Absolutely Prep & Pre Prep Summer 2020

ABSOLUTELY EDUCATION PREP & PRE-PREP • SUMMER 2020

ABSOLUTELY

SUMMER 2020

P &EP E PR -PR E PR

Screen TIME A new virtual existence

BACK TO CLASS School life post-lockdown

Fit to LEARN

Exercise and pupil’s grades

The Psychology

Of PLAY ZEST.LONDON

THE POSITIVE EFFECTS ON CHILDREN’S MENTAL HEALTH

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Come and visit our beautiful Prep school in Belgravia Boys and Girls 2 - 11 Years Old

Autumn Open Mornings: 24th September, 10th October, 25th November

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SUMMER 2020

CO N T E N TS upfront

12 SCHOOL NEWS

What's happening in the world of education

14 GOOD DEEDS

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Stories of positivity from the pandemic

22 FIT TO LEARN

How staying fit could help keep children on track with their learning

24 THE PSYCHOLOGY OF PLAY

Why play is crucial for children's well-being and development during the pandemic

pre-Prep

35 CLASS OF 2035

The new early years programme at LycĂŠe International de Londres Winston Churchill

37 BACK TO SCHOOL

St Dunstan's College on what it's been like for the first pupils heading back to class

39 MOVING UP

How Sydenham High Prep School manages the important transition from nursery to school

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Prep

42 KEEP ON MOVING

What can the Joe Wicks phenomenon during lockdown can teach us about getting (and keeping)kids physically active?

45 CHARACTER BUILDING Oakfield Preparatory School on the ways in which lockdown has brought focus on both experiential learning and character building

47 MAKING LEMONADE

Eaton Square Prep on what school means and the value of making the very most of the options at our disposal 4

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EDITOR

Carly Glendinning

EDITOR-IN-CHIEF

Libby Norman

EDITOR I A L A SSISTA N T

Zoë Delmer-Best

GROUP A DV ERTISING M A NAGER

Nicola Owens

GROUP SA L ES DIR ECTOR

Craig Davies

SPECI A L IST CONSULTA N T

Andy Mabbitt

COMMERCI A L DIR ECTOR

Leah Day

A RT DIR ECTOR

Pawel Kuba

SENIOR DESIGNER

Mike Roberts

MID-W EIGHT DESIGNER

Rebecca Noonan

M A R K ETING M A NAGER

Lucie Pearce

FINA NCE DIR ECTOR

Jerrie Koleci

DIR ECTOR S

Greg Hughes, Alexandra Hunter, James Fuschillo

PUBL ISHING DIR ECTOR

Sherif Shaltout

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

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

summer books

50 TOP SUMMER BOOKS We round up summer's latest reads to excite readers of all tastes

52 TAKE A LEAP

Performance Poet and Author Patience Agbabi on her new children's book

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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.

ABSOLUTELY-EDUCATION.CO.UK

S c h o o l’ s O u t

58 ALDO KANE

The TV extreme adventurer and former Royal Marine on his years at school

60 GAME ON

Resources to nourish growing brains without compromising on fun

62 THE 'NO' STAGE

How to reason with a child whose favourite word is 'no'...

F R O N T C OV E R Haberdashers' Aske's School for Girls Aldenham Rd, Elstree, Radlett, Borehamwood, WD6 3BT habsgirls.org.uk

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CON T R IBU TOR S

Glendower Preparatory School

Aldo Kane TV Extreme Adventurer

Aldo Kane is a former Royal Marine and a specialist in hostile environments. On page 58 he looks back on his school years.

A successful and happy school for girls aged 4-11 A broad-based, progressive curriculum designed to stimulate both intellect and imagination.

Patience Agbabi Performance Poet and Author

On page 52 Patience Agbabi talks to us about Leaplings, autism and time travel – the interesting themes in her new children's book.

Please contact the Registrar if you wish to register your child and visit the school.

Means tested bursaries are available to girls starting in Year 3.

Tel: 020 7370 1927 admissions@glendowerprep.org 86/87 Queen’s Gate • London • SW7 5JX www.glendowerprep.org Registered Charity No. 312717

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Libby Norman Editor of Absolutely Education

As editor of our sister publication, Libby has a keen interest in both the education journey and the ways media can positively influence young minds. In this issue, she talks to sports teachers about the 'Joe Wicks effect'.

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“Pupils of all ages show high levels of self-confidence and self-esteem” - ISI, 2020

Discover more: Virtual open mornings and meetings with the Head of Prep.

Book online at www.sydenhamhighschool.gdst.net 020 8557 7004 | admissions@syd.gdst.net 15 & 19 Westwood Hill, London SE26 6BL Untitled-4 1

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THE WORLD IN TWO LANGUAGES FROM AGE 3 TO 18 27

languages

95%

900

students

with MA or PhD

admissions@lyceeinternational.london, +44 (0)203 824 4906

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teachers

100%

success in Baccalauréat

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Opening Minds

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FROM THE

EDITOR

A

t the start of this term it seemed likely that many school children wouldn’t see their classmates or teachers (at least in person) until September. As I write this, some children are heading back to class, whilst others continue to learn at a distance at home.

What the last few weeks of the summer term will be like will be different for everyone, but what is certain is what an amazing job parents, carers and education professionals have done in the past couple of months.

Independent schools have always had innovation and flexibility in spades so it comes as no surprise that so many have excelled during this time. This issue takes a look at some of the amazing things schools have been doing during the pandemic, and also what parents can be doing to support children’s mental well-being and development at home.

Finally, with summer well and truly on the way, we explore the importance of physical activity during this time. Let’s hope the beautiful weather signifies brighter times to come and we’re sending strength and positivity to you all.

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

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Visit our website to find out more about life at St Dunstan’s College Junior School, and our entry points at Nursery, Reception and Year 3

www.stdunstans.org.uk #DiscoverStDunstans

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Up Front

LE A R N I N G AT H O M E p . 2 0 • W H Y P L AY I S C R U C I A L FO R C H I LD R E N ’ S W E LL- B E I N G p . 2 4

P L AY I N G THROUGH THE PA N D E M I C See page 24

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SCHOO L N EWS DA L L I N GT O N M AG I C

M O N E Y M AT T E R S

During the pandemic, the teachers at Dallington School have continued to provide an ambitious programme of cross-curricular learning via the Dallington Digital Hub. David, the Performing Arts teacher has led sing-alongs, Ramzi the French teacher posts recipes for the children to follow and guided yoga sessions have been enjoyed by all the family.

City Pay it Forward, aims to teach financial literacy to primary schools across the UK. The year 6 DofE curriculum, developed with Hodder company Rising Stars, was devised with assistance from teachers. City Pay it Forward is a charity established by parents with financial and business backgrounds and seeks to address issues around youth indebtedness.

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Play on Bristol Plays Music responded to the pandemic with a virtual academy. The city's awardwinning music hub developed an online music lesson programme, for all learner levels aged 7-18.

Students have even been able to access music tutors vial video calls. Bursaries have been made available to assist children of key workers and those financially impacted by the virus.

ROCK ON

SING TO WIN

Dorset schoolgirl Evie Swire, 12, has established a charity and campaign to have a statue to pioneering palaeontologist Mary Anning erected in her home town of Lyme Regis.

Her website, maryanningrocks. co.uk, has attracted a whole host of famous supporters including Sir David Attenborough, Tracy Chevalier and Professor Alice Roberts, among others.

Eurovision didn't happen this year, but the show did go on for Girls' Day School Trust, which hosted its first GDST Song Contest. 25 schools competed in the virtual sing off. Bromley High won the prize for most creative piece, Blackheath carried off the 'people's choice' award, while Oxford earned a special prize from Trust CEO Cheryl Giovannoni, for an original acapella piece.

V I RT UA L S H OW R O U N D Organising physical school visits for prospective parents may have ceased for now, but necessity is the mother of invention. At LycĂŠe International de Londres Winston Churchill, showarounds even include joining a live virtual class for around 15 minutes to help parents understand more about school life.

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Up Front

Helping hand Eaton Square School in central London, part of Dukes Education, has launched a Hardship Fund to help parents affected by the pandemic. School Principal Sebastian Hepher says: “We want to provide the necessary support where we can".

G U I D I N G WO R D S

NEWS

M OV I N G F O R WA R D During lockdown, pupils at Lyndhurst School took part in creative activities including mindfulness lessons. The school has welcomed back three year groups, with extra hygiene measures and individually wrapped packed lunches made onsite by their chefs.

Farmwatch

London GP Dr Hannah Smith, an alumna of Sutton High School, has collaborated with two old school friends and medical colleagues to produce a new children's book Coronawho? to help explain Coronavirus to very young (pre-school children). The illustrated e-book has been written to help guide and reassure young children.

Download a free copy at elsiestayshome.com.

Pupils at Bredon, the dyslexiafriendly co-ed in Gloucestershire, have been unable to watch a busy spring of new arrivals on their school farm. School staff have kept everyone in the loop in lockdown by updating them via social media on a host of new animals including a beautiful bull calf.

