Independent School Parent Autumn 2025 sample

INDEPENDENT SCHOOL PARENT

Ready to take on life

Fostering confidence, social skills and a lifelong love of learning, Highfield Pre-School focuses on the whole child

Highfield Pre-School is a nurturing community where a passion for learning and a love of life begins.

The pre-prep stands out for its commitment to developing resilient, confident and self-assured learners, while establishing positive relationships in environments which engender growth and personal development. These spaces are fostered by staff, who ensure that children undertake a range of adult and child-led activities, both inside – a large Victorian house – and outside, a large open space, with a willow garden and pond for Forest School and pond dipping.

Children assimilate and often progress to Highfield Prep. They meet reception teachers, participate in joint events with reception pupils, and have weekly sessions with Highfield’s specialist PE, music and drama teachers. This conscious effort provides children with a smooth transition into Highfield Prep, ensuring they settle in quickly, and can build on established relationships which prioritise their personal and academic development.

Highfield’s provision blends a robust curriculum, featuring outdoor learning, music, French, yoga and swimming with outstanding pastoral care. Through extensive consultation with parents and staff, the catering team creates bespoke meal plans to meet dietary requirements. Children eat in a dedicated

dining room, developing positive attitudes towards a broad variety of food.

The school is also proud to offer Baby Highfield, a free weekly session where parents can bring their 0-2-year-olds to pre-school. They’re a wonderful opportunity for families to connect and make use of the outstanding facilities. This year, it was expanded to also offer baby yoga – run by accredited practitioners –and Forest School for tots.

Through a diverse curriculum and robust pastoral care offerings, children develop emotional literacy, independence and empathy from an early age. Staff are passionate about developing individual relationships, and take pride in knowing the children as their parents know them. The process of learning should be inspiring and challenging: through a mix of initiatives, each child has opportunities to develop confidence and work in an environment which best suits their learning styles. This gives them the freedom to be themselves, try new things and embrace challenges.

Highfield nurtures confident, engaged learners, and with a focus on the whole child; intellectually, emotionally and socially. The school ensures they leave pre-school with strong foundations and every possible advantage in the next stage of their educational careers.

Known, valued and inspired

Through deep compassion, shared responsibilities and engaged curiosity, Hurlingham School nurtures children who thrive

Hurlingham’s strength lies in its deeprooted culture of care, creativity, and curiosity. The school’s ethos that children thrive when they’re known, valued, and inspired was recognised in its most recent ISI inspection, where its Early Years provision was awarded the rare and prestigious judgement of a “Significant Strength”. Inspectors were particularly struck by the emotional development of its youngest learners, a direct result of the intentional focus on wellbeing, relationships, and responsive teaching.

What sets Hurlingham apart is the ability to blend high academic expectations with a genuinely joyful school experience. The children flourish in an environment that’s both ambitious and nurturing, where creativity is embraced, individuality is celebrated, and kindness underpins every interaction.

Over the past year, outdoor learning has been introduced into its Early Years, purposeful play has been embedded in the curriculum, and home-school partnerships have been strengthened. All these initiatives contribute to children’s readiness for the next stage of their education. Hurlingham stands out not just for what it does, but how it does it; with warmth, integrity, and an unwavering commitment to the best possible start for every child.

In 2024-25, the pre-prep provision remained

child-centred, dynamic, and responsive to the needs of its learners. The EYFS 2024 curriculum framework was mapped, ensuring full coverage of the seven areas of learning, with particular focus on emotional development and communication, two areas consistently cited by parents as vital in early education.

A particular highlight this year has been its Little Leaders initiative, where even the youngest pupils explore responsibility, teamwork, and voice through class councils and buddy projects. It has also expanded its Forest School programme, integrating outdoor learning into core curriculum delivery to build confidence, independence and connection with the natural world. These initiatives are embedded in the rhythms of school life and have had measurable impact on pupil confidence, resilience, and engagement. They reflect a commitment to purposeful innovation which is always grounded in what’s best for children.

At Hurlingham, kindness, confidence, curiosity and respect shape a culture where emotional intelligence is valued as highly as academic attainment. It fosters self-assured, emotionally literate learners well-prepared for the demands of the next stage of their education.

Preparation for transition is thoughtful and structured: it builds strong learning habits, encourages independence, and ensures children experience, stretch and challenge in a supportive setting. Children leave not just school-ready, but confident in who they are, eager to contribute, and equipped with both the skills and the character to thrive.

