British Education Singapore Autumn 2026

AB SO LUT E LY B R I T I S H E D U C AT I ON | S I N G A P O R E & M A L AY S I A E D I T I O N

BRITISH AUTUMN 2026

SINGAPORE & MALAYSIA EDITION

AUTUMN 2026

FOCUS ON

Christ College Brecon THE LOWDOWN ON TRADING PLACES

Personal growth D E V E L O P I N G S K I L L S I N A VA R I E D C U R R I C U L U M PLUS TEACHER’S PET? The many benefits of animals in schools ZE ST.LONDON COVER WITH SPINE.indd All Pages

THE PREP QUESTION What age to prioritise? A GOOD INNINGS The rise and rise of girls’ cricket

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Take Take a acloser closer look... look... there’s there’smore morethan than meets meetsthe theeye eyeatat

FindFind out out more more at berkhamsted.com at berkhamsted.com AD BERKHAMSTED GROUP OF SCHOOLS.indd 2

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Independent Independent Co-educational Co-educational DayDay & Boarding & Boarding school school

2026 2026

A Level A Level resultresult

2026 2026

GCSE GCSE resultresult

86% 86%

of students of students secured a place secured a place at at first-choice theirtheir first-choice university university 9 - 89grade - 8 grade

56.5% 58.9% 58.9% 56.5% A*- AA*grade A grade

30 mins 30 from mins London from London Euston Euston 40 mins 40 from mins London from London Heathrow Heathrow

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INDEPENDENT SCHOOL OF THE YEAR FOR ACADEMIC EXCELLENCE

A CO-EDUCATIONAL DAY AND BOARDING SCHOOL IN YORK, ENGLAND, WELCOMING CHILDREN FROM 3 MONTHS TO 19 YEARS. ENGLISH LANGUAGE PROGRAMME MEDICAL PATHWAY OXBRIDGE PROGRAMME NCUK FOUNDATION YEAR A LEVELS, BTECS, GCSES PERFORMANCE PATHWAYS FOR SPORT AND PERFORMING ARTS +44 (0)1423 333330 | ADMISSIONS@QE.ORG | VISIT QE.ORG

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SCHOOL FEATURES OVER 150 CO-CURRICULAR ACTIVITIES & CLUBS WORLD CLASS GYM & SPORTS FACILITIES OVER 30 ACRES OF SPORTS PITCHES INTERNATIONAL LIAISON OFFICERS CAREER & UNIVERSITY SUPPORT PROGRAMME INTERNATIONAL SUMMER SCHOOL & HOLIDAY CAMPS

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CONTENTS AUTUMN 2026

EDITOR S

Libby Norman Pendle Harte 

35

GROUP A DV ERTISING M A NAGER

Nicola Owens 

MEDI A CONSULTA N TS

Anna Clarke

A RT DIR ECTOR

Pawel Kuba 

UP FR O N T

13 BESSA

GR A PHIC DESIGNER S

Bruna Faccin Mari Suzuki Pamella Moreno 

A welcome from Stephanie Cheah

14 SCHOOLS NEWS What's going on in the world of education

M A R K ETING M A NAGER

Jessica Shaltout 

FO CUS

DIR ECTOR

22 CHRIST COLLEGE BRECON

James Fuschillo Craig Davies 

Life behind the scenes at this Welsh school

PUBL ISHING DIR ECTOR

Sherif Shaltout

27 FUTURE READY Stephanie Cheah considers qualities that can't be taught

For advertising enquiries please call +44 (0) 20 7704 0588 or email: advertising@zest-media.com Subscriptions are available simply by emailing info@zest-media.com

22 PREP

30 ANIMAL MAGIC

74

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Zest Media Publications Ltd. cannot accept responsibility for unsolicited submissions, manuscripts and photographs. While every care is taken, prices and details are subject to change and Zest Media Publications Ltd. take no responsibility for omissions or errors. We reserve the right to publish and edit any letters.All rights reserved.

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Why creatures belong in classrooms

59

35 SUCCESS STORY Why building confidence starts early

BRITISH SINGAPORE EDITION

AUTUMN 2026

SENIOR

55 REVISION SKILLS

A no-pressure approach

59 END GOAL

FOCUS ON

Christ College Brecon THE LOWDOWN ON TRADING PLACES

Personal growth D E V E L O P I N G S K I L L S I N A VA R I E D C U R R I C U L U M PLUS TEACHER’S PET? The many benefits of animals in schools THE PREP QUESTION What age to prioritise? A GOOD INNINGS The rise and rise of girls’ cricket

Preparing pupils to thrive

74 WHITE STRIPE

55

The rise of girls' cricket at Wellington College

F RO NT COVE R

CHRIST COLLEGE BRECON Brecon. Powys LD3 8AF, +44(0)1874 615 440 christcollegebrecon.com

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We l c o m e

From the

EDITOR

A

t the beginning of the academic year, there’s a heightened sense of excitement around school life. New starters settle in, current pupils move into the year above and everyone embarks on a fresh start. And for international pupils starting a new education journey in the UK, it’s a heightened experience – which is why parents work so hard to find the right school for each child.

There’s pure joy in animals, especially when you put them together with children, and our Prep lead feature finds out more about their impact on four schools. We also head down to Milton Abbey in Dorset, where animals are ‘the heartbeat’ of school life, thanks to its busy farm and equine centre. Another focus of this issue is sport. Games brings elation and disappointment – hopefully not in equal measure – but matches can’t be won each and every time. In our Senior lead feature, we look at the changing

“WHERE ONCE IT WAS ABOUT STUFFING TROPHY CABINETS, THESE DAYS SCHOOLS OFFER A MENU OF BRILLIANT OPPORTUNITIES TO ENSURE CHILDREN FIND THE SPORTS THEY LOVE” As ever, we are looking beyond results and the academic curriculum in our approach to education. In this issue we are lucky to have an invaluable insight into school life at Christ College Brecon, which has been the subject of a fascinating Trading Places documentary. Our Focus feature takes us behind the scenes to look at the joys and challenges of filming, and at what the experiment revealed about life at school.

make-up of school games. Where once it was about stuffing trophy cabinets, these days schools offer a menu of brilliant opportunities to ensure children find the sports they love – and learn more about their own strengths and the power of play to unite us.