Who am I? Dulwich College hosted its first Identity Awareness Month in February. The three-week initiative, which is part of the College’s wellbeing programme, encouraged pupils to explore aspects of their own identity, and the identity of the College community. Pupils looked at books, listened to music and enjoyed talks by guest speakers.

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GOOD DEEDS Schools have been busy working to care for their communities and reach out to those in need during lockdown

C

oronavirus has been tough for everyone – but especially for young people – depriving them of their routine and the opportunity to enjoy all the other elements that make up everyday school life. But if we had any doubts about schools' ability to rise to the challenge, these were soon quashed. Everyone got busy– be it by organising fundraising, creative endeavours, PPE production or supplies and moral support for care homes, surgeries and hospitals. Here are some of our favourite inspiring stories.

FLOWER POWER

A

family at Beaudesert Park created a mural for a care home entirely out of toilet roll tubes. Mati, Griffyd and, Betsan Evans (four, nine and six), spent weeks creating their entry as part of the school’s 'creative loo roll challenge'. The display used over 250 tubes – each cut into three pieces. Their father Jason said: "At the beginning it seemed like an impossible task to measure, cut, paint and glue them all!” The display was hung over the entrance to The Lakes Care Centre in Cirencester, where the children's great-grandmother Rita, 96, is a resident. The children chose the design because Rita has always loved flowers and used to be a regular at Chelsea Flower Show.

RUNNING STARS

S

t Benedict's raised almost £3,000 for the Trussell Trust, which operates foodbanks across the UK, with pupils from nursery to sixth form doing sponsored runs while exercising in their neighbourhoods.

Junior and senior school pupils were asked to run 1,195 miles collectively – the distance from Ealing to Montecassino, where St Benedict established an abbey. They smashed the target by running some 2,500 miles in one week. Head of Athletics Myles Stringer said: “We’ve been very impressed by the outstanding efforts of the children".

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Up Front

PORTRAIT FOR HEROE S

C

harterhouse art director Peter Monkman created an oil portrait of Sharon Stone, a senior sister at Williton Community and Stroke Rehabilitation Unit, for the NHS Heroes series. He wanted the portrait to reflect positivity and hope for the future. The painting has been presented to Sharon Stone and is available to view at #portraitsfornhsheroes. A physical exhibition of all portraits in the series is planned later this year.

PARCELS WITH LOVE

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elsted School has responded to the isolation of elderly residents unable to meet friends and family by delivering goodies and cards of support to care homes and hospitals.

Some cards have been written by pupils as young as three who are due to join the school in September. All packages contain bags of Ugandan Safi Coffee – an ongoing initiative championed by the school to support Uganda communities by raising funds for children's education.

News

RAINBOW FUND

B

lackheath High School pupil Emma Harris, 11, has raised funds for NHS Charities Together by creating her own clothing line of T-shirts and bags called 'BHS for NHS'. With four relatives who are frontline doctors, and a GP grandmother who retired in 2017, this is a cause close to the Emma's heart: "I wanted to show our respect and support, so I designed BHS for the NHS, which shows BHS girls inside a rainbow, to say thank you".

LAPTOP LAPS

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ead of Highgate Adam Pettitt ran a marathon around the school sports field in late May to raise funds for children affected by 'digital poverty' in its Chrysalis Partner Schools. The aim is to ensure pupils have access to a computer. "Perhaps they are sharing a smartphone with another sibling – but it’s hard to go to school on a phone," he said. Funds raised have already provided laptops for 50 year 12 pupils.

WHOLE SCHOOL INDUSTRY

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akham School harnessed facilities and ingenuity to deliver a mighty 25,000 masks. Its 3D printers and laser cutters were employed before the school joined forces with Rutland Plastics to increase production. The streamlined final design meant masks were easily constructed by volunteers, who then delivered them across Rutland and neighbouring counties.

The school has also supported its local ‘For the love of Scrubs’ team, using its industrial washing machines to clean donated fabric.

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BOYS WILL BE...active at Moulsford Prep day and boarding school of 360 boys aged 4 – 13 years

OPEN DAYS

Friday 25th September & Saturday 26th September 2020 To attend either in person or virtually, please email admissions@moulsford.com call 01491 651438 or visit our website Moulsford Prep School, Moulsford-on-Thames, Oxfordshire OX10 9HR

“Pupils are extremely polite, caring, enthusiastic, respectful and exceptionally well behaved.”

W W W.MOULSFORD .COM

ISI report

Up Front

FO C U S

Distanced

L E A R N ING

How one school has made use of technology to keep their pupils on track during the pandemic

RECEPTION BOY LEARNING THE SOUND ‘NG’ WITH HIS HOMEMADE RINGING PHONE

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eeks before the government ordered the closure of schools and the nation locked down due to a Worldwide Pandemic, Parkside School in Cobham was formulating its own ‘battle plan’. Determined to maintain Ms Janssen, the Head’s mantra ‘Make it Happen’, Parkside was adamant that the virus was not going to compromise the outstanding standards of education and support already delivered to its families/the children.

From the last week of the spring term to date, this planning and preparation has flourished and has resulted in a slick, virtual delivery system for Parkside’s innovative

PARKSIDE BOYS STAYING CONNECTED ON ZOOM

“ T H E SC H OOL H AS TAC KLED REMOT E LEARNI NG H EAD ON W I T H T H E EXT ENS I VE U S E OF ZOOM” and engaging curriculum. The School has tackled remote learning head on with the extensive use of Zoom. Boys have enjoyed 6 x 45 minute virtual classes a day (the same as they do when physically at school). Prep school classes have included Modern Languages, extended Form Time, Drama, Food Tech, Forest School, Sport and

Humanities, alongside the core academic subjects; with assignments set and submitted via Edmodo (an academic virtual community similar to Facebook). Individual learning packs are printed, collated (by class) and collected weekly by parents at the ‘drive thru’ collection point in front of the Manor, which offers an opportunity for families to plan and prepare for the week ahead.

One parent commented: “May I just say what a remarkable first day? It has not gone unnoticed that to pull off a day like today must have taken a herculean effort! The preparation of content, the videos, the organisation of material – all of it has just been spectacular! It has been a lovely first day for both boys and Zoom has made a huge impact on their overall enjoyment of the classes. Just an enormous WELL DONE and THANK YOU!”.

The younger pupils from Parkside Nursery are also enthusiastically participating in their reading sessions, music and dance sessions, and ‘teacher time’. Progress and praise for work is established through ILDs (Individual Learning Diaries), which are filled with videos and photos of children enjoying their education, virtually.

Another parent praised the

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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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Up Front

school for keeping pupils connected with their friends: “I just wanted to say that I’m so impressed with the remote learning Parkside are providing during lockdown. J is loving seeing his teachers and friends on all his Zoom calls”.

Academic excellence is not the only priority for Parkside during these uncertain times; its ongoing dedication to the wellbeing of its pupils is now more apparent than ever. They have successfully combatted the current threat of social isolation through its approach to remote learning, and virtual contact between teachers and peers.

Regular weekly communication with families, newsletters and videos have flooded the inboxes of Parkside parents; and family time during holidays has been deeply encouraged, along with suggested activities for everyone to get involved in.

Parkside parents have felt reassured by the school's excellent communication. One parent commented: “Please pass on my enormous thanks to Ms Janssen for keeping parents calm and well informed during this difficult time.

How lucky we are to have such a brilliant and dedicated team working at Parkside, thank you”.

Forest School, Food Technology,

“ FO R E ST SC H O OL , D E SI G N & T EC H N O LO GY A N D A RT H AVE A L L E N SU R E D R E DU C E D SC R EEN TIME”

FO C U S

FOREST SCHOOL: THIS PARKSIDE BOY MAKES AN ANIMAL SHELTER IN HIS GARDEN

A PROUD PUPIL WITH HIS MATHS WORK

Design & Technology and Art have all ensured reduced screen time, and plenty of fresh air. Additional extracurricular tasks, such as the Parkside Photography Challenge and physical exercise challenges, have kept minds and bodies busy and healthy! Who needs Joe Wicks with such a dedicated team of sports teachers? What a joy to see a Parkside boy practising his yoga alongside his dog!

Humour has been a key theme throughout the remote learning schedule at Parkside, and a key source of this is via the new YouTube channel; Parkside TV, where outtakes and sports teachers dressed as hot dogs, are shared alongside informative ‘how to’ guides on a weekly basis.

"I've compared notes with people in the UK, Germany, and the US … and I think it's safe to say you guys are way ahead of the curve.

More than that the lovely YouTube

channel has brought warmth and humour to the week, and is such a great reflection of the fantastic staff you have there.” one parent enthused.

Parkside’s doors (and arms) have remained firmly open wide for the children of key workers and vulnerable children during lockdown.

It has also remained very much open for business as ‘unusual’ for the whole school community; and has provided continuity, humour, reassurance and calm for children living in a world where panic, grief and hardship are felt daily are the reality.

Parkside is very much looking forward to welcoming some of its pupils back physically when the government deems it appropriate to do so, but in the meantime, it is extremely proud of its staff, pupils, families and whole community for the efforts which have ensured this huge success during such difficult times.

To book a distanced personal tour, bespoke virtual tour or a place at the next Open Morning on Friday 2 October, visit: parkside-school.co.uk/ admissions/open-morning Parkside launches their new website in Autumn 2020

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5

tips on ....

