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Bursaries &Scholarships

MOVING ON UP

EXPERT ADVICE

a two-night stay in The Cotswolds

SpectacularSchools

ScholarshipsScholarshipsAll you need to know

and how to apply

Managing a busy school life

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Star alumni from the arts, sport & business

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FREE | SENIOR EDITION | AUTUMN 2018 | independentschoolparent.com

C E L E B R AT I N G T H E V E R Y B E S T I N E D U C AT I O N

INDEPENDEN

T E

DU

CATION SPECIALISTS

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3AUTUMN 2018 | independentschoolparent.com

INSIDE

7 In brief A round-up of the latest school news

14 Beautiful schools A look at their stunning campuses

23 Single sex or co-ed? Which environment is best for learning?

25 ISOTY awards A spotlight on Latymer Upper School

26 GCSEs: How do things look

a year on? Teachers weigh in on the new system

31 Facebook vs. facetime Afua Hirsch discusses social media

32 The lad scientist Laurence Pleuger talks genetic research

34 In pursuit of happiness

Improving girls’ mental health

36 Bursaries & scholarships A case study special

45 Winner takes all? How to tackle parents behaving badly

47 The route to success Plotting your Higher Education future

49 It’s all about you Personal statement tips

50 Looking ahead Learning about careers in schools

52 Put a lid on plastics Educating pupils on single-use plastics

55 Affi rmative action Rugby’s unique outreach programme

57 Ask the experts How to balance a busy school life

61 School hero The PE teacher shaking up traditions

62 In 10 pictures... Campbell College

64 Ones to watch The all-star alumni

67 Family life Holidays and diary dates

72 Win a luxury mini-break

Win a two-night stay at Dormy House

82 School memories Crime fi ction writer, Anna Mazzola

Read about Rugby School’soutreach programme on page 55

INDEPENDENT SCHOOL PARENT • SENIOR EDITION • AUTUMN 2018

WELCOME

Welcome to the second half of the autumn term. I hope you feel ready to embrace the next few weeks in

the run-up to Christmas. While teachers were busy settling themselves and their charges into the new school year, we’ve been hard at work

redesigning the magazine and adding even more pages to fully celebrate the very best that an independent school education has to offer.

There’s no doubt that private education is an expensive investment, but there’s a lot of help out there for parents now. In our bursaries and scholarships special on page 36, Michael Windsor, Head of Abingdon School, Oxfordshire, explains the process of applying for fee assistance, while on page 42 Adam Hall talks about how he applied for a Sixth Form bursary to Bolton School Boys’ Division in Greater Manchester.

As your child progresses to their GCSEs and beyond, life gets busy. So how do they learn to balance a timetable that’s full to the brim with academic studies, extracurricular activities and all that an independent school education has to offer – while maintaining a sense of equilibrium? Read the Headteachers’ advice on page 57 for all the answers…

Like us at @IndependentSchoolParent

Tweet us@ISParent

Follow [email protected] DUDMAN, EDITOR

ISPS_3_Eds and contents.indd 3 17/10/2018 15:12

�inking about Sixth Form?�inking about Sixth Form?

UNPRETENTIOUS

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WHO’S WHO


The Chelsea Magazine Company Ltd, Jubilee House, 2 Jubilee Place, London SW3 3TQTel (020) 7349 3700Fax (020) 7349 3701Email [email protected]

EDITORIALEditorial Director Maxine Briggs Editor Claudia DudmanOnline Editor Jennifer Read-DominguezSub Editors Laura Sutherland, Natalie KeelerEditorial Assistant Annie Quinton

Creative Director Chloë CollyerSenior Designer Natalie Dourado

PUBLISHINGManaging Director Paul DobsonDeputy Managing Director Steve RossChief Financial Officer Vicki GavinPublishing Director Paul RaynerDirector of Media James DobsonProduction www.allpointsmedia.co.ukPrinted in England by William GibbonsHead of Circulation Daniel Webb 020 7349 3710

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DISTRIBUTION Independent School Parent is for parents of children in Prep and Senior independent schools. The Independent School Parent magazine in Prep and Senior issues is published termly. Parents can subscribe for a free issue at: independentschoolparent.com/register

© The Chelsea Magazine Company Ltd 2018. All rights reserved. Text and pictures are copyright restricted and must not be reproduced without permission from the publisher. The information contained in The Guide to Independent Schools has been published in good faith and every effort has been made to ensure its accuracy. All liability for loss, negligence or damage caused by reliance on the information contained within this publication is hereby excluded.

Independent School Parent also publishes The Guide to Independent Schools biannually to help you choose the right school.

PETER YOUNG is an independent school governor and Chairman of the Business Marketing Awards.

AILEEN KANEis the Boarding Schools Association’s Director of Operations, which oversees all media, marketing, sponsorship, finance and HR facilities. Aileen is also a member of BSA’s senior leadership team.

RACHEL KERR has worked with independent schools since 2000. She is currently Communications Manager at the Girls’ Schools Association.

DR HELEN WRIGHT is a former President of the GSA and Vice-Chair of the ISC. Since 2014 she has worked in international education and advises, recruits and coaches senior leaders in schools across the world.

ALISON FLEMINGhas been Headmistress at Newton Prep, Battersea since September 2013. Educated at grammar school, she began her teaching career learning her ‘craft’ in state schools.

MARK STRETTONjoined the Headmasters and Headmistresses’ Conference as Communications Manager last year. He has more than 15 years’ experience and expertise in education sector communications.

IAN MASON after working in local authority communications teams across London, Ian became the Head of Media and Communications for the Independent Schools Council in 2017.

JULIAN THOMAS is Master of Wellington College and Chief Executive of the Wellington College Group of Academies and Schools.

BEN VESSEYjoined Canford in 2013 as Headmaster from Christ’s Hospital, where he was Senior Deputy Head. He is currently Vice-Chair of the HMC Professional Development sub-committee.

ANDREW FLECKis Principal of Sedbergh School, Cumbria. Having been Headmaster since 2002, he relinquished this position to take up his new role which includes strategic oversight and operational direction.

SUE WOODROOFE has been a Headteacher for 12 years, first at The British School of Brussels and now at The Grammar School at Leeds.

COLIN BELLis CEO of COBIS which works with and supports students, teachers, leaders, support staff and governors from high quality British international schools in more than 80 countries worldwide.

EDITORIAL ADVISORY BOARD

DAVID MONCRIEFFA publisher specialising in education and heritage, he previously worked for more than 12 years as Director of Marketing Services at the British Tourist Authority.

TORY GILLINGHAM is the Managing Director for AMCIS, Admissions, Marketing & Communications in independent schools, which now has over 500 schools in membership. She has more than 25 years’ experience of the independent schools sector.

SIR ANTHONY SELDON is Vice-Chancellor of the University of Buckingham. He was 13th Master of Wellington College in Berkshire from 2006 to 2015.

Meet the experts sharing their years of invaluable educational experience

INDEPENDENTSCHOOL PARENT

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SCHOOL NEWS

Evensong at Ely CathedralAbbey Gate College, Chester

The College’s Chapel Choir was invited to perform Evensong at Ely Cathedral, as well as King’s College Chapel, where temperatures and standards were high. While visiting, the choir members took the opportunity to go punting and take a guided tour of Queens College.

Head of Music, James Andrews said: “They sang brilliantly, were professional in their conduct and were a credit to themselves and the college. I thank them for their hard work and an excellent tour.”

STUDENT SUCCESSES • LANDMARK CELEBRATIONS • FUNDRAISING FEATS • NEW HEADTEACHERS

IN BRIEF

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8 independentschoolparent.com | AUTUMN 2018

SCHOOL NEWS

All’s well DLD College, London

Author, campaigner and mental and emotional wellbeing advocate Natasha Devon MBE recently opened the College’s new Wellbeing Centre. Mark Johnson, Head of Wellbeing at DLD said: “The facility will introduce a programme of personal development coaching.”

Under the hammerRugby School, Warks

On 4th December, London auction house Christie’s will present Old Masters/New Scholars: Works of Art to Benefit Rugby School, a standalone sale comprising approximately 200 lots from the school’s private collection, from period paintings to original manuscripts.

Out on a swimTrinity School, Croydon

A group of students from Trinity School, Croydon, successfully completed a 21-mile relay swim of the English Channel. Raising money for Crisis and Scleroderma & Raynaud’s UK (SRUK). The team swam for 14 hours and eight minutes from Dover to France in September.

Touch the skyBenenden, Kent

After 18 months of hard work, a team of pupils finally took their microlight aeroplane for its maiden flight. This engineering project was run with the British Microlight Aircraft Association (BMAA) as part of the organisation’s New Horizons scheme. Headmistress Samantha Price said: “At Benenden we’re developing the engineers of the future. Engineering skills are only going to become more important as technology develops further.”

• SEEING DOUBLE Lady Eleanor Holles, Middlesex

Twins Gemma and Catherine King, scored 10 A*s between them in last month’s A-Level results. The girls, who will both study Natural Sciences at Cambridge, are also impressive athletes.

• GOOD SPORTSStonyhurst College, Lancashire

Staff and alumni formed a special Stonyhurst Gentlemen’s XI to play against the Vatican XI in their fourth Light of Faith Tour of England. It was a perfect day for cricket.

• A BRIGHT SPARKRoyal Hospital School, Ipswich

Academic and sports scholar, Charlotte Stenning, achieved an outstanding set of GCSE results with 10 A* equivalents including the very top new Nine grade in eight subjects.

• HORSING AROUNDAmpleforth, York

With its proud history of equestrian athletes, Ampleforth College is to extend its current country pursuits opportunities with a six figure investment in a new equestrian arena.

IN BRIEF

Principle Irfan Latif with Natasha Devon MBE

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SCHOOL NEWS

Ready, steady, cook!Truro School, Cornwall

Great British Bake Off doyenne Prue Leith officially opened Truro’s new cookery school last month. In addition to enabling practical cookery to be taught throughout the school, the new culinary facility gives Sixth Form students the incredible opportunity to complete the prestigious Leiths Introductory Certificate of Food and Wine.

These girls canLeighton Park, Surrey

The girls kicked, batted, bowled and jumped their way through their inaugural festival of sport. With almost 20 different activities planned between 11-15th June female students, staff and parents were invited to get involved with a wide variety of sports, ranging from Gaelic football to Parkour and boxercise to cricket, as well as a step challenge.

An oar-some experienceKingston Grammar School, London

The U15 and U17 rowing teams had the honour of manning The Queen’s rowbarge, Gloriana, as part of the BBC Radio 2 celebrations to mark the final of its 500 Words creative writing competition. The lucky 18 also got to meet the Duchess of Cornwall, David Walliams, Jason Isaacs and Jim Broadbent. Head of Rowing, Ed Green said: “We’re delighted to have been selected as the Gloriana’s rowing crew on this special occasion.”

Kingston Grammar School’s lucky 18 out on the waterHEADS ON

THE MOVE

Keith Metcalfe former Deputy Head of Harrow, will take over as Head of Malvern College, Worcs in April 2019.

Maria Young has taken up the reins at St Mary’s, Shaftesbury.

Dr Anne Cotton has started at Portsmouth Grammar School.

Bart Wielenga is Head of Blundell’s School, Devon. He was previously Deputy Head.

Dan Harrison has started as the new Head of Sedbergh School, Cumbria.

It’s all change for these schools

ISPS_7_News.indd 11 16/10/2018 12:09


SCHOOLS

SCHOOL STATS

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And what are the costs?*

£103,062: TOTAL SENIOR DAY SCHOOL FEES FROM 11-18£169,935: TOTAL SENIOR BOARDING SCHOOL FEES FROM 11-18

£16mWAS RAISED FOR CHARITY BY

INDEPENDENT SCHOOLS IN 2017/18

THERE ARE 529,164 PUPILS EDUCATED IN THE

INDEPENDENT SECTOR

At the last count there were

69,979boarders at independent schools

904SCHOOLS SHARE THEIR ACADEMIC

KNOWLEDGE, SKILLS AND EXPERTISE

WITH PUPILS AND STAFF FROM THE

STATE SECTOR

THE PUPIL-TEACHER RATIO

AT INDEPENDENT SCHOOLS IS

8.6

171,488 PUPILS RECEIVE

FINANCIAL ASSISTANCE WITH

PAYING SCHOOL FEES

754schools regularly invite pupils from

the state sector to attend lessons, workshops and

educational events

1,137schools in

partnership with state schools

There were 106,668 pupils new to independent schools last autumn

852 ARE DAY SCHOOLS

474 ARE BOARDING SCHOOLS

WITHIN THE ISC:

THE INDEPENDENT SCHOOLS COUNCIL BRINGS TOGETHER SEVEN

ASSOCIATIONS OF INDEPENDENT SCHOOLS, THEIR HEADS, GOVERNORS

AND BURSARS. THEY REPRESENT

1,326SCHOOLS IN THE UK

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SENIOR SCHOOL

There are more than 5,000 listed school buildings in England, and many of the most spectacular are to

be found in the independent sector. THALIA THOMPSON looks at five of the most enchanting

BeautifulSCHOOLS

Charterhouse School, Surrey

ISPS_14_Beautiful Schools.indd 14 16/10/2018 12:12


SENIOR SCHOOL

Independent schools o�er a �rst-class education. In many cases it comes in truly stunning surroundings. Some schools have the splendour of a stately home, some have an idyllic

setting in beautiful countryside and others o�er an inspirational sense of heritage and tradition. When there are nationally important buildings or landscapes to maintain, schools cannot work alone. Some schools work with heritage organisations to preserve their historic surroundings. In other cases, it’s the National Trust or Landmark Trust, or a speci�c

charity has been set up. At Stowe School in Buckinghamshire, for example, the Capability Brown-designed gardens are the responsibility of the National Trust – and the Stowe House Preservation Trust was created to undertake an ambitious restoration programme.

�ese partnerships also allow for managed public access. �is never impinges on school life; open days are usually during holidays and where it’s more frequent – for example, Lancing Chapel in West Sussex is open almost every day – the demarcation between public access and the school itself is very clear. s



SENIOR SCHOOL

FACTFILE: Charterhouse SchoolFOUNDED: Thomas Sutton, one of the richest men of his time, founded the school in a former Carthusian monastery in London in 1611. The school moved to the Surrey countryside in 1872 and pupils are still known as Carthusians. ARCHITECT: The new school was built by the Lucas Brothers who also built the Royal Albert Hall and Covent Garden Opera House. LANGUAGE LESSONS: Pupils make use of Lingua Carthusiana, their own private language developed over the centuries. For example, “hash” is a lesson, “banco” is evening prep and dinner is known as “homebill”. ALUMNI: Novelist William Thackeray, composer Ralph Vaughn Williams, broadcasters David and Jonathan Dimbleby. Robert Baden-Powell, founder of the scouting movement, said it was where he first learned his love of survival skills, such as tracking and making campfires.

SCHOOL STATS

Charterhouse school is steeped in history. �e stately sandstone buildings are �ne examples of the Romantic Gothic style, with spires, statues and walls decorated with the armorial shields of the many artists, statesmen, sportsmen and leaders who have attended or taught at the school over the years.

�e school’s monastic origins are referenced in the vaulted ceilings and generous, light-�lled corridors of the South African Cloisters, built to commemorate the Boer war. �ere’s also a magni�cent Memorial Chapel, designed by Sir Giles Scott to honour the 687 Old Carthusians who died in World War One, making it the largest war memorial in England.