Libby Norman EDITOR

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• A B S O L U T E LY E D U C AT I O N •

CON T R IBU TOR S

Mark Wilson

Head of School, ACS Egham

A teacher and school leader for over 25 years, Mark Wilson worked in the UK before moving into international education by joining Nord Anglia in 2009. He headed The British International School Shanghai before becoming Head of School at The British International School of Houston. A Drama teacher by training, he has taught across different syllabuses – and still teaches Theory of Knowledge on the IB Programme. In this issue, he discusses ACS' Schools' recent survey revealing what university admissions officers really value in applicants.

Kristina Lewis

Deputy Head Academic, JAGS

Kristina Lewis joined JAGS in January 2026, having previously held the role of Deputy Head Academic at Blackheath High and, before that, Assistant Head at Francis Holland School. She read History at Cambridge before completing a Master's degree at UCL. Alongside her Deputy Head role, she teaches in the History and Politics Department. In this issue, she discusses the innovative JAGS Pathway, designed to support GCSE studies with a robust internally assessed programme of academic and creative challenges and future-ready skills.

Phillip Makhouli Headmaster, Aberdour School

Born and raised in the northern Highlands, Phillip Makhouli studied electrical engineering and originally worked in the nuclear power industry. After retraining as a teacher, he taught Years 5 and 6 in Elgin and London, before moving to Holmewood House Prep as Head of Maths and then Director of Teaching and Learning. This led on to his Headship, at Skippers Hill Manor, and he became Headmaster of Aberdour in 2025. In this issue, he discusses the importance of self-knowledge as the platform for success.

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We l c o m e

Welcome from

BESSA

THE RIGHT SCHOOL CHANGES EVERYTHING

C

hoosing a school is one of those decisions that can feel overwhelming. It’s not just about exam results, impressive facilities or a brand name. The right school, or rather right kind of school, is where a child will thrive and grow – academically, emotionally, socially – in every possible way.

Consulting league tables, reading websites and visiting schools are certainly a starting point, but they rarely tell you everything. Parents know their child better than anyone and to figure out if a specific school is a good fit takes time and digging below the surface. Please look past the big names and

Some are traditional and formal, with an emphasis on heritage, and discipline. Others are more alternative or creative in their approach. Some thrive on competition — academic, athletic, or musical. Others focus more on collaboration and personal growth. One practical way for parents to do their research is to attend a curated school show like BESSA. It’s designed for families exploring schools and summer camps in the UK, offering them the unique opportunity to meet Admission Directors 1-to-1, hear from education experts, and ask questions specific to their child’s needs. Instead of just relying on websites or word of mouth, parents can compare schools

“GOOD SCHOOLS HELP PUPILS UNDERSTAND HOW TO THINK FOR THEMSELVES AND HOW TO BOUNCE BACK WHEN THINGS GET TOUGH” ask deeper questions like: “What teaching style actually makes my child feel confident? Would they do better in a large, busy school or a smaller, more nurturing community? Do they need academic stretch, pastoral support, specialist provision, creative freedom, or lots of sports?” The right academic environment should push a child without crushing them. If they’re always struggling, they’ll lose confidence. If they’re not challenged enough, they might just tune out. Finding that sweet spot is key. Good schools don’t just churn out good exam results. They help pupils understand how they learn, how to think for themselves, and how to bounce back when things get tough. Culture matters just as much. Every school has its own vibe, values, and daily rhythm.

in person and get a clearer sense of each school’s ethos, strengths, and suitability. The right school can be transformative. It can unlock confidence in a child who’s been overlooked, provide direction to one who is a bit unmotivated, stretch one who is ready for a challenge, or give stability for one who needs support. When parents take the time to research carefully, ask the right questions, and seek informed advice, they give their child the best shot at finding that place. And when families find that fit, everything changes.

STEPHANIE CHEAH FOUNDER, BESSA BESSA.ASIA

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G R E AT G A M E S Millfield athletes enjoyed outstanding success at the Commonwealth Games, which took place in Glasgow over the summer, with 22 selections and a total of 15 medals (two golds, seven silvers and six bronzes) across swimming, athletics, and cycling. Representing Jersey, Millfield student Filip led the way with a gold medal in the men’s 200m and silver in the 100m breaststroke.

“Millfield athletes enjoyed outstanding success at the Commonwealth Games in Glasgow”

Phone free The Girls’ Day School Trust (GDST) has announced that all 25 of its schools – including Notting Hill & Ealing High (pictured) will be mobile phone-free from September for pupils up to Year 11. This builds on current guidance and practices, with many GDST schools creating mobile phone-free environments with lockers or secure pouches.

Lacrosse champs

NEW HEAD

Berkhamsted Schools lacrosse is celebrating an exceptional season of achievements. The school played 150 matches and fielded 15 teams, with strong participation across year groups and skill levels. Berko U14A and U15B teams were champions at National Schools Lacrosse, while U19A and U18B achieved top 8 and runner-up position respectively.

Worth School welcomes Ben Pennington as Head this September. He is current Head of Senior School at St Andrews, Turi in Kenya, and with experience encompassing leadership roles at King’s Ely, Ampleforth and Sherborne Prep. He says he looks forward to nurturing a community where young people are inspired to flourish.

INDIA OPENING Bedford School Mohali, the first British International girls’ school in Northern India, opened in April. Located on the outskirts of Chandigarh and developed in partnership with Doon International Education Society, it offers day and boarding options. The campus has extensive science, sports and creative arts facilities and a 1,000-seater auditorium.

“It was a great experience...to compete at a certain level. It teaches you discipline, focus, and certainly keeps you out of trouble” J A S O N S TAT H A M

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UPFRON T / NEWS

DOUBLESUCCESS

Go pro

Ludgrove Prep in Berkshire has ‘done the double’, with pupils Adrian and Kai being awarded King’s Scholarships from Eton College. With a maximum of 14 KS awarded each year, it is a remarkable feat. The boys will join last year’s leaver Jacky, and Jaey who joined their ranks in 2022.

Charlie Taylor (16), a pupil at Malvern College is celebrating signing his first professional contract with Warwickshire Cricket Club. He has already been tipped as one of the most exciting young cricketers in the country, having been selected for the England U19 squad at the age of just 15.

R eading pr ior it y SPORTING CHAMPION

The Children’s Laureate Frank Cottrell-Boyce has called for urgent action to reverse the decline in parents reading to children. A BookTrust survey found that children aged up to 8 who reported liking or loving reading rose from 66 to 80% between 2021 and 2025, while daily shared reading dropped from 60 to 49%.