HOW TO SIDESTEP THE 11+

KATIE HUGHES looks at the alternative options available to the 11+ examinations

ALL-THROUGH INDEPENDENT SCHOOLS EDUCATE children in both primary and secondary years. And because many have students from two to three years old right through to the age of 18, THEIR EXISTING STUDENTS CAN OFTEN SIDESTEP THE 11+

An umbrella term for tests taken by 10 and 11 year olds, the 11+ is commonly part of the year seven or deferred year nine entry process for independent senior schools. And while it sees potential pupils tested on their skills in maths and English, along with verbal and non-verbal reasoning, it can take on di erent forms for di erent schools.

e pressure for pupils involved in this testing process is something that some parents are preferring to spare their o spring. And the good news is that not every route into senior school depends on it.

So, what are the alternative options?

Opt for an all-through journey

All-through independent schools educate children in both primary and secondary years. Some also o er nursery provision. And, because many have pupils from two or three years old right through to the age of 18, their existing students can o en sidestep the 11+.

Take Mill eld in Somerset, where 90% of the school’s prep intake goes on to study at its senior school: a transition that doesn’t hang on the success of 11+ tests but does demand a minimum standard from pupils.

Mill eld’s Director of Admissions, Rosie White, explains, “Entry to our senior school is usually automatic for our prep pupils, subject to satisfactory behaviour and their ability to access the curriculum.”

Dulwich Prep & Senior, which educates boys aged from two to 16, o ers similarly seamless transitions, with progression from its prep to its senior school dependent only on a record of good behaviour. Not a typical all-through model, it also prides itself on nding the right senior option for each child.

Deputy Head Ed Matten says, “We o er the choice of staying at Dulwich Prep & Senior to GCSE, in addition to leaving for a broad variety of senior-school destinations”.

Consider an IB pathway

is year, more than 5,000 pupils from more than 100 UK schools studied for the International Baccalaureate (IB) Diploma: a highly respected alternative to A-levels and the culmination of a wider IB programme for three to 19 year olds

Among those o ering the IB in the UK are ACS International Schools in Cobham, Egham and Hillingdon, none of which uses traditional 11+ tests to determine entry (and all of which are allthrough schools).

“Broadly selective schools like ours eliminate the reliance on a single entrance exam,” says Hazel Kay, Director of Marketing, Development ▲

Movers and MAKERS

From opera singers and actors to civil engineers, cricketers and rugby players, meet the independent-school alumni succeeding in their chosen fields

SAM HIRD, 26

Opera singer

Pocklington School, Yorkshire

During a school trip, our singing teacher took us on a backstage tour of the Royal Opera House. We each sang a single note on the main stage and from that moment on, I dreamed of returning as a performer. As well as igniting my passion for opera, Pocklington School provided invaluable opportunities to perform in front of live audiences in theatre and music productions. The confidence and self-belief I gained alongside my academic studies prepared me well for my degree at the Royal College of Music (RCM).

After my master’s, I joined the RCM’s Opera Studio in 2024 and was recently selected as a Jette Parker Artist with the Royal Opera, receiving specialist training from leading international opera professionals. In May 2025, I made my Royal Opera debut in the titular role of Telemann’s Pimpinone. I’m now preparing for my main-stage debut as Baron Douphol in Richard Eyre’s production of La Traviata. I’m so grateful for my time at Pocklington School; it inspired me to follow my dreams!

SOPHIA DUNKLEY, 27

England cricketer

Mill Hill School, Greater London

From an early age, I knew I wanted to be a sportsperson, so Mill Hill and Belmont, Mill Hill’s prep, were ideal for me. There were so many opportunities to play sport: hockey, netball, cricket and fives. I was able to get involved with lots of different sports, including ones that were far less developed in most girls’ schools, like cricket. Being in a co-educational setting was a real advantage.

As I got older, my cricket training took up a huge amount of time. Mill Hill was incredibly understanding throughout. When I was a pupil, it wasn’t possible for women to make a career out of cricket and I don’t think there are many schools that would have supported me in the way Mill Hill did, but that flexibility and support meant everything to me.

Mill Hill School shaped my character and gave me a brilliant education, and I’ll always be grateful to have been a pupil there.

LUKE BRADY, 35

Actor

Hurtwood House, Surrey

Coming to Hurtwood was a major turning point in my life and I loved all the opportunities to be on stage. It was a steep learning curve as, until then I hadn’t had any formal vocal training at all. My teachers were fantastic and so generous with their time. One was a successful actor and it really helped that he was an expert in the world in which I was trying to make my mark. Another helped me with my preparation for RADA, even though I applied five years after leaving school having already acted in many professional productions.

The drama department at Hurtwood was the catalyst for everything that I’m doing now. The productions were so professional that the transition to the West End didn’t seem like much of a gap. We Will Rock You at Hurtwood was life changing for me, as the school had invited someone from my future acting agency, Curtis Brown, to watch and the rest is history.

CLAIRE GOTT MBE, 37

Civil engineer

King’s Worcester School, Worcestershire I fondly remember the support and encouragement I received from my teachers at King’s, and how they helped shape my thoughts and options for my career. My DT teacher in particular encouraged me to be confident in my own ability and helped me transform my ideas into tangible projects. I was also really supported by my house tutor, who encouraged me to have bold career aspirations.

