Why the UK’s schools are going crazy for canine classmates
31 AI AND THE REVISION REVOLUTION
The benefits of using AI to revise 36 CARING IN THE COMMUNITY
How top London independent schools are supporting their local communities
43 THE BOARDER PICTURE
Four pupils give us their insight into what it’s like to go to boarding school
54 BEATING THE EXAM BLUES
Is your child feeling anxious about exam season? Here’s how you can help
57 REASSESSING ASSESSMENT
Could the time be right for a change in the way we assess children? The experts weigh in
61 WHO’S AFRAID OF THE BIG AI?
Ignore the scary headlines, AI is set to change the face of education, say the experts
64 SHIFTING PERSPECTIVES
How to encourage your child to see their devices in a new light
66 READING IS WINNING
We take a look at the educational, social and emotional benefits of reading for pleasure
PEOPLE
71 MEET THE HEAD
Get to know the heads of some of the UK’s leading independent schools
EDITOR’S LETTER
SPRING / SUMMER 2025
Welcome to The Modern Independent, your glossy guide to future-fit schools. We’re thrilled to have partnered with Sydenham High to bring you this issue. A proud member of the Girls’ Day School Trust (GDST), and one of the country’s top private schools for girls, this south London school empowers girls aged between four and 18 to discover and nurture their own talents. You can read more about how their wonderful Prep ignites pupils with a passion for learning in this issue. Indeed, how schools go about doing this is the subject of our main feature, which explores the science of learning. In putting this together, we spoke to the experts at Eton’s Tony Little Centre for Innovation and Research in Learning, and the heads at some of the top public schools, and what they had to say is fascinating. Elsewhere in the issue, we explore the impact of AI on education, as well as looking at the pros and cons of using it as a revision aid – times have changed, and so too should the way we prepare for exams. On the subject of which, should your child be struggling with exam pressures this spring, don’t miss our expert tips to help beat the blues. All this, and so much more –until next time…
Liz Skone James Editorial Director
Editorial Director
Liz Skone James
Schools Editor
Claire Atherton
Copy Editor
Fay Gristwood
Creative Director
Penny Clements
Client Services Director
Becky Pomfret
Production
Heidi Pomfret
Publisher Katie Hutley
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Debbie Russell 07811 347299
debbie@themodernindependent.com
Sydenham High Prep School: where learning is
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Free mock exams with detailed answers and explanations to enhance problem-solving skills
Weaving magiclearninginto
Gillian Panton, Head of Prep at Sydenham High Prep School, on the joyful
start to school
Those first steps into ‘Big School’ are filled with wonder and boundless potential. For parents, this milestone is filled with anticipation and excitement, as you see your child venture into a new world, hoping that your choice of school is the perfect fit for her – delivering the fine balance of joy, curiosity and preparation for the future.
At Sydenham High Prep School, we believe the early years of education should be sprinkled with magic – where curiosity is ignited, confidence blossoms and pupils leap into a world designed to empower them. We are passionate about helping every girl find her academic sparkle, with an enrichment and co-curricular offering that nurtures minds, bodies and hearts.
Nestled in the heart of south east London, Sydenham High Prep School has been recognised for its outstanding approach to early education, earning a nomination as a finalist for Pre-Prep of the Year in the prestigious Independent Schools of the Year Awards. This reflects the school’s commitment to fostering an environment where learning is a joyful adventure and girls flourish.
A joyful start to learning
For young girls, the foundation of education should be built on wonder. Our Love of Learning event embodies this philosophy. This special day celebrates exploration, resilience and discovery. Parents and teachers reflect on pupil progress at this halfway point in the school year, celebrating leaps in confidence and curiosity.
Empowering girls through innovation
At Sydenham High Prep, we embrace an innovative approach to teaching, ensuring our girls develop the creativity and resilience needed to thrive in a rapidly evolving world. Our classrooms are alive with enquiry-led learning, where
questions are encouraged, ideas celebrated, and mistakes seen as stepping stones to mastery. Within our STEAM hub, girls can code and create their own robotics, delve deep into augmented reality to explore the inside of a human heart, or cook up a delicious recipe inspired by foods of the world: we spark an early love for problem-solving with dynamic approaches. Diverse, immersive experiences transport our pupils to different worlds while cultivating a lifelong love for knowledge.
Dynamic teaching is at the heart of what we do. Our dedicated team creates a nurturing environment where each child feels seen, heard and valued. Learning is not just about academics – it’s about developing strong, independent minds and kind, courageous hearts. Our personalised approach ensures every girl is supported, empowered to take risks and encouraged to embrace challenges.
Building the powerhouse women of the future
Our quest is for every experience at Sydenham High Prep to ignite a passion for learning. Skipping out of the gate, our girls leave each day at school with pride in their accomplishments – whether mastering a tricky number sequence, crafting a compelling story, or discovering the joy of teamwork.
As a finalist for Pre-Prep of the Year, we celebrate what makes our school special: fostering joyful, engaged, and empowered learners. Our pupils, affectionately known as Giraffe Girls, stand tall in knowledge and confidence, ready to take on the world. We invite families to step into a school where learning is an adventure, curiosity is the compass, and every girl is encouraged to dream beyond the stars. To find out more, visit sydenhamhighschool.gdst.net/prep-school
Spoilt for choice
Select between Queen Ethelburga’s two awardwinning senior schools
Set in 220 acres of beautiful countryside between Harrogate and York, Queen Ethelburga’s Collegiate (QE) is a multiaward-winning day and boarding school that welcomes girls and boys aged from 3 months to 19 years, as well as boarders from year 3. A through school, many students begin their QE journey in Chapter House Prep or King’s Magna Middle School before choosing one of two award-winning senior schools, The Faculty of Queen Ethelburga’s or QE College.
The Faculty of Queen Ethelburga’s (for years 10-13) has recently been awarded the prestigious title of Independent Schools Association – Senior School of the Year 2024. To win the award, QE Faculty had to demonstrate how it makes a positive difference to pupil outcomes through its focus on academic excellence and future preparation, whilst maintaining a sense of creativity and fun. The school achieves its aims through offering a diverse and flexible curriculum, with timetables designed around each student’s passions alongside a choice of over 150 extracurricular activities, including Esports and Motorsports. Within QE Faculty, budding artists and designers are fully supported by the rich arts
offering of QE’s Gold Artsmark accredited creative arts department and the fantastic Queen’s Academy of Creative Arts programme. The school offers a large choice of subject options and extra-curriculars, outstanding facilities and extra studio time – the results of which can be seen in how many students receive regional and national awards and prestigious university places each year.
For athletes, the school offers year 12 students an additional five hours a week for sporting development, structured around four AS levels as part of QE’s popular Performance Sport Pathway (PSP). The pathway, which is available from year 7, offers coaching from ex-professionals, highlevel competitive fixtures, access to state-of-theart facilities, personalised skill development, strength and conditioning plans, as well as nutrition, sports massage and physiotherapy.
Lastly, the performing arts ADA option offers audition support and improves skills in acting, musical theatre, comedy, stage combat and a variety of dance styles, with extra time dedicated within the school day. Outside of class, students perform in school productions held in the onsite professional 312-seat theatre, at annual events and in outdoor theatre shows. They can also participate in co-curricular activities, including LAMDA, as well as dance, drama and music ensembles.
QE College, on the other hand, is an ambitious and traditionally academic school, which pushes gifted students to excel, alongside an enrichment programme of over 150 activities, courses and trips. Regularly a Times Top 20 School, it was recently named the Sunday Times Top School in the North for Academic Performance for a fourth year in a row, with students achieving 99 per cent A*-B at A level, 74 per cent Distinction in BTECS and 87 per cent grades 7-9 in GCSEs.
Within QE College, there is an Academic Pathway for students striving for the most competitive university places and careers.
QE’s Medic Programme is one of 10 identified programmes offered within the pathway and offers support with achieving the necessary grades, writing personal statements, MMI interviews and UCAT and BMAT entrance exam preparation. It also offers work experience, university and research facility visits, alumni and professional lectures, QE’s Annual Suturing Workshop, QE’s Annual Medical Conference competition, QE’s Annual Careers Fair and five super-relevant clubs.
The whole Collegiate places its emphasis on growing students into resilient, caring, compassionate and confident adults with an ethos of “To be the best that I can with the gifts that I have” underpinning everything. When QE was inspected by the Independent Schools Inspectorate (ISI) in 2023, they said that: “Pupils feel that their opinions matter and that leaders are alert to their welfare needs, which promotes their self-esteem.”
To find out more, or to book a place at the Open Day on Saturday 7 June, visit qe.org/faculty or qe.org/college
London Park Schools (LPS) is redefining secondary education with a personalised, student-centred approach
Comprising LPS Mayfair, LPS Clapham, LPS Hybrid and LPS Sixth, the group offers smaller school environments where every student is known, supported and challenged. With the philosophy of ‘Learning like a Londoner’, LPS integrates the Capital’s many cultural, business and educational resources into its curriculum, ensuring students gain real-world knowledge alongside academic excellence. LPS believes the benefits of smaller schools create bigger opportunities:
Stronger teacher-student relationships. Personalised attention ensures students thrive. A close-knit community. A supportive environment fosters confidence and wellbeing. More leadership opportunities. Students actively participate in extracurricular activities. Less pressure, more engagement. A nurturing setting encourages independent thinking.
A warm, supportive learning community LPS Mayfair provides a highly personalised education for students aged 11-16. Small class sizes allow for tailored support, whilst its central location enables learning beyond the classroom, from museum visits to business insights in the City. Students benefit from an academically rigorous curriculum, enriched by hands-on experiences that make learning dynamic, engaging and relevant.
Global education in a global city
LPS students do not just learn in London –they learn from London. As one of the world’s most diverse cities, the Capital offers an extraordinary setting where cultures, perspectives and ideas converge. LPS ensures students engage with different viewpoints and experiences, preparing them for an interconnected world. Students experience the richness of a world city through museum visits, industry talks and cultural experiences, education is immersive and relevant.
The strength of Dukes Education
As part of Dukes Education, LPS students gain the stability, resources and opportunities of a wider educational network while benefiting from the intimacy of a smaller school.
Creativity, innovation and experiential learning LPS Clapham, in south London, offers academic excellence and strong pastoral care in a community-driven setting. The school fosters creativity, design thinking and experiential learning, encouraging students to develop problem-solving skills and an innovative mindset. Through hands-on projects and realworld applications, students gain confidence, curiosity and adaptability.
The best online and in-person learning Hybrid@LPS, which launched in September 2024, is designed for students who thrive in a more flexible learning environment. This innovative model combines four days of live online lessons with one day of in-person learning each week at LPS Mayfair.
Structured independence for future success Located near Victoria Station, LPS Sixth provides a structured yet independent sixth-form experience, ensuring that students develop the autonomy and critical thinking skills required for university and beyond. With small class sizes and expert guidance, students benefit from support for competitive university applications, A level choices tailored to career aspirations, real-world learning opportunities and dedicated mentorship.