NEW LEAD Cobham Hall has welcomed Doug Brown as Headteacher. With more than a decade of experience leading Hertford Prep School, the new Head says he is excited to join the Cobham Hall community and help its students discover what they are capable of. The Cobham, Kent co-ed day and boarding school is part of the Mill Hill Group.

Cottesmore school swimmer Elliot Daruty has been crowned National Champion in the 13–14 years 100m freestyle at the 2026 Swim England National Summer Meet. Elliot delivered an outstanding swim in 56.18 seconds to take gold, claiming first place on one of the biggest stages in English swimming.

“It’s important for us to know that our worth isn’t defined by how well we do in our sport” COCO GAUFF

SOMETHING THEY SAID

“WE HUMAN BEINGS ARE STRANGE CREATURES AND STILL RESERVE THE RIGHT TO THINK FOR OURSELVES” M A R I LY N M O N R O E

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6

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MY

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“…for bright sparks with drive and determination, there’s nowhere quite like it” Good Schools Guide

53%

grade 9 at GCSE

(2024 - 2026)

www.concordcollegeuk.com

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37

students achieved

A*A*A*

or better at A Level (2026)

enquiries@concordcollege.org.uk

42%

grade A* at A Level

(2024 - 2026)

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UPFRON T / NEWS

CAMBRIDGE MERGER

Head appointment

The Leys and St Faith’s will become The Leys School, Cambridge from September 2028, offering an all-through education. They have been part of the same foundation since 1938. Early Years to Year 8 will be educated at the current St Faith’s site, while Years 9 to 13 will be based at The Leys’ site.

Sophie Blewitt has been appointed Head of Hanford Prep. She was previously Director of Studies at Sherborne Girls, as well as Head of Languages and Assistant Head of Professional Development. Currently Hanford’s Interim Head, she says: “Hanford is an amazing school where a magical childhood and academic excellence go hand in hand”.

Cr icketer retur n Eve Jackson, who left Christ College in 2025, has presented a framed shirt to the school. The shirt, arranged by the Old Breconian Association, was in recognition of her selection for Glamorgan Women’s while she was still in Sixth Form. She also represented Wales in Year 12 on an international tour.

GAME I N N OVAT I O N

S C I E N C E S TA R St Catherine’s Prep, Bramley’s Maren Kelly has received the prestigious Primary Science Teaching Award. She joins a network of some 200 Primary Science Teacher College Fellows across the UK and has been selected to represent the UK in a two-year international STEM project led by Science on Stage Germany and supported by the GEA Foundation.

St Clare’s Young Enterprise team, GlobU, enjoyed success at the regional competition in Reading, where they presented an educational board game promoting cultural understanding through interactive learning. The concept, which was inspired by the team’s diverse backgrounds, impressed judges with its originality and social relevance, earning the Oxfordshire Innovation Prize.

“Maren Kelly of St Catherine’s Prep, Bramley will represent the UK in a two-year STEM project”

Per fect play

MUSIC MAESTRO Talented composer and pianist Jacky Zhang, 17, has won the 2026 Sheepdrove Piano Competition at Newbury Spring Festival, the youngest winner in the competition’s history. A Royal College of Music student since the age of 7, he received the first prize of £3,000, donated by Sheepdrove Trust.

Reddam House Berkshire has been awarded a Platinum grade by OPAL (Outdoor Play and Learning), meaning it is within the top 1% of primary schools nationally for play provision. Head Rick Cross says the award: “reflects our belief that children learn just as much beyond the classroom walls as they do within them”.

SOMETHING THEY SAID

“Nothing is ever given in this game... It’s very humbling as well... The humility just goes hand in hand with the game” AARON RAI

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headingtonschool.com

Be who you want to be Day and boarding school in the heart of Oxford for girls aged 11-18

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UPFRON T / NEWS

French exchange

ICE CHALLENGE Wycliffe Prep pupils in Years 6-8 have been honing entrepreneurial thinking and teamwork through an employer-led challenge in partnership with Marshfield Farm. One tough challenge has been creating a new ice cream flavour, exploring every stage of product development. The project is part of the Gloucestershire through-school’s innovative Discovery Programme.

Taunton School is helping to revive the traditional pen pal programme through a partnership with Collège Joseph Kerbellec in Brittany, France (pictured), whose Year 8 students recently visited Taunton after exchanging letters, videos, photos, and gifts throughout the year. Both schools are excited to continue growing their relationship and are already looking forward to their next meet up.

Barclays Football Ambassador Ian Wright went back to school, visiting Elizabeth Garrett Anderson School in Islington to listen to what pupils and teachers had to say about sport – in particular, barriers to girls’ participation in PE at school and beyond. The visit was part of the FA and Barclays ‘Made for the Game: Breaking Barriers’ campaign.

F I L M I N V I TAT I O N

PROJ ECT S H OWC A S E The Sherborne Project Qualification (SPQ) exhibition took place in early June, with Year 8 Sherborne pupils showcasing their work to parents, staff, governors and senior schools. The SPQ is an extended independent project, with each pupil choosing a topic of personal interest. This year’s themes included gene editing and the science behind earworms.

Science explorers Felsted School Science week included a talk about how robotics support surgeons, a Faraday Institute workshop on our place in the universe, live experiments and fossil handling. Pupils from Years 3 to 8 collaborated on a series of engineering challenges – from designing structures to slow down ice thaw to designing space rovers.

B AC K TO SCHOOL

Wrekin Prep pupils attended a film premiere at BFI IMAX, London following a personal invitation from Henrietta Grainger, a former student now working with the charity Made By Dyslexia. What is Dyslexia? is an animation featuring voices from stars such as Jeremy Irons and Liv Tyler and aims to reshape how dyslexia is perceived.

Celebrating success Orchard House School in Chiswick, West London is celebrating a year of achievement. The school’s 2026 U11 Girls’ Netball Team were crowned IAPS National Runners-Up. In addition, Year 6 leavers secured 150 senior school offers and 42 scholarships and Orchard House staff received multiple Pearson National Teaching Awards honours.

SOMETHING THEY SAID

“THE MORE WE EXILE OURSELVES FROM NATURE, THE MORE WE CRAVE ITS MIRACLE WATERS” D IAN E ACKE R MAN

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BEHIND THE SCENES Christ College Brecon allowed TV cameras into the school to discover what life is really like... Page 22

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Opening

MINDS Gemma Roberts, Director of Admissions at Christ College Brecon, on the leap of faith, and ultimate rewards, of letting TV cameras in to show what life is really like in an independent school

A

s Director of Admissions, I spend much of my time welcoming prospective families to Christ College Brecon (CCB). Every visit is an opportunity to help people understand what makes our school unique. We talk about community, academic achievement, co-curricular opportunities and our beautiful location in the heart of Bannau Brycheiniog (Brecon Beacons) National Park. But above all, we try to convey something much harder to describe: the feeling of belonging that defines our community. When a television production company approached us about filming an episode of the Channel 5 documentary Trading Places at the school, our first reaction was a mixture of excitement and apprehension. The brief was to welcome three young people who had given up on education, and let them spend a week with us as boarders.