How to make learning at home a family adventure

Wo r d s H E AT H E R W E L C H

International Brand Manager, Edx Education

“ P OSITIV E E N E RGY A R OUND THE THIN GS THAT A CH ILD E N J OYS WIL L MA KE LIF E E A SIE R FOR A L L .”

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Up Front

LE ARNING AT HOME

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e’re all embarking on a new adventure right now, and we have to do this together as a family. Learning at home may feel like it consumes so much time, but we should put it into perspective: on average in the UK, children only spend a fifth of their waking hours at school. The rest of the time is available to be spent with family, friends and in the external environment outside a classroom. In this world of learning at home, as parents and caregivers, we are able to supercharge their non-classroom experience and complement the school-time learning.

Here are 5 tips on how to go on a home learning adventure as a family:

1

Self-motivation

Positive energy around the things that a child enjoys will make life easier for all. In the early stage of motivating your children, one of the most important things is following the lead on their interests whether it be cars, books, blocks, colours, shapes, the garden or dinosaurs… So, take the time to watch your child play as this is where the adventure begins.

2

Experience

Knowledge is taught from the curriculum at school however our own experience is the most important way to impart this, we refer to it as experiential learning.

Children are naturally curious about the world surrounding them, so make it a fun, hands on and engaging experience. Look at nature, explain lifecycles, look at the numbers around you and discuss what they are used for: what is a postcode used for, letterbox numbers, money, supermarkets, etc.? Then discuss what they do and how it benefits us in everyday life.

3

Play

There are many key foundation skills developed through play-based learning. Watch as your

child builds a tower or is playing with water in the bath, look at their facial expressions: are they focused, curious, engaged or are they frustrated because it isn’t going their way?

A child’s imagination is sparked by the play that they enjoy exploring and experimenting with. We refer to it as learning without realising or learning through play. To encourage this at home, try using open-ended and design thinking toys (say, rainbow pebbles or construction blocks) to encourage problem solving. Prompt your child by asking questions or giving them themes to work with, such as building the tallest tower, designing transport or animals and so on.

4

Prior preparation

When children are not in the mood to play independently, you can set up simple play activities.

For example, you could set up animals ‘in a jungle’ to complement a book you are reading, and then talk to them about the story, prompting them to use their imagination. It may be child’s play, but simple ideas can have a ripple effect on young imaginations.

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Managing expectations

Families in this current environment have very busy schedules with work, after school activities and family commitments.

However, it’s important to take time out to spend with your child each day and to let them know when you’ll be able to be with them. Whether it is setting up a play activity after school or talking to them about their day, having a meal together, or taking time out and watching them and prompting their play with open-ended questions, this is all valuable time together. Reading a book before bed is also great; it helps develop speech and language, makes them curious and gives parent and child time to connect.

Going on this adventure as a family will foster children to love learning not only at school but in any environment, and will help them embrace situations with confidence, developing into lifelong learners and leaders!

At Edx Education we encourage play based learning for children in the early years focusing on learning through play in a fun and interactive way.

Happy home learning! edxeducation.com SUMMER 2020

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READY TO LEARN AFTER COMPLETING THE DAILY MILE

fit

TO LE AR N

Staying active during the pandemic could help children keep on track with their learning W o r d s C A R LY G L E N D I N N I N G

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hilst some children are forced to remain indoors, researchers have raised concerns about the pandemic’s longer-term effects on their health.

A lack of exercise caused by a surge in daily screen time, playgrounds shut (not to mention easier access to the biscuit tin) could all play a part in the epidemic of childhood obesity and mental health problems.

But exercise could also be key to helping children stay on track with their learning. Research has shown that getting up and moving changes the brain in ways that protect memory and thinking skills. Exercise reduces insulin resistance, inflammation and promotes the health of brain cells and the growth

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Up Front

run for 15 minutes each day. The idea was born in a Scottish school, when an 80-year-old volunteer prompted the headteacher to re-appraise the fitness of her pupils. “Your children are not fit” the volunteer told Elaine Wyllie, the then headteacher of St Ninians primary school in Stirling. Amazingly, the children took ownership of the problem, and agreed with the teachers that they MAYOR OF LONDON, SADIQ KHAN, SIR MO FARAH AND would go outside for 15 minutes each day ELAINE WYLLIE to see if they could build up their fitness.

That was in February 2012 and a month later, almost all of them could run for 15 minutes without stopping. By the R E S E A RC H HA S summer, every class in the S H OW N T HAT G E T T I N G

of new blood vessels. It also reduces anxiety and improves mood and sleep.

There have been a U P A N D M OV I N G number of interesting studies that connect CH A N G E S T HE exercise to success in the classroom. In B RA I N I N WAYS T HAT 2019, researchers P R OT ECT M E M O RY A N D at the University of College London analysed T H I N K I N G SK I LLS a range of schemes that were designed to increase the activity levels among children aged between three and 14. In some classes, pupils were asked to do star jumps whilst reciting their times ELIUD KIPCHOGE tables, whilst others pretended to travel the globe during their geography lessons whilst running on KEEPING ACTIVE WITH THE the spot. Experts DAILY MILE found that doing exercise whilst learning appeared to improve children’s focus and created a “memorable experience” which helped them later during exams.

Another initiative that has found a correlation between exercise and improved performance in class is The Daily Mile. Before the start of the pandemic, the charity had been working with schools around the world to encourage children to get outside and

LE ARNING AND FITNESS

school was doing it. There’s now over 2 million children running a mile a day.

Schools taking part in the challenge have observed many benefits including an increase in stamina and energy, but also greater focus and concentration in class and improvements in behaviour. Parents have also reported positive changes in the behaviour of their children at home including sleeping and eating better, with the added benefit that it encourages the whole family to be more active.

The Daily Mile has launched a campaign named #thedailymileathome to help parents to keep up the initiative during the pandemic. In accordance with government guidelines for outdoor exercise, families are encouraged to get outside in their

ELAINE WYLLIE

local area to walk, run, or jog in the fresh air. The charity has also teamed up with London Marathon Events to create weekly challenges, such as waving to passers by, drawing a map of your route when you get home, or looking out for nature along the way.

Anything that could help children focus on home learning has got to be a win. And if it also helps to combat the pounds piling on due to all those extra biscuits, all the better. thedailymile.co.uk SUMMER 2020 | 2 3

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“PLAY COULD BE THE KEY TO CHILDREN'S MENTAL HEALTH DURING THE COVID-19 CRISIS”

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Up Front

T h e

MENTAL HE ALTH

P SYC H O LO GY

Of PLAY Why play is crucial for children’s mental well-being and development during the pandemic Wo r d s C A R LY G L E N D I N N I N G

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lay could be the key to children’s mental health during the Covid-19 crisis suggests findings from experts. New research from a panel led by child mental health specialists at the University of Sussex, University of Cambridge and University of Reading has found that children’s emotional health is suffering lockdown and is likely to continue into the long term. Recent polling data shows that around two-thirds of primary school children are currently feeling lonely – an increase of approximately 50% compared to normal levels.

The authors of the research formed their recommendations based on relevant academic literature which details the harmful impact of isolation on children and the alleviating benefits of play. One of the studies looked at by the panel examined parental reports of their children’s mental health following social distancing measures in countries affected by previous pandemics.

It found children who experienced quarantine or social isolation measures were five times more likely to require mental health service input than those who did not. Play is essential to children’s holistic wellbeing and the therapeutic benefits of play on child mental health have been shown in studies of children in war zones and survivors of Romanian orphanages.

The panel of psychologists, psychiatrists and other experts have written to senior ministers strongly recommending that small gatherings of children for outdoor play should be prioritised as lockdown measures begin to ease. The panel also recommended that re-opened schools should ensure that all children have the opportunity to play and interact with their peers throughout the school day.

S U M M E R 2 0 1 9 | 2 5

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Up Front

Dr Jenny Gibson, Senior Lecturer in Psychology and Education at the Faculty of Education, University of Cambridge, said: “It’s easy to dismiss play as unimportant, but for children, playing with friends and classmates has a very significant impact on their social development. Critically, it is an important way of working through emotions and will therefore be one of the principal ways in which they cope with the isolating effects of the lockdown. For that reason it’s important that whatever steps are taken to ease social distancing restrictions, children are given time and space to play with friends.

My own research suggests that social play skills are directly related both to children’s social-emotional adjustment and their academic achievement, so it is a concern that this is something that has been missing from many children’s lives for a number of weeks.”

The British Psychological Society has also put a strong emphasis on the importance of play in relation to children’s mental health during this time. To help parents, carers and education professionals, they have made two films that explain how play can be used to regulate children’s emotions and support psychological wellbeing. Melernie Meheux, educational psychologist and joint chair-elect of the BPS division of educational and child psychology, said: “The Coronavirus crisis has been a new and unusual time for all of us, adults and children alike.

Play is a fantastic way of helping children make sense of what’s happening in their world and enables them to process their emotions, whether they’re excited and happy, or feeling anxious and unsure.

