provide ongoing support to you and your child throughout their time at school on a myriad of issues such as buying school uniform, setting up a bank account for pocket money and liaising with boarding and academic staff at the school. Having an agency and a host family

support your child also means that there is also always 24/7 cover in an emergency and a reserve host can be found too if necessary. Bonds made between host families and students can last long after school life finishes! If you’d like to find out more about how guardianship works, get in touch with us at guardian@gabbitas.com

ANASTASIA HATVANY CONSULTANT FOR GABBITAS

My daughter's primary school has suggested she may fall into the 'gifted and talented' category. I'm a bit uncertain as to what this means, so would it be a good idea to get further advice and/or look for a school that has expertise in managing her academic and pastoral needs?

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A DVI C E

Our child's self-assurance and academic motivation seem at a really low ebb after remote school. We are wondering if a tutor could give the support they need to help boost both learning approach and confidence. What are your thoughts?

The Department of Education and Skills defines those supported by the national programme for gifted and talented education as those with abilities at a significantly higher level to their peers. The word ‘gifted’, is usually associated with academic level, and ‘talented’ refers to other areas such as sport, drama, art or music. At Gabbitas, we are often contacted by anxious parents who say, “my daughter came out of school in tears today as she was asked to put her hand down and give the other children a chance to answer in class.” It is any wonder that a bright child may become disengaged from classwork and start to either switch off or become disheartened. Many primary schools have an excellent provision for G&T children, but parents may like to consider the private school option where class sizes are smaller and, as such, the academic pace is a little faster. If finances are an issue – as they are for so many in the current climate – many private schools offer scholarships in different disciplines such as academic, music, the arts, and sport to pupils who are particularly gifted and talented. Furthermore, these scholarships

A tutor/mentor is the best of both worlds. The best tend to be young people, with energy, motivation, teaching ability and an engaging personality

can also be supplemented with a means tested bursary, with some schools offering extremely generous bursaries of up to 100% for a particularly talented young person. Every school has a different procedure for scholarships – whether that be attaining the best marks at the academic assessment, an excellent reference from their current school and an impressive interview or more specific assessments for music, all-rounder or sport. Applying for a scholarship is the easy part, applying for a bursary can take considerably longer – and not everyone will be successful – but if your child is happy and thriving at school, the hard work and form filling is a necessary evil. It would be a good idea to seek further advice and explore the options available to ensure that your child achieves their potential. If you decide you would like more advice on finding a suitable school for your daughter to excel at, please do get in touch with us at info@gabbitas.com.

In a report by The Lancet, June 2020 the opening paragraph states: ‘Adolescence (the stage between 10 and 24 years) is a period of life characterised by heightened sensitivity to social stimuli and the increased need for peer interaction.’ Is it any wonder that many children have found distance learning extremely challenging? Schools have gone above and beyond to try and engage pupils with their learning and make lessons more accessible and enjoyable but, when much of the fun has been taken out of day to day living, sitting in front of a computer can be rather a dry experience. We have suggested to many families during this difficult time to engage a tutor or a mentor. A tutor/mentor is the best of both worlds. The best tend to be young people, with energy, motivation, teaching ability and an engaging personality. A good role model can have an extraordinary impact on a child’s confidence and wellbeing. Tutors can help pupils revisit topics and talk through areas that they are unsure about, thereby increasing pupils’ confidence and ensuring they have full understanding of a subject, but also helping them enjoy learning once more. Agencies like Gabbitas can help you find suitable tutors, please do get in touch with us if you’d like to hear more.

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

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

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Pre-Prep WOODL AN D LEARN I NG p . 5 0 • HAVE CH I LD R E N LOST KEY BAS I C S KI LL S? p . 52

A PUPIL AT ST MARGARET’S JUNIOR SCHOOL See page 52

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ARTS

Arts In Schools Sydenham High School, GDST, on the importance of teaching creativity during the pandemic... Wo r d s V I C T O R I A G O O D S O N , HEAD OF PREP

ART CLASSES AT SYDENHAM HIGH PREP SCHOOL

CHILDREN RECEIVE SPECIALIST TEACHING IN MUSIC, DRAMA AND ART

'In the process of making something – a dance, a film, a song, a textile design, whatever – we change "stuff” in order to create something new. In changing stuff, we change ourselves.’ - Michael Rosen

ast year, school life changed dramatically as a result of the transition from school to home-based learning in March and the subsequent return to school-based learning in September where the focus has been very much on keeping everyone safe. Risk assessments have been updated on a regular basis, one-way systems have been implemented, and timetables and extra-curricular opportunities have centred around a new system of class and year group ‘bubbles’. Welcoming children back to school in September brought a sense of a return to ‘normality’ but with fewer opportunities to move around the school site and to work collaboratively. Whilst these restrictions have provided schools with

challenges, it is essential that opportunities for cultural enrichment, creativity and selfexpression are firmly embedded within a broad and balanced curriculum. At Sydenham High Prep School, we strongly believe in offering a rich curriculum that is broad and inspiring; a curriculum which encourages children to be creative and to be able to express themselves freely. Children receive specialist teaching in Music, Drama and Art. Teachers are working hard to create opportunities for children to participate safely in orchestras, ensembles and choirs. Our annual Christingle service is always a highlight of the school year and whilst last term the service took a different form, by being pre-recorded within a socially distanced arrangement, pupils were still able to play music, to perform and to be creative.

Since March, children and staff at Sydenham High Prep School have become proficient in using technology to enhance teaching and learning, and through a range of new, online possibilities children are now able to access opportunities to engage with the arts from their classrooms. Last term, pupils in Years 2 and 4 greatly enjoyed online themed tours of the National Gallery. Year 2 were also treated to a unique online musical encounter offered to schools by the BBC called ‘Connecting the Dots’ in which they were able to meet a trumpeter of the BBC Concert Orchestra, hear him perform and ask him questions. Creativity flows through the school, whether it be in the form of handmade poppies for Remembrance Day, pledges for the Wall of Kindness, dioramas and presentations for our recent Science project on Oceans or designing a leaf in the style of an artist for our annual Autumn Art Competition. In light of the restrictions children have faced this year, it has never been more important to offer children a wealth of opportunities for creativity and self-expression. V I C TO R I A G O O D S O N Head of Prep Sydenham High School GDST sydenhamhighschool.gdst.net

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The NEW NORMAL

Head of Hazlegrove Pre-Prep, Miss Hannah Strugnell on the need to promote the new norm for children as the pandemic continues...

n 10th November 2020, HMCI reported their findings from their autumn visits to education and social care providers which focused on the impact of the first lockdown on children. Amanda Spielman, Ofsted’s Chief Inspector, described how children’s learning experiences since the first lockdown had fallen into three groups; those who have, and continue to, cope well in the face of restrictions, those who have been hardest hit as a result of the interplay between circumstances and the pandemic and the majority, who were identified as having slipped back in their learning to varying degrees. The document also described how children in their earliest years of education were hardest hit, with parents needing to continue to work and the lack of interaction with other children. This was evidenced through children’s regression to nappies, forgotten basic skills, loss of early progress in words and numbers as well as lost stamina in reading and writing, physical fitness and increased mental distress. These findings highlight the importance of school in a child’s life, especially during the Early Years. Schools, including Nurseries, provide children with activities which develop key skills that are the foundation for their future learning. From Nursery,

teachers create environments and plan lessons to develop children’s language and communication skills, their social and emotional awareness, stimulate their imagination and challenge their thinking. Teachers carefully create learning environments in which children feel safe, happy and where they are willing to take risks; environments which are familiar, friendly spaces to be in and where children feel secure in their understanding of rules and the routines. As children have returned to school and started their new academic year, teachers have played a critical role in ensuring their future success and happiness. Teachers and early years practitioners are skillfully equipped

“Schools, including Nurseries, provide children with activities which develop key skills that are the foundation for their future learning”

TALK I N G

MISS HANNAH STRUGNELL Head of Pre-Prep Hazlegrove hazlegrove.co.uk

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OPINION

to identify gaps in children’s learning and implement measures to support individuals in making accelerated progress. High-quality first teaching is the most important factor in children making this progress; involving experienced and skilled teachers carefully planning differentiated lessons which enable all children in their class to access the learning objective and experience success. This sense of achievement not only spurs children on academically, but boosts their self-esteem and mental well-being too, seeing themselves as successful learners. Schools also have other means available to them to draw upon to support children through targeted intervention. Small class sizes, guided group work, 1:1 support in class and out and close relationships with external agencies all play a hugely important role in ensuring children continue to thrive, providing personalised learning under the guidance of the teacher. As the pandemic continues, the importance of teachers and early years practitioners is paramount. Their expertise, knowledge and care cannot be replicated, bringing normality to children at a time when ‘the norm’ can feel out of reach for many of us. And for that, we thank them.

PUPILS AT HAZELGROVE PRE-PREP

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L Exploring nature

et’s get the children outside! There is a recognition from all teachers that a wet day = indoor play = children on ceilings! But if you go under the mantra of ‘There is no such thing as bad weather, just unsuitable clothing’ and then only driving rain and a strong wind prevents them from being outdoors! If dressed in all-in-ones and with their wellies on, the children do not notice a bit of drizzle as they are busy running around and developing their social skills, learning to share and play together. Some of us are very lucky to work in schools with extensive grounds and areas of woodland, particularly in this time when so much is done on the computer and indoors. Every week our children go out to explore, take risks, investigate, invent and learn in fun and practical ways. Activities range from making natural pictures to climbing trees, making dens and investigating insects, animals and birds. We also teach them woodland crafts such as whittling and take part in evening cook-outs by an open fire. We encourage their independence and their sense of responsibility for each other by letting them lead explorations down streams and build a second storey for their woodland homes! We have timetabled into our curriculum two types of woodland learning session, which are run on a rotational two weekly basis.

WO ODLAND LEARNING Jenifer Hillman, Head of Pre-Prep at Cheam School on why schools should embrace getting outdoors all year round...