A cohesive educational journey
Smaller schools do not limit opportunities –they create them. Under the leadership of Principal Suzie Longstaff and Heads Dr Adrian Rainbow and Susan Brooks, the LPS group ensures that students receive a seamless, high-quality education from year 7 to year 13 and leave academically prepared, socially confident and ready for the future. For more information, visit londonparkschools.com
EVIDENCE PLUS EQUALS
EXPERTISE EXCELLENCE
How the Tony Little Centre for Innovation and Research in Learning helps Eton College and the wider education community benefit from the latest educational thinking
Words Claire Atherton
The word ‘Eton’ is synonymous with excellence in education. That’s why the teaching at Eton College is ‘evidenceinformed’ rather than ‘evidence-based’. Put simply, that means the College conducts and evaluates research to find the best bets, then applies the findings in the classroom and shares the outcomes with colleagues...
For this article, we spoke to Jonnie Noakes, Director of the Tony Little Centre for Innovation and Research in Learning, about the research informing Eton College’s approach. And we share his tips on how to make sure your child’s school is applying the latest, most effective thinking.
It’s not clear whether the outgoing head of Eton College, Tony Little, had a crystal ball back in 2015. But setting up the Tony Little Centre for Innovation and Research in Learning (CIRL) certainly seems to have been a prescient move. “Tony’s main reason for founding the Centre was that there was lots of talk of changes in education internationally, but no one seemed to agree what they were going to be,” says Centre Director Jonnie Noakes. “He thought we needed to have at least one area of the school where we’re bringing ideas back from the wider world and trying them out, so we aren’t wrongfooted by change when it happens.”
Since then, change has come in many forms, not least the rapid and transformative arrival of GenAI tools. By carrying out primary research,
and synthesising research by others, the Centre helps to make sure Eton rides each wave. “When ChatGPT launched, we were pretty quick off the blocks to understand what it was and what it could and couldn’t do,” says Jonnie. “But the picture is very different now and it will look different again in three months’ time. The big questions for educators are where to draw the line between saving time and cutting cognitive corners, and how to prepare pupils for an AI world. This isn’t a topic we can just master; it’s going to be a continual challenge for years to come.”
The Centre also shares its research findings and hosts round table events, reflecting another founding aim: to contribute to the wider education debate. “Some of our events are about getting classroom teachers together, some are about getting CEOs together,” says Jonnie. “For example, a recent round table with state-school teachers saw us discuss digital literacy – what does it mean and what are the obstacles to teaching it? We then put the word out in whatever way is appropriate for the kind of convening we’re doing.”
Character counts
Much of the Centre’s own research is around character, in particular wellbeing, resilience and a growth mindset. For example, a recent small-scale study of the benefits of community service found that it significantly increases pupils’ capacity for empathy and respect.
Another study saw the Centre test a finding from external research: that pupils who score higher on wellbeing using a validated scale are likely to perform better academically. Over 1,000 Etonians from different year groups took a wellbeing test, the anonymised results of which were then compared with exam results.
Contrary to expectations, the Centre found no correlation between wellbeing and performance. But it did find that each year group had a higher wellbeing score than the one below. “Given that anxiety and depression tend to peak between 17 and 19, we thought we’d explore why our top year have the highest wellbeing scores of the entire school,” says Jonnie. “So we randomly chose 30 boys per year from the original sample and asked them to provide written answers on what they saw as the main causes of their wellbeing.”
“Emotional contagion is a real thing. So, if you can set up a culture whereby being clever is cool, you can tap into that teenage desire to impress their peers in a positive way”
Four factors emerged clearly from this process: strong social connections, autonomy, competence and gratitude. Interestingly, the first three mirrored the findings of academic research on self-determination – a major driver of both motivation and wellbeing.
“We were interested to find something that replicated self-determination theory and suggested that our boys are motivated by the way we set things up for them here,” says Jonnie.
The Centre also conducts research into approaches that are gaining traction in the wider world of education. For example, it’s explored the impact of online learning, which included creating and teaching online courses in selected state schools. Along with some benefits, the findings also revealed significant difficulties, including the challenge of building a relationship with a class remotely.
“You can deliver great content and engage pupils in discussion, but the personal element is much harder online, plus there are other issues,” says Jonnie. “So, on the whole, colleagues who can do the teaching face to face prefer to do so.”
Practical principles
When it comes to reviewing the growing body of external research into teaching and learning, the Centre aims to do two things. The first is to discover what high-quality research suggests are the ‘best bets’ for making a bigger educational impact. The second is to turn those findings into practical, reliable principles that teachers can apply themselves, using their own expertise.
“We see it as our job to synthesise the material that’s out there and offer it to colleagues,” says Jonnie. “It could be in the form of a professional
development session, a paper or a weekly email, but it’s all underpinned by research. And it’s something they can immediately run with.”
So what does Jonnie believe are the most interesting developments in the science of learning? Here, he calls out three:
1. Cognitive neuroscience
“Research is providing us with a much better understanding of how the brain physically changes during adolescence (which, in terms of brain development, goes up to about 26).
It’s explaining a lot of teenage behaviour, such as why teenagers often do things when they’re together which adults regard as poor judgment.
We now understand that it’s because being accepted by their peer group brings the biggest emotional reward.
“For teachers, this means that even in a well-run classroom, pupils are always more interested in the reactions of their peers, and emotional contagion is a real thing. So, if you can set up a culture whereby being clever is cool, you can tap into that teenage desire to impress their peers in a positive way.”
2. How to work with the brain, not against it
“The brain is designed to save energy, not to think. So, it will apply existing paradigms and shortcuts to new material, even if they don’t work.
“Teachers can combat this by making sure pupils are actively processing information, rather than passively receiving it. That doesn’t mean pupils must be ‘doing’ something,
though; contrary to previous beliefs, they can be cognitively active while just listening. But listening alone isn’t enough. Research now shows that direct instruction, where the teacher explains something then engages the pupils in thinking and talking, is very effective. Exploring the process a pupil has followed in coming to an answer, and encouraging them to rethink that process, also helps to deepen their understanding.”
3. Memory and cognitive load theory
“Your long-term memory is huge, and in theory, there’s no limit to what you can store in it. But your working memory, by which you gain access in and out of long-term memory, is very limited. So, the more you can do to reduce the cognitive load on your working memory, the better. That’s why it’s best not to have your mobile phone anywhere near you while you’re working – even if it’s switched off.
“This understanding has also led to the idea of ‘desirable difficulties’ to enter the mainstream. As we’ve already established, learning is hard – so if you’re using a method that feels easy, it probably isn’t working very well. Instead, focus on something for half an hour, then move on to something else, and come back to the first thing for another half hour the next day. It feels difficult because you forget each time, but the learning is much more profound than if you just focus on the same thing for three hours straight.”
Parent power
It’s obvious from talking to Jonnie that Etonians benefit enormously from the work of the Centre. But as not every pupil can attend the College, how can you make sure your child’s school is applying the latest, most relevant thinking?
“Teachers are only going to adopt the best bets from evidence if they’re well informed about it,” says Jonnie. “And for that to be the case across the whole teaching body, there needs to be a robust and rich CPD process in place. So, ask the school what CPD it does beyond the statutory: what topics are being studied, and what are the schools aware of in the latest research?”
Self-reflection is another sign of a healthy teaching-learning culture, so it’s worth asking whether the school encourages this practice and what it looks like. How do teachers gather insights into, and analyse, the impact of their teaching on learning? And how does the school make sure teachers act on the findings and share what works with their colleagues?
Finally, and importantly at this time of year, taking an evidence-informed approach to study skills is crucial. “One of the interesting findings from a 1996 meta-study was that you can teach study skills in standalone sessions –on notetaking, or how the memory works. But those sessions can only achieve so much,” says Jonnie. “The best study skills are integrated into the teaching of individual subjects and, in the case of Eton, into the co-curriculum.”
In fact, Jonnie says the Centre has produced a free study skills booklet, which you can find in the ‘professional resources’ section of its website. Next year it will supplement this with a student skills book. So, if an Eton education is out of your reach, you and your child can still benefit from the work of the Centre – while encouraging your child’s teachers to do the same. Jonnie Noakes is Director of the Tony Little Centre for Innovation and Research in Learning, Eton College. You can read more about the Centre at cirl.etoncollege.com
1. Why Don’t Pupils Like School? By Daniel T Willingham (Jossey-Bass 2009; second edition 2021)
2. How Learning Happens by Paul A Kirschner and Carl Hendrick (Routledge 2020; second edition 2024)
3. How Teaching Happens by Paul A Kirschner, Carl Hendrick and Jim Heal (Routledge 2022)
4. Inventing Ourselves: The Secret Life of the Teenage Brain by Sarah-Jayne Blakemore (Black Swan 2019) Papers
5. Principles of Instruction by Barak Rosenshine (first published by the International Academy of Education in 2010; republished in The American Educator, spring 2012) Toolkits
6. The Great Teaching Toolkit (Evidencebased Education)
WHAT OTHER SCHOOLS DO
Six independent schools talk us through their own approach
Lancing College
Dr John Herbert
Deputy Head
“We fund teachers on Master of Education (M.Ed) courses and empower them to discuss their research.
Our Head of Pedagogy, Innovation and Staff Development, for example, is a major education researcher who gives pedagogy lectures at the Universities of Cambridge and Buckingham and at the Institute of Education. We read the research, attend courses and invite visiting speakers to Lancing College to meet with our staff.
Our teachers also teach each other about
innovations in their subjects in weekly training sessions. And we talk to the students, too – listening to their feedback as part of our teaching and learning committees.”
Cranleigh School
Dr
John Taylor
Director of Learning, Teaching & Innovation
“The research literature shows what most teachers know in practice – that effective learning is a combination of traditional ‘direct instruction’ and discovery or inquirybased learning. Here at Cranleigh, we’ve coined the phrase ‘directed independence’: we
guide our students along pathways that lead to them becoming self-directed, independent learners.
Prominent in our toolkit is project-based learning, which we use for the extended project and higher project qualifications many of our students take.
We find that the learning that happens when we give students the freedom to find their own approach is often the most memorable and most enjoyable of all.”
Queen Ethelburga’s Collegiate
Kevin Oldershaw Academic Director
“Our team of Lead
them to retain and recall information.”
Falcons School
Paula McIntyre Headmistress
“As a thinking school, we want our pupils to understand how they learn and what makes learning stick for them (known as metacognition). If teachers are aware of this too, they can strip back their teaching methods to those that have the greatest impact on the children. It should be about doing less, but more effectively, while also allowing children to build their own knowledge through things like modelling, active thinking, targeted feedback and frequent review. Planning and teaching with this in mind makes learning stick and builds confident children who are secure in their previous learning and ready to acquire new knowledge.”
Dukes Education
Practitioners, and other staff as members of professional bodies such as the Chartered College of Teaching, use the latest educational research to underpin teaching and learning strategies. In-depth analysis of that research helps us understand the most effective strategies to use in the classroom. And each term, we deliver workshopstyle CPD with key academic themes in mind, such as the use of technology, assessment, cross-curricular opportunities and thinking skills. School-wide projects also explicitly teach students how to apply the science of learning to their studies, helping
genuine change to a body of staff beyond the reach of any individual CPD sessions or training programmes. Hybrid and other mixed programmes are also some of the fastest-growing areas in education today and often mean you can move through materials more quickly. And the growth of cross-curricular planning is enabling deeper levels of understanding.”