“We know schools will look different for children as they return to the classroom, so it’s really important children are given the opportunity to use play to process their feelings and understand their new environment.” A bigger focus on play during this time could also help

“INCREASED TIME FOR PLAY COULD BE BENEFICIAL TO THEIR DEVELOPMENT”

to alleviate pressure on parents feeling the need to recreate the classroom environment at home (whether that’s due to continued distanced learning or to catch children up during the school holidays). For parents worrying about children focusing less on schoolwork at this time, there is evidence to suggest that increased time for play could actually be beneficial to their development.

Finland, Poland and Estonia, three of Europe’s most academically successful countries, do not send their children to school until age seven, allowing for more oneon-one time with parents and opportunities for unstructured play.

Mental He alth

Paul Ramchandani, Lego professor of play at the University of Cambridge, who was part of the panel who wrote to senior ministers said: “I haven’t yet seen any evidence that kids in systems that formalise education later do any worse. So I lean towards thinking we should formalise education a little later.”

Speaking about the importance of play during this time, he added: “The most important thing for young children in times of stress is receiving predictable care and love from parents or carers they trust, but time to play is going to help.”

The Mental Health Foundation has suggested that parents should aim to define a couple of sessions in the day for primary age children to focus on activities that interest them. Reading together, playing games, cooking or doing something creative are all opportunities to have group time as a family. Allow your child to take the lead and as Ramchandani says: “Slow down and let the child complete the task themselves, however long it takes, because that is how they learn.”

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Virtual social time is a lifeline right now

Screen Time K N O W H O W

Parents were concerned about children's screen time before lockdown, so how do we manage this issue when everything from school to social has gone virtual?

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here have been plenty of scare stories over the years about screen time, but lockdown has brought a whole new regime to test families.

Of course, virtual school and social time have been saviours. They have helped to keep work and school life going and make families who are separated from loved ones feel closer. But the downside is that children are spending vastly more time online – and we don't always know what they are doing, let alone if they are being exposed to immediate risk or longer-term harm.

In mid-April, UNICEF issued a technical note warning that with 1.5 billion children and young people affected worldwide by school closures there was a heightened risk of exploitation and grooming because: "not all children have the necessary knowledge, skills and resources to keep themselves

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safe online". In May, Australia warned of a 'manual' circulating specifically to assist criminals who wanted to target children during lockdown. Scary stuff indeed.

For families managing this necessary but sudden switch, cyber bullying and child exploitation are at the worst end of the threats scale. At the other end is that niggling concern about how our children's school and social lives have shrunk remorselessly to chair and screen. Should we attempt to moderate screen time right now and, more than that, how do we get them off the virtual and back to the real world when familiar routines return?

Perhaps the good news is that benefits outweigh negatives when it comes to the lockdown virtual existence we are all living through. "Perspective is absolutely key when it comes to screen time. There is a lot of scaremongering around the Internet and screen time is the poster child," says Jonny Pelter, founder of Simple Cyber Life,

a membership site for families looking to ensure their online life is as secure as their real one. He adds: "There are long-term risks such as obesity, but in the context of lockdown, we're looking at a short- to medium-term effect." While schooling online is enabling children to carry on learning, he believes that we also have to recognise the social use benefits – even when it's a Fortnite binge, they are likely to be doing it in company (virtually) with friends.

Reassurances aside, Jonny Pelter sees firsthand the issues that worry parents and believes many of them are well grounded.

His background is in the corporate cyber world (with clients such as HSBC and Aviva), but over time he found more and more friends turning to him for help with Internet issues – often as a last resort. It dawned on him that when safety breaks down for organisations it's serious; when it goes wrong for families there can be a profound real-world impact. Simple Cyber Life offers

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

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Up Front

ONLINE

“AT THE BETTER END OF THE 'ONLINE THREATS SCALE' IS OUR CONCERN THAT CHILDREN'S SCHOOL AND SOCIAL LIVES HAVE SHRUNK REMORSELESSLY TO CHAIR AND SCREEN”

useful 'how to' advice, tutorials, self-help guides and expert one-to-one guidance if there's a problem you can't handle. It's also a place for members to share real-world concerns and get advice on pressing issues – from cyber bullying to hacked accounts.

While it's a young company, it has already been selected for startup support under GCHQ's 'cyber accelerator' scheme. While the majority of security issues can be addressed by installing the right protection, perennial family battlegrounds are not straightforward. Enforcing rules around the amount of screen time children can have – be it for schoolwork or pleasure – is necessary, but these aren't easy to enforce. "Kids will never understand it – it's like bedtime.

SECURITY CHECK ESSENTIAL FIXES FOR FAMILIES LOOKING TO ENHANCE ONLINE SECURITY

Have anti-virus software and keep it up to date • Ensure all devices with webcams also have anti-virus software • Use a password manager • Educate family and friends so you keep each other safe online

And when you have children of different ages and have to set different rules, expect them to contest it. But you can go prepared with some of the scientific research that backs up your rules," says Jonny Pelter.

Whether it's the impact on sleep quality or the importance of active time outdoors, there's sound information to draw on. "It's really hard for children at the moment, but we would say now, as always, that rest periods are important. Making sure they take a half-hour away from the screen after each one- or two-hour block of screen time is healthy – and that's also an effective way of reducing overall screen time."

As to life after lockdown, he is positive that children will cope with a return to realworld life, even if some need what he calls a "transition period" – just as some adults may need to wean themselves off Zoom, Twitter and the rest. "While it may sound counterintuitive, given that I've founded Simple Cyber Life, I don't subscribe to Armageddon theories when it comes to children and screen time," adds Jonny Pelter. "There are some real positives about this period – kids have learned to code and done all sorts of other creative things because of the extra time spent recently at their screens."

Simple Cyber Life offers monthly subscriptions from £2.99. For a free trial, visit simplecyberlife.com S U M M E R 2 0 2 0 | 29

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QUESTION TIME The experts at Gabbitas Education have the answers

ANASTASIA HATVANY CONSULTANT FOR GABBITAS

With home schooling continuing is now the time to engage a tutor for extra support?

Q

Although some schools have started to re-open for specific year groups, there are still many who are having to continue with home schooling and most are unlikely to return to school until the autumn.

Prolonged periods of remote study, especially when the weather is good, can become very challenging.

Routines start to wane and boredom can take a hold. Children start to lose their focus and parents find it harder to keep them motivated. September is several months away, so the time available now is an opportunity to

A

help improve and expand your child’s knowledge and help make learning fun again. To do this, it could be time to consider enlisting some extra support.

Taking on a tutor has several benefits, aside from the specialist knowledge they can impart. It is an opportunity to create some structure, help get young people back on track with their studies and give some direction in preparing for the next academic year. Helping them fill gaps in their knowledge can act as an opportunity to re-engage with learning. It is also a chance to provide tutoring in subjects away from the curriculum that they might never have considered but which could help expand their horizons.

Pupils who are working towards Pre-Test, 11+ or Common Entrance need to be focused. Just one tutorial a week can help consolidate course work from school, energise and stimulate whilst helping them delve deeper into a subject. It can give the week some structure and purpose. A good tutor can act as a positive role model during these difficult times.

Gabbitas has a long history of providing tutors and we have been able to enlist the support of our excellent team to put together some Bespoke Remote Tutoring Packages to help parents during this challenging time, with information available on our website.

NATALLIA PATSALUYONAK HEAD OF FAMILY SERVICES FOR GABBITAS

These are unprecedented times with exams cancelled due to Covid. So how can results be calculated?

Q

This year’s GCSE, AS and A level exams have been cancelled. As a result, grades are now going to be awarded based on a student’s performance in mock exams and other non-exam assessment data available to teachers.

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How this will work in practice?

Using the following: • Non-exam assessment/ coursework (complete or incomplete) • Homework • Mock exams

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Up Front

A DVI C E

•A ny other records of student performance over the course of study •A ny records of performance in subjects such as PE, Music and Drama •R ecent and relevant public exam and external testing such AS-level grades, BMAT/ UCAT which can also be included in the evidence.

Teachers will use their professional experience to make a fair and objective judgement of the grade they believe a student would have achieved had they sat their exams this year. The final grades awarded in each subject will be internally moderated by the relevant departmental staff at the school.

Schools have been asked to rank students in order of performance in each grade and subject and will submit these to the relevant exam boards.

The Exam Boards will then standardise the results by comparing grades between schools and colleges to achieve fairness overall.

How the schools have performed historically will also be considered.

Therefore, the grade predicted from the school may be adjusted up or down by the exam board.

Students will receive their grades by mid-August if not earlier.

You can find more information on how Covid-19 will affect UK Exam results on our website.

Appeals and Autumn Exams Students who feel that the grades awarded do not reflect their ability will have the opportunity to take their exams in an Autumn series of exams yet to be finalised or in summer 2021.

There will be an ‘appeal’ procedure for students who do not agree with their final grades made using the assessment process but how this will work is not yet finalised.

To see how Gabbitas can advise you on the best next steps to help in these circumstances, contact us by emailing info@gabbitas.com or call one of our consultants on 0207 734 0161.

COURSEWORK WILL BE USED TO DETERMINE FINAL GRADES

What changes have been made to the International Baccalaureate now formal exams have been cancelled?