“Charterhouse is a very modern school, very outward-looking, but it’s also a place with a real sense of history and heritage,” says the school archivist, Catherine Smith. “�e school motto, deo dante dedi translates as God having given, I gave and the pupils do get a sense that they’re part of a tradition of giving back to society and that they have a responsibility to carry on that tradition.” s

CHARTERHOUSE SCHOOL, SURREY

CHARTERHOUSE IS A VERY modern school, very outward looking, BUT IT’S ALSO A PLACE WITH A REAL SENSE OF HISTORY AND HERITAGE

Inside the chapel

Pupils making their way around the Romantic Gothic campus


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SENIOR SCHOOL

FACTFILE: Rugby SchoolFOUNDED:The school was founded in 1567 in the centre of town with a legacy from Lawrence Sheriff, grocer to Elizabeth I. It moved to its present site around 1750. NOTABLE HEADMASTER: Dr Thomas Arnold, appointed in 1828, brought in many reforms and is credited with transforming English public schools. He was immortalised in Thomas Hughes’ novel Tom Brown’s School Days.

ROYAL CONNECTIONS:The King’s Oak was planted by Edward VII in 1909; the Headmaster stands under this tree every morning to watch the pupils file into chapel. ALUMNI:Writers Lewis Carroll, Rupert Brooke and Anthony Horowitz.

SCHOOL FACTS

Pupils sit in the grounds that overlook the city of Bath

The chapel has fine stained-glass windows

RUGBY SCHOOL, WARWICKSHIREPerhaps the best spot from which to appreciate Rugby School’s remarkable character is an open space. “I’d start on the Close,” says the school archivist, Dr Jonathan Smith, “where famously William Webb Ellis, with a �ne disregard for the rules, �rst took the ball in his arms and ran with it… If you stand on the Close you’re surrounded by beautiful buildings, so that’s where I’d start, not with one building but with that space.”

From here you can see the distinctive chapel, a polychromatic building, with �ne stained glass windows. Next come the towers of School House, the �rst boarding house. �e Head still occupies the same o�ces that renowned Headmaster �omas Arnold used, and Upper Bench, his former schoolroom, with panelled walls and stained glass windows is now a classics classroom.

�e Mound, a burial mound surrounded by a moat, looks a tranquil spot. But it has history as the site of the great rebellion in 1797, when boys mutinied, retreated to the island, only yielding when the local militia were called in.

THE HEAD STILL OCCUPIES THE SAME OFFICES that renowned Headmaster Thomas Arnold used and Upper Bench, HIS FORMER SCHOOLROOM IS NOW A CLASSICS CLASSROOM

PRIOR PARK COLLEGE, BATHPrior Park, a Grade I listed Georgian mansion, commands an imposing position at the top of a hill with sweeping views down to the UNESCO World Heritage Site city of Bath.

It was built in 1742 for Ralph Allen, philanthropist and mayor, who declared that he wanted a home “to see all of Bath and for all of Bath to see.”

�e enchanting landscaped gardens, which are now managed by the National Trust, were designed by Capability Brown with advice from the poet Alexander Pope and are complete with a grotto, Gothic temple and an iconic Palladian Bridge.

Academy Hall, where students now sit their GCSEs, is perhaps the most elegant of the interiors with exquisite decorative plasterwork panels and pilaster columns. �ree chandeliers hang from the coved ceilings while the windows o�er picture-perfect views over Bath.



SENIOR SCHOOL

FACTFILE:Prior Park CollegeARCHITECT:John Wood the Elder, the outstanding Georgian architect, responsible for many of Bath’s most beautiful buildings, designed the house in 1742.FOUNDED:Founded as a Roman Catholic school and seminary in 1830 by the Benedictine Bishop Baines. ALUMNI:Producer Sir Cameron Mackintosh, Archbishop of Westminster Cardinal Cormac Murphy-O’ Connor, broadcaster Hugh Scully.SCHOOL CELEBRATIONS: The Palladian Bridge provides a stylish setting for the Sixth Form leavers’ tradition of Bubbles on the Bridge, a glass of champagne to celebrate the years they’ve spent in these idyllic surroundings.

SCHOOL FACTS

FACTFILE: Fettes CollegeFOUNDED:The college opened in 1870, following a bequest from William Fettes, a wealthy business man and twice Lord Provost of Edinburgh. ARCHITECT:David Bryce was the leading exponent of the style that came to be known as Scottish Baronial. As well as Fettes College, his other works such as the Bank of Scotland and the Royal Infirmary make a huge contribution to the Edinburgh skyline. FETTES IN FICTION:According to Ian Fleming’s novels, James Bond attended Fettes College after a brief stint at Eton. Captain Britain, Marvel Comic’s British equivalent of Captain America, was also a fictional pupil, as was Francis Urquhart in House of Cards. ALUMNI:Tony Blair, composer Michael Tippett.

SCHOOL FACTS

�e school chapel plays a key part in the life of the school and it’s a majestic building with soaring Corinthian columns. “We hold regular outreach events there,” says Marketing Manager, Kerena Bishop, “one small girl from a local primary school looked up and thought the chapel ceiling was so beautiful she asked her teacher was that what heaven looked like.”

The chapel plays an important role in the school’s day-to-day life

Fettes sits on a 90-acre site of buildings old and new

�e College is an unmistakable part of the Edinburgh skyline but if it’s impressive from a distance, it’s even more awe-inspiring up close.

It’s a palatial building, designed by David Bryce taking inspiration from the chateaux of the Loire Valley. �ere’s an extravagance of turrets, spires and gargoyles. It’s full of intricate detail – there are little bees made of lead adorning the towers, a nod to the bee on founder William Fettes’ coat of arms.

�e original Bryce building is where English and history lessons take place, and two of the girls’ boarding houses are right up in the turrets. �e school has expanded its 90-acre site, most recently with the opening of the Spens building with purpose-built spaces for lessons. “It’s that sort of modernity in comparison with the old buildings which makes Fettes such an inspirational place,” says Director of Marketing, Gemma Gray.

FETTES COLLEGE, EDINBURGH

s


SENIOR SCHOOL

THE SCHOOL MAKES THE MOST OF ITS 250-acre site and the glorious countryside surrounding it WITH A FLEET OF CANOES, KAYAKS AND MOUNTAIN BIKES PUT TO GOOD USE

MALVERN COLLEGE, WORCESTERSHIREEnjoying a breathtaking setting on the lower slopes of the Malvern Hills, the elegant buildings of the College enclose three sides of a quadrangle with a perfectly proportioned gatehouse taking centre stage.

�e main building and chapel, big enough for the whole school to gather in, were designed at the height of the Gothic Revival, as shown by the steep gables and buttresses.

�e school makes the most of its 250-acre site and the glorious countryside surrounding it with a �eet of canoes, kayaks and mountain bikes put to good use. �ere are also regular trips to Cwm Llwch, the school’s old farmhouse in the heart of the Brecon Beacons National Park.

“Many people visiting Malvern have said it’s the most beautiful school in the world,” says Headmaster Antony Clark. “I certainly do believe that the aesthetics of a school has much to do with the commitment felt by pupils and the impact that the school has on their aspiration in all spheres of their activity.”

FACTFILE:Malvern CollegeFOUNDED:Malvern opened with 24 pupils and six masters in 1865, but the popularity of the spa town led to rapid expansion.ARCHITECT:The prominent Victorian architect, Charles Hansom, designed the main school building in local Malvern stone. The chapel was added by Sir Arthur Blomfield in 1896.ALUMNI:C.S. Lewis, Denham Elliott, broadcasters Jeremy Paxman and Monty Don.ARTISTIC INSPIRATION:In later life, C.S. Lewis regularly returned to walk in the Malvern Hills with his friend George Sayer, a teacher at the school. J.R.R. Tolkien often joined them and his White Mountains of Gondor are said to be inspired by the beauty of the landscape.

SCHOOL FACTS

Malvern’s rolling estate is perfect for outdoor pursuits

The college encloses three sides of a quadrangle


Hurst_ GUIDE TO INDEPENDENT SCHOOLS_Oct2018.indd 1 28/09/2018 08:32

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COMMENT

Having worked in education for almost 30 years, and in leadership positions for 20 of those, I’ve only ever taught in a co-ed environment until January this year, when I became Principal of Surbiton High School.

Surbiton High comprises three Schools – a girls’ Prep, boys’ Prep and Senior girls’ school. Over these past few months, I’ve seen �rst-hand the bene�ts of a single-sex education, and I’ve been surprised by the impact it has had on my beliefs.

First and foremost, what happens in the classroom is key to ensuring progress and achievement. Engaging approaches to learning, together with outstanding education delivered by teachers that genuinely care, is what ensures pupils become lifelong learners, and achieve academically. �is is true of all schools, co-educational or single sex.

However, when teachers are able to use techniques tailored to the gender of their pupils, learning can be enhanced further. I witness this daily at Surbiton High School. Girls can question and make mistakes more freely. �ey’re free of the pressure to compete with boys in subjects traditionally seen as being male-dominated. What has surprised me the most is the con�dence this gives the girls, and that there’s no ceiling to

their learning. Indeed, a much higher proportion of girls choose STEM subjects at A-Level in any of the co-ed settings I’ve worked in: 40 per cent of our students have gone on to study STEM subjects at university. �is rate is 15 per cent higher than the national average.

In a recent open morning, when one Year Seven pupil was asked by a prospective parent: “Do you like being in an all-girls’ school?” She replied very happily: “�ere are no distractions or poor behaviour, and I can just be me!”

At the boys’ Prep, teachers are able to create a bespoke curriculum, igniting curiosity and learning. �e distinct advantage of an all-boys’ learning environment means that boys rise to tasks that girls might otherwise do.

We see �rst-hand that in a single-sex environment, pupils can be themselves. �ey’re con�dent and open to ideas. �ey

see the achievements of the girls in the years above and alumni such as Edwina Dunn, Chemmy Alcott and Nicky Morgan MP; and are acutely aware that they can be just as successful in any �eld. �is year, 10 pupils have successfully gained places at Oxbridge.

In sport, girls are more likely to take up football and cricket, traditionally considered boys’ sports, at an all-girls’ school, while theatre and dance are explored with more ease at an all-boys’ school.

�ere are many factors that contribute to a successful school environment, and gender is only one of these. Outstanding teaching, dedicated sta�, supportive parenting and an engaging educational environment are also crucial. However, if asked whether I’d choose a single-sex education for my child, my answer would be an unequivocal yes.

SINGLE SEX OR CO-ED?A single-sex environment allows pupils to thrive and be themselves says

REBECCA GLOVER, Principal of Surbiton High School

HEADS UP

Girls are more confident in their studies in a

single-sex environment

Rebecca Glover is the Principal of Surbiton High School, London

ISPS_23_Comment.indd 23 16/10/2018 12:15

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37025-SHN-Advert-ISP-Senior-300x230mm-aw.indd 1 16/07/2018 16:17

Latymer Upper School in London has been shortlisted for the Contribution to Social Mobility category. Headmaster David Goodhew talks about the school’s

bursary provision plans and his vision to make it even more inclusive...

HE HAD A CLEAR VISION OF HOW TO MAKE the school more inclusive. He’s passionate about making independent schools engines of, RATHER THAN OBSTACLES TO, SOCIAL MOBILITY

To see the full shortlist and fi nd out more about the awards, log on at:

independentschoolsoftheyear.co.uk

Latymer Upper School prides itself on being a leading bursary school, with the majority of its means-tested bursary pupils studying for free.

� e plan is to go further – to o� er a life-changing education to more children who

show ability, regardless of their � nancial circumstances. To this end, Latymer launched Inspiring Minds in September, the School’s most ambitious bursary campaign to date. � e aim of the campaign is to raise enough funds to be able to o� er one in four pupils a means-tested bursary to Latymer by 2024. It’s felt to be the most e� ective way in which the school can encourage social mobility, with the goal of o� ering 300 local children from disadvantaged backgrounds a transformative education.

When David Goodhew took the reins as Head at Latymer in 2012, he had a clear vision of making the school more inclusive. He’s passionate about making independent schools engines of, rather than obstacles to, social mobility.

� e £40m that the Inspiring Minds bursary campaign aims to raise is needed for the long-term funding of bursaries. � e School aims to replenish Edward Latymer’s endowment fund with £20m of the money raised, protecting its bursary provision for the future. � e balance will be a bursary cash fund, which will give David and his team � exibility to meet immediate need. If the goal’s met, the school will be able to o� er a quarter of its pupils a mean-tested bursary.

Bursary provision isn’t the only way in which Latymer’s keen to raise the aspirations of young people. With over 50 partnership programmes with local state primary and secondary schools, as well as charitable organisations, the school’s partnership schemes impact around 1,000 state-

school children each year. One new relationship is with Kensington Aldridge Academy: a� er the Grenfell Tower � re in June 2017, the academy was forced to close for repairs. David, who grew up in a block opposite Grenfell Tower, reached out to ask how Latymer might help. He was advised that he could show support by o� ering Latymer as a base for KAA’s Lower Sixth for the rest of the term. As David said at the time: “� e KAA students have been inspirational. � eir courage and determination to carry on with their education a� er such a devastating crisis has struck their community is both humbling and inspiring.” Some of the KAA pupils continued their A-Level design lessons at Latymer last year, passing their exams with excellent grades.

25

AWARDS

AUTUMN 2018 | independentschoolparent.com

Head David Goodhew has an inclusive vision for Latymer Upper School’s future. Below, pupils from KAA Academy

ISPS_25_ISOTY.indd 25 16/10/2018 12:18


HEADS WERE MORE SANGUINE THAN SOME CRITICS about Ofqual’s performance, many believing that OFQUAL HAD DONE AS WELL AS THEY COULD IN THE FIRST MAJOR YEAR OF REFORMS

Stamford School

ISPS_26_GCSEs.indd 26 17/10/2018 14:27


CURRICULUM

Bolton Girls

Have the changes to the GCSE content, system and grading really made a difference? ELIZABETH IVENS speaks to schools to find out

Tougher content, less coursework, linear learning and new grading; it’s been a year to remember for pupils but did the new GCSEs live up to expectations?

In the wake of a surprise pass rate rise in GCSEs this summer, critics including Professor Alan Smithers from the University of Buckingham were quick to accuse Ofqual and exam boards of excessively lowering grade boundaries and in�ating pass marks.

Not out of reachElsewhere scorn was poured on the new Nine grade when it did not prove quite so unattainable as it had been warned, with earlier suggestions that as few as 200 of those taking at least eight GCSEs could walk away with a Nine in all of them proving unfounded.

Such press reports worked for some but not for others, said Kendal Mills, Deputy Head (Academic) at Stamford School: “For most of our boys, knowing that they were going to be challenged – particularly at the top level – spurred them on. For some, however, the constant reminders of ‘greater rigour’ and various news reports predicting high rates of failure were a source of tension.”

Meanwhile former UCAS Head Mary Curnock Cook OBE publicly queried whether there was enough con�dence in Ofqual and the exam boards to allow results in future years to re�ect any real changes in performance.

Heads were more sanguine than some critics about Ofqual’s performance, many believing that Ofqual had done as well as they could in the �rst major year of the GCSE reforms.

Sue Hincks, Head of Bolton School Girls’ Division, said Curnock Cook was making a ‘fair point’, adding: “We need to trust Ofqual

and their regulation of the exam boards so that examination performance is seen as a fair discriminator between candidates.”’

Alleyn’s School Head Gary Savage stressed it was crucial to have trust in Ofqual: “�at con�dence has to be there, it’s the bedrock upon which schools, pupils and parents rely.”

But there was nevertheless some agreement with Professor Smithers’ accusation that Ofqual had “pegged the new grade to the old one”, negating the intention of the reforms.