Royal SchoolMasonic for Girls
Helen Roberts Deputy Head Learning and Development
Jamie Whiteside Director of Hybrid
“Instructional coaching is by far and away the biggest change in whole-school CPD I’ve seen over the past few years. Done well, it fosters a school-wide environment of nonjudgemental feedback loops that can deliver
“At RMS, we hold an annual ‘WeCollaborate’ conference which brings together thinkers and researchers from across the country to share learnings with colleagues. We also use the content from a wide range of sources to design regular staff training on different elements of evidenceinformed practice in teaching and school leadership. This is all in the context of a learning culture which encourages teachers to approach their own practice with curiosity, reflect on how research findings can be best applied in their area and share learnings within and across their areas. In this way, we constantly evolve our practice and enhance the pupils’ learning experience.”
Puddles of possibility
Claudette Gregory, pre-school teacher at Little Broomwood, on the impact of outdoor exploration
Children at Little Broomwood are not afraid of getting muddy! Outdoor learning known as ‘Welly Time’ is an essential part of our Early Years educational philosophy and, regardless of the weather, we take our children into the garden to explore and learn. If it’s raining, we gather around puddles to discuss the importance of water whilst splashing and playing. On blustery days you might see our boys and girls racing around with colourful streamers on sticks, as they observe the direction of the wind.
In a few weeks it will be time to go on our spring walk on Clapham Common, where we look at the transformation of nature, from blooming flowers to the sounds of the birds. It is a simple and effective way to introduce the concepts of seasons and the environment. These sensory experiences foster a sense of wonder and engagement that traditional classroom settings often lack.
Outdoor learning is also a vehicle we use for our ‘Understanding the World’ curriculum. Earlier this year, we celebrated Lunar New Year and the children did a dragon dance together, weaving around the maze in our adventure playground. Whilst having fun, they were also learning about coordination and teamwork and exercising their imaginations. We lit a fire – because dragons breathe fire – and whilst enjoying the blaze we talked about its importance in various cultures, as well as fire safety.
Listening to our children’s interests is an integral part of the Broomwood ‘Welly Time’.
When studying hibernating animals, for example, the children expressed a desire to create dens in the garden for themselves. This led to the construction of various camps, where they worked together to explore their ideas. Such responsive teaching nurtures their ownership of the learning process and encourages them to express their thoughts freely. They are never too young to learn problem-solving skills.
The benefits of being outside extend far beyond the immediate experience. As they move into reception, Broomwood children continue to develop life skills in their outdoor learning sessions. We believe these experiences create a solid foundation for future academic success, resilience and personal development. The skills they acquire now will serve them well as they progress in their education. We take pride in the achievements of our older children, who last year were awarded 42 scholarships to competitive senior schools at 11 and 13+ . Our greatest joy, however, is hearing how well they have settled in at their new schools and what well-rounded and enthusiastic young people they have become. Broomwood is based between the green spaces of Clapham and Wandsworth Commons and provides an outstanding education for children aged 3-13. Pupils attend a co-ed Pre-Prep before moving seamlessly to Broomwood Girls or Broomwood Boys. Children at different sites come together for a range of mixed activities, from music, creative arts and sport to residential trips and academic extension programmes. To book a visit, call 020 8682 8830, or visit broomwood.com
A new era Introducing Falcons School’s new Headteacher and her vision for the future
Falcons School has always been a place where children thrive academically, socially and emotionally. With a rich tradition of excellence, strong pastoral care and a commitment to fostering individual potential, the school is now embarking on an exciting new chapter under the leadership of Headteacher Paula McIntyre. A passionate advocate for holistic education, she brings a wealth of experience, a deep commitment to co-education and a vision that will shape the future of Falcons.
Finding home
From the moment Paula stepped into the beautiful Edwardian buildings, she felt at home. “There was an immediate warmth, a sense of belonging and an atmosphere of care. It felt like the type of school I wish I had attended.”
Paula has worked in schools across the independent sector, in both senior leadership and hands-on teaching roles. She is also an advocate for the transformative power of a well-rounded curriculum – one that balances academic rigour with personal development, extra-curricular activities and emotional wellbeing. “The strength of a school does not just come from its curriculum
or facilities, but the relationships between students, staff and parents. Falcons is a school where everyone knows each other, where children feel safe to take risks in learning and where parents feel involved in their child’s journey.”
The future of co-education
A key development at Falcons has been its transition to become fully co-educational. The new Headteacher is a strong advocate for the benefits of mixed-gender learning. “Reflecting the real world, it allows boys and girls to learn from each other, build mutual respect and develop collaborative skills that will serve them well beyond school.”
Paula also brings extensive experience in finding the right environment for children to continue their learning journey. “I know how vital it is to match children with the right school. I am eager to work closely with parents to provide guidance and support throughout this process.”
A vision for excellence in education
Education is about more than just strong academics – it’s about developing the whole child. Paula’s vision is one of continuous reflection and growth, ensuring the school evolves whilst staying
true to its nurturing ethos. “Education is about always looking forward – we should always be seeking new ways to improve.”
A key element of this vision is fostering a culture of excellence in teaching. She is passionate about empowering teachers to innovate, reflect and bring fresh ideas into the classroom. “I want to create an environment where teachers feel supported, where they have time to reflect, and where they have the confidence to try new things.”
Bringing learning to life
Education here extends beyond the classroom. Enriching experiences – through trips, visiting speakers and extra-curricular activities – are central to the new Headteacher’s approach. “Some of the most powerful learning moments happen outside of a traditional lesson. I want to ensure that every child has access to experiences that ignite their passions and create lasting memories.”
Paula is keen to evolve an already extensive offering based on student interests. “Pupil voice is important. I want to hear what excites students, what activities they want to try, and how our extracurricular activities can meet their needs.”
Leading with passion and purpose
As a leader, Paula describes herself as hands-on, approachable and deeply invested in every aspect of school life. “I am a very visible Headteacher. I love being in the classrooms, talking to students and supporting teachers.”
She is equally committed to working closely with parents. “Raising children is a journey, and it can be bumpy at times. I want Falcons to be a place
where parents feel they have a strong partnership with the school – a place where they can turn to us for guidance and reassurance.”
The road ahead
As Falcons continues to evolve, the new Headteacher’s aspirations remain clear: to create a school where every child is valued, where learning is engaging and dynamic, and where the community works together to provide the very best foundation for the future. “I want students to graduate with confidence, kindness and a love for learning. I want them to achieve their personal best, whether that is excelling academically, developing a talent, or finding a passion that drives them. Most of all, I want them to leave with wonderful memories of a school that felt like home – a place where they were truly known, supported and inspired to be the best version of themselves.”
With this vision, Falcons School is set to thrive under its new leadership, ensuring that every child’s journey is one of discovery, growth and endless possibility.
To learn more, or to book a visit, see falconsschool.co.uk
A bestschool’s friend
Growing numbers of schools have decided to introduce a furry friend. We look at what all the fuss is about
We’re known for going giddy over dogs in the UK, but some might say the pandemic sent us barking mad. A quarter of British homes now have a dog, and the trend has spilled over into schools: according to Teacher Tapp, 15 per cent of UK schools have a four-legged friend, up from 7 per cent in 2018.
These canine classmates aren’t only adding a touch of furry charm to the school day. Research suggests that dogs can lower stress and anxiety among children, as well as help them develop empathy and social skills – even build reading confidence. Here, two schools tell us how their dogs have changed school life for the better.
Marianne Chapman
Headteacher at West London Free School
Primary and Earl’s Court Free School Primary
Why did you decide to get a school dog?
I’m a trained SENDCo and I was acutely aware of the benefits of having a school dog. There was lots of research around and we felt that it was another good way to make our school unique.
vulnerable children enjoy spending more time with her, either by taking her for a walk, showing her their work or playing games with her. She even has her own stickers she gives children to reward their work! And several children (and staff) who were afraid of dogs, now aren’t. wlfs-primary.org; wlfs-earlscourt.org
James Wilton Deputy Head at Repton
Why did you decide to get a school dog?
Dogs have always been intrinsically part of life at Repton as pets to our live-in housemasters/ mistresses and subsequently the boys and girls in their care. They’re often seen supporting at the sidelines at House events, basking in the sun by our cricket pitches or making cameo appearances in our House photos.
What can you tell us about your dogs?
What can you tell us about your dog?
Our original school dog was Dipsy, who was a Border Collie mix. She was nine years old when she became a school dog in April 2019. Sadly, Dipsy passed away when she was 12, which was very upsetting for the school community. She was followed by another Border Collie mix, Cassie. She was a few months old when she became the school puppy and she’s still the school dog now, aged five.
We have many, but our most recent addition is Pippa, a seven-year-old who belongs to a member of our nursing team. Pippa became a qualified therapy dog at just 12 months old after an assessment by PAT (Pets as Therapy). She can often be found with pupils by her side, whether that’s in the wellbeing room in the Health Centre or at one of our many pop-up wellbeing cafés. She also offers her services as a distraction before exams.
What benefits do they bring?
What benefits does she bring?
Cassie brings fun and relief to children and staff. Many children just give her a stroke as they walk past her in the corridor. Some
What breed is the dog and how did you choose it?
Our dogs bring many benefits to both pupils and staff. They help to reduce anxiety and stress and to calm anyone who may be feeling overwhelmed. Dogs also encourage a sense of responsibility and empathy, which is key to personal development at boarding school. Having them around adds to the supportive, family-like atmosphere we cultivate at Repton. repton.org.uk
PAWS FOR THOUGHT
Eight questions to ask if your child’s school is considering or has a dog
What training has the dog undergone?
Did you carry out a full risk assessment before introducing it to the school?
How do you manage the dog’s interaction with children, including making sure it’s never alone with them?
protocols or policies are in place around hygiene, safety and so on?
How do you handle allergies or fear of dogs?
What is the dog’s typical day like, and how do you look after its welfare?
8 Is it possible to meet the dog in person?
An exciting new chapter
Meet Rishi Boyjoonauth, the new Head at Rosemead Preparatory School and Nursery, Dulwichʼs leading prep school
Rosemead Preparatory School and Nursery is delighted to announce Rishi Boyjoonauth as the new Head, effective from September 2025. This is his third headship, having been a principal of an academy in Kent and most recently Head of Prep at Farringtons School. Mr Boyjoonauth has a wide educational background, including teaching at university level and being a Director of Improvement for a large multi academy trust.
Mr Boyjoonauth, said: “I am thrilled and delighted to be appointed as Head of Rosemead. I was attracted by the diverse and inclusive ethos of the school, the child-centred focus, as well as the strong academic results. I was instantly struck by the friendly and welcoming staff, the diligent atmosphere in the classrooms and
the talented children at my interview; I was certainly put through my paces by the pupils during my interview! I can see that there is so much potential at Rosemead.”
Nick Hewlett, Head of St Dunstan’s Education Group, of which Rosemead is part, explained: “I am absolutely delighted that Mr Boyjoonauth has agreed to lead Rosemead into its next exciting chapter, and we welcome him onto the St Dunstan’s Executive Team. Mr Boyjoonauth is an outstanding educator and leader and at Rosemead he has the opportunity to further build on the extraordinary journey that has been undertaken in recent years, building a truly progressive curriculum, rooted within a unique culture and ethos, that chimes with the overarching vision of St Dunstan’s Education Group.”