Q

Despite the Summer Exams being cancelled, the International Baccalaureate intends to release results to universities and schools as planned on 5 July.

To enable them to provide grades, Schools and colleges will have uploaded coursework and associated predicted grades to the IB board in April.

IB will be using vast historical assessment data to ensure that they follow a rigorous process of due diligence in what is a truly unprecedented situation. They will be undertaking significant data analysis from previous exam sessions, individual school data, subject data as well as comparative data of schools who have already completed uploading requirements and those who have not. IB will require schools to submit the coursework for all candidates.

IB will externally mark work that is usually marked by teachers, instead of taking samples and applying moderation.

A

They will use a calculation that is based on the relationship between coursework marks, predicted grades and subject grades to estimate the subject grades candidates would have received if the exams had gone ahead.

If the relationship between these elements shows that in previous sessions candidates globally tended to achieve higher outcomes on their exams than their coursework, the calculation used this session will reflect that.

At a subject level, students will be awarded a grade on the normal IB 1-7 scale. Theory of Knowledge (TOK), the Extended Essay and the Career-Related Programme Reflective Project will be awarded a grade on the normal IB A-E scale.

The DP core will be awarded on the normal IB 0-3 scale. A total points score will be awarded for the Diploma, out of 45 as normal.

However, if students are unhappy with the process it has been agreed that they will be able to take their exams in November, but this will mean delaying University entrance for a year.

You can find more information on how Covid-19 will affect International Baccalaureate results on our website.

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15/01/2020 12:23

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28/01/2020 15:26

Pre-Prep

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FO C U S

Class of 2035 A new early years programme at the Lycée International de Londres Winston Churchill aims to nurture bilingualism in a family-like environment

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oday’s education they are given the full attention values go beyond they deserve, and to ensure the core simple academic values of the Lycée, from healthy excellence. living or environmental awareness Discerning parents to speaking a new language or who want the best learning about other cultures, are for their children shared in a caring, nurturing, familyboth as students like environment. “Children are very and as persons must seek to provide receptive to joint teaching. Such an them with the most innovative, innovative programme will anchor tailor-made programmes available. them in interculturalism, as well as The Lycée International de Londres develop their flexibility in using both Winston Churchill is one of the languages, all from the age of 3, says leading schools offering the most founding Head of School Mireille up to date bilingual education, in a Rabaté. This sets our students on a thriving educational community. clear path to excellence. The The benefits of a bilingual 21st century needs welleducation no longer need to be rounded citizens with demonstrated. Academic excellence a sound education only provides children with that and a keen THE LYCÉE PROVIDES A special edge if it is accompanied openness to the WELL-ROUNDED LEARNING THE TEACHING with a resolutely modern outlook, world around ENVIRONMENT WILL BE DISPENSED them”. in-depth understanding of other cultures and languages, and greater Ms Rabaté’s THROUGH PLAY (IBDP). From September cognitive and adaptive skills, all of which vision has AND PROJECTS 2020, the Lycée will introduce rely on more than simply succeeding at already reaped a brand new, unique Early Years examinations. The Lycée International de impressive Bilingual programme, available Londres Winston Churchill prides itself on rewards – her from age three. The children will creating a distinctive learning environment, students go on to be taught conjointly by two native where a real sense of belonging stems from thrive at the most specialist teachers, one French, one British, caring pastoral care and from values shared prestigious universities in both early learning experts. From the by students, parents and staff alike. the world, from the Russell Group to the Ivy onset, one person is associated with one The Lycée International de Londres League or French “Classes Préparatoires language, both teachers work together Winston Churchill has carved itself a aux Grandes Ecoles”, before embarking on in the classroom, and both languages are place of choice among the most innovative highly successful careers in various fields given equal importance, as naturally as in a international schools, already offering ranging from medicine to business. bilingual family where each parent speaks highly sought-after bilingual streams for their own native tongue. The teaching will Primary and Secondary age students, be dispensed through play and projects. The leading to either the French Baccalaureate, Visit the website for more details groups will not exceed 16 children, to ensure or the International Baccalaureate Diploma lyceeinternational.london

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Pre Prep

FOCUS

Back to SCHOOL St Dunstan's College reports on what it's been like for the first pupils heading back to class post lockdown

S

t Dunstan’s College was delighted to welcome back pupils from Reception, Year 1 and Year 6 on Monday 1 June.

Following the government’s request for these year groups to return, the College has been busy preparing to welcome the pupils back for the first time since the end of March. This had included spaces being marked out on the field and playground, desks being separated and two metre markings in queuing locations.

Speaking about the first day back, Head of Junior School, Miss Laura Whitwood said: “Today has gone incredibly smoothly and the new routines and measures in place are very quickly becoming the new normal.

“It was a great pleasure to see the pupils return to the College today; to see so many smiles and hear the familiar sounds of learning, laughter and excitement from the classrooms was a treat for all of the staff, who have been eagerly awaiting the return of the pupils. They settled into their new routines well and did so with mature understanding of the situation, which was very impressive indeed.”

The junior pupils wasted no time getting back into the swing of school life. After being shown the set up for the new school day, pupils experienced a range of fun and engaging lessons. This included PE lessons on the field, maths challenges and outdoor learning in the new woodland classroom.

Speaking about her first day back at the College, Emily, Year 6, said: “I was a little nervous at first because I didn’t know whether I would like school being a bit different from what I am used to, but so far it has been great! Even though we are in separate groups, it was still really fun playing with my friends.

“Partner work is a little bit harder

THE BOUNDLESS ENERGY WE SAW CONTRIBUTED TO A VERY SPECIAL DAY INDEED

PUPILS RUNNING TO THE SCHOOL GATES AT ST DUNSTAN'S COLLEGE

when you are socially distanced, but it is making us laugh as we get used to it as a team. I thought it would take ages to get used to it all, but now I am confident it will become normal in no time. I am so pleased to be back and I was really excited to see my friends and teachers again.”

Miss Whitwood, added: “The general air of happiness and enthusiasm was quite infectious; some pupils ran in, others raced ahead on their scooters and the boundless energy we saw contributed to a very special day indeed.”

Since the national lockdown, teachers at St Dunstan’s have been delivering their lessons through virtual learning, and for the time being the rest of the College will continue with this. The

College has remained open for children of key workers during this time.

St Dunstan’s Headmaster, Mr Nicholas Hewlett, added: “It has been a delight to welcome some of our children back to the College today. Whilst we have achieved so much from our remote learning provision, nothing beats seeing the children in person and for them to be able to meet with their friends again – albeit from a safe distance. There have been lots of smiling faces today whilst recognising the seriousness and importance of the new rules and routines we have had to put in place for everyone’s safety.”

St Dunstan's is a school in Catford, south London for pupils aged 3-18.

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Built on Tradi�on – Embracing the Future

Open for Admissions

for September 2020 & Spring 2021

To book a bespoke virtual tour or a distanced personal site tour with the Deputy Head, go to www.parkside-school.co.uk, call 01932 862749, or email head.pa@parkside-school.co.uk Or visit us at the Next Open Morning on Friday 2nd October 2020’ www.parkside-school.co.uk

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15/06/2020 09:22:33

Pre-Prep

FOCUS

MOVING UP

How Sydenham High Prep School manages the important step that is the transition from nursery to school Wo r d s V I C T O R I A G O O D S O N , H E A D O F P R E P

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he first day of school is a significant milestone for children and their families, and the start of each new academic year is an exciting time in all schools. Preparations start well in advance. At Sydenham High Prep School, children are invited to spend time in our Early Years department through ‘Taster Mornings’ and ‘Discover Your School’ sessions before each new academic year, in order to build confidence and enthusiasm for starting school where children encounter a wealth of new educational opportunities and experiences.

Although, at this unusual time for the global community, we might not be able to follow our normal schedule of events for new starters, the summer is a great time for parents to start building the positive foundations for this exciting new chapter and there are several things which parents can do to support a smooth transition when starting school.

Develop Confidence: Over the summer, practise making the journey to and from your child’s new school, using the method of transport that your child will be using on a daily basis. This will help build confidence and familiarity with this new routine.

Develop Routines: Schools are exciting places and with a wealth of new activities and experiences on offer, starting school can be tiring for young children. Ensuring that your child is in a good bedtime routine before starting school is important. In the weeks leading up to the start of school, encourage your child to go to bed at the time he or she will be going to bed during term time.

VICTORIA GOODSON

Develop Skills: Valuable skills include being able to go to the bathroom, feed, dress and undress themselves independently and to ask for help when needed. Don't worry about your child's ability to recite the alphabet or know their number bonds. This is what they will learn in school.

Develop Friendships: Building friendships provides an extra layer of confidence as your child starts school.

Ask whether any other new school starters live near you and if possible, make contact.

Sydenham High School GDST is a school where girls learn without limits. As specialists in girls' education, we ensure our teaching is tailored to the way girls learn best. We encourage and support girls to be confident, happy and fearless learners with the belief there is no limit to what they can achieve. To find out what makes us special, take a look at our website to organise a meeting with the Head of Prep School to find out more about what we could offer your four year old this September.