Di�erence at the top endDr Julie Potter, Deputy Head Academic, at Stowe School, said: “I agree that’s indeed

what Ofqual have done, however I think their main aim and rationale wasn’t really to see all students achieving lower grades, rather to provide more distinction between performers, speci�cally at the top end.”

At Bolton School, Sue Hincks said it was “inevitable” that this would happen and that she would have preferred a di�erent system from the outset of the reforms:

“When they were �rst announced, I wanted a ‘new’ quali�cation with a di�erent name as well as a di�erent grading system, so that employers, parents and pupils could accept radical changes in grading. Since this didn’t happen, some sort of pegging was inevitable.”

GCSEsHow do things look a year on?

ISPS_26_GCSEs.indd 27 17/10/2018 14:27

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2018 was the first year that the majority of GCSE students in England and Wales took the exams under the new system, with new content and numerical grades. What was made of the changes? On the content: Nick Gallop, Head of Stamford

Endowed Schools: “Some exams seemed designed to make it as hard as possible to demonstrate learning – for instance, using complex phrasing, showing a heavy focus on relatively narrow areas of the specification, and question structures that bore little resemblance to the sample papers that students had prepared with.”

Sue Hincks, Head of Bolton School Girls’ Division: “There was more mathematical content in many subjects. This may have made them more difficult for some, although it probably played in to our girls’ hands as they’re strong in maths.”

• On the pressure:Sue Hincks: “We told them that the top grade was beyond expectation and the media was saying that only 200 people nationally would get all Nines, so the pressure was off.”

• On numerical grading:Dr Julie Potter at Stowe: “Students seem to have taken it in their stride, helped by the fact that they have had their work marked using the numbers for the past two years.”

GCSES – THE VERDICT

Gwen Byrom, President of the GSA and Head of Loughborough High School, said everyone had to accept variation or comparable outcomes: “It’s a bit of a philosophical question. We can’t have it both ways.”

Give and takeShe suggested it wasn’t a matter of having con�dence in Ofqual or the exam boards but “more of a political decision about what the market – parents, employers etc. – can and will tolerate. I believe Ofqual and the boards are doing their best with a set of mixed messages.”

Close liaison with schools and educational professionals will be the key to ensuring the exam boards “deliver fair, transparent and appropriate measures of pupils’ achievement,” claimed Gary Savage at Alleyn’s.

Meanwhile, Dr Potter said she was sure there’d be “more notable di�erences between di�erent year cohorts” in future, adding: “At the moment as they’re calibrating for the �rst time it does need to re�ect the levels of previous performance, as promised.”

Exam overhaulHowever, many Heads still feel the entire system needs a new approach. “Sticking to

“STUDENTS SEEM TO HAVE TAKEN IT IN THEIR STRIDE, helped by the fact that they have had their work marked USING THE NUMBERS FOR THE PAST TWO YEARS.” - DR. JULIE POTTER, STOWE

GCSEs is a good idea until a broader Key Stage Five quali�cation was introduced,” suggested Sue Hincks at Bolton. Gwen Byrom said it was time “to look at the whole system of quali�cations at 16 and beyond as one entity.”

She said: “We’ve had decades of adjustment of di�erent parts of the system, with vocational quali�cations phasing in and out and reform of academic quali�cations for di�erent reasons at di�erent times. Over time this leads to a lack of clarity and con�dence, and I believe this is what we’re now seeing in the reporting of reform and results.”

At Stowe, Dr Potter said she felt there was “a lot of merit” in the suggestion GCSEs should be abandoned as post-16 quali�cations such as BTECs continued to develop.

“�ere would have to be a major culture shi� in terms of requiring all students to stay in school until age 18. It would to my mind also need to go hand in hand with a move to a post-quali�cation university application process.”

Alleyn’s, London

Loughborough High School

ISPS_26_GCSEs.indd 29 17/10/2018 14:27


The freedom to be your best

01604 880306 offi [email protected]

To learn more about Pitsford School please visit www.pitsfordschool.com

Contact Admissions to book your tour

A small, friendly independent school for children aged 4 – 18 years. Set in 30 acres of rural Northamptonshire parkland.• Small class sizes to ensure individual attention• Wide range of extra-curricular activities• Free wrap around care from 8am – 5.20pm• Extensive bus network

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30_ISP_SEN_AUT18_.indd 30 17/10/2018 09:59


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It’s hard to avoid comparing ourselves to our children’s generation. When I talk to teenagers at my daughter’s school – I can’t help at having a sense of awe at just how connected they are.

�ey’re literate in struggles of body positivity, feminism and economic inequality, even though, in the latter case, for example, many come from privileged backgrounds themselves. �ey have heard of, and engage with, thinkers and writers whose lives and environments are radically di�erent from their own.

Easy accessAlmost all of this is down to the fact that they have unparalleled access to information, of a kind I could only have dreamed of. And it seems to me they’re using it for good. �ey have enormous opportunities to develop their interests – whether it’s social justice, entrepreneurialism or baking – and join the communities where those interests thrive. �rough the people they choose to follow and like on social media, they’re curating a universe of like-minded and inspirational people that once they would never have even had access to.

Do as I say, not as I do�is is, of course, not the side to teenage use of social media that we’re used to hearing about. Instead, we’re anxious about their anxiety – as we watch levels of mental health problems, addiction and exposure to inappropriate sexual material rise. It’s hard not to notice how many of the parents who have founded or work at senior levels in social media and online companies themselves ban their own children from screen time – a telling indicator of how harmful they believe it can be.

We’re right to be concerned. But we tend to simplify the dynamic. Suggestions that the availability of online porn are directly linked to sexual assaults among children, for example, are among the most alarming, but also among the least proven.

Not all doom and gloom�at’s partly because more research is needed. But some of the research currently being done confounds our doom and gloom attitudes. A

new report by the non-pro�t Common Sense, for example, which has a reputation for media research on children and parenting in the US and has just made its �rst foray in the issues facing British parents, is largely optimistic about the role digital technology plays, and the ability of families to �nd the right balance.

To the extent we’re getting it wrong, it’s far from only children to blame. Parents were more worried about their own addiction to their smartphones than children were about theirs. A common complaint from teenagers is that they’d like their parents to disconnect more and spend more real facetime with them.

Online, o�ineUnlike many of us, children live in a world that seamlessly blends on and o�ine, a world which – whether we like it or not – is here to

stay. �ere are undeniably children at risk from their online behaviour, but the evidence suggests these are the same children who were already at risk o�ine too.

Bad things do happenI’m no stranger to the perils of life online – I’m told the amount of trolling I’ve come to expect from my TV commentary and writing contributions, is particularly vicious. �e e�ects can be disarming at best, and seriously threatening at worst. We need to educate the next generation, and unfortunately prepare them too, for the fact that people will behave terribly towards them online.

But the trolls are a minority. Most of the people I follow are useful, interesting and o�en rea�rming. And the majority of children are experiencing their online lives as a mix of opportunity and challenge, in exactly the same way as that o�ine. As parents we need to help guide them through this, just as we would any other part of their journey.

THEY HAVE HEARD OF, AND ENGAGE WITH thinkers and writers whose lives and environments ARE RADICALLY DIFFERENT FROM THEIR OWN

Social media isn’t all bad, writes broadcaster Afua Hirsch. he key is to nd a balance so that screen time doesn’t take precedence over quality family time

FACEBOOK VS. FACETIME

ISPS_31_A Hirsch S Media.indd 31 16/10/2018 12:22


COMMENT

Can you tell us about the research you conducted?Some of my fellow classmates and I worked with scientists from the Wellcome Genome Campus to help identify all of the genes in the Human Whipworm genome – a process known as annotation. Human Whipworm (Trichuris trichiura) is one of the Neglected Tropical Diseases (NTD) which affects millions of children in third world countries who typically have poor sanitation. The Whipworm parasitic infection causes diarrhoea, abdominal pain, malnutrition and severe developmental problems.

What do you do with your scientific findings?The scientists use the information gleaned from our work to look at drug targets to treat the parasite.

How did you end up working at Wellcome?I’m studying biology, politics, history and RE at A-Level and had been working to identify the genes at school. I was recognised as one of the top annotators on the project and was invited to go and work with the scientists at Wellcome.

How long did you spend there?A week of the summer holidays.

How did you get involved with it initially?With my biology teacher Mrs Mainstone, I worked to understand the data and the programme that we’ve been using at school, explaining it to my fellow classmates in the process. I annotated the genome in my own time and I was thrilled that I was recognised and could take this learning experience further.

What did the work actually involve?Maria (who’s in Year 10) and I worked with the scientists at Wellcome to help predict where the genes are. While algorithms are

used to do this, human eyes are required to assess the evidence to decide whether the computer is correct.

And on a day-to-day basis?It was really interesting to go behind the scenes of something as cutting edge as Wellcome. While the annotation was our primary focus, we were given a tour of the entire site as well as the labs and EBI Building where we were working. We sat in on one of two presentations, which was about a project someone was doing for their PhD where tests were re-run on data collected about another parasite in North Africa, and how infection severity and rate as well

as variation, related to the geography and landscape of where the data was collected.

Any future projects?We talked about a scientific paper that Lizzie Rushton who works for The Institute of Research in Schools is putting together. It comes in three papers: one is on the lowest level of citizen science, where members of the public are asked to count the number of butterflies in their garden, another on an intermediate level of citizen science where members of the public receive a small amount of training to analyse pictures taken in the Large Hadron Collider at CERN and the third advanced level, where students take a small extract training to analyse bio-data. I’m really looking forward to it, as she asked us to write a small piece about how it has helped in school and how effective it was. When it gets published I’ll be cited as co-author.

What was the best bit?That’s quite tricky – I loved walking around the campus. Everyone there was clearly a professional in their field and there was no one that I couldn’t learn from.

What would you like to go on to do as a career?I’d really like to work in Bioinformatics, the science of analysing biological data.

THE LAD SCIENTISTBedford School Sixth Former LAURENCE PLEUGER talks about the

research he worked on at the Wellcome Genome Campus this summer

PUPIL VOICE

Bedford School

Laurence Pleuger

ISPS_32_Pupil Voice.indd 32 16/10/2018 14:24


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33_ISP_SEN_AUT18_.indd 33 05/10/2018 12:24


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Since 2016, the Girls’ Day School Trust (GDST), a schools membership association has been working with Positive Group to help support their teachers and

enhance the wellbeing of sta� and students. Positive is a specialist learning provider that uses research in psychology, neuroscience and the medical sciences to help individuals and groups to think, feel and perform at their best.

Over 200 members of sta� from the GDST have now been taken through the Positive Teacher Programme with overwhelmingly positive feedback. �e programme combines accessible scienti�c theory with practical tools to help individuals build resilience and develop skills such as emotional literacy, self and social awareness and cognitive �exibility.

Following on from this, teachers at the GDST are now being some of the �rst to experience PIE, Positive’s new digital programme which is delivered entirely through the Positive App. �is makes the core Positive content accessible to a broader audience, including parents.

�e second exciting development for 2018 is the opportunity for trained Positive teachers to become Positive Action Researchers (PARs). PARs work together to carry out focused action research to help measure the impact of initiatives at their schools and direct future work around wellbeing.

In one of the �rst completed studies, �ve GDST teachers investigated how some of the Positive tools could in�uence self-limiting beliefs, wellbeing and attainment in senior school pupils. �ese included Positive’s Emotional Barometer tool, which allows users to record and track their moodstate, the Inner Coach tool, which helps individuals become more aware of their self-talk and develop a more supportive inner dialogue, and the Worry Filter, which o�ers a technique for sorting “useless” from “useful” worries to help reduce stress and anxiety. All of these tools are part of the core Positive toolkit and introduced to teachers during their training.

�e PARs introduced these tools to 65 students from Years Seven to 12 along with a tool designed to measure their beliefs about various social and academic elements, for

example friendships, school work and future prospects. �ey then monitored the students over �ve weeks alongside a control group who were only introduced to the measurement tool. When the results were analysed, students who used the Positive tools reported greater satisfaction with friendships and lower levels of self-limiting beliefs in relation to achievements and prospects than those who did not use them.

“We found there was a marked positive shi� with the experimental group,” says Nicola Latter, Head of Lower School & Transition at Brighton and Hove High School and one of the leading PARs on the study. “�ey found their workload more manageable, they were less likely to let their moods impact their behaviour, there was greater satisfaction around future prospects and we also observed year-group speci�c di�erences – for example, greater friendship satisfaction in Year Sevens.

“�e feedback from students has been brilliant. �ey’re using the techniques for all sorts of things – from goal-setting and di�culties with school work to friendship problems – but the most overwhelming thing has been the improved awareness.”

“[�e Inner Coach] has made me realise how you talk to yourself in a way that’s di�erent from how you talk to other people,” says one student. “I think I talk down to myself a lot, but when I imagine myself talking to myself as a friend it’s much easier to deal with problems.”

“Action research is part of Positive’s whole school approach to psychological wellbeing,” explains Dr Devine-French, Research and Development Lead at Positive. “By training teachers to carry out their own studies, we give them the opportunity to strengthen their own skills while also tackling the issues that matter to them the most.”

The Positive tools have seen improvements across areas such as friendship and self-image

THE FEEDBACK FROM STUDENTS HAS BEEN BRILLIANT. THEY’RE using the techniques for all sorts of things – FROM DIFFICULTIES WITH SCHOOL WORK TO FRIENDSHIP PROBLEMS

A mental health research study that’s being trialled across GDST schools has had some impressive results, writes its

creator, DR BRIAN MARIEN

IN PURSUIT OF HAPPINESS

ISPS_34_Wellbeing.indd 34 16/10/2018 12:23


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ISPS_36_Bursaries+scholarships.indd 36 17/10/2018 14:33


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BURSARIES ANDSCHOLARSHIPS

SPECIALAn independent school education can be expensive. But it

doesn’t have to be. Michael Windsor, Headmaster of Abingdon School, Oxfordshire looks at the options available to parents

to make fees more affordable



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Choosing a school can be a stressful business. Èn the

Oxford area, we’re fortunate to have an excellent choice of schools, both in the maintained

and independent sectors, but parents still understandably spend a great deal of time weighing up their options.

Independent education may not be on the radar for all families for a variety of reasons, but parents are sometimes quick to rule it out on the grounds of cost alone. �ere’s a great deal of assistance available in the form of bursaries and scholarships and it’s certainly worth looking into, even if your �rst thought is that independent education is out of reach.

Schools vary in the type of scholarships and bursaries they o�er but scholarships generally don’t take parental income into account while bursaries are means-tested. Scholarships are awarded on the basis of ability in a particular area. Many schools o�er academic scholarships but they’re also usually available in other areas of achievement, such as sports, music, drama and art.

ScholarshipsDi�erent schools attach di�erent values to their scholarships and they can represent a he�y discount at some schools, though

IT’S A REAL JOY TO SEE PUPILS WHO HAVE BEEN ABLE TO JOIN THE SCHOOL, thanks to a bursary, thriving and going on to achieve some spectacular successes. SO MY ADVICE WOULD BE NOT TO HOLD BACK

So who is eligible for a bursary?Bursaries are usually available to all pupils from the First Year (age 11) up to and including the Sixth Form.

Generally, the amount of a bursary is not influenced by the academic ability of the pupil (although they must meet academic standards) but rather by the extent of financial need.

How do you apply?School websites give information on how to apply, and most schools will have a person responsible for managing the application process.

What happens next?After the application has been considered, applicants may have a home visit to discuss their application and review supporting documents. Schools often use external companies to conduct these visits. The visit isn’t a test, but is designed to produce a fair assessment.