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Woodl and le arning

Wellies and waterproofs

The first is a forest schools-run activity session and the second is a child-led exploration and building session. Both give the children the opportunity to develop new skills and apply them. The importance of teaching children about the natural world cannot be underestimated in the current technological age. From an early age a curriculum in Woodland Learning is a way for children to create a connection between themselves and the forests, streams, pastures and to develop an understanding for the need to look after the environment. At Cheam we provide an opportunity for children to learn to understand, appreciate and care for the natural environment, which helps build their social and life skills, self-esteem and emotional intelligence. The children are encouraged to reflect and share their experiences with regular sessions over the time spent in Pre-Prep. These sessions are planned activities which differ according to the age and ability of the children. We also talk about the importance of looking after our world – saving water, putting litter in bins and thinking of ways to

“ T H E I M PO RTANC E O F T E ACH I NG C H I L D R E N ABOU T T H E N ATU RAL WO R L D CA NNOT BE U N DE R E ST I MAT ED”

save electricity are all part of our sustainability programme both in the woods and through topic work in the classroom. The children are therefore very aware of their responsibility for the planet they live in. For our second woodland learning session we give the children more independence to choose and direct their activities. We have an assault course that is suitable for the young ones and, helmeted up they climb on Working as a team the climbing wall, scramble over the cargo net and swing or balance on the log bars and rope swing. This gives great opportunities for communication, turn taking and problem solving. Some simply wander, creating imaginary dinosaur worlds and I am greeted with the serious whisper of a 7 year old, “You need to be quiet. The stegosaurus lives there.” Some children look for signs of nature; they talk about looking after the small bugs and insects that they

find, the importance of making sure they are not crushed or hurt and how much happier the creatures are in their own environment! We often discover a toad under a tree stump which gives lots of opportunity to observe and hold it before setting it free. I often see children working as a team, inviting others to join them and helping each other when they find the task a little difficult. As we watch, teach and nurture children it is important to create a balance between academic learning and life skills and if you are looking for a way to develop children for a future world, then look for a school that prioritises a programme of woodland activities. It gives all the physical and emotional development opportunities that a child needs.

JENNIFER HILLMAN Head of Pre-Prep Cheam School cheamschool.com

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Back to the

DR AWING BOARD? Emma Gray, Head at St Margaret’s Junior School in Hertfordshire on why we might need to revisit key basic skills after lockdown...

arch 2020 is one month that will be etched into our memories forever. The seasons that followed also introduced innovation into teaching and learning at a speed that had never been seen before, in the history of education. The roll out of technology as the core part of teaching and learning, from beaming live lessons into children’s homes to navigating the nuances of Google classroom and marking online, became, in haste, part of the everyday teacher toolkit. Yet the speed at which teachers took up these newfound skills, was nothing in comparison to how young children embraced the move towards swiping, uploading, turning in and voice recording. Last year there were no prior rules or guidance around teaching children via Zoom, Teams or Meets. Amusingly, it wasn’t long before it was the children themselves, who were sharing knowledge with the teachers with familiar comments such as: “Miss, you are muted!” or “Why don’t you share your screen?”.

Few people can deny the importance of digital literacy today and these skills have certainly been showcased and harnessed above and beyond in the last year. But during this academic year, the negative impacts of the lockdown period on society and across different sectors became more and more prevalent along with the detrimental impact on children’s learning. Alongside anecdotal reports, which suggest schools are

seeing a rise in social and emotional problems in the young, ranging from anxiety to the increase in online interactions between peers, teachers are also reporting that key basic skills such as spelling, reading aloud, oracy and handwriting have seen a negative impact in the last year.

A balancing act Younger children may well have had the biggest disruptive impact on their educational journey to date, but all is not lost, and these young, resilient minds can certainly plug any gaps in the fundamental skills that technology may have recently absorbed from them. Schools certainly don’t want technology versus handwriting and core skills to become a battle in the classroom, but there has to be a balance between the two and one that we all need to get right. So how can families support their children with these core skills? The most important element for families is to view the balance of screen time measured out over a week. If we consider the analogy that we wouldn’t serve our children just one food group each day across a week, likewise for screen time we need to strike a balance on a daily basis. Of course, there are times when being on screens helps

CREATIVITY IS LINKED TO MUSCLE STRENGTH

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O pi n i o n

PLAYING OUTSIDE HELPS CHILDREN DEVELOP MOTOR SKILLS

everyone in a busy house, but as long as this is balanced out with other activities it needn’t be an issue. Activities such as running, hopping, swinging on monkey bars, climbing, scooting and crawling are all natural components of play and should be included in every child’s daily routine. Not only because being outside and being physically active is good for emotional wellbeing, but muscle strength has a strong correlation for children in being able to sit at a table and chair and produce written work. Physical development has a strong link to handwriting and the ability to complete written outcomes. When children have not developed strong shoulder muscles, core strength and the muscles in their hands, handwriting and schoolwork will be harder for them to complete and swiping on an iPad does little to build this kind of strength, which is essential for these functional skills.

“C HI LDREN' S FI NE M OTOR S KI LLS CAN BE I MP ROVED BY A L LOWI NG T H EM TO BE C REAT I VE ”

It’s all fun and games Alongside a daily diet of physical activity, children’s fine motor skills can be improved by allowing them to be creative. Families often feel that handwriting practice needs to focus on letters and words, but drawing is an essential part of the journey to becoming a writer. Drawing shapes, lines, patterns as well as painting will help children develop the skills needed for writing. Many families still enjoy traditional board games, the potential in games to help with maths and thinking skills, as well as teaching children the essential message that it is ok to win and to lose, can all be covered in a short board game session. Finally, over the last ten years schools have seen a rise in children needing speech and language support and the numbers of children needing this specific support in the last year alone is no exception. Many factors could be attributed to this rise, from outward

facing prams (where children are not seeing parents’ faces or mimicking language), to the rise in popularity of smartphones. As parents we are often guilty of spending too much time on our phones and devices in front of our children, which however unintentional, sets the scene for young children to spend time on technology too. However, as a society this is certainly something that we need to address in terms of positive role modelling for our children.

of this. Nursery rhymes, poetry, songs and of course sharing bedtime stories, is always encouraged by schools and for good reason. As teachers we see a positive correlation between those children who read, listen to stories and share a bedtime story, with their overall attainment. Digital literacy is a key part of providing children with an essential tool kit for lifelong learning, but before we look too far forward, we must also learn from the past too. Sometimes this means going back to basics and back to the drawing board when it comes to the activities we provide for children. It’s always interesting to see how some of the most simple and basic ideas have the greatest positive impact. Food for thought.

Back to basics Families can help young children develop their speaking and importantly, their listening skills at home, through fun activities such as learning and sharing jokes to asking questions to each family member around the dinner table about their day. Encouraging eye contact and building confidence, is also an important part of oracy and urging children to listen to each other and to their family members is a key part

E M M A G R AY Head St Margaret’s School stmargaretsbushey.co.uk

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

Take a virtual tour and see the Dallington Difference

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

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EMOTIONAL HEALTH

in Uncertain Times How art therapy and peer counselling has helped students cope with the pandemic

ur modern commitment to pastoral care and safeguarding has been tested as never before by the challenges of educating children during the global COVID-19 crisis. It’s one thing to nurture a supportive environment when students are within the confines of a school but quite another when they’re stuck at home with their parents and perhaps siblings, yoked to a computer screen for hours a day, and missing their friends. We were fortunate at Lycée Churchill to enjoy certain advantages heading into the first national lockdown in the spring of 2020, including a robust technical foundation that supported a quick transition to remote learning and a “digital culture” already embraced by staff, students, and parents. Equally important, we had woven wellbeing into the school’s ethos from the very beginning, so families knew we would look after not only students’ education but also their social, emotional, and psychological needs. Still, we had to be nimble and creative. Before the coronavirus struck, for instance, we had started using art therapy to help children, especially the younger ones, express themselves and their feelings using non-verbal communication. At first, we thought we’d have to stop it for reasons of logistics and security when learning went online. But a number of students

implored us to keep the programme going, so we rolled out an app called Padlet that let us create a safe virtual environment. At its centre was a group wall onto which students could post their artwork to share privately with others in their group. How did it work? The participating students met first via Zoom for greetings and a few warm-up exercises and then got a theme, such as nature, to explore creatively away from their computers. That forced them out of their chairs, perhaps to discuss ideas with their parents and to find materials in the house to use for their art projects. Some 20 minutes later, they’d reconvene online to upload pictures of their creations and discuss them. In other cases, they wrote

“COVID allowed children to say ‘I’m not okay'”

TALK I N G

COLETTE SHULVER Head of Student Wellbeing and Learning Support Services Lycée International de Londres Winston Churchill

Pre-Prep

OPINION

poems or sang songs. Activities such as these added variety to their days, opened avenues for self-expression, and built trust with other students. When the children returned to campus under the constraints of social distancing — and then left again during the second lockdown — we rolled out additional measures to help them cope, from more staff training to a greatly expanded peer counselling program. The pandemic made a huge difference in students wanting to help each other. It’s hard to find silver linings in the COVID crisis, but it had beneficial effects from the standpoint of wellbeing because it permitted children to say, “I’m not okay.” It was something everybody went through together and thus opened up dialogue about things that were difficult. The pandemic removed the stigma of talking about your feelings. That’s an evolution we can only hope will last after school and life have returned to normal.

Lycée International de Londres Winston Churchill is a co-ed independent bilingual school in North London serving 900 students aged 3 to 18. We offer a rigorous and innovative French-English curriculum in a nurturing and respectful environment to help students succeed as 21st-century global citizens. lyceeinternational.london

STUDENTS ADMIRING THEIR ARTWORK

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PUPILS AT WINDLESHAM HOUSE See page 58

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ince the pandemic took hold there have been rising numbers of parents looking to move away from London and to move their children to schools in the countryside, but what is the big appeal? The truth is, lockdown last term was extremely difficult for many families, and for those living in London, with limited outdoor space and fewer opportunities for recreation, even more so. The likelihood is, there was a huge difference to quality of life for the family with three young children living in the countryside with space and freedom to roam, to the family with the same number of children but with only a small back garden, communal square or perhaps nothing but a balcony. The pressures of home schooling have been considerable during lockdown but were arguably made all the more bearable by fresh air and big open skies. As we continue on this journey of uncertainty, it is now understandable that families are revaluating their lifestyle choices and are making big decisions about what is best for their children, family life and general wellbeing.