V I C TO R I A G O O D S O N Head of Prep sydenhamhighschool.gdst.net

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16/06/2020 10:24:08

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Prep

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CHILDREN RESPOND TO ONLINE CLASSES

Keep On

MOVING What can the Joe Wicks PE phenomenon during lockdown teach us about getting (and keeping) children physically active?

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ne of the surprise hits of lockdown has been Joe Wicks, dubbed 'the world's PE teacher' during

by CNN. That 9am morning workout was certainly not a first (remember The Green Goddess and Mr Motivator?) but the formula still works. It was greeted rapturously by the very same children who might not normally be keen to do much more than brush their teeth, grunt good morning and go. What was it that so grabbed a young audience, at least some of whom probably dislike school sport?

School sports teachers have certainly been attuned to Joe Wicks and the many other exercise resources inspiring children who have, through necessity, been more deprived of physical activity than at any time in recent memory.

As a parent of young children himself, Nic Cooper, Director of Sport at Royal Hospital School in Holbrook, Suffolk, is certainly no stranger to Joe Wicks. He and his team have seized the moment, creating a booklet to help RHS pupils access the huge variety of sports and workouts happening in the virtual world. "We have been actively encouraging our pupils to access the expert sites and resources such as Joe Wicks," he says.

Going virtual with regular weekly school sports has not hampered the imagination of the team – far from it. "We have designed a programme offering different sessions each

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week, bearing in mind that some pupils have a whole field to exercise in while others have a small courtyard," says Nic Cooper. Monday's 'Beat the Batman' challenge, hosted by sports teacher Joe Batman, has proved wildly popular, as has the RHS Mini Olympics.

To mark the London Marathon that couldn't happen, they asked pupils to each run 2.6 miles, getting them to group themselves in virtual teams of ten to give it the full marathon flavour. They worked out that RHS students and teachers clocked up the equivalent of 12 marathons between them in one day. Social tools have kept motivation going, with Twitter helping ensure parents are in the loop and Instagram preferred by pupils. Interval training, sport skill of the week – it's all about engaging pupils of every sporting taste and keeping the enthusiasm for activity alive.

Nic Cooper thinks that using trends, and the elements children gravitate towards on social media, adds fun to school sport.

Pre-lockdown his team got a mixed ability netball team to use a popular TikTok dance routine as their pre-match warm-up. The team's response to this unconventional prep for the big game? "They loved it," says Nic Cooper. Mark Duncan, the Director of Sport at Windlesham House School in West Sussex, says the Joe Wicks phenomenon is not an unusual one among young audiences – noting that ages 9-11 tend to be the most engaged in sports and physical activity. He says it's teenagers who tend to elect to drop out, often due to body consciousness, but also because they find other things they prefer to do. He believes schools need to "keep PLAYING TO WIN AT ST MARGARET'S

Sp ort

IN THE FAST LANE AT WINDLESHAM HOUSE

GETTING THEIR KICKS AT RHS

“USING TRENDS, AND THE ELEMENTS CHILDREN GRAVITATE TOWARDS ON SOCIAL MEDIA, ADDS FUN TO SCHOOL SPORT”

the door open" with a sports curriculum that is broad and lively. "Sometimes it takes time for children to find out what ‘floats their boat’. Early specialisation – seen as a prerequisite for a number of sports – is designed to find and support elite talent and can work against young people in finding the one thing that might become their passion."

Reducing fear of failure or being shown up – whether it be in front of peers, teachers or parents – is also key, as this is a major turn off from physical activity for lots of young people. "Sport should be about fun, with the importance of match results dialled right down," says Mark Duncan. "We are often too quick as schools, to impose an adult version of a game on young children."

While being comfortable having a go at something without fear of failure is a major factor in ensuring young people keep moving, TV and other media can inspire them to try new things. Mark Duncan notes that half of 11 to 15-year-olds tried a new sport after London 2012. He believes the onus is on us to use such opportunities.

"It is the job of adults involved in sport to win over their young charges."

Dulcie Pimlott, Head of Sports at St Margaret's School in Bushey, Hertfordshire, says lockdown has made everyone reflect on sports provision at school and changed the way children engage in physical activity.

"Individual exercise has become essential to many young people’s lives. Walking, running and participating in online classes across a huge variety of disciplines have been key for young people in maintaining mental and physical wellbeing."

She believes maintaining engagement as children grow up requires agility, since their tastes and attitudes change – sometimes with lightening speed. "Physical activity in schools should, above all, be fun, physically and socially stimulating and adaptable."

Broadening the conventional school approach by ensuring individual sport and fitness experiences are offered alongside the team sports is one way to keep children motivated. "All of these activities develop knowledge for a healthy lifestyle and can enable pupils to become what we call 'fitness independent' as they become young adults."

If we're in it to win over young people, that means understanding more about what makes young them tick, be it TikTok dance routines, Joe Wicks or the next social media craze. Ultimately, says Dulcie Pimlott, teachers have to keep up with trends in sportswear, in music and in social media."Get this right and we enable our young people to develop lifelong exercise habits," she adds.

S U M M E R 2 0 2 0 | 4 3

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15/06/2020 15:15:03

HEAD

Character

BUILDING

The Head of Oakfield Preparatory School, Moyra Thompson, reflects on the ways in which lockdown has brought focus on both experiential learning and character building

B

uilding character in our pupils underpins all that we seek to offer at Oakfield Preparatory School, and it is certainly true to say that this focus has never been as important as during the weeks of lockdown.

Six core values of Care, Collaboration, Creativity, Courage, Curiosity and Challenge lie at the heart of our school community, each with a set of associated characteristics which we endeavour to develop in the children.

OAKFIELD PUPILS

The transfer from daily classroom attendance in school to remote learning has provided exciting opportunities for character traits such as independence, originality, initiative, communication and honesty to come to the fore.

Research shows that teaching children about self-control, resilience and other character qualities has a positive impact on academic achievement, health and happiness.

Globally, educators and politicians are investing more time and money in character development and some countries are beginning to include it

“Remote learning has provided exciting opportunities for character traits such as independence, initiative and honesty to come to the fore”

TA L K I N G

MOYRA THOMPSON Head of Oakfield Preparatory School

Prep

OPINION

within educational assessment criteria.

Olli-Pekka Heinonen, Director of the Finnish National Agency for Education, emphasises shaping an education system that can respond flexibly to changes: “It is a question of how we can cope with a changing and uncertain world and give the children the abilities they need to cope for the future".

At Oakfield, we have been delighted to see the creative ways in which the children have showcased their learning through video, audio, art and music, displaying editing, presentation and ICT skills with huge confidence and panache. They have demonstrated their ability to cope with a new, challenging and potentially unsettling way of life.

It will be exciting to look to the future of the curriculum and how it can be shaped and delivered to harness these transferable skills. A key question for us as educators will be not: ‘What shall I teach?’ but rather ‘What behaviours do I want to achieve?’.

This period of lockdown has also provided the opportunity to reflect anew on the vital importance of learning outside the classroom, something fundamental to the principles of the Early Years Foundation Stage but which also has enormous value to pupils of all ages. The chance to explore the outdoor and natural environment means that children are not only exposed to stimulating curricular content, but they are also engaged in real-world projects that build essential character qualities.

It will be vital for us as schools to take the positives from our recent experiences and use them as a tool for reflection and creative planning as we move forwards. My hope is that new ways of working and learning will give rise to further opportunities to build essential skills in our children. Less emphasis will be placed on schools as ‘exam factories’ and a change of mindset will bring about a deep understanding that character education serves as a fundamental enhancer of academic performance, rather than merely acting as an ‘alternative philosophy’.

SUMMER 2020

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Early Years to GCSE / Flexi or weekly boarding / Bespoke day options from 7.30am—8pm Early Years to GCSE / Flexi or weekly boarding / Bespoke day options from 7.30am—8pm Early Years to GCSE / Flexi or weekly boarding / Bespoke day options from 7.30am—8pm

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15/06/2020 15:20:23

Prep

OPINION

HEAD

Making

LEMONADE

The Head of Eaton Square Prep, Trish Watt, discusses what school means and the value of making the very most of the options at our disposal when life has dealt us lemons

E

aton Square School has certainly been making lemonade! When we toasted in the new decade, this year seemed to promise so much.

Little did we know then that we would be forced to close our school doors, take our learning online and, perhaps for many, also come to understand the real value of education.

Inherent in any transition is change management, and this always brings with it exciting challenges. The transformation that has taken place

PUPILS AT EATON SQUARE PREP

in the way in which we have delivered our education has been remarkable.

Teacher, parent and pupil training has required fast tracking, as we have made our move to delivering live lessons online. None of this would have been possible without a pre-existing strong school community. Our teachers have embarked upon accelerated learning programmes; they have worked hand in hand with parents, adapting on a daily basis to the needs of the pupils in order to continue to deliver our curriculum.

The relationships already established have enabled us to move mountains.