Who decides on the level of a bursary award?Bursaries are usually decided by a panel who meet to review applications and the level of awards. The members of the panel are from the school’s leadership team.

How is the amount of a bursary award decided?Bursary awards are made following a financial evaluation based on a combination of family income and the value of assets and liabilities. A range of other criteria may also be reviewed including ownership of second properties, number of dependents, additional income potential for those parents not in full-time employment, lifestyle and holidays.

Does a bursary last a pupil’s whole school career?Assuming financial circumstances don’t change, it’s usual for a pupil to receive a bursary from the date of the award until they leave.

QUESTION TIMEHere are some handy

questions to ask if you’re considering applying for a bursary*

not all. At Abingdon, the monetary value of scholarships is nominal, with the essential bene�t being that scholars gain from extension programmes which are designed to stretch them and give extra value beyond the standard curriculum. In return, we expect a high degree of commitment and leadership in the area for which they have been given the scholarship. All scholarship holders can also apply for a bursary which can be up to 100 per cent of fees.

Bursaries�ese are means-tested reductions in fees that enable pupils whose family can’t a�ord full fees to attend independent school. �ere’s a wide range of bursaries available, from those that cover full fees, plus assistance towards some mandatory curriculum-related extras to partial bursaries, where families do make some �nancial contribution. �e level of bursary relates to the �nancial need of the family, rather than the academic ability of the pupil, although in schools where entrance is selective, applicants will need to meet the entry criteria.

�e process of applying for a bursary can seem daunting, but there’s plenty of advice and support available; schools really do want to help. It’s certainly worth the trouble as the outcomes can be life-changing. It’s a real joy to see pupils who have been able to join the school, thanks to a bursary, thriving and going on to achieve some spectacular successes. So my advice would be not to hold back; get in touch and �ll in that application form.


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A long with bursaries, many independent schools o�er

scholarships to pupils who demonstrate a talent or potential to excel in a particular discipline. �ese tend not to be means tested, but can help with fees.

Many schools will recognise the exceptional academic aptitude of a candidate through their entrance examination or interview, and so may o�er an academic scholarship without the need for you to make a speci�c application.

For other disciplines – such as music, sports, art, drama, and at Trinity, design technology – you may need to make a separate application, which could also involve a separate interview with the department heads, providing a portfolio of work, or going to an audition.

�e levels of fee remission may vary between schools when a student is awarded a scholarship,

but receiving one will also provide a wealth of opportunities for the successful candidate. At Trinity, for example, our sports scholars join our High Performance Programme and have a dedicated mentor who tracks their development and helps them balance school work and their co-curricular commitments. In music, scholars receive instrumental lessons in up to two instruments.

�e maximum amount for a scholarship at Trinity, Croydon is 50 per cent of fees and, providing the student maintains their levels of commitment and e�ort, lasts for the entirety of their time at the school.

If you want to �nd out more about applying for scholarships, speak to the schools you’re interested in applying to. �eir admissions teams will be able to help guide you through the application process and answer any questions about the school.

SCHOLARLY SUPPORT

RECEIVING A SCHOLARSHIP WILL ALSO PROVIDE a wealth of opportunities for THE SUCCESSFUL CANDIDATE

Funmi Morgan, 17, an Upper Sixth student at Trinity School, Croydon, was awarded a joint academic and sports scholarship when she joined the school last year. Being a scholar has given her chances she may not have had otherwise...“I applied for the scholarship at the same time I made my application, which was in October 2016. I knew from coming to the Open Evening and reading the school’s website that scholarships were on offer. I also know a few other people who have been at the school on a sports scholarship, and heard lots of great things about Trinity, which made me want to apply.

“For my application I had to complete a form and outline what I do in sport, a bit like a CV. I was invited to an assessment day in December, where I played both netball and hockey. It was a really fun day, although I sprained my ankle playing netball, which made it interesting! When it came to interview day I had a separate interview with the sports department, where they asked more about me, what I’ve done and what I’m proudest of. They were really friendly and supportive. I was really happy when I found out I had been awarded a scholarship and so pleased I could come to Trinity. Through the scholarship I’ve had the chance to take part in Trinity’s High Performance Programme, which has meant I had the chance to visit Loughborough University and see its amazing facilities and take part in workshops.

Trinity has definitely been the right place for me and I’ve made some great friends, so I feel really lucky.”

Funmi is a joint academic and sports scholar at the school

EUGENE DU TOIT, Deputy Head of Trinity School, Croydon describes the benefits of obtaining a scholarship

The playing fields at Trinity School, Croydon

s

CASE STUDY: 1



FOCUS

Adam with his Art Installation which won the Secondary School Saatchi Gallery Art Prize for Schools 2017

When did you apply for your Sixth Form bursary?ADAM: I applied for my bursary in my final year of GCSEs, at the beginning of Year 11. The bursary was a part of my application for the school’s Sixth Form, where I had decided I wanted to sit my A-Levels.

Can you give me a timeline of the application stage?It was a small part of the application process. Once I had been shown around and was confident I still wanted to apply, the application forms were submitted. Once interviews had been completed and I was made an offer, financial information was given to the school in a filled-in application form and accompanied with supporting evidence.

How much did you know about the bursaries on offer at Bolton School?I was quite familiar with the bursary because I knew, as Bolton School was a private school, it’d be my only means of being able to attend. The application for this was a

small part, after I had proved to the school that I was worthy of a place by means of a test and a series of interviews. My application for the bursary was made after my place was confirmed so there was some worry that due to my financial background, although I have a place, I may not be able to

attend if the full bursary funding I required couldn’t be offered to me.

Happily, this wasn’t the case and once financial documentation was submitted, the school was more than happy to fund me for my two years of Sixth Form there on a full bursary.

Did you have the bursary provision for the entirety of your Sixth Form years? Yes. Between Years One and Two there’s a need to submit financial documentation, just to prove that my circumstances had remained the same.

Did you apply for a bursary to more than one school?I applied for a bursary only at Bolton School because all my other Sixth Form and college choices were state schools.

Which members of staff knew that you had a bursary and did your peers know that you had one?Some members of staff, for example, my heads of year and senior members were aware of my bursary. Most teachers and pupils were

unaware of this unless it was made clear by myself that I was on a bursary. The interesting thing here was that a high percentage of my peers were also helped in some way by the bursary scheme, so it was never something that was frowned upon if you were a pupil helped by the scheme.

Was that your decision or school policy? For the reasons that I’ve stated, it was entirely my decision who knew I had a bursary and who didn’t; but it was never asked and no pressure was put on me to tell others about my financial background – it was something I could open up about with others that I felt comfortable with if I chose to, including staff.

What qualities do you have to have to consider applying for a bursary?I believe the main quality is having a desire to learn and get involved with school life wholeheartedly. I feel like this needs to be considered when applying because most bursaries are offered on the basis of academic achievement. If you have a desire to achieve and are committed to working hard, it will inevitably happen and this is the best way to ensure you can fulfil your time here, and, to say thank you for being given the opportunity.

What financial checks does the school make? They need details of annual income and bank statements.

HOW I DID ITCASE STUDY: 2

ADAM HALL, 18, explains how he applied for a Sixth Form bursary to Bolton School Boys’ Division, Greater Manchester

Bolton School’s Riley Quad



FOCUS

Last term, the College launched a campaign that will dramatically increase our bursary provision. Our aim may be an ambitious one: to provide signi�cant

fee remission for 50 per cent of students by 2038. Our methods may be unique: alongside traditional fundraising, we’ll use the income

generated from our international schools to fund bursary places in the UK. But, for us, this is less about being pioneering and more about getting back to our roots. Social responsibility was conferred on independent schools at our foundation. Many independent schools are stepping up their bursary provision and the e�ects will be transformative – for individual students, for individual schools, and for the entire sector. At Wellington, we’re committing to this long-term; over the coming years, it’ll remain a priority for our sta� and for our students. Why? Because widening access is part of our DNA. But there’s another reason: because we value diversity, and we believe that a more heterogenous student body will bring opportunities for all, irrespective of their background.

When I became Master of Wellington College three years ago, I stated that I wanted the College to become ‘needs blind’. It had already stopped funding scholarships, directing the money instead into means-tested bursaries, so extending our bursary provision was the logical next step. Our aim is to raise funds to provide signi�cant fee remission for 25 per cent of students by 2028, and double this to 50 per cent by 2038.

We need to �nd creative ways to reach a broader spectrum of society – and the good news is that the momentum’s building. Not only is there a greater commitment from independent schools to be more inclusive through bursaries, but there’s an increasing interest in meaningful collaboration between the state and independent sectors. Partnerships are being developed in ways that are genuinely reciprocal: at Wellington College, for example, our sta� and students bene�t hugely from resources and expertise shared by teachers at the

Wellington Academy in Wiltshire. �rough such initiatives, we celebrate diversity and encourage inclusivity; our bursaries campaign will make a signi�cant addition to the opportunities already available. It’s no coincidence that we named our most recent initiative the WOW campaign (Widening Opportunity at Wellington). �e word ‘opportunity’ captures the spirit of reciprocity; the word ‘access’ implies a one-way street.

When I speak to business leaders and CEOs about the skills they’re looking for in future employees, the message is consistent. �ey prize two qualities above all others: resilience and empathy. It’s di�cult to develop resilience and empathy in an environment that is completely homogenous. At Wellington, we seek to produce outward-looking citizens. Our co-educational community includes individuals from over 40 di�erent countries. We have a long-standing commitment to serving the local community and a growing commitment to social entrepreneurship. We sponsor two state academies and we’re part of an independent-state school partnership of 11 local schools.

We recognise that the best way to develop empathy is to live and work alongside people from di�erent backgrounds, and dramatically extending our bursary provision to reach 50 per cent of our students will have a profound and bene�cial impact on the College.

So, we must keep looking backwards, reminding ourselves of how far we’ve come, but also look forward, acknowledging the changing world our students will live and work in.

A BROADER SOCIETYJulian Thomas, Master of Wellington College, Berkshire explains his campaign to

increase fee remission for 2 per cent of pupils over the ne t decade

IT’S DIFFICULT TO DEVELOP RESILIENCE AND EMPATHY in an environment that’s completely homogenous. AT WELLINGTON, WE SEEK TO PRODUCE OUTWARD-LOOKING CITIZENS

A diverse school community delivers the skill set that business leaders look for

ISPS_43_Wellington Bursary.indd 43 16/10/2018 12:24

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Houston, we have a problem. All over the country, terrible behaviour is forecast across school match �xtures. Worse still, it’s likely to be committed

not by the teenage players themselves but, increasingly, by the spectators – mums and dads who should know better.

Nobody’s recording these incidents – what self-respecting Head, a�er all, would want the tally of four-letter words logged along with the tries? But stories keep coming.

It’s just not cricketAt a rugby match between two leading public schools, the mood got so heated that parents started swearing at each other. �e �xture eventually had to be scrapped.

Neil Roskilly, Chief Executive O�cer at the ISA, heard of an incident at a multi-school championship where a parent attacked one of the event organisers. �e reason? He was upset when a hoarding was moved, obscuring his view. Never mind that the day should have been all about the children or that the assault happened in front of witnesses. His right to unfettered personal enjoyment had been

compromised, and nothing else mattered.“How can things get so serious that parents

can’t just enjoy the event and enjoy watching their own sons and daughters take part?” asks Mr Roskilly. How, indeed.

A story too farOther strong candidates in the pushy parents’ league of infamy include a tennis dad who head-butted his son’s practice partner, breaking his nose, a�er taking a dislike to him.

Or how about tennis player Ste� Graf ’s late father, who wasn’t averse to picking an occasional �ght with match o�cials and whose reputation for subjecting his daughter to gruelling training regimes earned him the nickname of Papa Merciless?

A force for goodTalk to most leading �gures in education and they’ll say – rightly – that sport promotes values that nobody could disagree with. It makes us better collaborators, tacticians,

motivators and leaders. And then there’s the matter of its life-lengthening properties.

Yet we’re in a society where if you ask most people what they associate with sport, �rst on the list would be winning. A recent BBC phone-in featured adult fans reduced to tears when their team had lost; behaviour nobody appeared to think was unusual.

Doping scandals have become routine, and are particularly degrading when our own sporting legends are involved.

Where winning mattersLike it or not, we’re all in�uenced by a

pernicious cultural message that emphasises success at all costs. Even schools aren’t immune. Look on most sports websites and what you’ll see is the sum of sport’s component virtues reduced to three little words on the �xture list: win, lose, draw.

So where do we go from here? Could it be time for schools to take a good, hard look at the attitudes that they’re endorsing, albeit unconsciously? Is it time to ditch the tweets that indulge in a spot of understandable but possibly OTT post-match gloating, particularly when the opposition is a local rival?

What’s the answer? In the meantime, one suggestion to stop parents behaving badly at matches is to ban them from attending future �xtures. It could just do the trick, as long as shame remains a strong enough motivator.

If that doesn’t work, and parental behaviour gets worse, everyone involved will be on the losing side, especially our children.

IS IT TIME TO ditch the tweets that indulge in a spot of understandable but possibly OTT post-match gloating, PARTICULARLY WHEN THE OPPOSITION IS A LOCAL RIVAL?

School matches have become a breeding ground for some very questionable behaviour, and it’s the parents who are at fault. Charlotte Phillips nds out why

WINNER TAKES ALL?

ISPS_45_Touchline Etiquette.indd 45 17/10/2018 14:24

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FUTURE FOCUS

XXX

The route to successIf your heart’s set on going to university, you must think ahead, plan and prepare,

says ANNE COWARD, Head of Sixth Form at Giggleswick, North Yorkshire

if they aspire to a place at a Russell Group university, or if they have their eye on a degree apprenticeship or speci�c job. Despite a growing rise in unconditional o�ers, generally, entry standards are still high for Russell Group universities and esepcially for certain courses, such as medicine, veterinary science, law and computer science. Of course, places at Oxbridge and Ivy League universities in America remain highly sought-a�er.

Meanwhile, the new degree apprenticeships o�er young people a chance to combine the world of work with higher-level study, so they really are worth exploring.

�ere are some interesting options out there. �is year, one of our A-Level students has gone on to take up at place at Doncaster Knights Academy, on a course which allows him to

combine playing professional rugby while studying for a degree in business.

Tuition fees have been blamed for putting some young people o� further study, but it still remains the most popular option for

Sixth Formers are busy applying to universities this term, but it’s not all about Higher Education, whatever career path you choose. Careful planning and groundwork

is the key to success. �inking ahead is crucial wherever you see your future post-18, be it university, an apprenticeship, degree apprenticeship or going straight into the world of work.

Consider every optionWhile university isn’t for everyone, it’s still the most popular option for our A-Level leavers. We encourage our students to look at all the options. Whatever they choose, young people can do many things to maximise their chances of getting to where they want to be. As well as full-time university, the new degree apprenticeships are worth consideration, while some may opt for a gap year to take time to decide and others go straight into work. Meticulous planning and preparation will help each individual’s journey to success. Young people should think about what can make them stand out from the crowd, especially

Giggleswick School Chapel

Sixth Form study

STUDENTS GENERALLY SEE UNIVERSITY AS AN INVESTMENT IN THEIR FUTURE. For those set on a specific career, fees are a fact of life TO SECURE THE CAREER PATH THEY WANT

ISPS_47_Applying to uni.indd 47 17/10/2018 14:29


FUTURE FOCUS

Giggleswick pupils.Students generally see university as an

investment in their future. For those set on a speci�c career, fees are a fact of life to secure the career path they want. Most students feel that the bene�ts of having a degree outweigh the debt owed.