For a week, our school would become their set. We would have no script, no influence over the edit and no control over how millions of viewers might perceive us. Whatever the cameras captured would become our story. It was a leap of faith. Independent schools are often viewed through a narrow lens. Public debate and media can paint a picture of privilege, exclusivity and tradition that feels disconnected from the reality experienced by many schools today. We knew there was a risk in opening our doors, but we also recognised an opportunity. Because we genuinely believe in our values and our community, then perhaps the most powerful thing we could do was simply allow people to see them for themselves. The production company selected CCB because of our reputation for being a close-knit community, our strong values and the opportunities our pupils enjoy through learning and living in the heart of the Bannau Brycheiniog National Park. The documentary followed the three young people who had become disillusioned with education,

ABOVE Pupils at Christ College Brecon RIGHT A beautiful location in the Brecon Beacons

“Another unexpected revelation came in chapel... It reminded me that wellbeing isn’t always about adding more to young people’s lives”

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FOCUS X X X X/ /FE XX ATUR XXXX E

immersing them in life at our school for a week to discover whether a different environment might change their perspective. What unfolded was fascinating. The participants arrived with understandable assumptions about boarding-school life. The expected formality, or that every pupil would come from a privileged background – ‘they’ll be posh’ was mentioned a lot on arrival. The reality was rather different. Our school community reflects a broad cross-section of modern society. Our families include local professionals, farmers, self-employed business owners, Armed Forces families and boarders from around the world. What unites them isn’t background or circumstance, but a shared belief in kindness, opportunity and supporting each other to fulfil their potential. AUTUMN 2026 | B R I T I S H E D U C AT I O N | 23

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FOCUS / FE ATUR E

One documentary participant asked a question about our pupils that has stayed with me ever since: ‘Why are they so polite?’. It made me smile because, to our pupils, there is nothing remarkable about being courteous or holding a door open for someone. Those behaviours aren’t rehearsed for visitors – they are simply part of living together. When young people share classrooms, meals, sports pitches and boarding houses, they quickly learn that kindness and respect aren’t optional extras, they’re what make a community work. Another unexpected revelation came in chapel. For many of our pupils, gathering together each morning has become an important rhythm of school life. It’s a chance to sing wholeheartedly, reflect quietly, pause before a busy day and spend time together as one community. Our visitors found it completely unfamiliar at first. By the end of the week, they spoke openly about how much they valued those moments in chapel and how surprisingly positive they found the experience. It reminded me that wellbeing is sometimes about creating space to slow down. Perhaps the greatest transformation happened beyond the classroom. Our location means that adventure is part of everyday life. Hiking in the mountains

ABOVE Outdoor pursuits at Christ College Brecon

and mountain biking through forest trails are not simply outdoor pursuits – these activities help young people discover what they’re capable of. Such experiences ask them to lead, to persevere, to trust others and, occasionally, to fail before succeeding. For the documentary participants, those challenges became moments of genuine personal growth. Their confidence didn’t appear overnight, but you could almost see self-belief beginning to replace self-doubt. They discovered something we try to instil in every pupil: courage isn’t the absence of fear but being willing to have a go anyway.

“Watching the three participants leave, I couldn’t help wondering whether they carried away a little ‘hiraeth’ for our peaceful corner of Wales”

BELOW Valued moments in Chapel

That philosophy matters because too many young people today are held back by a fear of failure. We want pupils to understand that making mistakes is not something to avoid – mistakes are often where the most meaningful learning begins. The experience of letting the cameras in wasn’t only transformative for our visitors. Our pupils represented the school with remarkable maturity, welcoming strangers into their daily lives and speaking passionately about the community they call home. Several pupils with aspirations to work in television were invited to shadow the production crew, gaining an invaluable insight into careers behind the camera. Looking back on that week of lights, camera and unscripted action, I’m incredibly glad we took the risk. As Director of Admissions, I spend a great deal of time trying to explain what makes Christ College Brecon different. Yet community is one of those qualities that cannot be fully captured in a prospectus or measured in examination results. To understand it, you have to experience it. There is a beautiful Welsh word, ‘hiraeth’, often described as a deep longing for a place that has touched your heart. Watching the three participants leave at the end of the week, I couldn’t help wondering whether they carried away a little ‘hiraeth’ for our peaceful corner of Wales. More importantly, I hope viewers of the programme came away with a reminder that independent schools should not be defined by outdated stereotypes, but by the people within them. Behind those school gates are young people learning not only how to achieve academically but also how to become kind, resilient and confident human beings. And perhaps that was the real story the cameras captured all along. Trading Places is available online. channel5. com/trading-places/season-1/episode-2 christcollegebrecon.com

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EmPoweRIng eVeRy GIrl tO FloURisH

Girls 11-18 • Full boarding • Flexible boarding • Day

Wykham Park, Banbury, Oxfordshire | www.tudorhallschool.com

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Raising Future-Ready Kids What does it really mean to raise a child who is ready for the future? Academic results are important, but young people also need confidence, independence, resilience, adaptability, communication skills and the ability to solve problems BY S T E P H A N I E C H E A H , FO U N D E R , B E S S A

T

hese qualities are hard to teach in just one lesson. But they can be built through daily life, through small responsibilities, setbacks, conversations and chances to step forward. At home, many children have an extensive support system. Their parents or domestic helpers remember what needs to be packed, when to do homework and how to get from one place to another. They provide reassurance and step in when difficulties arise. Time away from home removes some of that scaffolding, while still offering a safe and supportive environment. A residential summer camp can be a valuable first step. For one or two weeks, children have to navigate everyday challenges: sharing a room, looking after their belongings, introducing themselves to new people and speaking to an adult if something is wrong. They may miss home, lose a competition or try an activity they are not immediately good at. These experiences can feel uncomfortable, but they also provide children with evidence of their own capability. When a child then looks

back and thinks, “I found that difficult, but I managed”, this is when confidence grows. Every good school gives students chances to develop soft skills. But boarding can amplify this because boarders have more hours in the school community and they have more chances to practice. They develop leadership in the house, teamwork on the pitch, bravery through drama, music and public speaking, and initiative through expeditions and service. Boarding school offers a progression through practice: first, joining a club, then

helping organise it, mentoring younger pupils, and eventually leading it. For parents, one of the greatest challenges is allowing a child to experience manageable difficulty. When a child says, “I want to come home” or “I didn’t make the team”, the natural instinct is to fix