“We have developed a profound appreciation of the fact that our School is so much more than just a building”

TA L K I N G

TRISH WATT Headmistress Eaton Square Prep School

We have experienced opportunities to truly come together, and it is in this togetherness that we have been able to continue to nurture our young people, delivering on our School values. The magnitude of learning that has taken place over the period of the lockdown is nothing short of extraordinary. It has led us all to reflect on what truly makes us happy and with this we have developed a profound appreciation of the fact that our School is so much more than just a building.

Widely anticipated weekly assemblies have been a key element of maintaining our whole school community. Our weekly ‘Challenge Tuesdays’ have brought about an additional sense of togetherness. Videos depicting the children’s endeavours have been excellent and parents have contributed a great deal to ensure our weekly newsletter, the Eaton Share, is as rich in content as ever.

Fundraising events have continued to take place and our families have contributed as much as ever. Children have been provided with wonderful opportunities to learn about the key workers who are looking after everybody so well and assemblies have reinforced the importance of caring for those in need. We have also continued to support our School charity so they can continue with their excellent work.

Ironically, the sense of connection has never been more prevalent.

Undoubtedly, we have all experienced tough moments, but knowing that we are rooted in the wider Eaton Square family has provided a sense of belonging.

While we have been able to continue to educate hearts and minds from afar, the transition back to school will bring with it the opportunity for pupils to re-establish those all-important face-toface relationships. Personal and social wellbeing is our number one priority as we mindfully approach the inevitable anxieties of our return. Our curriculum will be adapted to make certain any mental ill health issues from the crisis are overcome. There is a long journey ahead, but we will make it together.

SPRING 2020

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09/01/2020 15:45

Summer Books S U M M E R ’ S N E W B O O K R E LE A S E S p . 5 0 • W E M E E T AU T H O R PAT I E N C E AG BA B I p . 52

Young adventurers will love heading into the stratosphere with Dr Maggie See page 50

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15/06/2020 13:58:35

TOP AUTUMN M U ST READ 8+

From books for adventurers (global and galactic) to inspiring poetry and thought-provoking stories about climate, our pick of great summer reads Wo r d s P E N D L E H A R T E & ZO Ë D E L M E R - B E S T

MY GREATEST FOOTBALL TEAM EVER b y Tom Fordyce

B

HACHET TE , £7.99

uilding your dream team is the challenge with this football-themed activity book that encourages younger fans of the game to think like a manager. You can pick from a catalogue of great players throughout the ages and design your own kit and boots for them, while pondering essential questions such as: “could you have Maradona and Messi on the same team?” There are also tough strategy decisions to make on formation and the best pre-match meal.

50

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8+

Dr Maggie’s Grand Tour of the Solar System b y Dr Maggie Aderin-Pocock BUSTER BOOKS , £12 .99

Scientist Dr Maggie Aderin-Pocock (MBE) was bitten by the space bug as a kid and does an excellent job of passing on her passion in this inspiring book, Dr Maggie’s Grand Tour of the Solar System. She encourages us to copy Einstein in his ‘thought experiments’ and follow her on an imagined journey through space to

the very edge of the Solar System. The book features amazing NASA photographs alongside full-colour illustrations and is packed with up-to-date information presented in blocks of text or via charts and diagrams. It does exactly what good nonfiction should, answering lots of questions while inspiring young minds to embark on future journeys of discovery.

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

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Books

4+

r e vi e ws

8+

This Book Will (Help) Cool the Climate

Editor's pick

b y Isabel Thomas HAC HE T TE , £6.99

Encouraging children to think about their own actions in a wider context, this upbeat volume is full of fun ideas for reducing your carbon footprint. From rewilding your garden to eating less meat, planting trees and avoiding plastic, here are 50 ways in which young people can do their bit to cut pollution and protect the planet.

SNOWFLAKE, AZ

7+

MIDNIGHT FEASTS

b y Marcus Sedgwick, ZEPHYR, £12 .99

c o m p i l e d b y A.F. Harrold BLOOMSBURY, £10.90

A tasty collection of poems on nearly every kind of food gathered by poet A. F. Harrold and paired beautifully with Katy Riddell’s illustrations.

As a sample menu, we have Ian McMillan on soup followed by Christopher Reid on salad, and Caroline Bird ponders the humble turnip. A book to dip into, share and return to again and again. Delicious!

12+

5+

BIG CITY

ATLAS

b y Maggie Li

PAVILION BOOKS , £8.99

With Penguin as your guide, take a tour of 28 cities around the world. This beautifully illustrated book highlights landmarks, cultural information and quirky facts. For Moscow, we learn about the Bolshoi Ballet, Lenin’s Mausoleum and Laika the space dog, while Rome gives us the weirdest gelato flavours (lobster, blue cheese, etc) along with the Sistine Chapel. Hours of globetrotting fun for readers.

S

et in a community of people forced to live apart from the rest of society, and prompted in part by his own experience of Chronic Fatigue Syndrome, Marcus Sedgwick’s latest book Snowflake, AZ examines what it means to be well. From that starting point, the book tackles bigger themes such as the health of our planet and the unseen dangers that may be threatening us all.

Told in flashback, it intrigues from its opening page and is chilling in its deadpan delivery. This is a typically thoughtful, intelligent and challenging novel from one of our finest YA writers, and it may have extra resonance for many readers right now.

SUMMER 2020

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“MANY AUTISTIC PEOPLE FEEL HYPEREMPATHY – I WANTED TO SHOW THE EMOTIONAL TRIGGERS THAT CAN LOOK ON THE OUTSIDE LIKE 'DIFFICULT BEHAVIOURS'”

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Books

Q&A

TA K E A LEAP Performance Poet Patience Agbabi on The Infinite, her new children's book about time travel, Leaplings and autism I n t e r v i e w C A R LY G L E N D I N N I N G

Q Tell us about The Infinite. What’s it all about and what made you want to write it?

A It’s a time-travel adventure story featuring a 12-year old autistic heroine called Elle.

She must overcome her difficulties to save the world, find her voice and make new friends. I set out to celebrate an autistic girl in love with language because we rarely find her in literature. As her name, Elle, is a palindrome – reading the same way backwards and forwards – this sowed the initial seed for a narrative that would move backwards and forwards in time.

Q The concept of the book is so clever.

What inspired you to write about autism, Leaplings and time travel?

A The book was character-led. My older son is autistic and I have autistic traits myself, though I don’t have a diagnosis. I understand the passion behind a specialist subject, an intensively pursued hobby. I love

language and athletics and the Summer Olympics and so does Elle. As the Summer Olympics always happen in a leap year, I made Elle a Leapling, born the 29th of February 2008. Elle, like me, would enjoy the play on the word ‘leap’. The most iconic image from the Olympics is Bob Beamon’s world-record leap in 1968. Elle is obsessed with Bob Beamon. I thought, what if Elle had the ability to leap through time? And what if a small percentage of Leaplings had The Gift of time travel? Time travel enabled me to explore what the near future might look like: the effects of factory farming, genetic engineering and global warming.

Q What are the common assumptions about autism and disability that you’re hoping the book will challenge?

A People assume autistic people are good at maths and like trainspotting and, yes, some of them do. But I wanted to show a

range of autistic people: Elle’s best friend Big Ben is a maths genius but he likes supercars; Elle loves linguistic play and athletics; Kwesi is a brilliant graffiti artist who redefines his ‘nonverbal’ diagnosis as ‘Visual ASD’; Season is a supertaster cook.

Another misconception is that autistic people can’t feel empathy. Many autistic people feel hyper-empathy, an overwhelming mix of emotions so challenging it might make them react physically (meltdown) or go into withdrawal (shutdown). I show Elle ‘tongue-tied’, unable to speak and ‘living under the table’ in shutdown and refer to Big Ben going into meltdown when he goes ‘from 0 to 10 on the anger scale’.

I wanted to show the emotional triggers that can look on the outside like ‘difficult behaviours.’ I also wanted to show autistic people looking after each other. And it was important to have a character with ADHD: MC2 can disappear and reappear S U M M E R 2 0 2 0 | 53

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15/06/2020 08:40:22

I ND EP END ENT DAY SCHO O L FO R G I RLS AG ED 4 TO 18 I N SO UTH K ENS I NGTO N

OUR TRADITION

your future Join us LIVE this summer for our Q&A Webinars

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YOUR SON

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Co-educational excellence in a caring community for boys and girls aged 4 to 11.

Open events take place in September, October and November.

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24 Lyndhurst Gardens, Hampstead, London, NW3 5NW

15/06/2020 15:24:08

Books

Q&A

THE INFINITE BY PATIENCE AGBABI IS PUBLISHED BY CANONGATE, £6.99

I vividly remembered being 12 myself, being on the verge of something daunting but overcoming the challenge.

PATIENCE AGBABI SET OUT TO DESCRIBE AN AUTISTIC GIRL IN LOVE WITH LANGUAGE. PHOTO: LYNDON DOUGLAS

on the spot, split-second leaping! In short, I wanted to highlight the ability in disability.

Q How did your own childhood and experience growing up in North Wales influence the book?

A Like Elle, I used to have severe sensitivities around the textures of foods and I found nylon and wool itchy on my skin. I was an avid reader and writer. The best homework I ever had was to create a time-travel diary.