The research starts nowFor those who are really unsure of what course to pursue, a well-planned gap year can provide valuable work experience, and if combined with a volunteering placement, it can help con�rm their future choice.

Research into courses and universities can’t start too soon and I recommend using a variety of di�erent search engines to compare di�erent options. Attending a subject-related Open Day ensures students look at how the courses are assessed and the destination surveys of

all about academic achievement – although this is important. At university, courses use both continual assessment and end-of-semester exams to measure progress. We also expect our Sixth Formers to complete an Extended Project Quali�cation (EPQ), which is an independent research project equivalent to half an A-Level.

An EPQ carries UCAS points, but it’s also an opportunity for a student to demonstrate dedication and passion for a subject of their choice, which can be evidenced during an interview or personal statement.

Undertake work experience wherever possible. Giggleswick and most schools have extensive links with many di�erent industries and services. Volunteering and other activities such as Combined Cadet Force (CCF) and Duke of Edinburgh’s Award (D of E) are also helpful, both in terms of discovering new interests and in demonstrating talents and skills to potential employers and universities.

Planning for an interview is crucial, so it’s a good idea to practise questions and answers as much as possible, which is where teachers’ help can be vitally important. All our pupils produce a CV with their tutors and receive two formal interviews as part of the enrichment programme where pupils receive valuable advice from specialists in their �eld to help their CV stand out.

Be yourself to stand out�e biggest mistakes I see are trying to be too clever and thinking you have to know everything, when you don’t. Be honest and re�ective of your experiences and this will shine through. Make sure you know your personal statement and everything referenced in the application, for example, make sure you have read any book that has been referenced, as the interviewers are likely to ask something about this.

recent graduates. It’s advisable to look at option pathways a�er Year One, and if the course has a placement year, it’s important to check whether support or guidance is provided by the university to help secure a placement.

Preparation is essentialI would never advise anyone to take up a university place without ever having visited; even through clearing, when the pressure might be on to accept something as soon as possible. �ere’s simply no substitute for seeing it for yourself and getting a real feel for a place. You’re going to spend at least three years of your life there, so it’s worth making sure you are con�dent in your course selection.

Would-be students apply for up to �ve choices through admissions service, UCAS and the applications are all completed online. Most universities specify either points total for entry or a grade o�er.

O�en before the UCAS deadline, which is 15 January 2019, universities will start to look at applications and make o�ers and invitations to interview, which is why I recommend applying as early as possible.

Our careers advisor works with and supports all age groups throughout the school, but the focus changes as they get older. We work with each individual pupil to identify their ambitions and help them to explore their options through bringing in visiting speakers from universities, apprenticeship providers and former pupils to share their experiences. Working with tutors, we recognise that it’s not

Giggleswick School

Studying at Giggleswick



FUTURE FOCUS

WRITER’S BLOCK IS OFTEN AN ISSUE FOR MANY STUDENTS when starting their personal statements. IF YOU’RE STRUGGLING, BEGIN BY MAKING A LIST

Writing your personal statement can seem like a daunting task. James Barton, Director of Admissions at MPW London, shares his

advice on how to wow the admissions tutors

IT’S ALL ABOUT YOU

Work experience �is paragraph will set you apart from other applicants and allow admissions tutors to develop their understanding of you.

Extracurricular‘Why?’ is more important than‘what?’ in this paragraph, which should be quite short in comparison to the others. If you can relate your extracurricular activities directly to your application then so much the better; your Grade 8 in piano, for example, demonstrates that you have the manual dexterity needed for your dentistry application.

Closing statementYour conclusion need only be a sentence or two long, and don’t start it with ‘in conclusion’. You need to concisely summarise the salient points of your personal statement and remind admissions tutors, without arrogance, of your relevant achievements and suitability for the course. Keep it academic, be true to yourself and remember what your end goal is.

For the majority of those applying to university, writing a personal statement is their only opportunity to distinguish themselves from other candidates

and demonstrate, beyond grades, their suitability for the course.

A personal statement should convey a number of things. First and foremost, that a student is academically capable of studying their chosen course; that they’re a well-rounded person who is likely to be happy at university; and for vocational courses such as medicine or law, that they understand the demands of a career in these �elds. Students need to extrapolate the skills they’ve learned through education and work experience, accurately representing themselves as an undergraduate with potential.

Writer’s block is o�en an issue for many students when starting their personal statements. If you’re struggling, begin by making a list of all the things you’ve done and that you’d want someone to know about you. Don’t compare with your friends; theirs will – and should – be di�erent (and it’s worthwhile remembering that we live in an age of anti-plagiarism so�ware). Using this list, plan your personal statement as you would an essay and then write it. Another thing to remember is that students who are modest sometimes

undersell themselves. If this applies to you, it might help to approach the personal statement as though you are writing it for a friend.

A good way to ensure that every area’s covered is the Five Paragraph Principle:

IntroductionStart by explaining why you’ve chosen this course. Don’t use the word ‘passion’! It’s a very clichéd way of beginning. Try explaining what sparked your interest in that subject.

A-Levels (or equivalent)How do your current studies complement your chosen degree? If you’re studying the subject you wish to continue with at uni, you can discuss what you enjoy about it and why you wish to further your knowledge. �ink also about transferrable skills from other subjects: an A-Level in maths will help with the statistics module of a psychology course at university; essay-writing learned in English literature will certainly support you in studying ancient history as an undergraduate.



FUTURE FOCUS

There’s broad agreement that, facing much longer working lives than their parents’ generation, today’s students will end up doing multiple jobs and follow

portfolio careers. Recent reports from PwC and McKinsey have explored the future of the workforce. �e pace of current technological change (and AI in particular), and the global competition for jobs at a time of slow economic recovery and political uncertainty are all drivers. For these reasons, we believe that it has become imperative to weave employability throughout the Eton curriculum. To not do so would be to fail in our duty of care for tomorrow’s generation.

When we talk about employability we think of a ‘set of skills, knowledge, understanding and personal attributes that make a person more likely to choose, secure and retain occupations in which they can be satis�ed and successful.’ Another term for these sorts of skills is career management, and when this is e�ective, students will understand who they are and what is possible, as well as being likely to make informed decisions whenever choices need to be made.

We also believe that students need to take time to establish their aptitudes, strengths and values and start to portray these to the outside world. Setting their stall out in this way, essentially developing a personal portfolio of evidence that authenticates themselves, allows them to show potential employers that they’re ‘work-ready’. �is is nothing new! Schools have always played a vital role in providing an environment where students develop self-knowledge. A.C. Benson, that quintessential Eton schoolmaster, perhaps best known for writing the words to Land of Hope and Glory, famously said that: ‘I am sure it is one’s duty as a teacher to try to show boys that no opinions, no

tastes, no emotions are worth much unless they are one’s own.’ Some parents may feel that secondary school is too soon to be dwelling on what amounts to a self-marketing exercise, but all the evidence points to the contrary.

Leaving a career focus until university is failing to understand that the world has changed signi�cantly.

Young people o�en have a world view that may not lead them to make the best decisions about their future. Evidence suggests that they’re likely to focus on careers that were common during their parents’ youth rather than those that are available now.

For this reason, career education programmes in schools need to challenge the stereotypes our young people hold of the world of work. For example, many young people think of

careers in the City without understanding the pace of change since the �nancial crisis. Access to sound labour market information and the provision of good networking opportunities allows them to explore the careers available.

Many employability skills are best exempli�ed through work placements, and though we would never go as far as to say ‘there’s no such thing as bad work experience’ we do think that all experience of the world of work can have merits. Sometimes, entry-level work experience can be far more valuable than work-shadowing arranged through parental contacts with high-powered family friends. �e skills learned doing a waiting job help develop the sorts of so� skills needed to enhance a CV.

Inspiring Futures has a helpful publication entitled �e Employability Equation. �e equation itself is given below: E = (Q + S + WE) x CE is Employability, Q is Quali�cations, S is Skills, WE is work experience, C is Contacts.

We may disagree about the exact algorithm that leads to employability, but there are many dimensions to employability and we need to embrace development along each one.

LOOKING AHEADThink it’s too early to learn about career management at

school? Not so – it’s an essential part of the curriculum at Eton College, writes Director of Career Education, GEORGE FUSSEY

ENTRY-LEVEL WORK EXPERIENCE CAN BE FAR MORE valuable than work-shadowing arranged through contacts WITH HIGH-POWERED FAMILY FRIENDS

CAREER DEVELOPMENT TIPS

Know what your strengths are? Then make sure that your personal portfolio is:• authentic and consistent

with your purpose and values.

• constantly developing, just like you.

• aimed at the audience you want it to reach.

• likely to enhance your reputation.

• not jeopardised by using social media in a way that conflicts with your stated purpose and values.

ISPS_50_College Careers.indd 50 17/10/2018 14:43


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COMMENT

Earlier this year, pupils started coming to see me about David Attenborough’s documentary Blue Planet, which exposed the plight of marine life being strangled by plastic in our oceans. Horri�ed, they asked me how we could play our part in stemming the rising tide of discarded plastic.

A few months later I announced that I intended to ban single-use plastic water bottles, straws and non-biodegradable cups from being used onsite – by pupils and sta� alike.

And I intend to make sure this ban is adhered to – I’ve told the pupils that if they’re seen using any of the items then there will be consequences. Initially, we’ll enforce the changes with a system of formal warnings for pupils breaking the rules but there’s also the appetite, if it proves necessary, to use sanctions – in large part because the potential for sanctions highlights the signi�cance of the issue.

I don’t think for one minute that pupils will ignore this ban but if any do, I’ve decided litter picking on the beach – just a few hundred yards from the school’s entrance – is a �tting punishment. We’ll treat plastics and non-biodegradables as anti-social, just like cigarettes.

Incredibly, a third of all UK-caught �sh contain plastic. And we’re

eating it with no idea of the health consequences. Some 8.5bn straws are used every year in the UK: made of plastic that takes hundreds of years to decompose.

Horrifyingly, between 5m and 13m tonnes of plastic leaks into the world’s oceans each year. As estimates stand, by 2050 the ocean will contain more plastic by weight than �sh.

To ensure that our pupils are regularly hydrated, we’ve installed additional water fountains and water stations. A party of pupils and sta� has been set up to research companies producing re�llable bottles and when we order them, each will be etched with key environmental messages to remind pupils of our aim.

We’re also looking into trying to switch petrol and diesel vehicles with electric ones onsite. �e World Health Organisation has classi�ed diesel as a class-one carcinogen and the cause of

thousands of premature deaths in Britain, yet it powers nearly all school minibuses.

I’ve written to major motor manufacturers seeking their support, and asked the school’s science department to establish a Sixth Former research group to analyse the evidence and advise me of possible ways forward.

In the meantime, we’re incentivising the drivers of electric or hybrid cars by installing electric chargers in our school car park.

�e plastics ban is starting this term and the reaction from pupils to my announcement has been very encouraging. One Sixth Former wrote to me saying: “It’s so easy to feel overwhelmed by the scale of plastic and pollution that making any personal changes can feel futile, so this is a chance for us to be part of something which can really make a big di�erence in the �ght against it.”

PUT A LID ON PLASTICSRICHARD CAIRNS, Headmaster at Brighton College, West Sussex, describes

the policy behind his widespread ban on single-use plastic

Pupils will stay hydrated using refillable bottles

Richard Cairns is the Headmaster of Brighton College

HEADS UP

ISPS_52_BanningPlastic.indd 52 16/10/2018 12:26


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Email [email protected] or call 01491 683522 to confirm your attendance

An All-Round Education in a Nurturing Environment

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A leading independent senior school for weekly and full boarders and day girls (11–18)

Open Days Please contact us to book your visit:www.stswithuns.com | 01962 835700

Friday 8 February 2019 at 1.45pmWednesday 13 March 2019 at 1.45pm

An independent, coeducational school for 3 to 18 year olds.

Saturday 17 November 20189.30am - 11.30am

To book a place, please visit

www.stdunstans.org.uk

Senior SchoolOpen Morning

54_ISP_SEN_AUT18_.indd 54 05/10/2018 11:48


OUTREACH

Every Wednesday a�ernoon Sixth Form students at Rugby School take part in some form of community service. �ere’s a wide range of activities to choose

from: o�ering classroom support at primary schools; visiting elderly members of the community; and supporting local school children in maths, Latin, music and art.

Andrew Chessell is in charge of a rather unusual project within Rugby’s community action programme about which he was interviewed for �e Times earlier this year. �is is an abridged version of the article:

At Rugby School, 810 students laugh and learn on a picturesque campus with buildings by William Butter�eld. All things seem possible to its talented, motivated pupils who have a thirst for knowledge and life. �e school fuses tradition with a desire to innovate.

Just �ve miles away is a brick building where children the same age as those at Rugby also live and learn, eat and sleep. Rainsbrook is a Secure Training Centre for 80 13-18 year olds, who have committed o�ences including rape, murder and arson. Intended for those deemed vulnerable, there’s even a young mother and baby unit on site.

Every week, 10 of Rugby School’s Sixth Form go to Rainsbrook, one of only three such purpose-built training centres in the country, to run drama and English workshops as part of our wider Community Action programme. �eir uniform of tweed jackets is swapped for T-shirts and jeans. No hoodies are allowed for security reasons (so you can’t hide your face) and chewing gum is forbidden because it can be used to disable locks. Students go through

airport-style security, patiently waiting as doors are unlocked and locked again. �ey o�en have to wait in ‘airlocks’ for up to 15 minutes at a time as Rainsbrook sta� carry out ‘moves’: when trainees (the names for those on a custodial sentence) are moved between activities around the site. Only when it’s deemed safe are students escorted to the classrooms to lead their sessions.

�ey’re there to create work together, student-led work. I’m a drama teacher as well as a Housemaster at Rugby and I’m convinced of the power of drama, the importance of language in helping people �nd a voice.

�e initial sessions can be a bit of a tap dance, as trainees and pupils weigh each other up. But soon the barriers drop and the creative work is the focus. Much more important are

the improvisations, the game-play, the silliness and fun which help build rapport, especially when the CCOs (Care Custody O�cers) are not only present throughout but are joining in. In the English sessions, the atmosphere may be less raucous, but they’re no less animated with games such as Scrabble.

Marina Symington, a Rugby boarder, was on the programme for two years. “It was di�cult to �nd things to talk about at �rst. We started o� asking about life at Rainsbrook. �en they asked us about life at Rugby. �ey were curious about why we’d want to be in education and why we would want to live at school. I think the programme shows them that people outside the centre do care, and it gives them someone di�erent to talk to.”

�is year’s students who volunteered to work at Rainsbrook, have just completed their security training and have visited the site to learn more about the living conditions.

Sixth Formers at Rugby School, Warwickshire visit Rainsbrook Secure Training Centre weekly to run workshops as part of

their community action programme

AFFIRMATIVE ACTION

Housemaster Andrew Chessell with some of Rugby’s Sixth Formers

THE INITIAL SESSIONS CAN BE A BIT OF A tap dance, as trainees and pupils weigh each other up. But soon the barriers drop AND THE CREATIVE WORK IS THE FOCUS

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Independent Day Schoolfor Girls 4-18 [email protected] @TormeadSchoolTormead School, Cranley Road, Guildford, Surrey GU1 2JDBursaries and Scholarships are available at 11+ and 16+

Registered Charity No: 312057

IB School | 3-18 Years

www.isllondon.org | 139 Gunnersbury Avenue, London W3 8LG

Education Reimagined

Every day is an Open Day call now to book your tour

+44 (0)20 8992 5823

Open DaySaturday10 NovemberTake a guided tour led by current students and meet staff along theway. Hear talks by the Headmaster and the Head of the Junior School.This is a fantastic opportunity to see the school buzzing with energy and at its best.