He is also a keen musician, playing the piano and flute, and singing tenor in a prominent Chamber Choir. As a fluent French speaker, he was pleased to see that languages play a large part in Rosemead’s curriculum.
Mr Boyjoonauth joins Rosemead at an exciting time for the Dulwich prep school. Last year, it received two prestigious awards. In November, Rosemead was awarded for Excellence and Innovation in Equality, Diversity, and Inclusion at the Independent Schools Association (ISA) Awards. This followed an earlier award for Best EDIB (Equality, Diversity, Inclusion and Belonging) at the Education Choices Awards 2024.
Mr Boyjoonauth read Law at University College London and the University of Paris. Prior to entering the world of education, he practiced as a solicitor in the City, specialising in Property Litigation. He holds the National Professional Qualification for Headship (NPQH) and has been admitted as a Fellow to the Chartered College of Teaching.
Mr Boyjoonauth concludes: “This is an extremely exciting time for the school, and I cannot wait to embark upon this journey to lead the school into its next phase of development. I look forward to meeting more of the pupils and parents in the not-too-distant future.”
Prospective families will have an opportunity to meet Mr Boyjoonauth and the rest of the leadership team at one of Rosemead’s upcoming open mornings.
To book, see rosemeadprep.org.uk
The ofpowergirls’ education
At St Helenʼs, pupils are taught to recognise that mistakes are a natural and valuable part of the learning process, says Head, Mrs Bridget Ward
St Helen’s is one of 139 independent girls’ schools across the UK. For parents seeking a first-class education in a single-sex environment, the options are becoming more limited. We are proud to be a girls’ school, and we remain steadfast in our belief in the power of girls’ education. We also know that girls often have perfectionist tendencies. The pressure of this is ubiquitous and unrelenting. In education, it can result in girls playing it safe; being high achievers, but passive learners who avoid risk, swerve creativity and curtail ambition. At St Helen’s, we foster a mindset that focuses on the effort rather than the outcome; we embrace and encourage mistakes as a powerful
tool for learning and personal growth. We believe that ‘practise makes permanent’ is a far more appropriate idiom than ‘practise makes perfect’! Research, including findings from the latest World Economic Forum’s Future of Jobs Report, highlights that resilience, adaptability and creativity are among the most essential skills for future success. We cultivate these attributes by teaching our students to embrace challenges, reframe setbacks as learning opportunities, and redefine success on their own terms.
Redefining success for the 21st century
As a school, we believe in creating an environment where girls can thrive and succeed, but we have a fresh philosophy on what it means to be successful. At every juncture, we remind our pupils and their parents that success is unique and it is multi-faceted, but crucially, success is not perfect. For some, success is academic excellence; for others it is developing meaningful friendships, using their talents to benefit society, or pursuing personal passions with unwavering determination. Success is personal and it is about perseverance and embracing opportunities for growth.
We believe that to be successful in a rapidly evolving 21st century society, our students
must develop emotional (EQ), intellectual (IQ) and digital (DQ) intelligence. The ability to communicate and collaborate with people we do not know, to apply a consistent work ethic every day, to challenge ourselves to step beyond our comfort zone, to empathise with others and seek alternative perspectives… these skills are all vital in their preparation for the everchanging world.
Learning
through challenge and growth
One of the most powerful lessons we can teach our girls is how to embrace mistakes as a valuable part of the learning process. Success rarely comes from getting things right the first time. Instead, it is about perseverance, trying again and again, refining their approach, and ultimately mastering the skill or knowledge in question. We know that by fostering an environment where mistakes are seen as opportunities, our students will leave us not only well-educated but also empowered, confident individuals ready to make a meaningful impact in the world. By removing this expectation of excellence first-time, our girls cultivate a healthier and happier mindset that focuses on fulfilment over flawlessness, and permanency over perfection.
To find out more, visit sthelens.london
AI AND THE REVISION REVOLUTION
As students prepare for exam season, we talk to Steve Butler, co-founder of online tutoring agency Bright Path Learning, about the benefits of using AI to revise
What are the biggest revision challenges facing GCSE and A level students?
Some students are overwhelmed by the vast amount of material to cover and don’t know where to begin. They can spend hours in their rooms, intending to revise, but getting distracted, procrastinating and failing to make progress. This is often because they lack an efficient system for revising. Even those who have one can spend hours creating study aids, like flashcards and checklists, leaving little time for what matters most – learning and applying that knowledge. That’s where AI solutions like ChatGPT, Copilot and Gemini come in.
How can students benefit from using AI for revision?
For AI to tailor its output to their needs, students must first provide details of the subject, level, exam board and what they want to achieve.
For example, “I’m in year 13 studying OCR A level Biology. Create a weekly schedule from now until May focused on the topics I need to revise.” With a clear prompt like that, AI can quickly create a study timetable. Students can then prompt AI to create learning resources, generate practice questions and explain answers. That way, if they get stuck, they can immediately see what to do and stay motivated. Lastly, AI can evaluate their work and provide valuable feedback.
The key to using AI is that students don’t just accept the first response it provides but keep the dialogue going. They can do that by asking for further explanations and revisions to reinforce their understanding and improve their work. AI isn’t a replacement for existing revision approaches or teachers’ input but, used wisely, it can make revising more efficient and less stressful.
What are the potential downsides of using AI?
The first is overdependency. While there’s a risk of students becoming over-reliant on AI, it’s now part of any student’s learning environment. The key is to teach them how to use AI, and the information it generates, appropriately, effectively and safely.
The second is safety. AI can produce inaccurate and biased content, so it is vital that students
verify it against reliable sources like textbooks or consult their teachers. It may also generate information that breaches data protection or copyright laws, which can cause issues. There’s also cheating, but it applies more to homework and online exams. I have students who are quite open that they have copied text from AI and submitted it as homework without really understanding it. So I suggest they ask AI to mark their answers and provide feedback, then write another answer based on that and, again, ask for feedback. They soon realise that AI’s feedback has enabled them to improve and understand what they’ve written.
Is using AI for revision getting results?
One hundred per cent. All our students have found AI has boosted their confidence and motivation. The Department for Education has just released a meta-study that confirms AI has the potential to improve academic performance and boost student engagement.
Do you think some students are still slightly nervous about using AI?
Everyone assumes teenagers are tech-savvy, but while many are quick to learn programs they want to use, it doesn’t mean they’re good at using all technology. Those who jump on AI find it’s simple to use, but others who see it as ‘too technical’ may need support from parents and teachers to take the first step.
How can parents support their children’s use of AI and revision?
You can’t break AI, so explore it together. Start with easy tasks and keep on going back and forth until you find the prompts that work. The more you use AI, the more you can help your children try new things. Finally, encourage your children to revise but give them space. Parents worry about nagging their children, but showing genuine interest in what they are doing can help them reflect positively on what they’ve learned so far and the progress they’re making.
Bright Path Learning provides private tuition for GCSE and A level core subjects, delivered by experienced teachers and school leaders. To find out more, visit brightpathlearning.co.uk
Value for money in education
The best schools will always value inspiring co-curricular programmes, future-ready skills and the development of the whole person in addition to academic success, says Samantha Price, Head of Cranleigh School
The addition of VAT to school fees has brought a renewed focus on cost and, in particular, a scrutiny of what constitutes value for money in education. Broadsheet newspapers provide composite tables of independent schools, simply measuring their fees against academic outcomes, and thereby determining whether they offer value for money. Some of the highest achieving independent schools are also the most academically selective, and therefore such a measure is a relatively meaningless way of determining whether a school provides satisfactory outcomes in terms of value for
money. If a table does not compare schools with exactly the same selection process, then it cannot evaluate true progress for pupils.
The most important academic measure, for all schools, is the value-added proposition. It’s a measurement that both the Independent Schools Inspectorate (ISI) and Ofsted see as central to determining their outcomes, and yet many prospective parents are driven by headline results largely because value added isn’t adequately explained or illustrated.
Broadly, value-added is a term used when discussing how much additional learning, experience or development a school offers beyond the ‘average’. It is a measure of the progress pupils have made, since starting, whilst also taking into consideration how it compares to the progress of similar pupils. It is designed to be a fair tool that focuses on the individual rather than overall exam results.
At Cranleigh, baseline MidYIS data is used when a child joins the school, to assess their potential in a range of subject areas, this progress is assessed on a yearly basis, always benchmarking with that initial data that showed what they should have been able to achieve. Such tracking enables schools to predict how well each cohort is likely to perform based on their test results from the start of their school year. Then, when they have taken their GCSEs, and then A levels, results can be compared with those
expectations. If the individuals have done better than expected, value has been added.
There are many elements of school life beyond the classroom that can affect performance in exam years. A nurturing environment, a rich and meaningful co-curricular programme and inspirational teaching all impact a child’s success. Above all, what is important is a sense of belonging, courage to try new things and a knowledge that effort will be recognised. As a boarding school, where each child is known and supported, it should be expected that Cranleigh’s value-added scores are high. Outside of academics, enormous value is added to education through the richness of extracurricular opportunity, which grows confidence and collaborative skills. These skills are essential for citizens that will contribute to all areas of society. Development of attributes, such as critical thinking, collaboration, agility, problem-solving, originality and initiative, are vital in preparing students to lead productive and meaningful lives when they enter the workplace. All these are achieved through the addition of robust Futures programmes and close working with alumni and parent bodies. True value for money in education is evident when students achieve academically and develop as confident, rounded adults ready for the next stage of education and work.
To find out more, visit cranleigh.org
Hurtwood House
A utopia for creative minds
Many schools have creative subjects on the curriculum, but at Hurtwood House they are the heartbeat of the school. Boasting Hans Zimmer, Emily Blunt and Industry star Harry Lawtey amongst its alumni, music, drama, dance, art, photography and media are quite simply a way of life.
Specialising in A levels, Hurtwood’s creative departments are among the finest in the country. Its professional Performing Arts department specialises in acting, directing, screenwriting, lighting, costume and set design. Students taking drama A level are challenged to work to professional standards in an atmosphere of creative collaboration. Alongside this rigorous training, Hurtwood has an extensive extracurricular theatre programme. Every Christmas, the school puts on a musical extravaganza and the latest production, The Witches of Eastwick, was, according to the National School Theatre Awards, “nothing short of extraordinary”. Running for 10 performances, with a cast of 70 students working alongside professional musical directors, lighting designers, choreographers and a professional band, the productions are quite simply a taste of the West End in the Surrey Hills. It is no surprise that casting agents flock to the school. There is a myriad of other productions throughout the year, including pop concerts, classical concerts, dance
showcases, scores of plays and even an al fresco Shakespeare production in Hurtwood’s own amphitheatre. For students aiming to go on to drama school and a career in acting, the Hurtwood Acting Academy puts them through an intensive extra-curricular drama course. Students are encouraged to write and direct their own plays, the best of which are often taken to the Edinburgh Festival.
Music technology and dance are also popular A levels at Hurtwood, and once again the extracurricular schedule for these subjects is second to none. Students benefit from a vast array of weekly dance classes with specialist tutors in every genre, including tap, jazz, ballet, commercial, street, hip hop and contemporary. Visiting professionals from dance schools, such as Urdang, BASE and Mountview, keep the students on their toes. The top dancers have the opportunity for even more intense training in the evenings with the Hurtwood Dance Company. There is always another musical event scheduled – ‘Gig of Glory’, in which heavy rock bands strut their stuff, and the Dance Showcase are just around the corner, whilst February’s Pop Concert can still be watched via the Hurtwood YouTube channel.