I remember my mum singing the pages for the Great Fire of London entry. It wasn’t just the writing, it was the combined visual element I enjoyed. Around that time, I used to doodle joined up number eights which, sideways, form the infinity symbol. All these things have influenced the book. When I

was 12, I moved from Sussex to North Wales and it was excruciating settling into a new school in the equivalent of year 8, when everyone had set friendships. One of my autistic traits is difficulty making transitions and I struggled with the new house; the damp Welsh weather; being the only black girl in the school. I became depressed but eventually overcame it by joining the local athletics club and getting into Northern Soul – rare 1960s African American dance music. I made friends and we dressed like it was 1963 in 1978 – it was time travel in action.

Being black was a bonus because soul and ska originated in black culture. Suddenly, I belonged. When I was creating the character of Elle,

Q You’re most well known for your poetry.

How did you fall in love with language and what do you love most about writing?

A I was read to as a young child; fairy stories, nursery rhymes. I fell in love with the SOUND of words. I learnt to read by memorising what I heard, having whole-word recognition seeing those same words on the page. As for writing, I most love when ideas come together and spark via wordplay, like the multiple meanings of the word ‘leap’.

Q What would you say to parents who have a child who is struggling to fit in at school?

A What’s your child’s passion? Get to know other parents, find out their children’s passions, find a good match and organise a playdate. My two sons – one autistic, one neurotypical – needed several interventions to help them make friends. One did it through computer games, the other through supercars.

Once your child develops friendships away from school pressures, it can become easier for them to bond with other children at school.

Q And finally, if you had Elle’s powers of time travel, what would you do?

A I’d leap back to the 1968 Summer Olympics to watch Bob Beamon’s phenomenal leap!

S U M M E R 2 0 2 0 | 5 5

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09/01/2020 16:30

School’s Out

Q & A W I T H A LD O K A N E p . 5 8 • W H AT TO D O W H E N T H E I R FAVO U R I T E WO R D I S N O p . 62

CO M B I N I N G P L AY A N D LE A R N I N G See page 60

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15/06/2020 08:41:29

Aldo KANE

The former Royal Marine, and now TV extreme adventurer and specialist in hostile environments, discusses his journey through school, his love of geography and the education he gained from travelling the world

Where did you go to school and when?

Kilwinning Academy in Kilwinning, Ayrshire between 1990 and 1994.

What was your school like?

I grew up on the south-west coast of Scotland. Schooling to me seemed to be about what religion you were – Catholic or Protestant – and what football team you supported much more than education.

I found I got more education from the Scouts and the Air Cadets.

Did you love it or hate it?

I didn’t really enjoy school when I was there. I seemed to spend all my time wishing I was outdoors, learning things about the world and the environment. I guess I would have to say I didn’t like it.

What were your favourite subjects at school?

The only subject that I liked at school was geography. I couldn’t get enough of it.

I knew one day that I would be travelling the world and seeing the things I was being taught about firsthand, so I paid attention.

And your least favourite?

My least favourite class without doubt was maths. It was only a few years later while on my Sniper training course that I was taught the true value of mathematics!

Who was your favourite teacher and why?

My Geography teacher Mr Blease. He taught me the basics of the world and how it works, with a bit of map reading thrown in.

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

I found the gym fairly early on in my school life and spent most of my time there, training to join the Royal Marines.

What beliefs do you think your time at school instilled in you?

The importance of self-learning, the importance of finding a passion and nourishing it. It taught me that if I wanted to learn something, I had to first be interested in it. It was also the start of my resilience training.

What was your proudest school moment?

I don’t really have a proudest moment from my time at school, but I am proud now that the Geography Department is using some of my films as part of the curriculum.

What was the most trouble you got into?

I was suspended once for something which wasn’t my fault.

What is your most vivid memory, looking back now?

The walk to school and back from my house was the best. A group of about seven of us close mates would all walk the two miles each way. It was a time for laughing, catching up and having fun.

Were you ever too cool for school?

Far from it. I was bullied, as is probably the norm for children who don’t quite fit in. I hated football – and where I grew up football was religion. I left school at 16 and joined the Royal Marines, where I became

5 8 | E D U C AT I O N P R E P & P R E P R E P

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15/06/2020 08:43:18

School's Out

Q&A

P H OTOS : J OS E P H S I N C L A I R

“I AM PROUD THAT THE SCHOOL GEOGRAPHY DEPARTMENT IS USING SOME OF MY FILMS AS PART OF THE CURRICULUM”

I know a lot more about how education works and I am glad that I understood, even then, that the responsibility of real education started and stopped with me. I didn’t do very well at school; in fact, I left in the middle of my exams. I then spent the next 25 years travelling the world and learning from others. Travel and expeditions have truly been my educator.

ALL IMAGES ALDO KANE

a Commando. So, by 17 I was travelling the world being very cool and I forgot all about the bullying children still hanging around the street corners back home.

When and how did your interest in adventure and extreme activities take root?

My love of the outdoors was instilled in me by my father and developed by Scouting.

I was in the Scouts and the Air Cadets from a very young age. This to me was my schooling. I learned all the basic field craft skills that I needed to survive on my own. I

was flying planes and going away on camps nearly every weekend.

Who encouraged and influenced you in this?

I knew that I wanted to join the Royal Marines from the age of 12. Everything I did from then on was geared up to me passing one of the hardest infantry training regimens in the world. Scouts, Cadets and my father all helped with that.

What do you feel about your school experience looking back?

What’s coming up next for you?

As I write this, the UK remains in a period of lockdown and isolation. At this point, I was supposed to be in Namibia filming and then Gabon filming but both had to be cancelled. I am in the same boat as many others, where we now sit and wait and see what the fallout will be. I am using the time wisely though, writing a book.

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

Learning the ropes.

Aldo Kane has operated and filmed in over 100 countries, including fronting BBC Horizon’s Britain’s Next Air Disaster? Drones and Natural World’s Tigers: Hunting the Trackers, as well as Expedition on Dave. Read more about his work at @aldo kane and aldokane.com SUMMER 2020

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Coach House Woodworks A family-run business that makes beautiful wooden learning materials for children in the early stages of education. Montessori-inspired, the collection includes alphabet, shape and number tracing boards, flashcards and tracing pencils to reinforce phonic learning and basic sums.

The custom-made cursive name boards also make fantastic educational gifts. coachhousewoodworks.co.uk

Game ON Resources to nourish growing brains without compromising on fun Wo r d s H E L E N B A R O N

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15/06/2020 10:13:56

School's Out

Ga mes

Make and Wonder  Make and Wonder’s monthly boxes include four art activities as well as supplies. Set up by a primary school teacher, the company focuses on child-led learning through selfdirected, creative play, with activities designed to give children freedom for open-ended exploration.

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 Emotions are at the heart of this adorable game, based on the popular book of the same title by Anna Llenas.

Players must collaborate to help the Monster understand his emotions.

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Multiplication Square Print, £17; wonderandrah.co.uk

S U M M E R 2 0 2 0 | 61

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15/06/2020 10:14:14

School’s Out

PARENT P OWER

The ‘NO’ STAGE How to reason with a child whose favourite word is ‘no’...

B y C A R LY G L E N D I N N I N G

THE 'NO' PHASE IS A NORMAL PART OF CHILDHOOD DEVELOPMENT

W

hen the answer to every instruction (put your shoes on, brush your teeth, get ready for school), is ‘NO!’, it's easy to lose patience quickly. Your child may seem to have become Kevin the tween-ager overnight, but the ‘no’ phase is a normal part of their development. It’s a way for children to test their independence, get your attention, and have some control over their environment. Here’s some helpful tips on how to keep your calm.

MODEL BEHAVIOUR Children take their cues from your behaviour and modelling is one of the primary ways in which they learn. Think about how often you say ‘no’ to your child, and try to rephrase your responses where you can. For example, instead of saying “No, you can’t play with your toys because you haven’t done your homework”, try saying “You can play with your toys after you’ve done your homework”.

G I VI NG YO UR C H I LD SO ME CO NTRO L W I LL H E LP TO ALLEVI ATE SO M E O F TH EI R F RUSTRATI O NS

CLEAR EXPECTATIONS Children respond best when they know what’s expected of them and the boundaries are clear. It can be confusing when you let them eat their dinner in front of the TV yesterday, but today they are expected to sit up at the table. Put a set routine in place and stick to it. This empowers children to do what’s expected of them and gives them less opportunities to say ‘no’.

CHOOSE YOUR BATTLES Children can become even more stubborn and dig their heels in if it feels like you are locking horns over every single issue – so choose your battles wisely. For example, if picking out an outfit causes a tantrum, ask yourself does it really matter if what they are wearing doesn’t go?

PRAISE THEM If you notice your child doing something you’ve asked them to without saying ‘no’, give them some positive encouragement. For example you could say, “You did a great job concentrating on your homework! Now we have time for a bedtime story, you can choose two tonight”. Giving praise will help your child to understand what’s expected of them and hopefully repeat good behaviour again.

GIVE CHOICES Finally, give your child choices where possible. For example, this could be whether they play in the garden or inside, which book you read, or the filling of their lunchtime sandwich. Giving your child some control will help to alleviate some of their frustrations and (hopefully) make them less likely to say ‘no’.

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