For parents, one of the greatest challenges is allowing a child to experience manageable difficulty

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FOCUS / FE ATUR E

About the BESSA Schools Show the problem. Genuine wellbeing and safeguarding concerns must always be taken seriously, but instead of immediately providing the solution, parents might ask: “Who could help you?” or “What might you try tomorrow?” Resilience cannot develop if children never have to struggle, adapt and try again. Of course, boarding school will not be right for every child. Parents need to consider age, maturity, personality, interests, and academic fit. A child does not need to be completely fearless (and it is normal to feel homesick), but they

should feel some curiosity, ownership and sense of excitement about the decision. For parents who want to explore summer camps and boarding in the UK, BESSA is designed to make that easier. In one afternoon, families can meet and compare many leading UK schools face-to-face. This is a unique opportunity to ask real questions, such as: How do you support overseas pupils? What does pastoral care look like? Where do leavers go? What sort of child thrives here? Come down to BESSA and discover more about how a boarding experience can equip your child to be future-ready!

• In Singapore on Saturday, 31st October

2026, 10am to 4pm Shangri-la Hotel, Jurong Ballroom, 22 Orange Grove Road, Singapore 258350

• In Malaysia on Sunday, 1st November

2026, 12pm to 5pm Shangri-la Hotel, Junior Ballroom, 11 Jalan Sultan Ismail, Kuala Lumpur 50250

For entry tickets and more information, visit: bessa.asia/school-shows

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FAMILY RUN FULL BOARDING SCHOOL Close to major airports, with excellent academic results. Book a private tour at cottesmoreschool.com Buchan Hill, Pease Pottage, West Sussex, RH11 9AU Telephone: 01293 520648 | admissions@cottesmoreschool.com

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Prep SELF-KNOWLEDGE P . 35 PREP POSITIVES P . 38

ANIMAL CRACKERS Carson, official Reading Dog at Queen Ethelburga's. See Page 30

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ABOVE Animal encounters at Francis Holland Prep

A N I M A L

MAGIC

From providing comfort and teaching valuable lessons about empathy and care for the world around to supporting shy young readers, animals add magic that brings learning to life. Three schools tell us more about the rich benefits they bring

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Chapter House Prep School, Queen Ethelburga's At Chapter House Prep, part of QE in North Yorkshire, there's no doubt of the value animal encounters add to school life and learning. But the Head of Chapter House Karen Kilkenny says the arrival of reading dog Carson has been one of ABOVE the most successful and popular A great listener, initiatives of all time, especially Carson supports pupil progress at with the younger children Chapter House (Chapter House educates children Prep, QE from age 3 to 10). "It has increased the confidence of reluctant readers having a nonjudgemental audience. The children are purely reading for pleasure with no one pointing out mistakes or questioning them on the text," she says. Carson is a terrific listener, never interrupts or looks bored, and is more than happy to be read to. And the effect is profound. "We have seen their confidence increase and their reading

“Thanks to Carson, QE pupils’ reading has become more confident – and one Year 1 child’s reading age improved by two years over one term”

has become more animated, with more expression – one Year 1 child’s reading age has improved by two years over one term, and they are more curious about reading different texts." Carson does more than listen, playing an active part in school life by encouraging throwing practice – he gives his undivided attention if you throw a ball and will come back for more. He also encourages pupils to get outdoors in all weathers and enjoy a bit of exercise. Alongside his reading support, Carson helps to boost wellbeing for everyone. "Being around our calm, friendly Carson helps reduce children’s anxiety, boosts mood and gives the children a chance to talk about any worries in a nurturing, inclusive environment," adds Karen Kilkenny. She believes the friendship without judgement Carson provides helps children regulate their emotions. "His presence also encourages social interaction

and fosters empathy and responsibility among our children." While Carson is the undoubted star of Chapter House, the children have plenty of other opportunities to learn from animals, with visits to Yorkshire Wildlife Centre for the younger pupils and exciting trips to see the bigger wildlife of Chester Zoo for Year 5. Such visits reinforce classroom learning. KS1 children are learning about animals from Africa and Polar regions, as well as animals through time (including dinosaurs). Visits to see real species in their habitats builds curiosity and reinforces what they are learning about classification, food chains, diets, habitats and the differences between behaviours. As they move up the school, there is more scientific knowledge about rainforest habitats and animals, prey and predators, nutrition, and the way some animals have skeletons and muscles for support, protection and movement. AUTUMN 2026 | B R I T I S H E D U C AT I O N | 31

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The Downs Malvern At The Downs Malvern, animals play a large and lively role in school life, particularly through the school's smallholding, where pupils are able to experience animal care, food provenance and the natural world at first hand. "Our resident animals include pedigree Oxford Sandy and Black pigs, with numbers fluctuating depending on piglets," says Andy Nuttall. There are also around 40 Japanese quail, plus guinea fowl, ducks, chickens – including Cream Legbars and Cuckoo Marans. "And Ayam Cemani chickens from Indonesia," adds Andy Nuttall who, it's worth noting, studied Zoology at Imperial College. "We also have three beehives on site. In addition, ABOVE Avian care at The sheep graze in our orchard, giving Downs Malvern and pupils the opportunity to learn from (below) quality time a local farmer, although the sheep are with the pedigree pigs not part of the school’s own animal collection." cradling a quail or rubbing This wonderful collection brings multiple a pig’s tummy, while others learning opportunities. Pupils interact are drawn to the practical side, such as with the animals through regular farming building shelters and improving animal activities, including Pre-Prep sessions on environments," adds Andy Nuttall. Fridays and Prep School farming activities The team at The Downs Malvern as part of the school's extensive Saturday find that its animals will often prompt Hobbies programme. There's also the value wider conversations around empathy, of just having animals around. "Children responsibility and looking beyond ourselves. from Nursery to Year 5 also pass the And caring for other living creatures helps animals on their way to Forest School, pupils understand that animals have needs, making these encounters a familiar and routines and sensitivities, which encourages joyful part of everyday school life." pupil patience, kindness and responsibility. While all the animals are of interest, The Andy Nuttall can see big educational pupils are enchanted by young animals – benefits. Children gain first-hand knowledge from the tiny quail chicks and ducklings of life cycles and the features of different to new piglets. "Different children vertebrate groups, while also developing naturally gravitate towards different an understanding of food provenance and aspects of animal husbandry. Some love hygiene. They grow supplementary food the direct contact, whether that is gently for the animals, learning more about plant

life cycles and the importance of ensuring a balanced diet. "These encounters also open up broader conversations about seasonality, sustainability and food miles, particularly when discussing the value of locally produced meat and vegetables." Across The Downs Malvern, there is huge excitement when the smallholding welcomes a new arrival large or small. The children are also very interested in the life of the school beehives, leading an assembly on the pollinators' vital role in our world. “They recently enjoyed marking World Bee Day with a honey-tasting experience and honey-themed cuisine."

