ISP Spring Schools Guide 2026 sample

Independent education

ADDED VALUES

Samantha Dainty considers the merits of an independentschool education, from individualised approaches, nurturing environments and a love of the lifelong pursuit of learning

Celebrating excellence

Now in its ninth year, our awards campaign is back. Read on to find out how you and your school can enter the Independent Schools of the Year 2026 awards…

The Independent Schools of the Year 2026 is the flagship awards scheme from Independent School Parent magazine, celebrating the very best of the independent sector and the standout experiences schools offer their pupils.

This year, schools can enter one of 25 categories, covering academic excellence, pastoral care, sport and the arts. There are four regional awards celebrating the diverse nature of the sector and, new for 2026, the Independent School of the Year for SEND Provision. The aim is simple: to reflect the rich variety of school life and to highlight the many different ways success can be achieved.

For 2026, the judges are especially keen to hear positive, credible and inspiring stories of resilience from the front line about how schools have strengthened and reinforced their provision to secure the student experience they offer. They want entries that demonstrate – confidently and without apology – the educational, social and economic value of our schools to the nation and beyond.

Britain’s independent schools have long enjoyed a reputation for world-class standards. The task now is to show that this reputation is not a relic of the past, but a living reality – one that continues to deserve the confidence of parents at home and overseas.

As per the T&Cs, the awards are open to all independent schools which are members of associations which are themselves members of the ISC or COBIS. The judging panel is made up of leading educationalists, including membership association heads as well as headteachers, and chaired by Dr Helen Wright, international education advisor and a past vice-chair of the ISC.

2026 AWARDS

This year the categories are

• Independent Pre-Prep School of the Year

• Independent Prep School of the Year

• Co-educational Independent School of the Year

• Independent Girls’ School of the Year

• Independent Boys’ School of the Year

• Independent Boarding School of the Year

• e British International School of the Year

• Small Independent School of the Year

• London Independent School of the Year

• Regional Independent School of the Year: South

• Regional Independent School of the Year: North

• Reginal Independent School of the Year: Central

• Independent School of the Year for SEND provision

• Independent School of the Year for Best Use of Education Technology

• Independent School of the Year for Student Careers

• Independent School of the Year for Outstanding Educational Partnerships

• Independent School of the Year for Diversity, Equality, Inclusion and Justice (DEIJ)

• Independent School of the Year for Sporting Achievement

• Independent School of the Year for Performing Arts

• Independent School of the Year for Student Wellbeing

• Independent School of the Year for International Student Experience

• Independent School of the Year for Contribution to Social Mobility

• e Marketing Award for Brand Communication

• Development Award for an Outstanding Fundraising Achievement

• Rising Star of the Year Award

Beyondthe fees

Tracey Davies looks at how bursaries can keep a private-school education accessible to parents

Better exam results, pastoral care and access to a plethora of sports, and extracurricular clubs, providing an independent education for your child is still the dream for many parents. But with rising living costs and fees adjusted a year a er VAT kicked in, family budgets are being increasingly stretched.

As a result, more parents are asking questions about where their money goes and the value they get on their

investment. Luckily for families, schools are seriously stepping up. Many now have exible payment plans, are nding additional savings and o ering more bursaries to help keep the sector accessible to all.

While much has been written about rising school bills, less reported is the fact that independent schools can now reclaim VAT on various taxable costs such as building works, refurbishments, IT systems, professional services, and even school trips.

THE SECOND ACT

As a rising number of professionals turn to a new career in education, Elizabeth Ivens speaks to four teachers who have happily and successfully made the switch from their respective industries to the classroom

Changing career for a more fulfiling life has led an increasing number of ‘second jobbers’ into teaching, in both state and independent sectors.

Research has found that three-quarters of teachers who came to teaching later in life have found that the profession has given them more of a sense of purpose than their previous career. But it isn’t just them who benefit. Being taught by someone with experience outside the classroom can also bring a host of advantages to schoolchildren. The Now Teach charity has supported more than 1,000 career changers into teaching since 2017. Funded by the Department for Education until last year and now reliant on charity funding, it was set up to recruit and support career-changers into teaching a decade ago.

It found that those looking to go into teaching most frequently cited the desire to give something back, a desire to share their subject passion and a long-term feeling that they wanted to teach. Its research found that more than seven in 10 found their previous life experience was useful in helping pupils experiencing academic and personal challenges. More than two-thirds also said that they brought their real-world experience and skills from their past careers into lessons.

Independent schools across the UK are also a popular choice for those who are swapping careers. Specific subject knowledge which might come from working in a different sector is highly valued, often setting aside the need to train to qualified teacher status before looking for a role.

Transferable skills and in-depth knowledge of other sectors is also highly sought after. Staff in the sector include many who have previously worked in the services, healthcare, business world or even professional sport.

Ishaq Raheel

GORDONSTOUN, MORAY

Now settled at King Charles’s famed alma mater, Ishaq Raheel swapped a high-pressure nursing career for teaching.

Ishaq was a frontline nurse during the Covid-19 pandemic, working in A&E in a major trauma centre.

He was “thrown in at the deep end” despite only being in his third year of university because “the NHS needed extra support” but says the experience “helped shape me”.

In 2023, he made the career move into education – often called ‘the greatest vocation in the world’ – and is now making outstanding use of his STEM knowledge working as a biology teacher. He’s also the housemaster of a boys’ boarding house at the co-ed school near Elgin.

During his two and a half years in A&E, which he says he “loved”, he still “felt something was missing” but knew he enjoyed the teaching and learning side of nursing.