To book please visit bedmod.co.ukemail [email protected] call 01234 332659/690

Be inspired.Charlie Russell, one of the nation’s most promisingnew actors, believes that the supporting roleplayed by BMS enhanced her performance.

Bedford Modern School is part of The Harpur Trust

56_ISP_SEN_AUT18_.indd 56 24/10/2018 13:38


ADVICE

ASK THE EXPERTS

How can pupils make the most of a busy school life?

Our headteachers give their advice

ISPS_57_Expert Advice.indd 57 16/10/2018 15:39


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58_ISP_SEN_AUT18_.indd 58 03/10/2018 12:19


ADVICE

Gregg Davies, Shiplake College, Henley-on-ThamesLife at the college is busy. Our selection process is geared towards pupils who are eager and so there’s always a real sense of purpose emanating from every corner of Shiplake. We take extra care in managing their downtime and making sure they get the most from it.

�e �rst priority is ensuring our pupils have time to contemplate, be it in or quiet time during prep and at bedtime. We make sure they know how to get the most from that downtime. Because of that we have run mindfulness classes for students and yoga. Giving them the tools to know how to make the most of their repose is key. We also ensure there are plenty of sta� who pupils know they can turn to should they need to speak to anyone if they’re feeling overwhelmed.

A particular struggle for young people is the constant demands of electronic devices. We were one of the �rst schools to launch a strict mobile phone policy. It wasn’t popular at �rst but students have learned to appreciate face-to-face interaction and rest without distraction.

Paul Vanni, Kensington Park, LondonOne of the great challenges faced by young people centres on the need to reconcile the desire to do as much as possible at school with the importance of creating breathing space and moments of levity throughout the day.

At the start of the school year, give lots of activities a go, but rotate through them on a carousel basis. �ink about what you’re doing and critically ask yourself which ones you enjoy enough to want to invest your time into on a more long-term basis.

Make sure you have quiet time for yourself every day, even if only for �ve or 10 minutes. Always make time for lunch, and always try to ensure that it’s a social moment; eat with your friends, talk to them, laugh with them, and

resist the lure of mobile devices. If you �nd yourself being overwhelmed by

everything that’s going on in school, talk to your personal tutor. He or she should be able to help you with your time management and can act as a useful sounding board for you as you juggle with competing pressures. Always remember, you’re not alone!

Professor Mark Bailey, St Paul’s, LondonOur pastoral sta� encourage pupils to embrace short periods of solitude, away from social media or friends. Time to re�ect, to recharge and to enjoy calm. Another tip is to understand the di�erence between what it is urgent and what’s important. Some tasks are both and must be prioritised, but try not to �xate on those things that seem urgent but ultimately don’t matter that much. Si�ing tasks in this way can o�en carve downtime and space for activities vital to wellbeing – like exercise, relaxing or seeing friends – which otherwise may seem impossible in a busy schedule.

Another tip which works well for busy pupils is to recognise the pitfalls of dri�ing into negative thinking patterns or cognitive distortions. �e best example of this might be to avoid an internal narrative that says ‘I should do extra homework/attend a play/go to extra lessons’ and to use instead ‘I could…’ In reality, these are all choices. Pupils who change the word ‘should’ for ‘could’ in their

thought patterns report back that they do just as much, but they feel far less anxious.

Dan Harrison, Sedbergh, CumbriaBalancing time and opportunities is the most important thing you can learn. Making sure you build great relationships with your peers and teachers is your number-one priority every time. More possibilities will come your way and you’ll share experiences with good people who’ll help you when the pressure mounts.

Sleep well. Fatigue erodes our determination and resilience. To work, play and socialise well, you need to be well rested. Set a regular routine in the morning and at night and avoid things which keep you awake – like mobile phones!

Say ‘yes’. Too many people dismiss opportunities without thought. Don’t be one of them. Keep things simple. �ere’s a reason why Mark Zuckerberg always wears grey T-shirts – it’s one less decision in a busy day. Keep your life uncluttered – put things in the same place, use lists and a planner or diary.

Philip Britton, Bolton School Boys’ Division, Greater ManchesterAbove all, organisation and concentrating on getting the basics right are key to a balanced life. �ose basics start with getting enough sleep and eating well, ideally having time to do so with your family, creating ‘spaces’ for conversation and connecting. Since the school run has a �xed time in the mornings, the only thing that can change is bedtime – and it’ll need to be earlier than it is! Once in bed, phones and iPads should be charging downstairs – not in your room.

�en there’s establishing good habits. �ink about what you do �rst when you get home. Does that �rst action tend to lead to a productive use of time or is it the beginning of a wasted evening?

And �nally, enjoy life in the moment. �ere’s no purpose at all in being so busy and so concerned with the next thing that you don’t enjoy what’s happening now.

Gregg DaviesSHIPLAKE COLLEGE

OUR EXPERTS

Paul VanniKENSINGTON PARK

Prof Mark Bailey ST PAUL’S

Dan HarrisonSEDBERGH SCHOOL

Philip BrittonBOLTON SCHOOL

Prof Mark Bailey, Master of St Paul’s, London with pupils

ISPS_57_Expert Advice.indd 59 16/10/2018 15:40


Book a

private tour

023 9281 5118

www.stjohnscollege.co.uk

Strive &AchieveStudents thrive at St John’s CollegeAn independent day and boarding school for girls and boys aged 2-18.

Come and see our School in action!

[email protected] | @SJCSouthsea

“The quality of pupils’

achievements is excellent.” ISI report 2017

A leading independent day school for boys and girls aged 11–18 | www.kgs.org.uk | #workwellandbehappy

60_ISP_SEN_AUT18_.indd 60 09/10/2018 10:49


SENIOR

It was my grandparents who �rst supported my passion for sport, encouraging me and watching my matches

whenever they could. My grandfather played football with the late broadcaster Sir David Frost in his youth, and our entire family is football-mad. By the time I was a toddler, I was kicking a ball around the garden with my dad.

History in the makingMy love of football has continued throughout my life and unlike many girls, I was lucky enough to be able to play competitively at school. When I was nine years old, I began playing for Leicester City Football Club Juniors and there I forged great friendships with girls who were also playing county cricket. Short of a player one weekend, they asked me to join them for a match, and the rest, as they say, is history. I played cricket for Leicestershire Girls until I started studying for my GCSEs when the travelling became too much on top of a heavy academic workload, so I began playing for Northants instead, which was much closer to my home town of Kettering. �ere I was given the opportunity to try out for the England Indoor Cricket Squad and play international cricket.

I was over the moon to be selected and I played my �rst international match at the Indoor World Cup in Bristol. However, the highlight of my cricketing career came when I was invited to play at the Indoor Cricket World Cup in Brisbane in 2009.

Change of directionA�er I le� school, I went on to study sports science and

business studies at Loughborough, where I had an amazing time playing for the MCCU Academy. �is Loughborough University team included nine members of the England women’s squad, and I was

selected to play outdoor cricket with them for England’s Regional Development Squad. My dream had always been to play outdoor cricket for England and it was everything I’d hoped it would be.

An unfortunate stress fracture in my spine led me to re-assess my path and I made the decision not to go into professional cricket but to look into coaching instead. A few stints of work experience con�rmed that I loved teaching and I returned to my former school, Bishop Stopford, to coach sport and to train for my QTS.

Hard work beats talentTwo years later, I began teaching sport at May�eld, where I got straight into setting up a cricket programme for the girls – most of whom hadn’t played before.

A year on, I’m in the process of organising May�eld’s greatly anticipated �rst-ever cricket tour to Sri Lanka, which the U14 and U15 teams will head o� next summer. Cricket is played year-round, and I’m lucky to have such committed players. Whenever they need bolstering, I remind them “hard work beats talent when talent doesn’t work hard!”

As well as coaching year-round cricket, I also teach hockey and netball, run early-morning circuit training sessions, and I’m a boarding assistant, supporting the Housemistress to look a�er girls in one of the boarding houses. It’s great fun and we have lots of laughs together. Fortunately, they share my love of Disney �lms. I haven’t had a moment to be homesick for Kettering!

Seeing the world�e love of travel I discovered while touring with the England squad hasn’t diminished. In the summer holidays, I backpacked around the US with one of my colleagues. We visited the Grand Canyon, bungee jumped in Las Vegas, and enjoyed the sights and sounds of New York, LA and San Francisco. I’m enjoying having more time to see the world.

Alongside my PE coaching, I’m currently trying out for the Kent County Cricket squad as my beloved Northants is just too much of a commute from Sussex. I’m hoping to be able to get back on the pitch myself again very soon, and hopefully inspire more of our May�eld girls to try out for county cricket themselves, something that would have been unthinkable for them in my grandparents’ generation.

EMILY STARRThis Mayfield School, Sussex teacher’s passion for sport knows no bounds

Emily introduced many of Mayfield’s girls to cricket for the very first time

As a boarding assistant, she doesn’t have much time to

miss her home town

SCHOOL HERO

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SENIOR

Campbell College is a day and boarding school for boys aged three-18 years set in a 100-acre

woodland campus on the edge of the vibrant city of Belfast

From learning to doff their caps in Prep One to the donning of distinctive striped blazers, the Junior School is steeped in tradition

Campbell College is the largest boarding school in Northern Ireland, with 154 boarders from over 32 different nationalities

The Old Campbellian Society exists to build and sustain a community of engaged Old Campbellians, connected to each other and the School for the benefit of all Campbellians, past, present and future

IN 10 PICTURES…

Campbell Collegeounded in 18 this all-boys school wants its pupils to

graduate believing they can make a difference in society

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SENIOR

The literary giant, author and poet C.S.Lewis attended Campbell College; and a lamp-post, said to have been the inspiration for the famous lamp-post in Narnia where Lucy meets Mr Tumnus, stands proudly in the college driveway

A proud rugby school; Campbell College has won the Ulster Schools’ Cup 24 times, with an additional four drawn finals, the last success was this year

Campbell College was the first school in Ireland to establish an Officer Training Corps in 1909. The school now boasts the largest Combined Cadet Force in the UK

More than 127 boys and staff were lost in World War One, their photos sit embedded in the wood panelled walls in the colleges’ Central Hall

The Campbell College Pipe Band was formed in 1909 and has always played a central role in the life of the college

Campbell College was established in 1894: the college will mark its 125th year in 2019

DID YOU KNOW?Campbell College sits to the east of the vibrant city of Belfast. This year Belfast was named Best Place to Visit in 2018 by travel guide Lonely Planet. The people of Northern Ireland are a happy and hospitable populace with a family-oriented culture that appeals to parents who are looking for a nurturing place for their children to study.

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STAR PUPILS

Plum (Victoria) Turner, 28Entrepreneur, Oundle School, PeterboroughAfter leaving Oundle, Plum went on to study politics at Edinburgh where she was later awarded a competitive place to study at the University of California Santa Barbara.

Since graduating, Plum has spent six years working in and launching start-ups. As a founding team member, Plum helped launch Oppo Brothers (a successful ice cream start-up), growing the company from just 117 Waitrose stores to over 4,300 stores across Europe. The company has also completed three record-breaking equity crowdfunding rounds, raising over £1.2m and receiving words of support from Sir Richard Branson.

In 2017 Plum swapped ice cream for shoes to co-found Two Degrees, a boat shoes business with a unique ‘Feet for Feet’ model; every pair of shoes sold protects 1,000 sq ft of endangered habitat around the world. “At Oundle, you’re instilled with the confidence that you can achieve, no matter how academic you are (I was not in the top set!)”

Phoebe Haines, 28Mezzo Soprano, Brighton College, West SussexPhoebe credits the college with nurturing her burgeoning musical talents and says some of her fondest memories are the performances and plays she took part in at school.

She’s now an award-winning British mezzo soprano, her voice hailed by The Times as ‘extraordinary’ and as ‘silvery’ by the Evening Standard. Since leaving school, Phoebe has achieved a double first at Cambridge, completed her MMus and Fellowship at the Guildhall School of Music and Drama and established herself as a leading opera talent.

Phoebe says, “It’s all thanks to the college’s incredible music department. During our 8am rehearsals, I’d often think, ‘if I can enjoy singing before I have even had a cup of tea in the morning, then it must be the career for me!’”

Ryan Lumsden, 21Amateur Golfer, Wellington College, BerkshireRyan was a member of the most successful golf team that Wellington has ever seen, alongside Edoardo Lipparelli (L, 2015) and Daniel List (M, 2016).

Ryan’s handicap reduced from six to +three in his years at Wellington, and he then won a place on the team at Northwestern University in Illinois, where he has enjoyed the combination of a great academic education and a world-leading golf programme.

This combination of sport and academics was what attracted Ryan to Wellington, and the competing demands are clearly not mutually exclusive, as Ryan has made the Dean’s List in each of his three years so far.

Harry Simmons, 20Rugby union player at Leicester Tigers , Gresham’s School, NorfolkFollowing his A-Levels, Harry studied sports science and management at Loughborough University.

He showed great potential from an early age, and at 14 was selected to take part in the Development Player Programme at the Leicester Tigers Academy. The scrum half has continued his professional rugby development with the club and has represented the U17 and U18 England squads.

While at Gresham’s, he played for the 1st XV as well as playing for Norfolk, Eastern Counties and London and South East at age-group level.

He scored his first two tries for the Senior Leicester Tigers team in the Premier Division in the Anglo-Welsh Cup game against Wasps where he was later named, Young Player of the Year. Harry has also made 11 first team appearances for Leicester Tigers and seven in the Premiership Division.

ONES TO WATCHIndependent schools have instilled drive, determination

and excellence in these talented alumni

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STAR PUPILS

Edmund and his co-founder Flore de Taisne

Edmund Le Brun, 29Entrepreneur, Alleyn’s, LondonEdmund was recently named as one of 2018’s Forbes 30 Under 30 Social Entrepreneurs, after co-founding ISHKAR in 2016 while working in Afghanistan.

ISHKAR is an online marketplace and a “sanctuary for craftsmanship in its purest form,” helping jewellers, weavers and artists in war-torn countries connect to the international market online and in London. “These places have incredible traditions of making,” says Edmund.

Edmund has always been drawn to Afghanistan. “When I was 18, I went to live in Xingiang, North West China for a year. It’s a Muslim area just on the border – big mountains, lots of mudbrick houses, a labyrinthine old city – and a lot more cultural similarity to Afghanistan than the China we commonly think of in the west. So I was always intrigued by the country just over the border...”

He lived in Afghanistan for three years after graduating from Oxford, setting up small craft businesses. But there wasn’t a domestic market for Afghan products. He met co–founder, Flore de Taisne, and they created ISHKAR to connect those craftspeople from countries at war with customers who have the buying power.

The products are really only one part of what makes ISHKAR. “We set up the business not because we were interested in retail but because we care about showing a side to war-torn countries that people don’t usually get to see,” explains Edmund.

For him, the travelling is the best bit. They go to Afghanistan twice a year and probably spend a third of their time travelling but that’s still not as much as he’d like! ishkar.com

Edmund and his co-founder Flore de Taisne

ISPS_64_Ones to watch.indd 65 17/10/2018 14:48


An independent boarding and day school for girls aged 11-18

‘Excellent’

The right choice for your daughter’s future

Queen Anne’s School

Independent Schools Inspectorate 2017

Full and weekly boarding options available BOOK ONLINE NOW

www.qas.org.uk/bookanevent+44 (0)118 918 7333

26 minutes

Reading Station London Paddington

Open EventsFriday 16 November

Friday 8 March Saturday 11 May

Thursday 13 June

INDEPENDENT DAY SCHOOL FOR GIRLS AGED 4 TO 18

Queen’s Gate o� ers girls a warm, supportive environment where individuality is nurtured, academic standards are high and a broad-based curriculum ensures a well-rounded education.