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PR EP / FE ATUR E

“At Francis Holland Prep, the annual Charity Dog Show is hotly contested, showcasing animal whisperer skills alongside creativity”

BELOW Francis Holland therapy dog Kanga

Francis Holland Prep School At Francis Holland Prep, school life is made joyful by Kanga, a Hungarian Vizsla Therapy Dog, who belongs to the school's Lead Counsellor and has been a resident for six years – ever since she was a puppy. Kanga is a key member of ContemPlace, the FHP counselling service, and works alongside five specialist human therapists. Pupils have the opportunity to drop in and visit Kanga whenever she is at the Prep – her time is split between Francis Holland Prep and the Senior School in Sloane Square. She comes into her own at the start of the academic year, especially for any new pupils finding it hard to settle, and she's also a huge support to Year 6 girls who are anxious about the 11+. Often, being with her for a few minutes is enough, say the team, and many friendships have been made between girls gathered in the Wellbeing Suite for a chat with Kanga. Children have lots of other opportunities to encounter the animal kingdom. Reception and KS1 pupils enjoy incubating, hatching and rearing a number of chicks at school each year as part of their work on life cycles. There have been similar projects with butterflies, which pupils loved. There are regular trips, including the annual Reception trip to Bocketts Farm – a firm Summer Term favourite – where children

meet chickens, rabbits, horses, goats, cows and even ‘racing pigs’. The bespoke Francis Holland Foresters programme is tailored for every year group and combines nature identification with shelter building activities, connecting children with both animals and bugs. Girls learn about the importance of mini beasts within an ecosystem. Their creative skills are seen in bug hotels equipped with lifts, swimming pools and even bowling alleys. They also learn 'detective skills' over the course of the school year scouting for different tracks left by bigger beasts – including foxes and badgers. All this fun outdoor learning also embeds knowledge, and FHP immerses pupils in hands-on science and geography from the outset. In the Early Years, pupils explore through play, and their natural capacity for experimentation lays foundations for deeper scientific thinking. As they move through the school, the curriculum becomes increasingly specialised, introducing key concepts in biology, chemistry and physics. There are enrichment sessions for every year group involving animals to help bring these subjects to life. For example, Zoo Labs recently visited, bringing an array of fascinating creatures to support pupils’

learning about adaptation. From desert lizards that detach their tails to escape predators to giant snails with retractable eyes, the girls were captivated by the unique survival and adaptation strategies animals employ in their natural habitats. Zoo Labs gave pupils the opportunity to get up close and handle some of the animals. The girls held the white snake, felt the texture of the giant snails and observed the intricate details of the tarantula. This hands-on experience not only deepened their understanding of science and nature but also helped many overcome initial fears of 'creepy crawlies', fostering curiosity and appreciation for the beauty of wild creatures. Another aspect of animals up close, and a highlight of the school year, the Francis Holland Prep Charity Dog Show is all about fun and community spirit – raising funds for a chosen charity. This year, just under £2,000 was raised for School in a Bag. The competition is hotly contested by parents and pupils across five categories – Obedience, Loveliest Lady, Most Fabulous Fella, Puppy Love and Best Dressed. It offers pupils the opportunity to showcase their animal whisperer techniques, alongside creative and fashion skills and communication with the animals that bring magic to their life. AUTUMN 2026 | B R I T I S H E D U C AT I O N | 33

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SHERBORNE BOYS

SHERBORNE GIRLS

SHERBORNE PREP

HANFORD PREP

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DORS E T BOYS AND GIRLS AGED 3-18 FULL BOARDING AND DAY SHORT COURSES AVAILABLE

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E NGL A ND A UNIQUE BLEND OF LEADERSHIP + COLLABORATION

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PR EP / TA LK ING HE A D

HEAD

Confidence BUILDER The Head of Aberdour School Phillip Makhouli on why self-knowledge is a vital foundation for confidence, ambition and future success

“Self-knowledge gives confidence roots – developing something far more lasting than surfacelevel self-esteem”

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hat gives a child the confidence to aim high? The ancient maxim ‘know thyself’ has endured for centuries, and it feels strikingly relevant to education today. Is confidence built through repeated success? Praise from adults? Academic ability? All of these things matter. But I increasingly believe that one of the deepest foundations of genuine confidence lies somewhere quieter: in a child’s ability to understand themselves. Self-knowledge is not always given the prominence it deserves in education. It is less visible than exam results, harder to quantify than a grade, and perhaps less easily celebrated than a scholarship or prize. Yet when children begin to recognise their strengths, understand how they learn, identify where they need support and reflect honestly on their progress, something powerful starts to happen. They become more secure. More willing to try and more able to respond to challenge without feeling defined by it. Their ambition becomes less about comparison with others and more about a developing sense