A BREATH of FRESH AIR Ben Evans, Headmaster at Windlesham House School in West Sussex on moving to the country...

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Co u ntry Livi n g

A taste of flexibility and freedom Many parents have had to face huge pressures since schools were forced to close. These pressures may have been work and finance related as well as the added anxiety of ensuring they were protecting their children from the virus itself while being able to facilitate high quality home schooling. Undoubtedly, the spread of the COVID-19 has been far greater in cities and larger built up areas and this has been a great worry for many. For a number of families, it has also been a time of reevaluation made easier by the opportunity to work from home or the need to travel into London perhaps only once per week or month. The possibility of more flexible working, a move away from city life and the appeal of ensuring greater freedom for their children, a healthier lifestyle and in turn, better wellbeing and mental health, is something families can’t ignore. Schools, whether urban or rural, will of course be staffed by committed and professional practitioners, who are all determined to provide the best possible education for their pupils. That goes without saying, although the teaching and learning facilities will always vary from school to school, as will the culture and ethos of each. This is why choosing a school is a very personal and individual choice, parents need to feel that the school is a good fit for their child. However, there are great differences in the daily life of a city education compared to that of one in the countryside. The pace of life is just one difference but there are also many different opportunities available and the educational journey through school will be different based on location.

“CO UNT RY SC H OOLS H AV E T H E BENEFI T OF SPAC E ON T H EI R OFT EN E X PANS I VE S I T E S”

City versus country For schools based in cities, they are well placed to visit the excellent museums, fine art galleries and historic

theatres, which are all fantastic ways of enriching the curriculum. Similarly, children living in close knit communities in the city may be able to walk to school, where safe, and may have a close network of friends living near to them providing a strong and cohesive community. On the reverse, they may have limited school facilities due to lack of space. The truth is, there are pros and cons. Conversely, country schools have the benefit of space on their oftenexpansive sites. Large airy specialist buildings such as theatres, sports halls, indoor swimming pools, music schools, acres of playing fields, areas for children to play, forest school sites, chickens, horses and so much more. That said, resources on their own do not make a good school but it is how they are used to compliment the curriculum and ensure high outcomes for pupils. By having easy access to a wide variety of specialist

BOARDING AT WINDLESHAM HOUSE SCHOOL

areas, country schools can ensure their curriculums are creative, academically rigorous and most of all, enjoyable and accessible. Much of the value from prep schools also comes from the building of character, social skills and the foundations for a successful life – wellbeing is so important and by having the space for children to experience a true childhood, the space for them to have freedom and independence and enjoy and appreciate the nature and world around them, really does have a huge impact.

Home from home boarding There is also a great deal of current demand from families wanting to move their children specifically to country boarding schools. Some of them will be relocating but others see the opportunity of flexible boarding as the perfect option to stay put but to ensure their child enjoys the benefits of the countryside. This allows children to make the most of the amazing opportunities during the week and then still have valuable family time at the weekends. The time spent with friends in enrichment activities, enjoying the space and freedom of being in the country, are seen by many as invaluable and one of the main benefits of weekly boarding. Parents are keen for their children to make the most of every

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

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

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

admin@lecoledespetits.co.uk

www.lecoledespetits.co.uk

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

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

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

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27/01/2020 17:07

Prep

day and not waste what, can often be hours over the course of the week, in travelling to and from school. Choosing a boarding school is also a huge decision for parents and as ever, most are looking for boarding schools who will nurture and understand their children as individuals; schools which will provide a caring, home from home environment in which their children will be happy, active and thrive. In London, places for many of the top prep and senior schools are highly competitive and the schools are therefore often academically selective. Depending on the school, the entrance process can sometimes prove to be a stressful and anxious time for parents and pupils with tutors often employed as a way of getting ahead of the game. For young children, this is particularly unnecessary and damaging.

“COU NT RY P REP AND S ENI OR SC H OOLS OFT EN TAKE A S LI G H T LY SLOW ER PAC E OF LI FE ”

Finding the best ﬁt There is often an erroneous school of thought among parents that city-based schools are far more academically stretching and will ensure their children achieve higher results than their country counterparts. This is absolute nonsense of course and a case of perception over reality. All good schools, regardless of their location will ensure their pupils achieve their potential and are well cared for and nurtured as individuals. For parents, it is a question of evaluating what school is the best fit for your child. That means visiting as many different schools as possible to evaluate the differences and to find out what works for you. Ultimately, we all want our children to be as happy as possible and it is only parents who will sense the atmosphere, and culture of a particular school (urban or rural) and will know that it is the right one for their child. On the flip side, the country prep and senior schools often take a slightly slower pace of life, with a more child-

centred entrance process, longer days of course, but far less pressurised with plenty of time for play, outdoor learning, sport and performing arts. The added benefit of a boarding school is the time before and after lessons, which can give children opportunities to follow their interests, gain experiences and extend their talents.

Co-curricular provision It has been far simpler for country schools to navigate the COVID-19 environment in so many ways. From managing morning drop off and evening pick up with more space, to ensuring the separate year groups have outdoor areas in which to enjoy without bursting any bubbles. Outdoor lessons are also a common feature at countryside schools and will ensure that the curriculum is still covered in as creative a way as possible. The co-curricular programme is an essential element of any school. It is

Co u ntry Livi n g

COUNTRY SCHOOLS BENEFIT FROM EXCELLENT SPORTS PROVISONS

no longer sufficient for schools to just include the odd music club or drama and sports activity onto the end of the day; parents are quite rightly expecting a much higher level of provision. For boarding schools, the breadth of opportunity is often huge; professional sports coaching in swimming, golf, fencing and even clay pigeon shooting, computer coding, Lego robotics, musical ensembles and a range of choirs and academic subject clinics. Country boarding schools have a long tradition of providing so much more than just an education. Whatever route parents choose for their child, be it a city or countryside school, it will be based on what that child personally needs and so long as time is taken to consider what is important to that individual, the likelihood is, one will just click.

B E N E VA N S Headmaster Windlesham House School windlesham.com

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10/02/2021 13:02

TALK I N G

HEAD

Social IMPACT Gus Lock, Headmaster at Haberdashers’ Aske’s Boys’ School on the effects of social media on the young...

EMBRACING INNOVATION

he last two decades have witnessed nothing short of a revolution in the way in which we communicate, and the pace of change is only quickening. There are some real positives to the growing domination of social media, allowing us to connect with each other across the globe, stay in touch with loved ones during lockdowns and access an incredible range of information and opinion at the touch of a button. However, at the risk of sounding like a complete killjoy, the concerns surrounding social media use are also very significant and very real. In our desire to embrace innovation and technology, we have failed to fully appreciate the very real dangers that exist here and the damage this could do to young people and society as a whole. There are many who enjoy a healthy relationship with social

media, but, as with other addictive substances, there are just too many who find it hard to stay in control. This leads to the question: do we actually have the power to control the technology we have created?

The burden of perfectionism There are three real issues here. The first is perfectionism. Social media encourages users to present their lives as ‘perfect’. Constant comparison with others cannot be healthy and it can be no surprise that the mental health of young people today is suffering. The second issue is well described in Leonard Sax’s brilliant book, The Collapse of Parenting. Dr Sax explains that social media has allowed young people to develop an outlook in which the views of peers are given more credence than those of parents or grandparents. Horizontal relationships now form their world view, rather than the old fashioned vertical family relationships. What will be the ultimate

consequence if successive generations of teenagers now determine their own morals and traditions, rather than learn them from their elders? The final issue is about addiction. As Dr Aric Sigman and others have argued, social media is designed to be deliberately addictive, luring us in with infinite scrolling and the dreaded FOMO (Fear of Missing Out). It fosters a need to check our devices constantly, to reply to messages instantly and even alarming medical phenomena such as phantom vibration syndrome. That we know all this and yet remain seduced, is testament to the powerful hold our phones have over us.

Friends and family enrich lives – superficial responses don’t On a positive note, social media can genuinely enhance schoolwork when used in a productive way, such as the ability to network and engage in academic group chats. However, we too seldom see this kind of social

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S o c ia l m e d ia

Children still need adults to ‘guide’ them The irony is, this is not simply a young person’s problem and social media affects people of all ages, including adults. Many children will point to their parents’ hypocrisy when it comes to phone addiction. There are some simple rules that should exist in every household which will help young people and adults alike to find balance. Ensuring that all phones are put away during family mealtimes, a complete switch off after 9.00pm and so on. These are all well-known recommendations but are not so well adhered to.

media use on a day to day basis. We know, instead, that the sense of distance afforded us by social media encourages all of us, and especially children, to post things they would never do in ‘real life.’ Some young people become so used to interacting online that they find it difficult to talk to someone face to face, which requires very different skills and self-confidence. Finally, we know that late night social media usage can disrupt sleep patterns and hinder performance in school.

Creating changes means understanding young people’s mindsets Social media removes the incentive to look for deeper truths. It is ironic that we each carry in our pockets small computers that could give us access to almost all the knowledge and wisdom that humankind has ever unearthed, and yet we use them to watch videos about pets. This technology could give us so much, yet we use it to accomplish

“ T H E BE ST EDU CAT I ONAL PR O G RAMME S H AVE TO U NDERSTAND YOU NG P EOP LE' S MI NDS ETS”

so little. In too many schools, we are paying lip service to this issue. We run good PSHCE programmes, but they do not actually seem to solve the problem, and dysfunctional online behaviour continues, despite our efforts. We need to do better. The best educational programmes have to understand young people’s mindsets regarding social media use. They have to empathise with how compelling it is and recognise the positives in it, rather than simply seek out the negative and lecture against it. Whilst, in our hearts we might feel the world would be better off without social media in it, the fact is that is not going to happen.

Responsible use with realistic acknowledgement of the pitfalls The best advice is not to simply ban social media, but balance healthy and responsible use with a realistic acknowledgement of the pitfalls. Social media is absolutely not all bad. It has given us so much that is truly wonderful in the world. Yet, we cannot ignore the fact that, since the advent and rise of social media, mental health issues have exploded within the UK and beyond. The reasons for this collapse are undoubtedly complicated and varied, however this cannot possibly be a coincidence. We can and must try harder to find a balance that is healthy and works in the real world.