Last but not least, there are 170 students at Hurtwood making thrillers and pop videos as part of their media studies A level, in purposebuilt TV studios equipped with industry standard, state-of-the-art equipment. There is no doubt that green screens and the latest cameras are useful, but it is the high levels of expertise and instruction that really makes this the leading
Media Studies department in the country.
For those who want to pursue a career in film, Hurtwood’s Film Academy teaches how to make documentaries, live stream and use 16 mm film. Students are given the freedom to be creative and the tools to achieve at the highest level.
Discover more at hurtwoodhouse.com
Caring in the community
Across the Capital, independent school pupils are volunteering and fundraising in their local communities – and everyone’s benefitting. We spoke to three leading London schools that are thinking local
Head of School, North Bridge House Senior Hampstead I always speak to the children about privilege and how important it is to use it well. It’s our job to open their eyes and help them develop a degree of empathy, particularly about what happens on their doorstep.
A lot of the ideas for supporting the community have come from students, parents or staff. For example, a technician at the school suggested collecting toiletries for The Trussell Trust Food Bank – we donated 94 kg! We’ve always had a strong connection with the Royal Free Hospital Children’s School, too, on the suggestion of a parent whose child spent a long time there. We fundraise for the school through our Winter Fair, and one of our English teachers ran a creative writing project which linked up our pupils with theirs.
Our students also provide reading help in local primary schools and do musical performances at a nearby day centre for older people. Lots of our students volunteer as part of the Duke of Edinburgh’s Award too, and often carry it on afterwards. All these activities build their confidence in talking to adults, which helps them at events like our careers fair. northbridgehouse.com/senior-hampstead
MATT SPICER
Outreach Coordinator, Queen’s Gate School
We’ve been engaged in an outreach programme for several years that benefits both our girls and the local community. Every Friday (COVID-19 excepted, of course) we’ve hosted a hot lunch for ladies and gentlemen from Age UK, served by and shared with our sixth formers. The girls find the differences between their schooldays and those of our Age UK visitors very interesting. Young people today can’t even imagine life without a mobile phone, but many of our visitors remember when the first landline was installed in their homes.
A group of girls also attend a reading project in two schools with pupils who need supported learning. Watching those children develop has been rewarding for all the girls and could encourage them to consider teaching or the caring professions. Finally, we take weekly donations from our school families to The Trussell Trust Food Bank in Kensington, where we also help to stock shelves and organise parcels. At Christmas time, we took this one step further and instead of sending out physical cards, we opted for a digital version. We then used the money saved to fund an extra-festive haul of treats for those families whose tables might have been less well-laden. queensgate.org.uk
Many North Bridge House students volunteer as part of their Duke of Edinburgh’s Award
OLIVER HAYES
Head of Service Learning, Wetherby Senior School
It’s very important to us to have strong links with the community, and our boys have a lot to offer. They’re able and intelligent, and have time to give, especially in Year 12.
We call volunteering ‘service learning’ because we expect pupils to reflect on what they’ve done – why it was good for them as well as the people they helped. One boy recently said that helping with English, maths and science at a local primary school has taught him to think creatively, for example. The boys help in schools both on a one-to-one basis and with small groups. We offer other kinds of support, too – for example, some Year 5 pupils who had never been inside a science lab came to see ours. They did some fun experiments, and we welcomed them in as much as we could. It’s great for our pupils to regularly look outside of themselves to help others.
As well as teaching new skills and broadening their horizons, volunteering also helps them with their university applications. We do brilliantly at sending pupils to the US especially, and they care just as much about everything you’re doing outside of school as about your grades. wetherbysenior.co.uk
The pupils at both North Bridge House Senior Hampstead and Queen’s Gate School donate to The Trussell Trust Food Bank
The beat goes on
St Dunstan’s College Corps of Drums perform in joint concert to raise money for Royal British Legion
St Dunstan’s College Corps of Drums was delighted to host a joint charity concert with the Central Band of the Royal British Legion on Saturday 8 February 2025.
The concert, held in the College’s magnificent Great Hall in Catford, south east London, was an outstanding success, bringing together talented musicians for an evening of celebration and fundraising in support of the Royal British Legion.
Speaking about the concert, Major Richard Davies said: “Thanks to the incredible generosity of attendees and supporters, we are delighted to announce that the concert raised an amazing £1,255.22 for the Royal British Legion. These funds will go towards supporting veterans, serving personnel, and their families.”
Ahead of the concert, the Corps of Drums had been busy rehearsing for the special event. Major Davies added: “A special congratulations to Drum Major Marco and all the members of the Corps of Drums for their exceptional performance, which captivated the audience and showcased their dedication and musical talent.
“We also extend our sincere thanks to all the members of the Royal British Legion Band and the CCF staff who played a vital role in supporting this event. The evening was made even more special under the baton of Captain David Cole OBE, RVO, whose expertise and leadership elevated the musical experience.”
Thanks to the overwhelming support of attendees, performers and organisers, the event was a huge success, raising significant funds for the Royal British Legion. Given the fantastic response, St Dunstan’s are excited to
announce their hopes of making this an annual event, ensuring continued support for this very important cause.
“Following the success of the concert, there are now plans to make this an annual event at the College. A heartfelt thank you to everyone who contributed to making the evening so memorable,” Major Davies said. “We look forward to seeing you again next year!”
In March, St Dunstan’s Corps of Drums, along with the CCF, also travelled to Ypres, Belgium, to take part in the daily Last Post Ceremony under the Menin Gate. During the First World War, more than 877 Dunstonians served in the forces, and St Dunstan’s suffered one of the highest percentage losses of any school in the country. Tragically 277 students and teachers lost their lives during the war.
Last October, the Corps of Drums also participated in the prestigious Lord Mayor’s Music Competition in the Guildhall Yard in central London. The Corps showcased their exceptional musical talents and delivered a standout performance, demonstrating dedication and skill in the face of strong competition. Find out more about St Dunstan’s College at stdunstans.org.uk
OPENING THE DOOR TO SUCCESS
Wetherby Preparatory School, in central London, is an independent day school for boys aged 7 to 13. Known for providing exceptional education and pastoral care, the school has a proven track record in preparing boys for entry into the top Senior Day and Boarding schools in the country.
www.wetherbyprep.co.uk
THE BOARDER PICTURE
Thinking of sending your child to a UK boarding school? We asked four pupils, past and present, to give the insider perspective
BENJAMIN (2018-2023)
Lancing College
I’m currently studying International Relations with German at the University of Exeter and I’m a Choral Scholar at Exeter Cathedral.
Lancing College prepared me for this by teaching me independent study and time management, and by providing a continuously excellent array of musical opportunities. I also learnt leadership skills that I hope to be able to employ throughout my future career.
As a boarder, I enjoyed being able to focus on other aspects of college life during the day, with allocated time in the evening to complete academic work. It also allowed me to partake in all the co-curricular activities I enjoyed and that were available at the school, usually after my studies and in the evenings.
Boarding at Lancing College isn’t a break with family, rather an extension of it. The independence you gain is invaluable, and the support the school can offer as those skills develop, alongside everything else it involves, is unbeaten. lancingcollege.co.uk
The independence you gain is invaluable, and the support the school can offer as those skills develop, alongside everything else it involves, is unbeaten
BUILDING THE FOUNDATIONS FOR SUCCESS
Wetherby School Kensington, nestled in the heart of central London, is an exceptional independent pre-prep school for boys aged 4-8. Renowned for its outstanding educational standards, the School cultivates confident, joyful learners, fosters lifelong friendships, and paves the way to prestigious schools. www.wetherby-kensington.co.uk
Cultivating Curious Learners
Falcons School in Putney is a co-educational nursery and prep school for pupils aged 2-11, fostering critical, creative, and independent learning in a supportive environment with exceptional pastoral care.
www.falconsschool.co.uk
The bonds you forge make people more like family than friends
ROBBIE (YEAR 12)
Repton School
Coming to Repton was the best decision I ever made. The array of sports, activities and societies I have become involved in has changed my life. Above all, Repton has instilled an ethos in me that you have to work hard to achieve great things.
I see being a boarder as the best way to fully immerse oneself in the Repton experience. The bonds you forge make people more like family than friends, and the relationships with teachers are more supportive. They are really interested in their student’s success, which goes a long way – especially in exam season.
My advice would be to seize every opportunity and go out of your comfort zone. Just because you are a sportsman doesn’t mean you can’t be academic too, and vice versa. If an offer is there to try something new, it may be the start of an amazing hobby. If not, it will be a memory to laugh about with your friends!
repton.org.uk
RUCI (YEAR 13)
Queen Ethelburga’s Collegiate
Being at QE has helped me to both build my confidence and figure out the career path I want to follow (as a physiotherapist). It’s been a fun rollercoaster of events, from learning and laughing to reflecting and reminiscing.
As a boarder, you create a stronger bond with your peers, because you live with your friends. But you still learn to be independent. Boarding provides events, so you’re never not doing anything. Weekends are my favourite because QE’s brunch is top tier. It’s also normally the time we get to know the school site better, as all its facilities are available to use.
My advice is to make the most out of everything the school has to offer, from the student support available, to the top-quality facilities. And be patient in finding your flow. It’s never easy to start in a new school, but once you get the hang of it you will figure out you’ve created life-long connections. qe.org
My advice is to make the most out of everything the school has to offer, from the student support available, to the top-quality facilities
An exercise schools routinely undertake is to create a profile of their graduates. For parents, the question is: “What will this school provide to ensure my child thrives?” From the perspective of the school, the question is: “How does our school mission drive all that we do to support the development of the attributes required for students to thrive?” Another question may be: “How will other schools, colleges and employers perceive our students?” Once a school initiates this process of identifying the attributes that represent the core of the graduate, it is revealing and powerful to see the characteristics emerge. They do not include excellent grades or great test-takers, but qualities of being principled, compassionate and open-minded.
In a landscape where schools are rightly held more and more responsible for business-oriented concepts, such as higher standards of accountability, expectations and targets, it is equally important that schools do not lose sight of their high sense of moral purpose. In my experience over the past 25 years in international education, in addition to academic success, schools desire to provide service, create community, stimulate inquiry and nurture a sense of justice and equality.
Beyond results
Bryan Nixon, Head of School at TASIS England, on why education should be judged on so much more than exam performance alone
When we focus on more than test scores, it can transform learning communities. Schools thrive through the positive and supportive relationships they build, both within the school and the wider communities to which they belong. In order for a school to flourish, it must provide balance through a range of pathways that offer a wide variety of subject areas and co-curricular activities that engage students in learning through physical, cognitive and affective domains.
At TASIS, students are confident, not only in the areas in which they find joy and success, but also when faced with challenges. This self-assurance enables our young people to embrace the possibility of failure and to pursue a less well travelled, but ultimately more illuminating path. This sparks innovation through opportunities that will enhance learning and teaching. Such creativity goes far beyond introducing various technologies and revising course guides or content. It delves into the exploration of meaningful questions and realworld issues, providing our future leaders with the ability to embrace and analyse multiple perspectives and opinions, to respectfully communicate their questions, suggestions, and solutions, and to effectively collaborate with others to resolve complex and dynamic issues.