For a prospectus or to arrange a private visit, please contact the Registrar: [email protected] · 020 7594 4982

Queen’s Gate School, 131–133 Queen’s Gate, London SW7 5LE

queensgate.org.uk/admissions

66_ISP_SEN_AUT18_.indd 66 09/10/2018 09:25


TIME TOGETHER

FAMILY LIFEENJOY THE SEASON

Our round-up of skiing trips, bonfire parties and festive fun

’Tis the season to be jolly, but if your family home has more modern, Scandi-inspired décor, these subtle yet stylish stockings are the ideal seasonal additions to get everyone in the Christmas spirit. merimeri.co.uk

ISPS_67_Lifestyle opener.indd 67 16/10/2018 15:46


HOLIDAYS

and ice-skating to ski Joering and paragliding. Perhaps one of our most memorable family experiences was night sledging by torchlight from the top of the Pléney gondola a�er the pistes had closed, stopping for dinner in a tipi half way down the piste. But as the children

After a New Year’s resolution to try somewhere different for her family’s annual ski holiday,

EMMA ROBERTSON was delighted by Morzine

On a powder trip

Emma and her family dined in rustic luxury in Chalet MB

ack in 2017, it was suggested we swap our annual family ski holiday to Tignes for the slopes of Morzine. I don’t like change. In fact, I’d go as far as to say I’m

the kind of person that actively avoids it. I like to play it safe, stick to familiar ground. But, a�er having spent too many years making excuses, I made a New Year’s resolution that meant saying yes to pretty much anything that seemed daunting or unfamiliar. �at also included brand new holiday destinations.

So, this year we headed o� to Morzine. Two families, one chalet and plenty of trepidation on my part. I needn’t have worried. A�er just over an hour’s drive from Geneva Airport, we arrived in a bustling alpine town full of character, atmosphere and a good deal of old-world Savoyard charm missing from the purpose-built resort we’d previously stayed in.

Set right in the heart of the vast Portes du Soleil ski area, Morzine has been a long-term favourite with the northern European ski set, but over the past decade as traditional buildings have been sensitively transformed into chic new chalets and upscale bars and restaurants have opened for business, Morzine is making its mark among us Brits too. Little wonder, perhaps, since the town and its mountaintop twin sister, Avoriaz have access to around 650km of prime piste straddling the Franco-Swiss border.

Where Morzine really excelled for us though, is as a family resort. It lends itself to providing that bit of independence and has a lively après-ski scene that’s fun without being too chaotic. �ere are a wealth of activities beyond the magnifcent slopes, from snow mobiling

ISPS_68_Skiing.indd 68 16/10/2018 15:51


HOLIDAYS

seamless, and have organised everything in advance – even a private tutor.

New for this year, and one that I have earmarked for next, is Chalet Sapphire, which has been designed by architect Hervé Marullaz who was born in Morzine. It’s close to the village centre and has two distinct spaces. �e main chalet accommodates up to 12 guests in six-bedrooms and Little Gem, a separate chalet has an additional two bedrooms and its own living area. �e main chalet has a large living area and roaring �replace, as well as an impressive dining space that overlooks the breathtaking peaks. �ere’s a wellbeing area superior to that of most boutique hotels, coming complete with a gym and indoor pool with massage and counter-current jets. �ere’s a Hammam, ice chamber, steam room, dedicated Bamford Spa with treatments by Bamford-trained therapists, and a separate relaxation space. Outside there’s a hot tub, sunken �re pit, postcard-worthy views across the snowy-white peaks from the barrel sauna and even enchanting forest trails starting at the foot of the garden. A seven-night fully catered (open bar) stay at Chalet M starts from £8,000 in low season (or £667pp, based on 12 guests sharing). �e Chalet Edit o�ers tailor-made ski chalet holidays to Europe’s leading ski resorts, thechaletedit.com

ONE OF OUR MOST MEMORABLE FAMILY EXPERIENCES WAS night sledging by torchlight from the top of the PLÉNEY GONDOLA AFTER THE PISTES HAD CLOSED, STOPPING FOR DINNER IN A TIPI HALF WAY DOWN

are at an age where exam revision has reared its head – Common Entrance, GCSEs and A-Levels all casting a shadow over our annual holiday for the next few years – we decided, on recommendation, to book a chalet. We stayed at Chalet M, one of nine �e Boutique Chalet Company properties in Morzine, Les Gets and Meribel. Anything but run-of-the-mill, they’re like private homes and ideal for children and teens that need to study but with the reward or fresh air and powder runs a�er a morning at the books. Sarah and Chris Hamblin and �e Boutique Chalet Company team went the extra mile to ensure our kids had dedicated study spaces, and we arranged for the in-chalet driver to drop them at ski school or on the slopes as soon as their revision time was up.

Chalet M has one of the most stunning locations in Morzine, with jaw-dropping views across the village to the Pléney slopes and Nyon. �is super luxury �ve-star ski chalet is an exceptionally large and spacious property which sleeps 12-14 guests in �ve en-suite bedrooms. �ere’s a hot-tub, sauna, hydrotherapy shower and treatment room, as well as a cinema with 3D screen and large alfresco terrace.

So naturally, we’ve already planned our return for next year, only we’re taking it one step further to ensure the whole experience is

AND IT’S NOT JUST ABOUT THE SKIING...• Night skiing: Morzine has

introduced night ski touring. Using headtorches, skiers go from the Pléney gondola with an instructor.

• Where to go: Legendary après venue La Folie Douce is coming to Avoriaz, Portes du Soleil’s highest ski resort. Opening in December, it has La Petite Cuisine, a self-service restaurant, as well as La Fruitière, which will host the parties for which the venue is famous. Expect live DJs, singers and performers.

Chalet M has jaw-dropping views of Morzine’s snowy peaks

ISPS_68_Skiing.indd 69 16/10/2018 15:51

70 independentschoolparent.com | AUTUMN 201870 independentschoolparent.com | AUTUMN 2018

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residential vocational courses for 18-25 year olds looking to combine academic study and practical work for a long-term career in the superyacht industry.

UKSA’s �agship programme, the Superyacht Cadetship is unique in the industry with an annual intake in October. Working in the superyacht industry can take you all over the world. Earning around €2,400 a month tax free, this programme can act as a springboard into a long-term career.

�e Superyacht Cadetship, a four-year structured programme,

is a great alternative to university. All-inclusive and residential, graduates learn while they earn, with the possibility of �nishing the course debt-free. Cadets also have the opportunity to undertake a Plymouth University foundation degree in operational yacht science, leading to a full BSc if required.

Working closely with leading crew agents, management companies and yacht captains, cadets are now employed in all areas of the sector. �is includes opportunities on private, performance racing superyachts to working on the largest, and most high-pro�le motor vessels.

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The superyacht industry can take you all over the world

Sail away with UKSAHave you ever considered a springboard course into the superyacht

industry as an alternative to a university career path?

ISPS_70_UKSA Adv.indd 70 16/10/2018 15:56


ADVERTORIAL

UKSA, one of the UK’s leading suppliers of maritime training, provides

residential vocational courses for 18-25 year olds looking to combine academic study and practical work for a long-term career in the superyacht industry.

UKSA’s �agship programme, the Superyacht Cadetship is unique in the industry with an annual intake in October. Working in the superyacht industry can take you all over the world. Earning around €2,400 a month tax free, this programme can act as a springboard into a long-term career.

�e Superyacht Cadetship, a four-year structured programme,

is a great alternative to university. All-inclusive and residential, graduates learn while they earn, with the possibility of �nishing the course debt-free. Cadets also have the opportunity to undertake a Plymouth University foundation degree in operational yacht science, leading to a full BSc if required.

Working closely with leading crew agents, management companies and yacht captains, cadets are now employed in all areas of the sector. �is includes opportunities on private, performance racing superyachts to working on the largest, and most high-pro�le motor vessels.

Training phases at UKSA are all-inclusive, with all food and accommodation included. [email protected]

The superyacht industry can take you all over the world

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ISPS_70_UKSA Adv.indd 70 16/10/2018 15:5670_ISP_SEN_AUT18_.indd 70 17/10/2018 15:35


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If you’re dipping your toe into the continent for the �rst time, it’s also worth considering Botswana’s Okavango Delta which comprises an intricate network of lagoons, islands and channels that provide a unique environment which simply teems with wildlife. Here there is a dizzying array of �ora and fauna and animals too, such as rhinoceroses, gira�es, elephants and hippos, who take refuge from the heat in their watery surroundings. When you’re there you can also try to incorporate a wide variety of activities into your day, such as horse-riding and cultural activities.

You can head to Madikwe, which is home to more than 8,000 animals and the ��h largest game reserve in Africa. One thing to consider, and which is popular with those booking a safari, is to combine it with a relaxing week on the beach. Kinondo Kwetu on the south coast of Kenya is a small and family-run hideaway that can be booked through Scott Dunn.

Nothing really prepares you for the real thing of being out on safari and seeing it for yourself, no matter how many wildlife documentaries you’ve tuned

into. Prepare to be amazed as you and your family drive across the vast grassy plains dotted with acacia trees of Kenya’s Masai Mara and where you can see the big cats at play in their natural habitat.

Sasaab Sambaru

Kinondo Kwetu

Out of Africa

Madikwe Lelapa Lodge, South AfricaLelapa means family so there could not be a more apt place to spend time all together. For four nights based on a family of four, including flights, £2,079 per adult, £1,265 per child under 12.turquoiseholidays.co.uk

If this summer’s sunshine has left you wanting more, a winter safari should see you through the months ahead…

WHERE TO STAY

Gira�e Manor, Nairobi and Sasaab, SamburuScott Dunn offers a seven-night itinerary in Kenya from £4,800 per person. This includes three nights at Sasaab and two nights at Giraffe Manor. This is based on a family of four travelling and includes return international flights and private airport transfers.scottdunn.com

Sasaab Sambaru

ISPS_71_WinterSun.indd 71 16/10/2018 16:00


COMPETITION

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Fancy a countryside getaway that offers luxury relaxation, fine dining and exquisite pampering? Then this prize of a Cotswold getaway for two

could be just the ticket. Set high above the village of Broadway, the 400-acre Farncombe Estate – a

glorious sprawl of forest and field, complete with rambling and cycling routes – is home to Dormy House, Foxhill Manor and The Fish.

The Estate’s hotel, Dormy House is an original 17th century farmhouse with a 21st century twist; utterly stylish with a relaxed rustic charm.

With terrific food, impeccable service and a state-of-the-art spa, it’s easy to see why it has

won so many awards. The interior design is the work of London design house Todhunter Earle, which is known for projects ranging from country houses to restaurants, nightclubs and ski chalets worldwide.

The hotel has 38 rooms and suites, including two with outdoor hot tubs. One of these hot-tub suites is Rose Cottage, set across from the main building with a private courtyard. The exposed timber beams, floral décor and antiques make it a cosy retreat.

Laid out over several floors, the Scandi-chic spa has two gyms: one for leisurely workouts and the other for personal training sessions. The thermal suite comprises a sauna, lavender sauna, salt-infusion therapy room and outdoor hot tub. With a treatment list by Temple Spa, a nail bar and a health-packed menu at The Greenhouse this is the ideal place to unwind and rejuvenate. www.dormyhouse.co.uk

Answer the following questionName one of the hot-tub suites at Dormy House. Is it a) Rose Cottage b) Poppy Cottage c) Dandelion Cottage

COMPETITION CLOSES 23.59PM ON 1ST DECEMBER 2018.

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ISPS_72_Comp.indd 72 16/10/2018 12:27


ADVERTORIAL

Since 2004, Holland Park Tuition & Education Consultants has been a leading

source of educational guidance. Over the years, it has cultivated strong relationships with, and secured places at, the top nurseries, schools and universities in London and around the world. Its tutors and consultants are committed to bringing the best out of students, as well as helping families to understand the range of educational options available to them. Director of Consulting, Camilla Smiley, answers some of the key questions that parents ask about their children’s education.

Our son, in Year 12 has decided that he’d like to study history at Oxford. What happens next?The key to a successful application is demonstrating genuine intellectual curiosity through a significant amount of independent academic study beyond what his teachers tell him to do. If your child goes to a top school, it can be hard to show this as he will be given a lot of support, so he’ll need to show that he has gone beyond that.

For humanities applications there is no shortcut: he must read extensively and begin now. Oxbridge tutors aren’t interested in

glamorous work experience, volunteering or exotic travel; they’re looking for students who want to be immersed in academic history.

Your son will face the history Aptitude Test in November 2019 and an interview a few weeks later. In both tests tutors will look for aptitude and ‘teachability’. His answers must be spontaneous and his thinking must show originality.

Should we move our daughter to a different school for Sixth Form?Some of the best schools in the country recruit girls for Sixth Form and the intake is generally of a very high calibre. Although many Year

11s will consider this move, most will end up staying put.

If your daughter’s current school is small, moving could have its advantages.

A big school will usually offer more impressive facilities; the number of students and the corresponding size of the school’s revenue make this investment manageable. Big schools will have a

greater number of teaching staff, meaning more unusual subjects being offered within the A-Level or IB curriculum.

On the other hand, your daughter may be more able to make her mark if she stays. She’s already part of her school community and is likely to have good relationships with her teachers; it could take her until Christmas to understand the environment, systems and ethos of a new school. Her friendships are currently well-established

and she doesn’t have the distraction of making new friends. Besides, Sixth Form usually has a different feel to it, and she’ll notice a marked difference after GCSEs whether she stays or moves.

Sixth Form is only two years but it’s a critical time; now is not the moment to experiment. That said, if your daughter would find the change stimulating then the opportunities are stellar. For more details, email [email protected]

with Holland Park EducationQ&A SESSION

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OXBRIDGE TUTORS AREN’T interested in glamorous work experience, volunteering or exotic travel; THEY’RE LOOKING FOR STUDENTS WHO WANT TO BE IMMERSED IN ACADEMIC HISTORY

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ISPS_73_Holland Park Adv.indd 73 18/10/2018 09:48


Be anything, achieve everything

BOOK YOUR PLACE AT OUR FORTHCOMING OPEN MORNING

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Our inspiration is you

Every girl is unique, with their own character, passions and idiosyncrasies. That’s what makes life at Malvern St James so enjoyable and rewarding. We are constantly inspired by our pupils and we support them to have the confidence to excel, to love life, stand up for all that they believe in and shape a wonderful future.

Forest School encourages outstanding academic progress and personal development, oering single-sex teaching in a co-educational environment for girls and boys aged 4-18yrs. Forest is a city school on

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Bishop Challoner School

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11+ Key Dates

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Application Deadline: 11th December 2018Entrance Examination: 8th January 2019

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74_ISP_SEN_AUT18_.indd 74 12/10/2018 14:01


ADVERTORIALP

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The Pre-test is a �rst stage assessment that’s used by an increasing number of schools for entry into Years Seven and Nine. Children usually take the

exam in Year Six. �e most popular form of the Pre-test is taken online and is called the ISEB Common Pre-test. It covers four subjects in a multiple-choice format: Maths, English, Verbal Reasoning and Non-Verbal Reasoning.

�e Letts Pre-test books are designed to help children prepare for the maths and English sections of the Pre-test.