G U S LO C K Headmaster Haberdashers’ Aske’s Boys’ School habsboys.org.uk

SPRING 2021

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10/02/2021 01:00

TALK I N G

PONIES AT YORK HOUSE SCHOOL

HEAD

A NIMAL THER A PY Jon Gray, Headmaster at York House School in Hertfordshire on why animals are the best listeners…

hen it comes to boosting wellbeing, there is definitely a tactile element to the benefit of animal therapy. Many have joked over the years, that one of the main reasons people like animals so much is that they don’t answer back. There is also a genuine simplicity to the relationship we have with animals too; they are unconditionally grateful for the love and care you give them, and the mutual warmth and regard between human and animal just grows from the start of that simple connection. This is why animals can have a real impact on how we feel day to day, particularly on days when we might be struggling or feeling low. For those rising numbers of children suffering with anxiety or depression, animals can sometimes be the best medicine. Many find that as soon as an animal meets a child’s gaze, there is a sense of warmth, calmness and a lack of direct challenge. The incessant noise of modern childhood sees pupils welcome the calm of a paddock or a field to shelter, where needs are relatively few, and the passage of time is measured in days and seasons rather than the number of ‘likes’. Almost anything that helps the modern child to slow down a little, relax and reflect, is beneficial.

Enhancing selfunderstanding and reflection School leaders are increasingly aware that mental health and wellbeing issues are the greatest threats to the children under our care today. The pressures on modern children are many and varied. Activities and scenarios that help to ground a child in reality, make all the difference to how they perform in school. Whether that is sport, outdoor education, creative arts or caring for another living creature, they are all hugely beneficial to children. How can animals support children during their school day? Interestingly,

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the animals that live in our school’s smallholding reflect something of the emotion that a child brings to the interaction, which is such a useful starting point for greater selfunderstanding and reflection. When interacting with animals, questions such as: “Why don’t the donkeys want me near them today?” might be asked. This might of course be to do with a child’s own mood or emotion in that moment, so encouraging them to take a step back, take a few deep breaths, wait for the animal to approach them and then try again, can really help them to consider their own actions and feelings. Empathy is an overused word that asks much of young children. Seeing another’s point of view as being equal to our own requires the wisdom that recognises that we are not as important as we used to think. Much of the activity around animal therapy focuses around the lowest levels on Maslow’s hierarchy of needs, namely food, water, warmth and rest, so children learn how to provide those in suitable quantities, which is a useful set of lessons for life. Once those basic needs are met, we can look to achieve safety and security, from which strong positions allow room for friendship.

The ‘balm’ to anxieties Moments of calm are something that children love but are severely lacking in today’s fast-paced world. Animals naturally bring that peace and calmness, with their lack of haste and aggression. Some children simply love seeing animals and that will suffice; for others, such as the child that is working at the stables at the weekends or is raising funds for an animal rescue centre, they would fill their school day with as much animal contact as the timetable would allow. These animal-centred children may go on to achievement and employment as a result of those skills and passion, but others will also achieve affiliation

“ T H E I NC E S SANT N O IS E OF MODERN C H I LDH OOD S EE S PU P I LS W ELCOME T H E CALM OF A PADDOC K”

from that hobby, whilst they pay the bills by other means. The last motivating factor is influence; it could be a child who loves caring for the animals and seeing the benefit of their love for them, or perhaps they want to pass that benefit on to younger children or other groups in due course? Animals will often support children in less obvious ways too. Getting children to work around the animals is “an intervention” just like any other. But animals can also help with learning support for those finding academic study a high hurdle, emotional support for those that are feeling “blue”, stretch and challenge for the exceptional performers. Some children benefit from that animal contact and it serves as a balm to their concerns and anxieties.

The circle of life Pupils of all ages can benefit from being around animals and providing regular opportunities for young children to

O pi n i o n

YORK HOUSE SCHOOL'S SMALLHOLDING

interact with them can inspire learning and help to develop social and emotional skills on many different levels. Some children will naturally gravitate towards co-curricular clubs that see them spend a significant amount of time on the smallholding with animals. For some children, the interaction with animals also encourages them to question more and think about the circle of life. I recently explained to a little girl in our current Reception year, that we were putting Eddie the ram in with a dozen ewes for a few weeks in the hope that we might see some lambs around Easter time. In class the next day she explained to the other children during show and tell that “Eddie is going to choose which of the lady sheep he is going to marry.” Now there’s a lesson for life…

J O N G R AY Headmaster York House School york-house.com

SPRING 2021

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10/02/2021 01:03

VIRTUAL OPEN MORNING Cranleigh Preparatory School, Horseshoe Lane, Cranleigh, Surrey GU6 8QH www.cranprep.org

B0785 CranPrep 115x190mmL 2.indd 1 • HALVES AND QUARTERS.indd 1

Saturday 27 February 2021 Please contact Catherine Staples, Head of Admissions, to book an individual appointment: 01483 542051

admissions@cranprep.org

30/11/2020 14:45 10/02/2021 10:57

Prep

A RT & IT

Art TECH

Milbourne Lodge School on the inspiring things that happen when Art and IT meet... W o r d s T I G G Y B AW D E N , H E A D O F A R T A N D S Y B I L C A R Y, H E A D O F I T

MONEY CAN’T BUY BOARD GAME COMBINING ART & IT SKILLS (YEAR 5 AND 6)

t Milbourne Lodge we approach the teaching of Art & IT in a rather unique way. Each year we choose a different theme. We have this year chosen the life of Frances Hodgson Burnett and ‘The Secret Garden’. We hope that pupils will relate to the author’s resilience, confidence and self-belief. Our themes are chosen, planned and researched by us during the Summer holidays and jointly introduced to pupils the following term. Previous titles have included ‘It’s a Wild World’, ‘Take One Shoe’, ‘Sport’, ‘Idioms’, ‘Make IT Happy’, ‘Money Can’t Buy’ and ‘Swallows & Amazons’. Our Art & IT departments are found side by side on the top floor of our century-old prep school in Surrey. We teach all 200 pupils from Year 3 to Year 8, but in small classes which rotate weekly, and allow us to give individual attention to all. Although carefully planned, invariably our themes develop organically. A key to our success is that as teachers we are both incredibly different, yet tremendously similar.

WE WANT TO ENCOURAGE PUPILS TO GATHER DIGITAL SKILLS AND USE THEM TO CREATE

Wellbeing is fundamental to our teaching and we often see a different side to pupils in our small, relaxed environment. They talk freely when engrossed in a piece of work. Our theme always excites and engages the whole school, but we know it is just the ‘pretty packaging’ around the fundamental skills we need to teach in Art & IT. We too love learning, and pride ourselves that we never teach the same project twice. Pupils build on their self-esteem, identity and confidence in our lessons. We often draw on the talents of visiting speakers, as well as hosting workshops and participating in external competitions. Our teaching is never static. Pupils, we know, thrive outdoors and where possible we will film, photograph, animate and build installations using the wonderful outdoor spaces at school.

Our aim is to stimulate pupils to explore and question the world around them. Looking at artists and innovators who have gone before brings context to this learning. Children today find themselves living a life that is always ‘connected’. It is imperative that we teach them to know how and when to step back and ‘disconnect’. At Milbourne Lodge we want to encourage pupils to gather digital skills and use them to create, not just consume, content. Pupils are proud of their work displayed in our Summer Exhibition. This opens on Speech Day and remains in the Dining Hall for the following year. It is wonderful to listen as children explain to their parents how they have created their pieces, confirming their progress and development. Our virtual gallery, created during online teaching last year, is a wonderful example of how pupils expressed their feelings and emotions based on our theme of ‘Identity’ (https://artsteps.com and search for ‘ml’). We hope that our pupils leave Milbourne Lodge with a love of learning, exploration and creativity and an understanding of how our two subjects work so well together – the traditions of Art combined with the innovations of technology. M I L B O U R N E LO D G E S C H O O L Surrey milbournelodge.co.uk

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10/02/2021 09:08

LIVE

Q&A Register here: www.lyndhursthouse.co.uk/tour

THURSDAY 25TH FEBRUARY AT 10.00AM

0207 435 4936 office@lyndhursthouse.co.uk 24 Lyndhurst Gardens, Hampstead, London, NW3 5NW

• HALVES AND QUARTERS.indd 2

10/02/2021 10:57

Pre-Prep

HEAD

Championing The ARTS Catherine Beddison, Deputy Head (Operational) at Cranleigh Prep School, on making space to protect the arts after lockdown...

ver the last year, schools have all had to find ways to respond resourcefully to the current changing lockdown guidelines, rules and restrictions as best they can, catering for their pupils in ever more creative ways. The Arts have so much to be proud of during the lockdown periods of 2020. Many people have found comfort through art, craft or design; temporarily escaped from their worries through film, TV or music; expressed themselves through movement, painting or in other ways. Huge numbers of people have explored technology to help them connect with each other, becoming impromptu video editors and sound engineers to facilitate communication and share their projects with the wider world. It has been a time like no other and our hearts go out to those professionals whose very livelihoods have been so threatened by the pandemic. So what happens next? Schools are certainly looking forward to the time when everything returns to normal. Teachers have been tasked with the job of helping pupils to catch up in key areas where they have missed curriculum time and all educators are looking forward to a time where the future is more predictable, and planning can be seen through to completion. It is imperative, therefore, that schools

make sure that they protect space for the Arts to flourish and grow at a time when there is sure to be pressure to concentrate on the core curriculum, the academic building blocks and the measurable data. Pupils at Cranleigh Prep School were fortunate to return to school last September with access to a broad and balanced curriculum, including a full programme of creative and artistic subjects and activities. Whilst this was a challenge organisationally, the primary STUDENTS PERFORM ON STAGE

“Finding ways that draw their communities back together and allow children to express their emotions are going to be so important”

TALK I N G

CATHERINE BEDDISON Deputy Head (Operational) Cranleigh Prep School cranprep.org

OPINION

focus was, and continues to be, about making the day-to-day experience as positive as possible for our pupils. Music ensembles were reformed into much smaller year group bubbles, special events were postponed or redesigned, lesson plans were rewritten, plays and concerts turned to films instead of being live performances. The list goes on. Was it worth all the effort? Absolutely. Now schools have the opportunity to build on these experiences as they move forward in 2021. Finding ways that draw their communities back together and allow children to express their emotions are going to be so important. We do not yet know what long lasting effects the pandemic will have on our society, but we know that collaborating with each other and developing a shared bond through experiencing artistic activities together will allow children to reconnect with each other in a way that is very different from, yet complementary to, traditional academic learning. I urge schools to be uncompromising in championing the Arts and making sure there is space to nurture the next generation of musicians, artists, performers and creative people. We couldn’t live without the Arts during lockdown, so we certainly should ensure we protect them now.