As educators, we know how important results are in determining school success, but we need to courageously take that additional and challenging step to focus on creating opportunities for our children to enquire, explore and discover within and beyond whatever content our curriculum defines. In this way, we will promote the skills and attributes that will serve them (and us) well in the future.
The strength of this foundation will help us truly embolden our children and inspire a life-long passion for learning that will ensure they are ready for whatever challenges face them and their communities.
To book your place on a whole school open day or arrange a personal tour, visit tasisengland.org
MBALI (YEAR12)
Roedean School
I know it sounds scripted to say I enjoy being at Roedean, but it’s true. From karaoke nights to rollerblading discos, I’ve done things I’ve always wanted and never imagined. Last year, I even went on a trip to Iceland where we climbed glaciers and ate ice cream in front of the cows that produced the milk used to make it. My experience has been profound, unique, sometimes daunting and generally a treasure.
On the practical side, everything is accessible. If I’m struggling with the geography homework, half my class is just down the corridor, and my housemistress is my teacher. I don’t have to worry about planning my meals or the reduced study time I have due to commuting. And socially, it’s like a never-ending sleepover. The extra sense of community makes it easier to make more friends, and you have more personal relationships with members of staff. Finally, the freedom you’re given, especially in the older years, is rare. roedean.co.uk
From karaoke nights to rollerblading discos, I’ve done things I’ve always wanted and never imagined
Preparing for the future
From prep to senior –the Lancing College guide
Set in the heart of Sussex, Lancing College offers over 600 pupils, aged 13-18 years old, an outstanding academic education, a broad spectrum of co-curricular activities and plenty of opportunity for fun and friendship. The Lancing College ethos cultivates responsible, sociable and considerate young people, promoting confidence and self-reliance in a lively and enjoyable environment. Pupils can join the College in the third form (year 9) after completing years 7 and 8 in their prep schools, where they have grown and matured. Lancing College nurtures close relationships with a wide variety of national and international prep and primary schools
(and senior schools that end in year 11), including the Lancing College prep schools in Hove and Worthing, which both offer places for day pupils up to year 8.
The golden years of prep school
Giving children the time and space to truly develop before transitioning into senior school sets them up for success. A prep school, which finishes in year 8, gives pupils this opportunity –an extension of childhood at a time when the world seems keen on whisking it away. This grounded security makes a perfect foundation for the move into the teenage years and onto a senior school.
Head of Admissions at Lancing College, Hilary Dugdale, says: “There is a qualitative difference in the sense of security and maturity of children who join Lancing in the third form having completed years 7 and 8 at prep school. Part of this is the confidence and ease with which they interact with adults. They know that adults are to be worked with; they have that practical experience of being trusted and being trusting.” When children are allowed to be children, brilliant and incredible things happen.
The Lancing College Advance Programme
Aspiring pupils are a part of the community well before they arrive for their first day at the school. The Lancing College Advance Programme brings together prospective pupils for a day of intellectual challenge and fun, 30 months before they potentially start at the school. Children relish
a day where they meet new friends, enjoy a variety of activities and tasks and take part in one-to-one interviews with teachers, whilst also getting a feel for the school. Activities include treasure hunts, Taskmaster-style activities, drama and music workshops, as well as a ‘who dunnit’ style case study to solve. Following this, successful pupils are invited back for a celebratory event with their parents to hear more about attending Lancing College and build a sense of familiarity and connection. And the events continue on a regular basis until their time finally arrives to start.
New pupils and boarders joining in the upcoming new academic year are invited to a New Pupils Day, another opportunity to familiarise themselves with their new home. They meet with the Housemaster/Housemistress of their allocated House so they feel ready for their first day. This process emphasises the school’s strong sense of community, where everyone feels valued and recognised.
To find out more about Lancing College and the Advance Programme, visit lancingcollege.co.uk
Beating the exam blues
It’s normal for young people to feel anxious or low about approaching exam season. Here’s what to look for and how to help your child feel chirpy again
For many children, even the thought of exams or tests can send their mood spiralling downwards. Why? “The body responds to big changes in life circumstances by producing the stress hormone, cortisol,” says Noel McDermott, mental health expert and founder of Mental Health Works. “It goes into your muscles to give you explosive energy in case you need to run away from a threat, like a tiger. But if you don’t do something to expel it, it just sits in your system.”
The signs that a child is experiencing a surge in cortisol are consistent across genders and cultures, and include changes in appetite, sleep, mood or outlook. Emotional dysregulation (what Noel describes as “kicking off”) and self-isolating are other red flags. Younger children may also show regressive behaviours like sucking their thumb or wetting the bed. Interestingly, Noel says this age group tend to bounce back sooner. “They don’t notice the change much, or for very long, because they soon get caught up in something more interesting,” he explains. “But as children’s brains grow and become more complex, they hold onto things
for longer, and things like rumination start. In other words, our minds get better at messing us up.”
Exacerbating the problem are the lingering psychological impacts of the pandemic among children, from aversion and fear to an increase in self-harm and eating disorders. Noel believes these will be with us for a while. “Global events like COVID-19 affect all generations,” he says. “My advice is to acknowledge these impacts and be compassionate with yourself and your kids about them.”
Spotting the signs
So, how can you tell if the exam blues have strayed into more worrying territory? Noel suggests looking out for a combination of signs, or just one significant change, like not eating or sleeping, that persists for more than three to five days. “The reason we recommend a light-touch approach is that sometimes, paying too much attention to a behaviour can cause it to increase,” he explains. A severe response – such as awful nightmares or screaming fits – is another cause for concern.
If the revision period hasn’t started yet, Noel advises getting ahead of the problem by preparing your child in advance. “Explain that they might feel a bit low when they start preparing for exams, but it’s fine. And ramp up the nice things – treats and movie nights – to help them regulate their emotions.” If they show signs of stress once exam season starts, Noel suggests trying behavioural interventions first, like re-teaching good sleep hygiene and making sure you sit down regularly to share meals. Beyond that, he has this advice:
1. Relax your muscles and lower the tone of your voice, whether you think there’s a problem or not. Your child will copy you.
The reason we recommend a lighttouch approach is that sometimes, paying too much attention to a behaviour can cause it to increase
2. Normalise. Explain that stress hormones mess up how we think and feel during a transition. Then explain that we can deal with this by looking after ourselves extra well. This approach, known as ‘psychological education’, is a great way of turning stressful times into learning opportunities.
3. Take a walk in a park or do a mindful meditation together. Both biophilia (an innate affinity between humans and the natural world) and mindfulness have been shown to lower stress while improving health and wellbeing.
4. Educate yourselves as a family. A lot of the distress children suffer could be alleviated by applying tools and techniques from cognitive behavioural therapy (CBT). The book, Mind over Mood: Change How You Feel by Changing the Way You Think, by Dennis Greenberger and Christine A. Padesky is a goldmine.
5. If these interventions don’t work, talk to the school and your GP, or invite a mental health expert to come and work with the family. They’ll help you to develop a healthy family system that builds resilience. So, if your child does suffer a future bout of the blues, it’ll be less severe or prolonged. noelmcdermott.net/mental-health-works-ltd
EXCELLENT UNIVERSITY PLACEMENT OVER 60 NATIONALITIES ARE REPRESENTED IN
WHOLE
SCHOOL OPEN DAY
September 28, 9:30 a.m.
Engaging with your classmates is as important as exploring the subject being taught. In TASIS England's diverse and welcoming community, we celebrate the unique contributions of each person. As students share different cultures and perspectives, horizons are broadened, memories are made, and strong, life-long relationships are cultivated. Find your friends, prepare for your future. Discover your path at TASIS England.
Our beautiful 46-acre campus is located in Thorpe, Surrey. Bus service is available locally and from West London.
Reassessing assessment
The pandemic amplified existing concerns about the dominance of timed assessments in education. Could the time be right for change?
There’s a place for assessment, but the stakes shouldn’t be so high, and the methods should be more varied
When it comes to assessment, teachers and politicians seem to be increasingly on the same page. The last couple of years have seen a raft of reviews, reports and commissions looking into how to reform the system. Prime minister Rishi Sunak and the leader of the opposition, Sir Keir Starmer, have separately adopted several of the recommendations of The Times Education Commission. And some independent schools have announced plans to ditch GCSEs in favour of their own qualifications.
So why is the topic getting so much attention? “What we’re seeing now is the effects of the 2015 government reforms on teachers and students filtering through,” says Alistair McConville, deputy head of The King Alfred School and co-founder of Rethinking Assessment. “Lockdown also provided an opportunity for teachers to step back and think about the nature of timed assessments.”
Perhaps unsurprisingly, Alistair says the findings of the various reviews are similar: the current system is putting too much emphasis on exam performance. Not only does this timed, pen-and-paper approach disadvantage some groups, but it also creates unnecessary stress for many children. What’s more, it ignores the skills employers are looking for, like creative thinking, communication and collaboration.
More than just a numbers game
While excessive testing exists at all levels, Alistair believes that Key Stage 4 (GSCEs) is most ripe for reform. “The number of exams pupils sit is huge – around 30 for someone taking 10 GCSEs,” he says. “The exclusive focus on knowledge retention doesn’t allow students to show they can connect different bits of knowledge. And teachers are so beholden to getting good results that they do nothing but prepare pupils for exams for the preceding two terms.”
The chance to gain this time back is a big part of why some independent schools are designing and badging their own qualifications. Students at The King Alfred School now have the option of taking two or three of its own courses alongside six or seven GCSEs. Latymer Upper School will replace all GCSEs, except for maths and English language, with its own internally assessed courses from 2027. And Bedales School in Hampshire plans to move to Bedales Assessed Courses (BACs) for most GCSE subjects.
The flexibility to phase out or replace GCSEs is currently a privilege of the independent sector. But Alistair expects reform of some kind to follow in the state sector, regardless of who wins the next general election. “The Tories are talking about replacing A levels with an Advanced British Standard, which allows pupils to study a broader range of topics,” he says. “And Labour have talked about assessing ‘oracy’ [a child’s ability to express themselves verbally]. But there’s currently no move to reduce the number of exams.”
The solution: a dynamic
digital learner profile
For Alistair and the advisory group at Rethinking Assessment, the ideal solution would be a ‘digital learner profile’ that allows a student to present their achievements in a cumulative way, from primary right through to applying for university and jobs. “The profile would include the results of exams and other courses, but also evidence of projects, skills in action and work experience,” explains Alistair. “So, instead of exam grades, the continuous mechanism would be a dynamic profile that students have some control over, and that teachers, parents, universities and employers could all use. It would create an incentive for schools to give kids a genuinely broad education.”
Would this approach spell the end of exams as we know them? “There’s a place for assessment, but the stakes shouldn’t be so high, and the methods should be more varied,” says Alistair. “An exam-based system teaches students to fit preordained material into preordained formats, to please a group of examiners who want things to be as simple and comparable as possible. But AI could do that. We want kids to do the opposite: to think creatively, and to show they can produce something that’s their own.”
rethinkingassessment.com; kingalfred.org.uk
DEPTH JOY STRUCTURE SPACE
Your child’s primary years are fundamental in shaping not just what they become, but who they become.