“The conveyor-belt nature of healthcare meant I was only supporting patients for a short time; teaching allows me to support individuals and families for much longer,” he says.

“THE GORDONSTOUN TIMETABLE is quite intense, which isn’t dissimilar to a busy shift in an NHS Accident & EMERGENCY DEPARTMENT”

Although he never imagined he’d become a teacher when he left school, he thinks the skills he learned in nursing have proved invaluable to his success in the profession.

“I was fortunate enough to experience a wealth of different scenarios, whether it was a life-or-death situation, safeguarding or supporting a family. All of these skills have been beneficial and transferable to teaching and to my housemaster role. Nursing has given me perspective and life experience, and I often refer back to lived experiences.”

And far from life taking on a slower pace, Ishaq says there’s a definite correlation between the busy days at a boarding school and his previous role, but with some added advantages. “The Gordonstoun timetable is quite full-on and intense, which isn’t dissimilar to a busy shift in an NHS Accident & Emergency Department. However, due to the nature of my role as Housemaster, I’m able to establish great professional relationships with my students and their families over a longer period of time, whether it’s in academic lessons, on a sports field, or an activity or within the house.”

His past experience has also proved extremely useful not only in practical situations – recently he was able to manage a spinal injury on the sports field – but also in every day pastoral care. “It helps me every day – whether it’s the pastoral care element of my role, understanding or supporting young people, contextualising concepts which could be hard to understand, into real life examples –inspiring and instilling a love of learning.”

He’s also able to provide first-hand experience of a healthcare career to students considering the field.

“I often get questions about different roles in healthcare from senior students considering applications to university. I’ve run medical societies at the school, sharing the skills and knowledge that I learned during my nursing career. It has helped inform students whether a career in healthcare is for them.”

For Ishaq, it has been the move of a lifetime with “constant professional development and challenges” which are “exciting and fulfilling” and a career he would recommend to anyone.

Charlie Gold

COTTESMORE SCHOOL, WEST SUSSEX

In West Sussex, former pro golfer Charlie Gold was inspired by his early experiences at his own prep school to give teaching a go after 14 years as a pro. That was 15 years ago, and he’s now working at Cottesmore, where he’s been inspiring new generations and couldn’t be happier.

“I loved my time at prep school and was inspired by the sports’ coaching and sport mindset, so when the time came to move on from professional golf, I was drawn to teaching in that environment. The idea to inspire, motivate and improve children was the best life decision I ever made.”

He’s impressively passionate about his teaching career which he says “is the job for me. I genuinely love it here, and I love the journey you go on with the children.”

“It’s actually really similar,” he says, “I demand the best out of myself and set high expectations for the children. It’s like practising golf: there’s a time to have fun while learning, but there’s also a time to ‘lock in’ – as the students say! So, when we do block practice, we have music on and it’s a wonderful environment, with so much learning going on.

“But when it’s match practice, they ‘lock in’ and put their skills to the test. This is very similar to when I played golf.”

CHARTING THE FUTURE

In May, Dr John Knight will be the new Head of School of Alice Smith in Malaysia. Here, he talks to us about his long-term vision for the school

AAs the Alice Smith School celebrates its 80th anniversary in 2026, a testament to eight decades of British educational excellence in Malaysia, we are delighted to welcome Dr John Knight as the new Head of School, effective May 2026. With over 20 years of experience in international education, Dr Knight brings a proven track record of fostering academic excellence, community spirit, and innovative learning environments. Previously serving as Head of a leading British International school in Europe, he now steps into this role with fresh energy and a deep commitment to the school’s British heritage in the vibrant context of Malaysia.

A graduate of Exeter University with a Doctorate in Education Leadership from the University of Reading, Dr Knight’s career spans senior leadership positions across the UK, Europe and Asia. He has consistently championed holistic student development through world-class enrichment opportunities, wellbeing programmes and personalised future pathways.

“I’m honoured to join Alice Smith School, the first British International School founded in Malaysia and a true beacon of British International education,” Dr Knight shared. “Our students deserve an education that prepares them not just for exams, but for a dynamic world”.

For two decades, Dr Knight has engaged with key global organisations such as COBIS, AoBSO, and HMC. Currently serving as the Secretary of the HMC International Division (representing over 70 leading global schools), he is set to become its Chair in 2027.

Under his guidance, Alice Smith School can anticipate enhancements to curriculum integration, extracurricular offerings and community partnerships, building on the school’s strong foundation while embracing Malaysia’s multicultural richness.

“I am inspired by Alice Smith’s 80-year

legacy of nurturing future leaders,” Dr Knight shared. “I look forward to building on the incredible foundations in place, ensuring educational rigour in a warm and joyful learning environment tailored to our student community.”

We asked him a few questions about his forthcoming headship… What key differences do you foresee between a traditional European British school and Alice Smith, especially given the school’s 80-year legacy?

These schools actually have more in common with each other than they do with profitoriented institutions in the same city. The three British International Schools where I have worked are independent, not-for-profit members of COBIS. All three were featured in this year’s Spear’s Index as among the top 100 schools worldwide, demonstrating a shared standard of quality and ambition.

The main difference lies in the regional

context. European schools often follow a calendar closely linked to winter and summer seasons, which influences sports programmes and other enrichment activities. In contrast, Alice Smith’s legacy reflects a vibrant fusion of traditions. Here, the curriculum incorporates festivals such as Hari Raya and Deepavali alongside British traditions, fostering cultural empathy and understanding from the very