THE AUTUMN CONCERT AT CRANLEIGH PREP

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10/02/2021 09:12

Pupils at Salisbury Cathedral School

Spring concert

Musical

MAGIC Salisbury Cathedral School on the many benefits of a musical education Photography ASH MILLS

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ave you heard about the school in special measures that chose to increase the amount of music in the curriculum instead of pursuing extra academic studies? It’s a happy tale that ends with a ‘Good’ Ofsted rating and the school, which serves a deprived and densely populated community, being in the top 10% of schools nationally for positive pupil progress. Look back to 2010 and the Feversham Primary Academy in Bradford was in special measures, struggling to find and keep pupils and battling low staff morale. The Head refers to the decision to tackle the problem with music, drama and arts

as ‘brave’ and ‘a big risk’. A risk worth taking it turns out as not only have results improved across the school but so has attendance which now sits at 98%. In fact, attendance rose steadily as the amount of music taught in the school increased. All pupils now have about 6 hours of music a week (a minimum of two hours). ‘I’m not surprised the pupils [at Feversham Primary Academy] progressed so much,’ says Susie Lamb, Salisbury Cathedral School (SCS) Head of Music. ‘Music makes you feel better, whether it’s your favourite pop song on the radio or playing a piece on the piano. I always say: you don’t sing when you’re sad and happy children learn better.’ The Feversham Academy story acts as a wonderful reminder that the beautiful music that beats in the heart of our school is much more valuable to our children’s development than we often appreciate. Here at SCS, we learn spellings with song, times tables with rhythm and generally ensure music is for everyone every day. And why do we do that? Obviously, it makes learning fun, but it’s also well proven that the more music

10/02/2021 12:46

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MUSIC

THE MORE MUSIC THE BETTER WHEN IT COMES TO IMPROVING ACADEMICS

the better when it comes to improving academics. In essence, music makes your brain grow. Neuroscientists around the world have proven this across many research papers investigating different age groups and the over-arching conclusion is that continued exposure to music improves cognitive abilities. Whilst the positive effect of musical education is occasionally hyped – the so-called ‘Mozart’ effect – it is equally physically proven by neurological measurements such as MRI (magnetic resonance imaging) or EEG (electroencephalography). Starting with our youngest children, aged between 3 and 6, research has shown that taking early music classes leads to an increase in vocabulary, pre-reading skills and singing ability beyond what could be attributed to normal development. Furthermore, a correlation between singing ability and language skills has also been highlighted. All great news for the enthusiastic participants of our Bright Beginnings toddler group. Neuroscientists at the University of Southern California (USC) also concluded that music instruction appears to accelerate brain development in young children. What’s more this was particularly in the areas of the brain responsible for processing sound, language development, speech perception and reading skills. Studies with slightly older children, of primary school age, bear similar conclusions. For example, The University of Amsterdam conducted a longitudinal study of 147 primary aged children over two and a half years. The goal was to examine whether structured music lessons can affect executive subfunctions of the brain that may underlie academic achievement. The results positively proved the children who received music lessons had significant cognitive improvements compared to all other children in the study. A more recent study (results published Oct 2020)

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targeting older children, aged 10-13 in Chile, also reports that learning to play a musical instrument is good for the brain. Working with 40 children, the neuroscientists introduced musical instrument lessons, plus at least two hours practise each week and regular time spent playing in an orchestra or ensemble, to half the children. The other half had no musical training outside of the school curriculum. In the final assessments the musically trained children had better attention and memory recall. They also had greater activation in the brain regions related to attention control and auditory encoding which are executive brain functions known to be associated with improved reading, higher resilience, greater creativity and a better quality of life. ‘Here at SCS a lot of our children participate in music – singing or instrumental lessons – before school meaning their brains are fired up and very receptive to learning,’ explains Susie Lamb. ‘Every pupil has at least one timetabled class music lesson each week, around 90% learn an instrument (or two), all regularly sing within other subject lessons like French and Science as well as in chapel and our two weekly assemblies. We usually run 20 ensembles and we’ve managed to keep at least one ensemble per bubble in our pared back COVID-safe timetable. It’s fair to say we breathe music in this school.’ She continues, ‘Obviously, the benefits of learning an instrument go beyond academic improvements. The pupils at SCS also build self-confidence through a programme of

Music is good for the brain

regular informal concerts that celebrate all levels of musical accomplishments. We recognise the effort and the bravery behind every performance be it a grade 8 masterpiece or Twinkle Twinkle Little Star. Friendships are also born and strengthened in the fun environment of our choirs and ensembles. And, the very best outcome in my mind, is that music is for life not just for childhood.’ So, next time you hear one of our choirs singing, or the beat of a drum lesson, trumpets blaring or violin scales floating across the skies above the school take a minute to remember we are all building our brains as well as learning a life skill, having fun and being mindful. We are so lucky to learn together in a school dedicated to (multi-tasking) musical education. salisburycathedraschool.com

10/02/2021 12:48

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Spring Books SPRI NG’ S N EW BOOK RELEASES p .74 • WE M EET NADIYA H U S SAI N p .7 8

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Editor's pick

BY HA RP E RS 3 60 UK, £12 .99

A young Asian girl notices that her eyes look different from her friends’. They have big, round eyes and long lashes. She realises that her eyes are like her mother’s, her grandmother’s, and her little sister’s. Based on both the author and illustrator’s lived experiences, Eyes that Kiss in the Corners is a powerful, poetic picture book that will resonate with readers of all ages. Celebrating inclusivity and difference, this vibrant book is also a dazzling ode to loving oneself and others.

10+

SPACE EXPLORERS b y Libby Jackson

GO BIG

BY WREN & ROOK, £14.99

Written by space industry insider and physicist Libby Jackson, this is a compilation of real stories about journeys into the unknown. The timeline begins with Sputnik and ends with a final speculative story about the future of space travel as we look to Mars. The most engaging stories centre on the quirks and human possibilities of space and there’s a useful chapter on what it takes to be an astronaut and also honest accounts of space missions that have gone wrong.

by Matthew Burton WREN & ROOK, £7.99

AMAZING TREASURES:

100+ Objects and Places That Will Boggle Your Mind b y David Long & MUTI BY WHAT ON EARTH BOOKS , £14.99

The second title in the Our Amazing World Series, Amazing Treasures is jam packed with incredible facts. This new title takes readers on a tour stretching thousands of years and all around the globe. Discover sunken wrecks loaded with pirate gold, the abandoned tombs of the world’s most powerful rulers and even meteorites! Immersive, educational and fun.

ritten by the star of C4’s Educating Yorkshire and head of Thornhill Community Academy, this is an accessible guide to surviving the move to secondary school. Burton addresses the key fears – from feeling lost and tackling exams to friendships and fitting in. Inspirational quotes and soundbites pepper the text, which offers dip in facts and ideas to explain key rules and survival tactics. There are useful sections on bullying, the transitions and pitfalls of friendships and finding a way to be true to you. Even if a child has no qualms about moving up, it’s a confidence-building ballast from a grown-up who has seen it all before.

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10/02/2021 09:17

Staying

S T R O N G TV chef, author and presenter Nadiya Hussain on her new children’s book Today I’m Strong I n t e r v i e w C A R LY G L E N D I N N I N G

Have you always loved storytelling and did you always want to write a children's book? Writing is one of my very first loves – it’s the way I express myself and it’s something I’ve always loved doing. When I was about seven I wrote a poem that won a national competition and that was it, I got really into reading and writing in a big way and I’ve been doing it ever since; reading, writing, lots of poetry. I express myself in writing quite a lot although I never had a diary as a child, it was always make believe and stories. I’ve written recipe books with stories and

I love writing for children, so it’s been exciting to work on my first picture book. Today I’m Strong has such an important theme of developing resilience. What sparked the idea? Today I’m Strong is a natural follow on from my previous book My Monster and Me (although of course you can read them individually). The first one was about anxiety and this is about the next stage which is finding your inner strength. I wanted to make sure young readers are taken on a journey where they are able not only cope with their

fears, but find strength in dealing with them. The emphasis on ‘today’ is because resilience isn’t something you practise once and then you’re done: you’re going to have good days and bad days, that’s part of the process. Going back to school at the start of this academic year has been very different to previous years for many children. How do you hope Today I’m Strong will help the children that have transitioned to a new year? In a young child’s life being at home for six months when they are used to going

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Books

Q&A

I LOVE her illustrations – she really got the message of the book. Why is it important to talk about your mental health? Books are a great way for even little children to understand and discuss mental health with their parents. It is very difficult for young children to explain their feelings when they don’t have the words for them – that’s why picture books are important, to help them develop the language. I know from experience that in order to work through tricky feelings you must acknowledge them and so by me opening up, I hope others will too. A huge problem with having a mental health illness is the lack of communication. If I break my finger, I go to the hospital. If I have a cold, I go to the pharmacy. If I’m broken inside, what do I do? To help the healing process I wanted to be honest and speak truthfully to let people know that I am suffering too. What other top books around mental health would you recommend to young people? The Worrysaurus by Rachel Bright is a fantastic book which focuses on letting go of your fears and living in the moment. Another lovely title around worries is Ruby’s Worry by Tom Percival which follow’s Ruby who finds a worry that won’t stop growing and is a great book on tackling anxiety for children. For older readers You Are Awesome by Matthew Syed which is a great book to help children realise their potential and grow in confidence and resilience.