King Alfred School has over 120 years of experience of designing joyful learning experiences which give each child the space they need to discover and develop their passions, to embrace challenge and reflect on their achievements.
Our creative curriculum inspires children because they do it
through experience, through play, through genuine interest; we nurture an eagerness to know more and encourage greater depth of understanding. We have high expectations for our children and give them the freedom to explore and grow -all within a structure which lets them develop at the pace which is right for them. The results speak for themselves; happy, confident children who love to learn.
Find out more about the school, or book to attend an open event at www.kingalfred.org.uk
Lower School Open Morning: 10th October
WHO’S AFRAID OF THE BIG AI?
AI could change the face of education: explore, don’t ignore say the experts at Edufuturists
Recent leaps forward in artificial intelligence, particularly the chatbot ChatGPT, have led to some scary headlines and predictions of a Terminator-style future. But in the education sector, AI technologies have the power to transform how teachers teach and pupils learn. We asked Ben Whitaker and Steve Hope of Edufuturists, which explores the future of education through podcasts, essays and events, to tell us more.
What’s your take on the furore about developments in AI? Should we be worried?
No one likes change, and disruption is necessary for change to happen. For it to be positive, though, we have to get the right minds around the table, asking the right questions. That’s things like: “What do we want this tech to do and how can we get there efficiently, not just quickly?” And: “Where’s the data stored and how is it used?” Asking the wrong questions about AI, or only asking “How can we stop it?”, just makes it scarier.
To what extent are AI technologies already contributing to education in the UK?
Schools have been using AI to support new learning pathways and make teachers more efficient for some time. In that sense, it’s been doing two jobs – making teachers’ lives easier, so they’ll hopefully join and stay in the profession, and prepping pupils for the future by making their learning more personalised and relevant. For us, the biggest issue isn’t exams or Ofsted – it’s the “one size fits all” idea. Technologies like intelligent tutoring systems can personalise a pupil’s learning to help them succeed.
What about big AI “fails” like the A level grading scandal in 2020?
We absolutely need to learn from the mistakes these technologies make, including the biases of the people creating them. That means acknowledging the issues, making the technology represent more diverse voices and having the right regulatory frameworks.
That said, we also need to ask if it’s a bigger risk to maintain the status quo. Ofqual itself admits that GCSE and A level results are accurate within a grade, so a B could actually be an A or a C. That’s potentially catastrophic for a student trying to get into
Schools have been using AI to support new learning pathways and make teachers more efficient for some time
university. It also means that 250,000 GCSE English grades were wrong last year. Multiply that across all the different subjects and it’s millions of inaccurate grades.
What does the future of education look like, in your view?
Some trends are hard to foresee. But we like to talk about Martini Education – Anytime, Anyplace, Anywhere. Google and Microsoft already have tools that can translate a live lesson into multiple languages in real time, for example.
So education can be global as well as virtual. In the future, analytics could also tell us when a pupil is ready to progress –not the grade they get in an exam. We’ll probably need physical buildings to bring people together, though. Pupils can learn remotely, but they’ll need a hybrid model that also allows them to connect and be supported face-to-face.
What advice would you give to parents who are worried about AI technologies in schools, or just want to understand them better?
We’d suggest three things:
1. Explore, don’t ignore. If your child uses ChatGPT to write an essay, don’t tell her to write it herself; turn it into a learning experience instead. Ask her if the essay reads like it’s been written by a child. If it doesn’t, how could she “correct the machine”?
2. Be curious. If you want your children to be fascinated and enjoy life-long learning, you need to adopt the same mindset. So take advantage of all the free stuff out there, like our newsletter and podcasts. Educate yourself!
3. Ask the right questions. You don’t only need to know whether your child’s school is using AI technologies. You also need to know that it’s preparing children holistically for the real world. How is it helping them to develop curiosity, critical thinking and compassion, not just to pass exams? edufuturists.com
Enjoy expertly crafted cocktails and elevated bar food in an intimate, design-led setting. Kensington’s hidden gem is yours to discover at Stables Bar.
Encourage your child to see their devices in a new light with a little expert guidance
If you spend holidays and weekends wrestling the iPad away from your child, it might be time for a change of tack. With the right apps, inspiration and controls, you can help to change their relationship with their devices instead.
“A lot of children automatically see the iPad as an entertainment source, somewhere you go to consume,” says Kevin Tibble, digital literacy coordinator at The King Alfred School. “It’s fun and engaging, but only part of what we could be using the iPad for. It’s why our philosophy is to turn children from passive consumers into passionate creators.”
To bring about this shift, Kevin encourages pupils to view digital technology as a toolkit that can help them with whatever they’re doing. So, rather than offering discrete IT lessons, he works alongside teachers to embed it within the context of the class – all within a ‘walled garden’ of controls designed to keep the children safe. For example, Year 3 pupils built a Fitbit-style step counter for a unit on healthy bodies. “They learnt some basic code to build the counter, which was computer science, then made a strap out of fabric, which was textiles. Finally, they used the counter in PE and at playtimes, which was data collection (maths). And it was all very creative.” Here, Kevin suggests five ways to help your child become a passionate creator.
1. Create a stop-frame animation
With easy-to-learn apps available for both Apple and Android devices, creating a stop-frame animation is simple and creative. Kids can have lots of fun making up stories featuring their favourite Lego figures or Playmobil toys. Watch some examples with your child on YouTube and they’ll quickly get the idea.
2. Make a montage of your adventures
This engrossing activity is perfect for when you’re having dinner, and you need to entertain the kids while you finish eating. Encourage them to take pictures or snippets of film through the course of a day out, then put them together on the phone using Clips or iMovie. They get to choose the music, graphics and text and it’s all super intuitive. And when they’re done, they can send the movie to grandparents and friends, or upload it to Google Drive and share a link. Not just reserved for holidays, this activity can be done on any day.
Our philosophy is to turn children from passive consumers into passionate creators
3. Create a comic
It may sound like a big ask for a child, but making a comic book or graphic novel is simple if you use an app like Book Creator. At King Alfred, we do it from Year 2 onwards. Kids can add their own faces to become the hero of their own story. And if they’re too young to write the narration, they can record it instead. Book Creator also has a nice page-turning effect so it’s more like reading a real comic.
4. Get involved with gaming
Gaming doesn’t need to be an isolated activity. If your child is a massive Minecraft fan, they’ll love it if you ask to join in. You can start a world together and let them be the experts, explaining every facet to you. The Mario Kart games on Nintendo allow you to have four players on one console, too. And if you’d rather just watch, the new Legend of Zelda game, Tears of the Kingdom, offers many opportunities for kids to be creative and solve problems.
5. Invest in an interactive kit
The Osmo series, which is compatible with most iPads and Fire tablets, includes a pizza kitchen and a detective agency. With the Pizza Co. kit, kids attach a mirror to their device and put it on a stand so it can see the countertop. They then take orders and make, serve and take payment for pizzas – interacting with cartoon people on screen at every stage. The game even knows if they’ve given their customers the right change! kingalfred.org.uk
R E A D I N G
I S W I N N I N G
We asked Annie Crombie, deputy CEO of the children’s reading charity BookTrust, to explain the educational, social and emotional benefits for children of reading for pleasure
The benefits of catching the reading bug are huge. For younger children especially, regular shared reading with an adult has effects that extend into their teens and beyond. “With a picture book, there’s a shared focus and an adult is essentially explaining things to a child,” says Annie. “That’s why children who are read to learn more effectively and go on to have better educational outcomes in things like maths and science. We also know that they’re better at regulating their emotions, which allows them to concentrate for longer. They’re more creative and imaginative. And, obviously, they learn more new words than from any other pre-school activity.”
3 surprising facts about reading
1. 95 per cent of parents know how important reading is for their child. Yet only 42 per cent of children get a bedtime story.
2. Shared reading at home exerts a stronger influence on children’s academic performance than parents’ supervision, control of homework or attendance at school activities.
3. 11-14 year olds who read for pleasure eat more fruit, and are less likely to try alcohol or cigarettes – irrespective of their family background.
The cognitive benefits are only part of the story, though. By allowing children of all ages to explore other worlds, reading builds empathy and the ability to put themselves in someone else’s shoes. If children can also see themselves in a character in a book, it makes them feel validated, which improves their self-esteem and wellbeing. As Annie puts it, “There’s nothing like reading for making children feel that they matter and fit into the world.”
Here are Annie’s tips for raising a bookworm:
1. Start early, and don’t stop when your child starts school. A baby gets benefits from being read to from when they are just a few weeks old. What’s more, the benefits continue for as long as the child wants that shared reading time (and the parent can give it).
2. With children up to seven, try to find a time when you can truly focus and be emotionally available. Shared reading helps them to bond with you. Be led by your child, though – even if they want to read from the back, or the same book over and over. They need to feel there’s no wrong way of doing it. And have fun; your child will pick up on your enjoyment.
3. Older children won’t know what kind of book they like unless they have a choice. It doesn’t matter if they read fiction, non-fiction, or graphic novels as long as they get confident in choosing what they want to read. BookTrust’s website gives lots of steer on how to find more of what they like.
4. Learn what works for your child’s needs. For example, what helps dyslexic readers to overcome the visual stress they can feel when confronted with words on a page? BookTrust’s website has a range of book lists showcasing dyslexia-friendly reads for children of different ages. The books also have compelling plots, concepts and characters with dyslexia that we know children have enjoyed.
5. Model behaviour you want to see. If you love reading, and regularly make time for it, your child is more likely to follow suit. So, if you’re out of the habit, it’s a good excuse to go and find a book you’re excited to read!
BookTrust gets millions of children reading each year, especially those from low-income families or vulnerable backgrounds. Find out how you can help at booktrust.org.uk/support-us
Unlocking the potential of AI in education
Oliver Pocknell, Director of Digital Technologies and AI
at
Hurst
School on navigating a new digital age in education for teachers and students alike
In the eyes of many in the education sector, technology is the ever-present enemy; tiny rectangles that distract and corrupt students who would otherwise be studying for their weekly pop quiz. In some schools, where teachers scramble to establish whether or not homework has been plagiarised, blanket bans have been issued on AI platforms such as ChatGPT.
At the other end of the spectrum, AI is heralded as the silver bullet that will enrich learning, remove marking and revolutionise the back office. Teachers might become free to fulfil their wildest dreams in the classroom, as they escape the administrative nightmare holding them back.
As is often the case, the reality of the situation lies somewhere between these two extremes. When used as a safe and effective learning tool, AI is definitely something to be curious about, rather than afraid of. In many ways, it has the potential to unlock new possibilities for teaching and learning as well as equip students with key digital skills; ones that they will inevitably need to enter the ever-evolving workplace. As educators,
it will be our responsibility to firmly take hold of the wheel and steer a course towards this much brighter digital future, all the while keeping in mind its pitfalls. AI platforms, like the notorious ChatGPT, must not become ways to cut corners or make school life easier – they are not ends in themselves. Students must always be able to stand on their own two feet in the real world, without relying on technology to do everything for them. If you flip the learning, you can get the upper hand on AI. You might challenge students to mark an essay written by AI and then come up with a better input. You could get more creative, asking English students to create themselves as characters using generative AI. The better the description, the closer the image will be to the character that they have imagined. At Hurst, over the next few years, our aim will be to fully incorporate AI into taught curriculums, whilst always prioritising the pupils’ experience first. Staff and pupils will be trained in how to use this new technology appropriately and effectively, and we intend to collaborate with other leading independent schools to keep ahead in this digital landscape. The opportunities for using AI in education, from essay writing and revision planning to Learning Support and Careers Workshops, will be ours for the taking.