Inspired by a King’s trip to volunteer at an orphanage in Tanzania, I co-founded the charity, Cameroon Catalyst to help transform lives in rural east Cameroon through the delivery of small but vital infrastructure projects. And I was incredibly proud and honoured to be awarded an MBE in 2015 “for services to civil engineering and international charity work”.

I currently lead a 500-strong structural engineering team at WSP, delivering some of the most iconic building projects in the UK across 20 sectors, and every day is both a challenge and an opportunity. In fact, every day is still very much a school day!

OWAIN EVANS, 21

Played rugby for Wales U20s at international level

St David’s College, Llandudno

When I joined St David’s College, I was looking for somewhere that would let me push my rugby while keeping my academics strong. What I found was so much more. The small classes, supportive teachers and freedom to express myself gave me the confidence to take ownership of my learning and my sport. I learned that mistakes weren’t failures – they were part of the process. Coaches encouraged us to make decisions, reflect, and grow, which helped me develop resilience and leadership on and off the pitch. The balance of academic challenge and practical learning inspired me to achieve three As and a Distinction* at A-level. Beyond results, St David’s gave me belief in myself. That environment shaped who I am today, now studying physics at Loughborough University, captaining its rugby team, and still carrying the lessons of confidence, curiosity and determination that started at St David’s.

ATurkish delight

s someone who’s always prided themselves on adventurous holiday choices, I’d never considered an all-inclusive for our family of four. But after a hectic year of house moves and new schools, the last thing we needed was adventure. What we needed was relaxation, and plenty of it. So for the first time, we booked a resort – and it might just be the best holiday decision we ever made.

We chose Turkey for its almostguaranteed sunshine, flying into Dalaman Airport and making the hour-long transfer to our destination: Hillside Beach Club, tucked into a private bay near Fethiye on Turkey’s south-west coast. We arrived hot, tired and crumpled, but were immediately greeted with cold lemonade and heartfelt warmth. Hillside is a well-kept secret among regulars who return year after year – and it didn’t take long to see why Nestled in its cove, surrounded by lush forest, with the Aegean Sea sparkling below, the resort’s location is spectacular. Our luxurious rooms were cleverly designed around a central terrace to maximise the view, overlooking an expanse of turquoise sea. Waking up on

Natasha Foges and her family stayed at Hillside Beach Club, an all-inclusive resort in Fethiye, Turkey, which exceeded all expectations…

our first morning to birdsong and the scent of pine trees, I could feel the knots in my shoulders begin to ease.

Days quickly found their rhythm. Breakfast in the main restaurant is a bu et-lover’s dream. I enjoyed the local Turkish honey, freshly scraped from the comb, flaky borek pastries, a cornucopia of breads and fruit in abundance. My husband Will became devoted to the omelette bar, while Joe (12) and Laurie (eight) feasted on Nutella-laden pancakes.

Then, the day was ours. The resort’s app made it easy to plan our time. The boys dashed o to the Activity Center for eight-to-15-year-old guests, run by energetic, multilingual sta who seemed genuinely delighted to play basketball and organise treasure hunts and DJ lessons. Laurie returned daily with a new creation made of tie-dye or papiermâché, while Joe loved the water games and mini tournaments.

Many hotels declare themselves ‘familyfriendly’, but Hillside elevates the concept. It’s fun for kids – gloriously so – but it also manages to be stylish, serene and deeply relaxing for adults too. While Joe and Laurie immersed themselves in activities, Will and I were granted that most elusive

of luxuries: time. We’d head down to Silent Beach, a peaceful adults-only spot where we read books beneath the olive trees, swam in the clearest water I’ve ever seen, and congratulated ourselves on not booking a mountain-trekking holiday.

Afternoons were family time at the pool or on the main beach – kayaking, pontoon-jumping and fish-spotting in the shallows. Hillside’s watersports centre is well equipped and safety conscious, o ering everything from paddleboards to banana boats. While the kids and Will zipped around the bay, I relaxed on a sunlounger, watching the fun unfold.

One evening, we joined a sunset cruise booked through the resort – a slow,

magical sailing with card games, drinks and dolphin-spotting as the pink sun dipped behind the hills.

Back at the resort, there was no shortage of activities. We lost a family boules tournament (but made friends), Will played darts and tried archery, and I indulged in a hammam and facial at the spa – a sanctuary of eucalyptus-scented breezes and open-air treatment rooms.

For more energetic guests, Hillside has a full roster: early-morning yoga by the sea, tennis, football, beach volleyball, sailing, and more.