“ B O O KS A R E A G R E AT TO O L TO E N A B LE PA R EN TS TO N AV I GAT E T R I C KY I S S U ES W I T H T H E I R C H I L D R EN ”

to nursery or school every day has been hugely disruptive. Books are a great tool to enable parents to navigate tricky issues with their children: I used to use books to chat about worries when my children were young. It’s important for children to know that everyone feels uncertainty and I hope that by reading Today I’m Strong they feel comfort and realise this. We love the story and the illustrations. How did you come to work with Ella Bailey? My publisher suggested Ella as the illustrator and I’m so glad they did,

TO DAY I ’ M S T R O N G by Nadiya Hussain & Ella Bailey is published by Hachette Children’s Group and is out now. Hardback, £12.99. hachettechildrens.co.uk S P R I N G 2 0 2 1 | 79

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Tell us a little bit about Darwin’s Dragons. What’s it all about? Darwin’s Dragons is a historical adventure where Charles Darwin’s cabin boy, Syms Covington is marooned on a Galapagos island and makes an impossible discovery. Some have said it is Robinson Crusoe meets How to Train Your Dragon. Being a science teacher, have you always been interested in the natural world? Always. One of my favourite books as a young child was a pocket guide to birds and I learned details about them all. I think I may be David Attenborough’s biggest fan and have loved his documentaries for as long as I can remember.

Lindsay Galvin

You studied English language and literature, how did you get into writing children’s books? Reading has always been a huge part of my life, and I used to love story writing but stopped when I was a teenager when I got self-conscious. It was only when my youngest son started nursery I was struck with an idea for a book out of the blue. I gave myself the challenge of writing a book in a year with no intention to be published, just to see if I could do it, and found I loved writing and couldn’t stop!

DRAGON P OW E R Absolutely Education meets author and science teacher Lindsay Galvin to find out more about her new book... I n t e r v i e w C A R LY G L E N D I N N I N G

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Books

Q&A

“ SCI E N C E I S SU C H A CRE AT I V E SU BJECT, B A S E D O N CU R I OSI T Y, E X P LO RAT I O N A N D T H E GRE AT ' W H AT I F ?' ”

The book is based on real scientific facts. What did you enjoy most about researching it? I loved designing my dragons to make them as realistic as I could. Our world is packed with weird and wonderful creatures, so I took every aspect from real animals. They are mainly based on the prehistoric giants, dinosaurs and pterosaurs. I gave them a life cycle that included metamorphosis, inspired by frogs and caterpillars. I researched animal defence mechanisms from electrocution to venom spitting to design a creature who could breathe fire. I wanted these dragons to feel as real.

Do you think literature and the arts have an important role to play in getting children interested in science? I really do. Science is such a creative subject, based on curiosity, exploration and the great ‘what if?’. Ideas explored in fiction later becomes hypotheses to test in labs. I also think fiction is the perfect way to explore ethics of scientific exploration and the impact of humans on the natural world, which are themes in Darwin’s Dragons. How does the book’s story link to the school curriculum? Aside from a spark for creative writing, Darwin’s Dragons links most directly to the Science topics Evolution and Inheritance, plus exploring the way famous scientists like Darwin have impacted the world. There is much material that can be linked to fossils and rocks and historical topics on Victorians and explorers. Not to forget Geography with mapping, and ecology and animal welfare. My publisher provides comprehensive chapter by

chapter resources with curriculum links on their website as a free download. And finally, what were your favourite books growing up? I was a bookworm and read everything I could get my hands on but adored the Animals of Farthing Wood books by Colin Dann and read them over and over. Darwin’s Dragons by Lindsay Galvin is out now in paperback; £6.99, Chicken House S P R I N G 2 0 2 1 | 81

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School’s Out PL AYI NG POLITELY p . 9 0 • TEACH I NG CH I LDREN TO TH I N K p . 9 4

MIND GAMES IMAGE: LIEWOOD

See page 97

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FREE

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EDUCATION -

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BOOK YOUR TOUR ON OUR WEBSITE A WARM WELCOME AWAITS T. 01225 734460 E. kps-admissions@kingswood.bath.sch.uk www.kingswood.bath.sch.uk An Independent Co-educational Boarding & Day School for pupils aged 9 months - 18 years

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TR AV E L

COUNTRY GETAWAY Jessica Shaltout escapes to Wisteria Cottage in Dillington Estate with her family...

warmer (and greener) than an electric one, we sat stargazing with the smell of wood burning.

Things to do

taycation – a term that has become synonymous with the last year. For various reasons we had not managed to ‘staycate’ in the summer and when we finally managed to get away in October, another lockdown was looming. Wisteria Cottage in Dillington Estate, Somerset was the perfect country-break to prepare us for being cooped up for another month! As most parents know, travelling with young children can be a challenge but this holiday was as relaxing as it can be.

The Space

The cottage is spacious, and provides hours of fun for the minis to run around finding new

rooms and doors to enter. The traditional thatched-roofed cottage has been renovated to a high standard, with underfloor heating throughout, contemporary decor and a large well-stocked kitchen. There are 4 double rooms, but since one has to be entered via the master bedroom, it’s really only suitable for children. Taking into account the sofa space in the living room, it’s ideal for 4 adults and 2-4 children.

The Feel

The renovated cottage has kept all its traditional features, yet has been modernised to a high standard. Think exposed beams, low ceilings and tiny hidden staircases paired with indulgent king-sized beds, a 55” flatscreen TV with internet connection and Bluetooth soundbar speaker and a traditional wood-burning stove.

Set in the 3,000-acre Dillington Estate, surrounded by South Somerset countryside, it is the perfect place to explore the South Somerset countryside and its natural beauty and countless little villages. Not far away you have the historic town of Illminister and we also took a drive to the beach at Lyme Regis.

Olivers Travels The Luxury

There are two stand-out features in this cottage. The first is the en-suite bathroom that comes with a copper roll top bath from Catchpole and Rye, large walk-in shower and underfloor heating. If you have children, this bathroom is great as there's lots of room for bedtime baths, plus ultimate relaxation for mum! The piecede-la-resistance for us was the wood-burning hot tub in the garden. For the first attempt, it takes 3-4 hours to heat up, but it’s definitely worth it! Much

We booked our stay through Olivers Travels. Once you have booked you can use the app to manage your stay and itinerary, including travel guide PDF with activities in the area, maps, restaurant recommendations, highlights off the beaten track, and how to get around. Lots of additional services are available such as concierge, which includes a nanny or a fridge fill up on arrival!

Rates at Wisteria Cottage for a seven-night stay start from £1,801. To book, visit oliverstravels.com or call 0800 133 7999.

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READING

RIGHTS Author Sally Gardner has won multiple awards and sold over two million books in 22 languages – she also couldn’t read until she was 14. Now she wants to talk about how we treat the one in ten with dyslexia Wo r d s L I B B Y N O R M A N

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ally Gardner is a Carnegie and Costa-winning author with a large army of admiring readers. Yet it took her 14 years to finally decipher those mixed and muddled letters on the page and start reading for herself. The first book she read (Wuthering Heights) set her off on course to a rich creative and writing career, but her story didn’t start well. In fact, Sally Gardner got asked to leave so many schools that she ended up at what was then known as a ‘school for maladjusted children’. She was considered unteachable and her parents didn’t see any other options. Here were two high-flying lawyers (her mother was among the first female judges in England) with a daughter who couldn’t even seem to make sense of the printed word. “I loved language. I loved books. I just couldn’t read them,” Gardner says. Today, she can still recall the moment words on page made sense. She describes how she was in a Nissan hut with the other ‘maladjusted’ girls round her. It was chaos, several girls were visibly distressed and the rain was driving down on the roof, making noise levels unbearable. “I just didn’t want to be there,” she says. “Normally I could tell myself a story to get me out of anywhere I was at, but I couldn’t do it. The noise was too great. I remember looking down and seeing this book, The Complete Works of Emily Bronte. I picked it up and started Wuthering Heights.” She’d tried Bronte before but – as with every other novel – given up because she couldn’t make sense of words, especially characters’ names, but this time something different happened. “I started reading it, word by word, with my finger on the words, and suddenly there was total quiet. It was snowing and I was walking with this man trying to find a room for the night. I knew what was happening and I was in the world.” Being in the creative world never stopped from that point on. Gardner had been promised by her mother that if she managed five O levels she could go to art school.

Dyslexia

her problem to a work colleague – he was baffled by paperwork she was sending him – and he told her she simply had to tell people. That was the moment she decided she had to take control – pick up that tin can and own it. Sally Gardner does, it must be said, have an extraordinarily vivid way of describing dyslexia. She is widely on record as comparing it to a Rubik’s Cube, saying: “It takes time to work out how to deal with it, but once you do, it can be the most wonderful gift”. If Newcastle was her picking up the tin can moment, Sally Gardner found her Rubik’s Cube – her wonderful gift – the day that the contract for her first novel came back. She had created The Little Nut Tree from the perspective of an illustrator and when the contract arrived it described her as ‘author’. She says: “I just couldn’t believe it”. Success built from this, with a critical moment when she was taken under the wing of the “wonderful” editor Judith Elliott. She says that when she told Judith she had terrible dyslexia the editor shot back: ‘You’re a writer, what does that matter’. It was Judith who encouraged her writing talent, but the feeling she wasn’t a proper writer didn’t entirely go away. When people discovered she was a writer with dyslexia they would even question how this could be. “I used to be asked: ‘So how do you write?’. I’d tell them I wrote on a laptop. They would respond: ‘So, you have a ghost writer then?’ Only after Maggot Moon did all of it stop and everyone talked instead about my writing.” They certainly did talk about the Maggot Moon gathered plaudits writing. This wasn’t Gardner’s first and prizes major gong, but for Maggot Moon she was awarded both the Carnegie Medal and a Costa Award – and for a book Gardner had started and then stuck “ DYS L E X I A D O E S N OT in a drawer. She remembers where she STAY ST I L L – I T ’S N OT was when she heard about the Carnegie. “I was on a Number 73 bus near the British A Q U I E T, O N E- P I TC H Museum. I started crying and this little old lady got out a hankie and said: ‘I do hope it’s T H I N G . G E T M E I N TO not bad news dear’. I was sworn to secrecy A PA N I C A N D I CA N so didn’t know what to say to her – I was so embarrassed I had to get off the bus!” BA RE LY SAY M Y N A M E ”