Letts Pre-test English comprehensively covers the four assessment areas: comprehension, spelling, punctuation and cloze. Each question type is addressed individually through a series of skill-speci�c tests. �ese are followed by a series of full-length multiple-choice practice tests. Answers and explanations are provided for each question.

Letts Pre-test Maths covers the full syllabus through a series of multiple-choice tests, culminating in a full-length practice test. A wide variety of questions are presented, including plenty of challenging problems that are designed to develop a child’s mathematical ability and con�dence. All questions are in multiple-choice format and answers and explanations are provided for each.

�e later sections of many schools’ 11+ and 13+ maths exams, tend to focus on problem solving. Letts 11+ Problem Solving and 13+ Problem Solving, are speci�cally designed to help your child prepare for this section.

Problem solving o�en involves working through multiple steps to arrive at the answer. Such problems require students to be analytical, so they can identify the key pieces of information to help them solve the question.

�ese new books identify the most common types of problems that appear in the 11+ and

Preparation is keyA new textbook series by Letts focuses on three key examinations

used by many independent schools across the country

13+ exams and provide a framework to help children prepare for them.

Each problem is presented with a clear, step-by-step solution so your child can see exactly how it’s broken down and addressed. �is is followed by a series of practice questions for your child to try. �roughout the book, tips and advice are provided to help your child work accurately and e�ciently.Solutions and explanations are provided for each question.

�e comprehension section of the 11+ and 13+ exams o�en includes a piece of poetry that your child will be required to analyse. Many children �nd poems di�cult to engage with, so Letts has produced two guides to build con�dence when working with poems: 11+ Poetry and 13+ Poetry.

�ese two books will provide your child with the framework and tools to analyse poems in an insightful and e�ective manner, within the context of a timed examination. �ey’re packed with useful advice, tips and suggestions, as well as plenty of exercises for your child to practise.

A wide selection of poems, question types and literary techniques are included, providing a solid foundation for analysis. Emphasis is placed on giving students the con�dence to interpret poems for themselves, so they’re able to provide a personal and original response to an unseen text when required. A challenge question is given at the end of each section to stretch enquiring minds and to provide an opportunity to practise writing higher-level responses. Overall, these guides aim to de-mystify poetry for young readers.

�ese books have been written for Letts by Faisal Nasim and Louise Lang, who run Exam Papers Plus exampapersplus.co.uk and Pre-test Plus pretestplus.co.uk Find out more about Letts Independent School Exam books at lettsrevision.co.uk

Letts guides are specifically written and designed to help children prepare for exams

ISPS_75_Letts Advertorial.indd 75 16/10/2018 12:28


DIARY DATES

BONFIRE NIGHTHave a banging time!Heaton Park, Greater Manchester5 NOVEMBERThe Bonfire Night display at Heaton Park will be one of the biggest in the region. As well as fireworks, there’ll be pop-ups selling tasty bites such as toffee apples and hamburgers. manchester.gov.uk

Our round-up of fun and inspiring things to do before the year is outCALENDAR

Merrily on highSt Austell, CornwallNOVEMBER – FEBRUARYThe Eden Project’s spectacular winter festival includes skating, lantern processions, festive treats from Eden’s very own bakery and Christmas carols sung by Cornish choirs. It’s the perfect family experience and a great place to hone your ice-skating skills. edenproject.com

Stir it upThe Spread Eagle Hotel, West Sussex25 NOVEMBERKick off advent celebrations early with Stir-Up Sunday. During the workshop, chef Martin Hadden will share his perfect pud secrets, before taking guests through his classic recipe. Afterwards, choose between a roast lunch or afternoon tea while The Spread Eagle’s Christmas elves wrap and dress the puddings, all ready for the big day. hshotels.co.uk

Run up to ChristmasNewark Showground, Nottinghamshire15 DECEMBERTry the Christmas Challenge at the former RAF Winthorpe Airfield – a 200-acre site, fully fenced and traffic free, perfect for stress-free running. You can complete as many, or as few, laps as you like of a 3.28-mile loop around this historic airfield. Go for one lap or try the six-hour challenge. How far will you go? letsdothis.com

Off to the racesAscot Racecourse, Berkshire3 NOVEMBERKick off the National Hunt season with a memorable day out. From 10:45am, the racecourse will be hosting a medley of top-class jump racing and live entertainment. The £100,000 Sodexo Gold Cup Chase is the feature race of seven, with plenty of fun to be had off the track too, with fairground rides and a huge fireworks display. ascot.co.uk

Stir it up

ISPS_76_Calendar.indd 76 16/10/2018 15:58


An independent HMC day school for children aged 7-18 years

Generous means tested awards, academic and music scholarships

Bancro� ’s SchoolA Tradition of Excellence

High Road, Woodford Green, Essex IG8 0RF0208 505 4821www.bancro� s.org

“A splendid school, catering for bright children and those who will seize opportunities.” Good Schools Guide

ISP autumn 2018.indd 1 23/07/2018 13:04:10

Year 7 entry 2019 Taster Day: 30 OctoberOpen Morning: Friday 8 March, 9.30am

Co-educational Catholic School with Nursery, Prep, Senior and Sixth Form.

Alton School, Anstey Lane, Alton, Hants, GU34 2NG. Tel. 01420 82070

Inspiring intellectually brave, morally sound and confident

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Register at [email protected]

Step-by-step explanations and worked examples to support children preparing for Independent School and Common Entrance Exams.

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77_ISP_SEN_AUT18_.indd 77 16/10/2018 10:22


DIARY DATES

All of the lightsRichmond, London22 NOVEMBER-5 JANUARYAs twilight falls, the magic begins. Now in its sixth year, Kew Gardens will transform into another amazing Christmas at Kew this November. After dark, follow an illuminated trail of over 1,000 lights and watch as a festival of colour explodes around you with art, light and sound produced by a roster of artists, including Brighton-based Ithaca. kew.org

Light it upBirmingham Botanic Gardens23 NOVEMBER – 1 JANUARYA spectacular fusion of art and Chinese culture, this year’s Christmas-themed Magical Lantern Festival will illuminate the grounds of the Birmingham Botanic Garden. The larger-than-life lanterns come in all shapes and sizes, from animals and dragons to grand arches and temples. magicallantern.uk

Above parRoyal Victoria Park, Bath16 NOVEMBER – 6 JANUARYTry your hand at some mini golf with a festive twist at Bath’s Royal Victoria Park. The city’s famous adventure golf course is being illuminated just in time for Christmas, with a variety of glow-in-the-dark light features. Groups of 10 or more can book ahead, otherwise just turn up and join the queue. Hope you’ve been practising your swing! bathonice.com

Present timeMaldon, Essex8 DECEMBEREnjoy a day of Christmas shopping, food and fun with a difference at the Bell Inn Christmas Fayre. Packed with original gifts ideas for the whole family and delicious food and drink to sample, there’s something for everyone and all ages at this annual festive extravaganza. thebeckinghambell.com

Winging itNorfolkFancy watching thousands of migrating pink-footed geese? More than a third of the world’s population spends January and February at RSPB Snettisham and if you pop along at dawn or dusk you can watch them in all their splendour as they move from their roots at The Wash inland to feed on the fields.www.rspb.org.uk

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Birmingham’s Magical Lantern Festival



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A happy, high-achievingindependent school

Excellent academic results and opportunities for thearts, music, sport and adventure for girls aged 4-16 at our Lower and Senior Schools, and girls and boysaged 3-4 in our beautiful purpose-built Kindergarten.

St Mary’sColchester

For more information or to arrange your visit, contactour Registrar: [email protected] 594180 or visit www.stmaryscolchester.org.uk

St Mary's ad ISP Senior 2018 129mm h x 99mm_Layout 1 03/10/2018 17:18 Page 1Bournemouth | Dorset | Tel: 01202 761881 | talbotheath.org

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Talbot Heath Independent School for Girls aged 3-18

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

Call Kerry Wills to talk about a free taster night for your daughter, a warm welcome awaits.

We have launched our new curriculum for thefuture taught from age 3, key content areas will beDESIGN THINKINGModelling, Engineering, Architecture, Urban Design, Sustainability, Product Design ETHICSLinks to AI, Philosophy,Sustainability, Technological Advances

DIGITAL DESIGNCoding, Robotics, Animation,Electronics, Film-making

MATERIAL SCIENCE

Key skills within all subjects will includecritiquing work, problem solving and project management.

NEW! SWIMMING ACADEMYLAUNCHING 2019

79_ISP_SEN_AUT18_.indd 79 10/10/2018 11:07


Where will yours take you...?

The school for adventurous minds

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One of the top fi ve performing schools in the South West.The Sunday Times Schools Guide, Parent Power Survey www.kesbath.com

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Jump aboard and develop skills for education or work

The Adventure Residential

Challenge Wales gave me the best weeks of my summer, learning new skills and meeting people from all over the world

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No sailing experience requiredVoyages suitable for 12 years and upwards

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Academic, Music, Sport, Art Scholarships 0121 454 5831 [email protected] www.edgbastonhigh.co.uk

An independent school for girls aged 21/2-18 years

Offering girls an exceptional 21st century education based on traditional values

WWe are experts in educating girls. With over 140 years’ experience to draw upon, we believe passionately in the

benefits of single sex education because we know it works. Pupils aged 2 ½ - 18 flourish in a supportive environment where they are happy, secure and free to discover who they are and where they want to go. Visit us to find out more about how

your daughter could benefit from an EHS education.

‘Out‘Outstanding’ and ‘Excellent’ - ISI Inspection

Transport from Sutton Coldfield, Streetly, Solihull, Stourbridge

Visit us to find out how your daughter could benefit from an EHS education

Open Morning: Friday 16 NovemberTel 01295 781203 Sibford School OX15 5QL

www.sibfordschool.co.uk

Sibford School in Oxfordshire offers an innovative and diverse education where pupils are encouraged to ‘live adventurously’Boarders (full, weekly & flexi) from age 11. Day pupils aged 3 ~18.

80_ISP_SEN_AUT18_.indd 80 10/10/2018 11:07


DIARY DATES

Party timeLondon1 JANUARYStart the year with a bang at the New Year’s Day Parade in central London. Now in its 31st year, watch the procession as it rolls through the streets of the West End – expect to see Pearly Kings and Queens, classic cars, floats representing different London boroughs and plenty of celebratory music. lnydp.com

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CHRISTMAS MARKETSA taste of GermanyBirmingham15 NOVEMBER – 23 DECEMBERReturning for another year, Birmingham’s Frankfurt Christmas market brings together a large range of traditional goods and gifts, such as handcrafted wooden decorations and delicate glass baubles, as well as a selection of tempting food and drink – from pretzels and bratwurst to warming hot chocolate. It’s great fun for all the family.germanchristmasmarket birmingham.com

Ice ice, babySt Andrew Square, Edinburgh18 NOVEMBER – 7 JANUARYGet your skates on at the seasonal ice rink in St Andrew Square. Part of Edinburgh’s wider Christmas celebrations –including markets, lights and Santa Land in Princes Street Gardens and George Street – the attraction is formed around the Melville Monument, creating an elliptical rink that’ll have you in circles, quite literally. Headlining this year is Silent Light, a party raising money for One City Trust. edinburghschristmas.com

Christmas is comingHyde Park, London22 NOVEMBER – 6 JANUARYIs it really Christmas in London if you don’t visit Winter Wonderland at least once? A joy for kids (including teenagers) and adults alike, there’s plenty of rides, delectable food and drink, entertaining shows and market stalls to shop for those last-minute Christmas presents. hydeparkwinterwonderland.com

Celebrate Christmas and Hogmanay in Edinburgh



MEMORY LANE

What was your fi rst attempt at writing? It’ll surprise no one to learn that I was a book-loving child. Every writer I know loved books from a very early age and most of us were writing our own stories by the age of seven. I recently found my fi rst attempt at a crime novel, written shortly after I’d joined Croydon High: The Kidnapping of Lucy. The plot centres on the abduction of a baby and I gave it to my mum on Mother’s Day. Which is disturbing enough in itself, but all the more so when you realise that at that stage I had a baby sister with the middle name Lucy. Sorry, mum.

How did school instil a love of literature? Instead of setting me on the straight and narrow, Croydon High nurtured my strange writing and reading instincts. I recently returned to give a talk in the CHS library with another author, SD Sykes, and found that the staff had dug up some of my early writings, including a disturbing poem called The Tunnel, illustrated with skulls, spiders and monsters.

Who was your best friend? I have a strong memory of being found, age nine, in the art cupboard with my friend Amanda reading Forever by Judy Blume, and of us being reprimanded. I regret nothing.

I don’t think children should be told off for reading, even if it is about willies called Ralph.

Which teacher stays with you to this day? Susan Loewe, who sadly died last year. She was the fi rst person to really show me, through close reading of texts, what language could do. I can still quote lines from Milton’s Paradise Lost (which she

ANNA MAZZOLAThe historical crime fi ction writer recalls pranks, prizes and an English teacher who helped forge her career success at Croydon High School

taught us at A-Level).Mrs Loewe encouraged me

to apply to Oxford to study English, which I hadn’t even considered up until that point. Miraculously, they let me in.

Any prizes? In Sixth Form I was awarded a prize for creativity, despite my entry being some bizarre

illustrated poem about trains and pylons. I blew all my prize money in Topshop.

What are your earliest recollections of CHS? I remember being shown around the school before I was joined by a girl only a few years older than me and thinking how confi dent and articulate she was.

Any pranks? We did some terrible things, particularly to new or shy teachers. There was a maths teacher who clearly dreaded us all. During her lessons, we would gradually move our desks forward so that by the end of the class she had her back pressed up against the blackboard, sweating.

What did you want to do when you left school? After studying English, I converted to law and became a human rights and criminal justice solicitor. I now try to combine

law with writing and child-wrangling. I’ll leave it to you to imagine just how successful that is!

MRS LOEWE ENCOURAGED ME TO APPLY TO OXFORD, WHICH I hadn’t even considered up until that point. MIRACULOUSLY, THEY LET ME IN

SCHOOL MEMORIES

ISPS_82_SchoolMemories.indd 82 16/10/2018 12:29

YES, IT’S A CRYING SHAME…

…that she left it too late to apply for Hurtwood House,

because it’s simply the best for acting, dancing, singing,

film-making – “A Utopia for creative minds” – as the

Good Schools Guide says.

And crucially, this exciting school is equally successful

academically. In fact, it’s statistically one of the top

co-ed boarding schools in the UK.

So, if you’re looking for a really exciting and rewarding

change of school at 16 – don’t leave it too late.

Call or visit our website for more information.

T: 01483 279000 E: [email protected]

hurtwoodhouse.comPlease contact Cosmo Jackson

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Dinarobin Hotel Golf & Spa

The Art of

Mauritius

The best choice of luxury hotels on the island

As the first hotel company inMauritius, Beachcomber Hotels hadthe first pick of the most stunninglocations and the best of thebeaches when choosing to placeits hotels. We are now fortunate tohave a choice of eight individualand exceptional hotels dottedaround the island.

We’ve got everything fromindulgent luxury to superb allinclusive options. For families all ofour resorts are family friendlyoffering a great range of free landand water sports, free children’sclubs for 3 to 12 year olds, a choiceof spacious family accommodationand family friendly dining options.

For the ultimate luxury stay at thebest address in Mauritius, the RoyalPalm Hotel. For golfers challengeyourself on the Paradis GolfCourse. And for the perfect familyholiday choose one of our luxuryvillas at Dinarobin Hotel Golf & Spa,Paradis Hotel & Golf Club or TrouAux Biches Resort & Spa.

For the best Mauritius holidayscall Beachcomber on 01483 445 632

www.beachcombertours.uk

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