Whether we like it or not, the future of artificial intelligence is already with us. It’s down to us to decide how best to use it.
To find out more, see hppc.co.uk
Merchant Taylors’ is renowned for its outstanding academic education. Our mission is to truly know each pupil. We support them in exploring world-class opportunities, helping them discover and develop their unique talents.
SIMON EVERSON
Merchant Taylors’ School
What attracted you to the school?
Merchant Taylors’ offers that perfect mix of academic and co-curricular. We’re as sporty as we are musical, and our academic results remain sharp at GCSE and A level. On paper, the school offers an impressive catalogue of achievements, but there’s something less tangible that appealed to me. We have five words embedded at the heart of a Taylors’ education: innovation, courage, confidence, inspiration and joy. In my mind, these
are the defining tenets of our students, who form an ingenious, generous and motivated group.
How would you sum it up in a sentence?
Offering a liberal education underpinned by Enlightenment principles, aimed towards curious minds.
What makes it different?
Merchant Taylors’ manages to cross seemingly oppositional boundaries. We’re seated in countryside bordering on a city; we embrace technological change while honouring tradition;
we foster individuality while maintaining a standard of excellence.
A Taylors’ boy seeks to make a tangible difference. For example, during the COVID-19 pandemic, students led an initiative to produce PPE equipment in the school’s DET building. Here, learning doesn’t always remain abstract.
How would you describe the atmosphere?
There’s something about Merchant Taylors’ which can’t be captured in writing. The energy is simply effervescent, and kindness visibly
We’re as sporty as we are musical, and our academic results remain sharp at GCSE and A level
How do you balance your extra-curricular activities with the academic side?
Our teaching staff are one of the school’s greatest assets; their talents aren’t limited to subject expertise. Aside from teaching, staff work alongside students to offer a rich co-curricular brochure. Importantly, the cocurricular provision is led by appetite; the staff who lead it are passionate, and the students eager.
How do you look after the wellbeing of your pupils?
pervades interactions every single day; it’s not unusual to find an upper sixth former guiding a timid third former to a classroom. Despite being housed in listed buildings, the school is a warm, welcoming place, defined by its overwhelming sense of community before all else.
What about your personal educational ethos?
To learn well, we must first be happy. In all that we do here at Merchant Taylors’, we hope to first inspire joy through education. Success usually follows.
We’re also incredibly lucky to enjoy such a spread of facilities. We boast the new Julian Hill Indoor Cricket Centre, four astroturf pitches, tennis and squash courts, a swimming pool, the lake, drama studios, a cutting-edge DET block, recital halls and much more – all spread across a 285-acre site. With over 150 options currently available, cocurricular is a vibrant part of life at Taylors’.
Our well-regarded pastoral system is fastidiously designed to support every student. Boys are organised into vertical tutor groups within each of our eight houses. The older boys in the group mentor the younger ones, all with the support of a pastoral tutor, who remains with a single cohort throughout their Taylors’ career. Tutors are, in turn, under the wing of heads of houses and heads of section, with the emphasis consistently placed upon forging personal connection. With collegial support at the heart of our school, the difficulties of being a teenage boy are never faced alone.
CONTACT
Lancing, West Sussex, BN15 (01273 452213; lancingcollege.co.uk)
Education with Heart and Soul in Sussex’s glorious countryside 35 minutes by train from central London
A Worth education is a journey in itself including first rate academic learning, the chance to befriend students from all over the world and a broad co-curricular programme.
years
THE HEAD
MARISA BOSA
Senior Deputy Head, Worth School
How long have you been at Worth?
I joined last September, having previously been the Deputy Head Pastoral at Epsom College. Prior to that, I was one of the pioneering staff members of Harris Westminster Sixth Form.
What attracted you to the school?
I was drawn to the idea of living in the country whilst still being close to London and Brighton. It felt like the best of both worlds. I became even more interested in the school after visiting;
you really need to see it in person to fully appreciate its beauty. I decided I definitely wanted to join after meeting Head Master Stuart McPherson. He came across as an empathetic leader with vision.
How would you sum it up in a sentence?
A leading independent co-educational Catholic secondary school that truly lives its values, where pupils are fulfilled spiritually as well as academically.
Describe the campus
Expansive and vibrant. Despite being home to a busy school of
660 pupils, there is also a sense of peace and calm, with the striking Abbey Church located at the heart of campus. Being set within a 500-acre plot affords wonderful amenities, including an extensive sports offering of astro, sports hall, courts, pitches, golf studio, fencing salle and multi-gym. All this, plus breathtaking views, 100-yearold trees, deer, sheep, hedgehogs and rabbits all within steps of our boarding houses…
How is it different?
Our values-based approach to education. Community is at the
division or separation. I knew then that this is a really special place.
How would you describe the atmosphere?
Lively, happy, busy… There is a certain serenity in the air too, especially when the sun is shining! This helps give pupils space to think deeply about their studies and relax with their friends during personal time.
What is your personal educational ethos?
I’m a big believer in expectation theory. When you tell someone that they’re great at something, they can really flourish. I believe that intellectual curiosity stems from confidence –the confidence to ask questions, get things wrong, or dive into something difficult. I believe Worth helps to create these environments through our pastoral systems, which work hard to look after individuals and build these secure environments that make pupils feel safe and able to strive to meet our high expectations.
heart of what we do. Naturally, pupils leave the school as curious scholars, but they also learn how to care for others, be reflective, and how to leave every space a little bit better than they found it. One of the best things about my job is being able to work with this wonderful community of pupils and staff. One of my favourite moments was attending the Sixth Form social. I couldn’t tell you who was year 12 and year 13, who was cool and who wasn’t, it was one large group of young people celebrating the start of term together. No
sporting pursuits, or charitable endeavours. They can focus on one area or do a little bit of everything. The balance will be reached by giving the choice to the pupils to pursue what they enjoy and then using our pastoral system to step in and support when needed. Rather than chase league tables, our focus is to ensure pupils reach their own full potential, often pushing them out of their comfort zones to begin with. We ensure they feel supported in this journey, so they can thrive rather than just survive the stress of exam pressures.
How do you look after the wellbeing of your pupils?
How do you balance the extra-curricular with the academic?
We offer a wide range of extra-curricular options for pupils to get involved in, with sport and clubs taking place throughout the 8.30am-5.25pm day. Pupils can decide to focus on musical or
Safeguarding and wellbeing are paramount. It is important that all pupils have pathways for receiving support, whether that be from tutors, housemistresses/ masters, matrons, prefects, or teachers – there are clear structures in place here with plenty of people to talk to. We also have a school counsellor and a pupil wellbeing officer who can offer more nuanced support, and the huge benefit of onsite chaplaincy and team of forerunners who help support pupils’ spiritual journeys.
CONTACT
Lancing, West Sussex, BN15 (01273 452213; lancingcollege.co.uk)
Paddockhurst Road, Turners Hill, RH10 4SD (01342 710200; worthschool.org.uk)
MODERN EDUCATION
Founded in 2020, Maida Vale School is vibrant, energetic and exciting
Located in the London borough of Westminster, with excellent transport links, Maida Vale School is a co-educational senior school for children aged 11-18, that is committed to providing education of the highest quality that meets each individual child’s needs. As part of the family-owned Gardener Schools Group, alongside Ravenscourt Park Prep School, Kew Green Prep School and Kew House School, the school has extended access to knowledge and facilities by sharing resources, contacts and a passion for education. Founded by teachers, the group provides an education based on clear values and with the overarching belief that talent must be nurtured, so that every pupil reaches their full potential. A holistic approach balanced with a focus on a child’s intellectual, moral, physical and emotional development engenders confidence and self-esteem, leading to intellectual curiosity and a love of learning. The school cultivates values of respect, compassion, tolerance and community responsibility in each student.
Whilst traditions that have been established over time are retained, Maida Vale School takes a fresh approach to all areas of school life and is not bound by current conventions and practice. Individuality of thought and self-motivation are encouraged in all areas of study and exploration. The warm and supportive community provided combines innovative teaching with advanced facilities, meaning the children fulfil their potential, personally and academically, by being nurtured and inspired. The school believes a child’s education is a shared responsibility, one that works best when all parties are engaged – school, parents and the students themselves. This is why an ‘open door’ culture is in operation, where parents can drop in at any time, for any reason – be it a catch up over a cup of coffee or talking with a teacher about their child’s progress. Entry is typically at Year 7 or Year 11, but other places do occasionally become available. Maida Vale School selects interesting, able and
team, supporting and inspiring one another. The innovative timetable, 90-minute lessons and three-year GCSE courses facilitate deeper subject knowledge, which is further underpinned by an impressive enrichment programme.
Smaller class sizes and a unique pastoral care system means every child is known individually. Students are assigned a Personal Tutor on arrival who remains their mentor, sounding board and guide throughout their time at the school, forming the backbone of support for both learning and personal development.
Maida Vale School believes that a truly modern, enriching and holistic education is not only the product of innovative teaching, but is complemented by state-of-the-art facilities. The impressive Victorian building underwent a complete renovation in 2019 meaning the school wants for nothing when it comes to educating
today’s children. The creative arts classrooms are flooded with natural light from large windows with views across London, making them an inspiring space in which to create. Each STEM subject has its own specialised laboratory and Design Technology is taught in a professional workshop with cuttingedge equipment. The latest design software is installed on PCs in the adjacent Computer Science and CAD Laboratories. This allows students to not only think of an idea, but to turn it into an object. Whilst the Food Tech Kitchen, with 11 fully stocked workspaces, is an ideal learning environment for students interested in hospitality.
As for the performing arts, there are also Drama and Dance studios providing space for rehearsals and the Maida Vale School Theatre can house audiences for productions. Both are
supported by an impressive range of audiovisual equipment, which can also be used for guest speakers and music concerts. Inspired by being only a 10-minute walk from the former BBC Studios, where a panoply of rock royalty – David Bowie, The Beatles and Led Zeppelin amongst others – recorded sessions, the school’s musicians enjoy large rehearsal rooms and music classrooms for ensemble pieces, alongside more personal spaces for individual practice. There is a grand piano and various other stringed and woodwind instruments available for pupils to use, as well as Macs equipped with the latest professional music production software that can be used for composition.
Students are taught to be creative, think critically and challenge ideas whilst learning to respect the opinions of others, to become people who are intellectually curious and socially conscious. The school recognises talent, allows pupils to feel they can take risks and brings parents into the process at every stage. This approach leads to excellent academic results, rounded, thoughtful students and happy school communities.
To attend an upcoming open morning, visit maidavaleschool.com or email admissions@maidavaleschool.com
A TASTE OF WIMBLEDON
This summer, The Leopard Room at The Rubens plays host to Sweet Serve - a limited-time pop-up with an elegantly crafted dessert paired with Champagne Lanson and live screenings throughout the Championship. For private events, The Leopard Room offers an intimate setting with its own entrance, cocktails, canapés and live entertainment - just steps from Buckingham Palace.