Despite all dire predictions from teachers, she did it and studied at Central Saint Martin’s. She graduated with a First, then became a theatre designer in Newcastle. She had achieved success, but still – in the background – she was different. “If anyone had asked me then to describe what dyslexia was, what it felt like, I’d have said ‘it’s an old tin can that follows me round’,” she says. She recalls the moment she confessed

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Hawkesdown House School

For Boys & Girls aged 2 to 11 years

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Co-educational boarding and day for ages 2-13 Set in 500 acres of parkland Please call to organise an individual visit www.sandroyd.org/admissions 01725 530124

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In bringing Maggot Moon to life, she was lucky enough to meet Sarah Odedina, then setting up Hot Key Books, and when she said she wanted to buy it the author bravely refused her offer, saying she could decide once the book was finished. This was because she didn’t want a sequel, but a proper ending – even though everybody told her it was the ultimate no-no to kill off heroes in children’s books. Librarians, judges and many readers loved it, although the praise wasn’t universal. “It’s a book that divides people and I think that’s absolutely as it should be,” she says. Gardner had done something else important with Maggot Moon – along with the short chapters, the dystopian feel and the very grown-up ending, it had a version with a dyslexia-friendly font. This outsold the standard-font book – and Gardner recalls how many people told her the book was really easy to read. “I think there is an underlying difficult with reading among lots of people, it just goes undiagnosed, unsung, unnoticed, so I am on a crusade to get every book printed with a dyslexia-friendly font. I think it should be the main font. It’s much easier to read. It’s calmer on the eye, and for a lot of people reading would be easier,” says Gardner. In her new role as Ambassador for the British Dyslexia Association, Sally Gardner intends to be active on a whole range of issues to do with the rights of readers, and the way the 90 per cent treat the other ten per cent. Gardner would like us to stop talking about dyslexia as a disability and start to see what dyslexia can be – how people with dyslexia can be creative, highly visual and solve problems ‘left brainers’ struggle with. Sally Gardner and her illustrator daughter Lydia Corry have collaborated for The Tindims of Rubbish Island

Dyslexia

Sally Gardner delights young and young adult readers

“THERE IS AN UNDERLYING DIFFICULTY WITH READING AMONG LOTS OF PEOPLE, IT JUST GOES UNDIAGNOSED. EVERY BOOK SHOULD BE PRINTED WITH A DYSLEXIA-FRIENDLY FONT” “What we are great at doing is thinking out of the box. People with dyslexia navigate the world differently because they are forced to. A brick wall is never a brick wall, it’s just: 'how do I get through that brick wall?'” She talks to many readers and reluctant readers and says there is more to be done. “We have written off too many children,” she says. One thing she would like is for all children to be tested for dyslexia at age 7, and again at age 11. She says: “Dyslexia does not stay still – it’s not a quiet, onepitch thing. Get me into a panic and I can barely say my name, even now.” Her relationship with reading is still “complicated”, she says, but when it comes to writing, she has a gift for creating text that entices in even the most reluctant young readers.

“I think I’m good at writing for little people because I can see what is complicated in language,” she says. Her latest book The Tindims of Rubbish Island is a timeless tale about a Borrowers-like group that turn our ocean flotsam and jetsam into treasure. It is a joint project with her illustrator daughter Lydia Corry and was inspired by their walks along the Sussex coast. As ever, it has an immensely readable style and an easy-to-read font. Her advice to parents of children who are reluctant readers is to get them into listening books. “I’ve done most of my reading through my ears,” she says. Her other advice is not to raise hell over tidying bedrooms. Almost Tindim-like, Sally Gardner was a child who had a perpetual struggle seeing the 'stuff' around her – however much her mother begged her to tidy. “Still, if I get things in a real muddle I can’t visually see it. I need someone calm to help me organise!” she says. To see more about Sally Gardner’s work, visit sallygardner.co.uk. Find out more about the work of the British Dyslexia Association at bdadyslexia.org.uk S P R I N G 2 0 2 1 | 89

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P O L I T E

PLAY Dr Amanda Gummer on how to play with your kids so they develop into wellrounded and polite children...

r Gummer, founder of the Good Play Guide, has been working with Blue’s Clues & You!, a live-action/ computer-animated interactive educational children’s television series and TV channel Nick Jr. UK who recently conducted research which explored how lockdown and a lack of peer play dates had impacted pre-school children’s happiness, confidence and development. The research found that parents of preschool children are concerned that the lack of interaction that their kids are having with their peers during lockdown will negatively affect their development. 66% of those surveyed had noticed signs of regression in their children, 35% of parents worried that their kids won’t know how to interact with other children and 32% think their children will lack confidence. Below, Dr Amanda Gummer shares her tips on how to play with your kids in light of lack of peer playdates.

“A L L KIN DS OF P L AY A RE IMP ORTA N T, BUT SOME HAVE MORE OP P ORTUN ITIES FOR L E A RN IN G A N D DEV E LOP MENT ”

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PL AY

of encouragement when they do use their manners can really motivate them too. Giving your child plenty of opportunities to see you sharing things during pretend play and to share things with you, will give them more examples to learn from and which they can repeat to help them understand.

Competitive Games Role Modelling

It’s important for children to learn good manners as this helps them make friends and work well with people throughout their lifetime. Saying please and thank you can go such a long way and is a sign that you have respect for others. A lot of your child’s behaviour comes from copying what they see you do, as you are your child’s most important role model. So, it can help to consider your own manners and communication style and how obvious these are to your child – make sure they can hear when you say please and thank you. Children learn best through playing, so this is a helpful way to practice these skills. Through pretend play, competitive games (sports, and card or board games), and a mix of playmates, you can give your child the opportunity to copy and carry out these good behaviours.

Pretend Play

From an early age playing with toys such as a play kitchen will give children the chance to practice “please” and “thank you”. When your child hands you an imaginary cup of tea for example, you can smile broadly, look her/ him in the eye and say, “Thank you” or “Ta”. You could also point to things you’d like your child to pass to you and say “please”. Then when your child wants something, ask them to say please before passing it to them, then thank you or ta when they receive it. Prompting quickly when you first start doing this, then leaving longer gaps, can help to reinforce this. Giving lots

Two thirds of one to four year-olds don’t play enough sports, card or board games. This is often due to a lack of time, or the child not being interested in this type of play. However, this type of play is important because it helps develop social skills, including taking turns and empathy. It gives children the chance to experience winning and losing, so they can learn not to show off and upset others when they win or go off in a strop if they lose. As tempting as it is, I suggest avoiding letting your child win. It gives her/him a chance to feel what it’s like to lose and makes winning all the more rewarding.

Playmates

Giving your child time to play with a mix of people – such as friends, older and younger siblings, yourself, and grandparents – means they can learn different skills from each playmate. When playing with parents and grandparents, the adults are usually in charge. This means they can guide the child’s learning and model behaviour, as in the examples above, and praise them for it. But it’s also good for children to have the chance to practice these skills with other children. Playing with younger children means they can see what it’s like to play with someone who perhaps hasn’t learned good manners yet. They may try to teach the child good manners themselves, strengthening their own understanding in the process. Playmates of the same age or older may choose to play with children who have good manners or say they don’t want to play with children who have bad ones. This can be upsetting for a child when they feel rejected, but this conflict resolution is an important part of developing social skills.

Children may talk this through themselves or will sometimes need an adult to help them discuss what has happened, particularly the under-fives who are still learning these skills. The easiest way to get a good mix of these types of play is to encourage a balanced approach to play. All kinds of play are important, but some have more opportunities for learning and development than others. Children can learn from educational apps and TV shows and websites which have fun and educational exercises to help with your child’s development, as well as top tips and parenting advice. By using a balanced approach to play and modelling good manners yourself, you can help your child develop into a well-rounded and polite individual.

D R A M A N DA G U M M E R Founder of the Good Play Guide who has been working with Nick Jr. UK and Blue’s Clues & You! SPRING 2021

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Isabella PAPPAS

With major award nominations under her belt and a key role in Finding Alice, Isabella Pappas talks acting, writing and the best of times at school Inter view LIB BY NORMAN

Where did you go to school and when? I went to primary school in Italy. Then when I came to London I went to Sylvia Young and on to ArtsEd for A levels. What was school like and did you love it or hate it? It was amazing. I loved it – the best years! It was very loud and I was a really big part of that noise. At both Sylvia Young and ArtsEd everyone was completely comfortable with speaking their mind and being really free and open to listening to others. This is something I've carried with me and I'm really grateful for.

What was your favourite place at school? At primary school, it was definitely the playground. In secondary school, it was the rehearsal studios because you could rent the spaces out and we'd do that at lunchtime and make up dance routines.

What were your favourite subjects / activities? My favourite subjects were English Literature and Drama. With Drama, I really didn't mind what role I played as long as I got to be a part of it.

What beliefs did school instil in you? You have to abandon others' perceptions of you to be able to truthfully tell the story on stage. You have to accept yourself and push your boundaries – in any walk of life but especially in acting. It's important not to have others' perceptions of you lingering in the background.

Who were your favourite teachers? At ArtsEd it was Russell Clark and Lizzie Bellamy and at Sylvia Young Besfort Williams and Sonny Ward. Russell, in particular, was the driving force in helping me discover my love of writing, while Sonny Ward made me fall in love with dancing – he gave me so much confidence.