been central to our approach. During our recent inspection, our personalised learning programme was identified as a significant strength of the school. Inspectors observed that pupils develop ‘high levels of confidence and self-knowledge’. That ABOVE Aberdour connection is important. Success is not School presented as something separate from pupils confidence and self-understanding, but as something that flows from them. At Aberdour, this is given deliberate of what they themselves might achieve. structure through our Personalised Confidence without self-knowledge can Achievement Learning (P.A.L) programme be fragile. It may depend on always getting which sits at the heart of school life. Through things right, on adult reassurance, or on regular one-to-one conversations, reflection success arriving quickly. Self-knowledge and purposeful goal setting, pupils are gives confidence roots. A child who can say, encouraged to articulate what they have ‘This is difficult for me, but I know how to found challenging, recognise what has helped approach it’, is developing something far them make progress and think more deeply more lasting than surface-level self-esteem. about the learner, teammate, friend and Educational research points in a similar person they are becoming. Personalisation direction. The Education Endowment becomes more than differentiated work in a Foundation highlights the importance of classroom – it is a way of helping children take metacognition and self-regulation – helping increasing ownership of their development. pupils to think deliberately about how they Of course, academic outcomes matter, learn, and to plan, monitor and evaluate but the most meaningful success is not their progress. In that sense, self-knowledge produced by pressure alone. It emerges when is not an abstract ideal, it is a practical children combine knowledge educational strength. with curiosity, ambition with This matters deeply in resilience, and confidence with schools. We want children humility. The world our children to leave us not simply with are growing into will require knowledge, but with a sense them to adapt, collaborate, and of agency – the belief that they navigate uncertainty. Selfcan make progress, shape their knowledge will not be a soft future and pursue ambitious extra but a form of preparation. goals with purpose. To achieve When children understand that, they need adults who know PHILLIP MAKHOULI who they are, they are more them well, but also adults who Headmaster likely to believe in what help them know themselves. Aberdour School they might become. At Aberdour, this has long AUTUMN 2026 | B R I T I S H E D U C AT I O N | 35

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Scotland NI

Ireland England Wales

London SGA

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PR EP / FOCUS

“An education designed to develop confidence, curiosity and independence ”

ABOVE Pupils at Broomwood

Beyond the

CLASSROOM An award-winning London prep school preparing children for exceptional futures

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or families choosing a British education, the destination matters. But so too does the journey that takes a child there. At Broomwood, an award-winning independent school in Clapham, south-west London, that philosophy has helped deliver a recordbreaking year. Pupils secured 49 scholarships to leading senior schools, with awards spanning academics, sport, music, drama and art. Nearly half were awarded for academic excellence. The results represent the strongest scholarship performance in Broomwood’s history and continue a striking upward trajectory: over the past five years, scholarship offers have increased by more than 50 per cent. For Principal Michael Hodge, however, the numbers tell only part of the story. “To receive a record-breaking 49 scholarships is a remarkable accomplishment and reflects the hard work, ambition and character of our pupils, alongside the dedication and expertise of our staff,” he says.

That combination of ambition and character is central to Broomwood’s approach. Educating around 600 children from nursery to age 13, the school combines strong academic foundations with an education designed to develop confidence, curiosity and independence. Outstanding facilities, extensive outdoor space and specialist provision for sport, music, drama, art and design give children the opportunity to discover their strengths and pursue their interests as part of a genuinely broad education. Pupils move on to an impressive range of leading London day and British boarding schools, with recent destinations including Alleyn’s, JAGS, Whitgift and Brighton College. For families considering education in the UK from overseas, preparation for that next step begins long before the senior-school application process. “At its best, a British education combines strong academic foundations with a real emphasis on character, confidence and curiosity,” explains Hodge. “During the pre-prep and prep years, children are not simply learning to read, write and work with numbers; they are also learning

how to form friendships, contribute to a community, explore their interests and become increasingly independent.” Sport, music, drama, art and outdoor learning form an important part of school life, giving pupils opportunities to discover where their talents lie and develop interests beyond the classroom. It is an approach underpinned by individual attention. Louisa McCafferty, Head of Broomwood Girls, says: “Good schools work hard to ensure every pupil is known, encouraged and appropriately challenged, with pastoral care sitting alongside academic ambition rather than being treated as something separate.” Broomwood’s success has also attracted wider recognition. In 2026, it was named Best Independent Preparatory School in London at the Private Education Awards, retaining the title for a second consecutive year. It was also included in Talk Education’s prestigious Top 250 list of leading independent schools across the UK. For international families, Broomwood also offers something distinctly London: a school in one of the capital’s most desirable residential areas that retains the space, breadth and community associated with a traditional British prep-school education. Ultimately, the aim is not simply to prepare children for an entrance examination or scholarship. It is to prepare them to flourish when they arrive at their next school, academically, socially and personally. Record-breaking results may provide a compelling measure of Broomwood’s success. But behind each of those 49 scholarships is something more individual: a child whose strengths have been recognised, nurtured and given the confidence to grow. To discover more about Broomwood and its approach to education, visit broomwood.com or contact the Admissions Team at admissions@broomwood.com. For families based overseas, Broomwood can arrange online meetings with its Heads, providing an opportunity to learn more about the school and ask questions from wherever you are in the world. Bespoke tours can also be arranged for families visiting London, offering a personalised introduction to Broomwood and the opportunity to experience school life first-hand. AUTUMN 2026 | B R I T I S H E D U C AT I O N | 37

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PREP

POSITIVES As more parents weigh up options and budgets, Nathaniel McCullagh of Simply Learning Tuition considers the long-term value of a prep education and the areas in which it may be most value added

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or many parents, paying for independent school for their child’s entire education is no longer an option. With the inclusion of VAT, average day fees are now around £19,000 a year or £50,000 for boarding, but this is an average. Many top schools charge far more – for example, Brighton College charges more than £19,000 a term for UK sixth-form boarders. In effect, this would mean spending somewhere between £350,000 and £700,000 on independent schooling through nursery, prep and senior school – for one child. Unsurprisingly, a significant minority of families are now considering independent school for a set period. For example, applications to sixth forms have remained strong despite fee increases, as parents choose to make financial sacrifices for two years. As more families mix-and-match state and independent, the question then becomes, what age to prioritise? Many parents might consider it sensible to focus on senior and sixth,

particularly as this covers off public exam years. They may also believe that home environment and family support can have a bigger influence on children when they are younger, but as they become teenagers their peer group matters more. It would be an oversimplification to assume that independent education in the earlier years (to Year 6 or Year 8) is a luxury, with the greatest value added at senior level. If, say, you live in the catchment area of an academically rigorous senior grammar but a poor-performing primary, then the opposite may well be true. Local situation plays a key part in such decisions, but there are also general reasons why independent education through the formative prep years delivers long-term value and may be of particular benefit to some children.