Evenings had their own gentle buzz. While we could have booked more intimate dining spots, we kept returning

SIDE-TRIPS TO TAKE FROM HILLSIDE BEACH RESORT

• Tour the ancient city of Tlos –Walk through Lycian rock tombs, Roman baths and a crumbling amphitheatre with mountain views.

• Browse Fethiye Market – Taste local specialities at this vast market, and pick up souvenirs, from crafts to jewellery.

• Take a boat trip to Butterfly Valley – Travel to this stunning natural reserve and discover more than 80 butterfly species.

• Ride the Babadağ cable car –Take a scenic mountain ride for spectacular views of the Fethiye area as the sun sets.

• Explore Kayaköy ghost village –Wander the eerie, abandoned Greek village and learn about its history and population exchange after the first world war.

• Hit the slides at Orka World –The largest aquapark in the area features a lazy river, wave pool and family-friendly cafes.

HILLSIDE’S WATERSPORTS CENTRE IS WELL equipped and safety conscious, offering everything from paddleboards to banana boats. I relaxed on A SUNLOUNGER, WATCHING THE FUN UNFOLD

to the lively main restaurant, whose staggering array of options – from gourmet salads and grilled meats to fresh fish cooked to order, all expertly catered – satisfied both the foodies and picky eaters among us. The desserts had to be seen to be believed: even sweet-toothed Joe felt a little overwhelmed by the

multitude of cakes, plumping instead for a simple cone from the ice cream station.

After dinner, we explored Hillside’s evening entertainments: beach movies, kids’ discos, live music and cocktails at Pasha Bar on Serenity Beach. More often than not, though, we ended up on our own little terrace, playing endless games of cards as the stars came out.

This wasn’t a trip filled with daring adventures or new discoveries, but it gave us something just as valuable – the chance for every one of us to unwind. As we packed our bags, Laurie asked if we could ‘stay another week or so’, and Joe began plotting our return. And me? I’m not usually one to go back to the same place twice, but there I was, checking the school calendar for spring half term. Hillside, we’ll definitely be back. hillsidebeachclub.com

MY SCHOOL DAYS

JESSIE GAO

Founder and CEO of children’s clothing brand Happyology remembers her time at Queen Ethelburga’s in North Yorkshire

Describe Queen Ethelburga’s in three words:

I’d say it’s: holistic, international, disciplined. Who was your best friend?

My best friend was Catherine Chan. We studied at the same schools since primary school, moved to the UK at the same time, attended the same college, and even studied the same subjects. We shared many life experiences and supported each other deeply. What did you want to be when you grew up?

I wanted to become an entrepreneur and run my own company. I’ve always really enjoyed problem-solving and had a strong enterprising spirit. I was particularly interested in the supply chain and brand creation. What was your most embarrassing moment at school?

Crying during a maths class when exam marks were released because I didn’t achieve the score I expected.

Play any pranks?

Disciplined Jessie was a favourite of teachers at Queen Ethelburga’s

“I WAS DEFINITELY A TEAM PLAYER in terms of group projects or house responsibilities. I even STARTED AND RAN A YOUNG ENTERPRISE COMPANY”

Yes, quite often! Mostly in the girls’ house, where we spent a lot of our free time. We played harmless pranks on each other, shared laughs, and bonded over gym sessions and late-night chats.

Let’s talk about the food… worthy of a Michelin star or…? The school meals were excellent – healthy, diverse, low in salt, and very wellbalanced. I genuinely enjoyed them and would say they were worthy of a Michelin star!

Where was your favourite place at school to hang out with friends?

I loved hanging out in the common room with a larger group of friends. For more personal conversations, our en-suite rooms were perfect. We often talked about fashion, makeup, and relationships. My roommate was from Germany, so we also exchanged a lot of cultural insights.

Were you a teacher’s pet or someone who was more likely to be in detention?

I was lucky to be a teacher’s favourite in many subjects,

All-star sports captain or outside field lingerer?

I wasn’t an all-star captain, but I stayed active. I participated in field running, swimming, and yoga regularly.

Did you win any prizes? Yes, I won several academic performance awards throughout school. I also received a silver award in the Maths Olympiad and a Young Enterprise award.

Who was your favourite teacher there?

especially physics, maths, business studies, and with my housemaster. I think they appreciated my self-discipline and the fact that I never gave them trouble.

Were you a lone wolf or more of a or a team player? I enjoy working independently when it comes to studying, but I was definitely a team player in terms of group projects or house responsibilities. I even started and ran a Young Enterprise company, which gave me my first experience as a company director.

My favourite teacher was Martin, our business studies teacher. He was inspiring, humorous, friendly, and incredibly knowledgeable. He always motivated us to go beyond the syllabus. What advice would you o er your school-age self?

I would tell myself to take an arts subject related to photography or fashion – both have been hobbies of mine since childhood, but I never studied them academically. How would your teachers describe you?

Conscientious, quick to learn, and highly self-disciplined.