What was your proudest school moment? At ArtsEd I did a drama devising piece. This was my first experience with scriptwriting and working in a group setting on a creative

project and It made me realise that as well as wanting to be an actress I really want to write. When we performed the piece, it went really well. We got a lot of positive feedback and our teachers were nudging us to take it to Edinburgh. We might actually do that in years to come! What was the most trouble you got into at school? I was a really big rule follower. The only thing that would make me break the rules is that I'm also a really big foodie. I would skip to the front of the line at lunch because I was always so hungry and then get caught doing it! Were you ever too cool for school? Oh no, the opposite. I have never been overly confident, but I think I learned to deal with that through performing. What is your most vivid school memory, looking back now? Last year we were putting on plays and my group got The Pillowman, which is a really challenging piece. I was cast as Michael, but I was out filming for the majority of the time we were rehearsing. On one of my first days back my teacher asked the group if they were still OK with me in the role because of all the time I'd missed. The group all came together in a group hug and

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Q&A

IN ITALY, EVERY NIGHT AFTER DINNER MY AUNTS AND UNCLES WOULD LET ME PUT ON A PLAY – I'D MAKE THEM DRESS UP, DIRECT THEM AND THEN ACT!

said of course they still wanted me to be in the piece – I was part of their family. That's a very vivid memory as it was just so sweet. How did your interest in acting begin? It was my passion from a really young age. I grew up on a farm in Italy in the middle of nowhere with a huge extended family. Every night after dinner they would let me put on a play. I would make my aunts and uncles dress up and I'd put wigs on them, direct them and then act. I grew up speaking Italian, except with my mother, but all the community theatre projects were in English. The way I knew my family really believed in me was that they would come to watch me perform every single time, even though they needed a translation! They still fly over to see anything I'm in – and get very emotional about it. It would be lovely to play a part in Italian for them. Which actors did you admire and how did they influence you? We didn't have a TV growing up so we watched old films on VHS. I loved Audrey Hepburn, especially in films like Breakfast at Tiffany's. Another favourite was Some Like it Hot – I was really interested in musicals and that seemed to have everything, so it was one of the films that really made me want to act. What other key influences have shaped you? Growing up, I loved being outdoors

ISABELLA PAPPAS IN FINDING ALICE

and spent the majority of time running around barefoot. It's funny because then when I got to drama school and we had all these performance exercises where you had to run around being this animal or that animal it felt as if I was being transported right back to childhood! When did you first think you might have a successful career acting? I got my first role when I was 11, but I must have auditioned for hundreds of things before that. For me, the moment when I thought 'I can do this' was less about getting a part and more about recovering from rejection. It was learning to separate my acting work from my self-worth and understand that not getting a part is not a reflection on your acting or who you are as a person. You've got a key role in ITV's

Finding Alice, playing alongside Keeley Hawes and Joanna Lumley. So what's coming up next? Finding Alice has been an amazing experience, definitely my biggest part to date, and I feel really lucky. I'm waiting on a few projects and I've also been writing plays with my best friend Zoe Brough. There are two plays – one finished and one we have just started – so I'm really excited about that. Writing is a great creative outlet, especially during lockdown. It's a bit like acting through text. Looking back now, how would you sum up your school days? Act, sing, dance – and above all Be Mindful!

Finding Alice, a six-part comedy drama, is being shown on ITV from this January SPRING 2021

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Big

Thinking Are we teaching our children to think? Here are 5 tips... Wo r d s H E AT H E R W E L C H , E DX E D U C AT I O N

ith all the knowledge and experiences we provide to our children are we teaching them to think, see a problem or answer a question? Does our education system teach our children to follow a learned process to solve a problem? This is one very important area of learning, however being able to identify issues before they are there or even to solve the problem requires a much more in-depth thought pattern.Can we enhance this at home by teaching our children to think? Heather Welch of Edx Education gives us five easy ways in which parents and caregivers can encourage children to think during the early years.

Choices

It’s maybe as simple as choosing their own clothes (even if they don’t match), deciding on what to spend their pocket money on, choosing from the menu, a sport, books. Explain

your reasons for a good choice, why certain activities are a bad choice.

Listen

Listen to them when they are trying to explain to you the difference between a character in their game, story or the new sport they played, etc. Ask open ended questions so they have to explain to you the different concepts, encourage them to tell you a story.

Explore

Experiment

Allow them to take a few risks (within reason and supervised). Let them make their own potions, play with water, climb trees, build forts, make up their own games at the park and many more activities.

Talk to them about things to solve. For example, plant tomatoes in four areas around your garden near shade, sunlight, each area looking a little different. Then experiment, why did it grow here and not there? What can

we do differently? Take them grocery shopping, look at why we pack the trolley, why do we choose certain foods?

Experiences or opportunities

Try different activities, allow them to find their passion. What do they love doing? Try to engage with them with their interests. Take them to the local market and keep an open mind about the culture around them, talk about the different foods on the shelves from around the world. Last of all, spend time with your children, engage them in your interests or even things you used to do as a child. In life, sometimes we become busy and then make decisions for our little ones. If we encourage children to think, we are teaching them how to be leaders in their school, community and workplace and we are making sure they are ready for the world which we are going to leave them. edxeducation.com

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10/02/2021 09:45

School's Out

PROBLE M S OLVING

“IF WE ENCOURAGE CHILDREN TO THINK, WE ARE TEACHING THEM HOW TO BE LEADERS”

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Virtual Open Morning - Friday 5th March 2021 9.30am - Live Event hosted by Mrs Waite, Head Register now at: www.milbournelodge.co.uk/admissions and a link to join the event will be sent to you

Register now for Reception Entry in 2022 Milbourne Lodge is a selective Pre-Preparatory and Preparatory School where boys and girls work hard and play hard. We have a reputation for academic excellence and strong traditional values.

“Milbourne Lodge offers a traditional, very personalised education for energetic, bright pupils in pursuit of excellence. The school motto says it all really ad optima petenda, in other words, ‘strive for excellence’”.

www.milbournelodge.co.uk

Arbrook Lane, Esher, Surrey, KT10 9EG T: 01372 462737 E: registrar@milbournelodge.co.uk

ALDRO

Day and boarding school in Shackleford, Godalming for girls and boys aged 7-13

BUILDING A LIFETIME OF MEMORIES

WELCOMING GIRLS FROM SEPTEMBER

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01483 813535 admissions@aldro.org www.aldro.org

10/02/2021 12:32

School's Out

W E LLB E I N G

FEELIT! card game

FEELIT!

Mind GAMES A new crop of games and journals offer fun and useful tools to help young children get in touch with their feelings

ne of the legacies of 2020 is a focus on how we maintain mental health in tough times. Even before the pandemic there was a growing awareness of the risks when feelings stay bottled up. While it can be hard enough for adults to process negative thoughts, children may not be able to understand or name what the feeling is. Games and journals are riding to the rescue here and offer a useful way for young people to make connections with their emotions – also helping adults to be more open. So here are three of our favourite ideas to help start the process.

THE POSITIVE DOODLE DIARY Founded by a creative team with personal experience of low mental health, The Positive Planner has been designed to encourage everyday positivity through journaling with added mindfulness. There

are diaries and books in the collection for adults, but The Positive Doodle Diary is designed especially for children aged from 5 to 10, although younger children may appreciate a bit of adult input to get them started on their diary-keeping journey. It's brilliantly designed, with cheerful graphics and ideas for simple creative activities. These range from colouring in to breathing exercises, as well as prompts and positive reinforcement messages to help them both record their thoughts and absorb confidence-building messages. thepositiveplanners.com The Positive Doodle Diary helps children process their feelings

A game designed for all the family to play together, FEELIT! was created by Nadim Saad, a parenting coach and the author behind Kids Don't Come with a Manual. The game can be played multiple ways to suit the age and stage of players, with Snap, Articulate or Charades as options. Each of the 52 cards lists a feeling with a definition. The cards are colour coded into pleasant and unpleasant emotions. So, in the green and yellow corner we have Loved, Grateful, Hopeful and Proud, while red and blue include Shy, Confused, Angry and Afraid. The thinking behind the cards is that if we can identify and name the emotion, we can start to understand and manage it – in other words, build emotional intelligence and resilience. It's one of a collection of products being designed under The Happy Confident Company umbrella and the website also has some useful tools and exercises for children and families. happyconfident.com

WISDOM WHILE YOU WORK

Libbla Kelly describes herself as a nanny, aunt, godmother and stepmother, but she also has a long career in personal training and positive psychology. Wisdom While You Work is a journal that distils some of her understanding of how to turn things around when life is looking less than rosy. The journal is perfect for doodles and note taking and each page has a line of wisdom at the top and an explanation about why it matters. Core values are covered, along with thoughtprovoking lines about character traits, happiness, positivity and citizenship. The book is already used by schools as part of PSHE, and it's a great gift for stationery -loving teenagers who want to write their thoughts, and hear positive messages and words from the wise. The company has now published a set of revision cards as part of its collection. wisdomwhileyouwork.com

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School’s Out

PARENT P OWER

Peer PRESSURE

Equip your child with the tools to say no to negative inﬂuences... B y C A R LY G L E N D I N N I N G

BUILD UP THEIR CONFIDENCE

ot only a problem for teenagers, peer pressure can have a negative effect on children during the early years too. Here’s five ways you can give your child the confidence to take responsibility for their own actions, make good choices, and surround themselves with positive influences.

PREPARE THEM One of the best ways to prepare your child for peer pressure is to explore the different scenarios that they might face. Whilst you watch TV and read books, talk together about how the characters respond to situations where they face peer pressure. Ask your child whether they think a character made a good or bad decision and discuss what they might have done differently.

TALK TO YO UR C H I LD AB O UT H OW TO C H O OSE GO O D F R IENDS AND ALSO H OW TO B E A GO O D F R I E ND TO OTH ERS

It’s important to build up your child’s confidence by trusting them to make good decisions. Give them the space and freedom to make their own choices when it’s appropriate and show them that you have faith in their decision making abilities. This will help them to know their own mind when they face peer pressure.

ENCOURAGE POSITIVE FRIENDSHIPS

NURTURE INDEPENDENT THOUGHT Explain to your child that whilst it’s ok to listen to their friends’ ideas and suggestions, they are ultimately responsible for their actions. Encourage them to think for themselves and make their own decisions. Don’t allow them to pass blame and don’t accept “But they told me to do it”. Teach them to take responsibility and think through the consequences before they act.

Parents with younger children will still have some influence over who they play with. Make sure you get to know the other children in their class and spend time with them when they come over. Talk to your child about how to choose good friends and also how to be a good friend to others.

KEEP FRIENDSHIP GROUPS VARIED Encourage your child to meet lots of different people through clubs and activities. Being part of more than one group can take the pressure off fitting in with a particular set of friends.

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

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10/02/2021 09:57

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11/09/2020 09:39

The school you’d choose The school you’d choose The school you’d choose if you were a child ifif you you were a child were a child

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

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LONDON W10

27/01/2020 15:24