EXPANDING HORIZONS Prep schools typically have smaller class sizes, more specialist teaching, excellent facilities, high expectations for academic achievement and behaviour, varied extracurricular activities and outstanding pastoral care – including

before and after school hours. Prep settings are often idyllic, too. For example, Sunningdale School, near Ascot is set within 25 acres and boys can go fishing, mountain biking, climbing and camping. More rural still, at Pinewood School in Wiltshire there are 84 acres and pupils can ride and go clay-pigeon shooting. Preps provide both breadth and depth of experience. Annie Gent, Head of Sherborne Prep in Dorset, notes that senior school Heads, “really value the children who come on to them from us – their willingness to get involved in school life, their excellent education grounding across all subjects, and their quiet confidence, sense of community and maturity”. At Sherborne Prep, pupils are offered more than 130 different enrichment opportunities each term. Children play sport every day of the week (by contrast, state primary schools may offer as little as one lesson of PE a week), and every day pupils have a co-curricular lesson – whether that be Art, DT, Music, Drama or project work. The children can also experience

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ABOVE Preps offer small class sizes and plenty of one-to-one support at an early stage

“An independent prep can really come into its own for both all-rounders and those who sit in the ‘middle’ of the academic spectrum” musical theatre, Dragon TV (their own TV show), podcasts, junk modelling, textiles and a range of other academicchallenge activities – all of which are simply not possible at most state primaries. “Children make remarkable progress here and develop a love of learning that will set them in good stead for the rest of their education, wherever that may be,” adds Annie Gent.

STRETCH AND SUPPORT State primary schools can work well for confident independent learners who find the three Rs relatively straightforward. At the other end of the scale, those with severe learning difficulties (critically,

children with an Education, Health and Care Plan – EHCP) get one-to-one help, and so can also be well-supported. However, an independent prep can really come into its own for both all-rounders and the many children who sit in the ‘middle’ of the academic spectrum. In a typical cash-strapped primary, it is easy for ‘middling’ or quieter children to be overlooked. An overstretched primary school teacher, trying to instruct a mixed-ability class of 30 with a range of educational and behavioural needs, may simply not be able to adequately support or stretch those students who are not obvious over- or under-achievers.

THE ‘PREPARATION’ FACTOR By design, an independent prep school can help your child get a place at a top secondary school. Most parents are already aware that prep schools are excellent at readying students for the demanding entrance tests to academically selective independent schools, but they can also give students the best possible chance of moving on to a non-fee-paying selective school. For example, Gayhurst Prep in Buckinghamshire sees about 40% of its leavers head to one of the popular local grammars, while Holmwood House in Essex loses half its pupils after Year 6 to Colchester Royal Grammar and Colchester County High. Preps such as these help to prepare students for the rigours of the 11+ exam and senior life, but in a way that is less pressured than the Standard Assessment Tests (SATS) of state primaries, which are invariably much more about teaching to the test. AUTUMN 2026 | B R I T I S H E D U C AT I O N | 39

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PR EP / FE ATUR E

“Teachers at independent prep schools are specialists both in terms of subject and age group”

ABOVE & BELOW Specialist teachers and facilities help to stretch children’s interests and grow knowledge

EXTENDED CHILDHOOD A critical benefit of the classic prep school – educating children from 7 to 13 – is that it gives children an opportunity to stay in primary education, Those extra two years allow time to mature and enjoy a more carefree school existence for longer. Once children are in secondary school, immersed in the world of adolescence and surrounded by much older pupils, some innocence and confidence can be lost. Christine Cook, Head of Kitebrook

School in the Cotswolds, points out that Years 7 and 8 in a prep school are valuable for offering plenty of leadership opportunities. “Students here have lots of chances to be role models to the younger pupils – for example, being a prefect – and can also excel in lots of areas, such as being a Scholar in an academic subject,” she says. “As well as helping to extend their childhood and hold off the pressures of teenage life for a little longer, it can really build up their confidence. For some

students, moving to secondary school at Year 7 can make them feel like a very small fish in a very big pond, and force them to grow up very quickly.” It’s also worth noting that teachers at independent prep schools are specialists, both in terms of subject and age group. At secondary school, teachers are often incredibly busy prioritising A-level or GCSE classes, or spending time writing references or assisting with university personal statements, and so Year 7 and 8 classes can sometimes be a bit of an afterthought. At prep schools offering places up to 13, these year groups are the top of the school. In many respects, they are the priority. Despite prep schools’ many attributes, this may not be the right route for every child. Ultimately, it comes down to family circumstances, local options and your child’s interests, strengths and personality. There are opportunities outside school that help to add breadth and depth. In particular, working with a tutor can be invaluable for parents considering the independent school route for senior years but nervous about the academic leap required. Tutoring represents an accessible investment to help ensure that, wherever your child spends their senior years, they can thrive. * Nathaniel McCullagh is founder and director of Simply Learning Tuition. simplylearningtuition.co.uk

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Small school, big family A small school can make a big difference. Our teachers and houseparents know our pupils well, creating a sense of belonging at a school where where kindness, respect, and ambition flourish. Set in the peaceful Brecon Beacons National Park, Christ College offers a holistic education for boys and girls aged 4–18. Outstanding academics are matched by an award-winning extra-curricular programme and in 2026, A Level students achieved 47% A*-A; 66% A*-B; 100% A*-A in Further Maths; 100% A*-B in Art.

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GREAT SPORTS Tonbridge School pupil on the pitch. See page 44

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ABOVE Tonbridge School cricketer

S P O R T I N G

VARIETY

Sport is intrinsic to school life. But where once it was trophy cabinets to be filled, now choice and inclusivity are key – so young people find games they are inspired to take further, including into adult life. Four schools tell us how they ensure sporting variety 44 | AUTUMN 2026 | B R I T I S H E D U C AT I O N

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Tonbridge School At Tonbridge School, sport is central to school life and an important element of pupils’ wider education. “Our approach is built around a simple philosophy: sport should be inclusive, challenging and enjoyable, while helping boys develop the character and life skills that will serve them well beyond school,” says ABOVE Director of Sport, Chris Morgan. & BELOW Sport is fully timetabled three A cricket match in play at Tonbridge times each week, underlining and learning the value placed on physical how to sail activity and the lessons learned through participation. Across the academic year, boys can access more than 20 different activities, ranging from the traditional team games of rugby, hockey and cricket to athletics, basketball, swimming, tennis, fencing, badminton and cross-country. “The depth of our provision means pupils of all abilities have opportunities to represent the school and compete regularly,” adds Chris Morgan. “A distinctive the involvement of our academic staff feature of the Tonbridge programme is alongside specialist coaches, creating strong relationships between pupils and teachers both on and off the field.” Beyond the formal games programme, Tonbridge places significant emphasis on broadening participation and encouraging pupils to discover new interests. Thriving sports clubs operate throughout the year, many of them student-led, helping to create a culture where boys feel empowered to take ownership of physical activity. “Alongside established sports, we actively encourage ‘have a go’ opportunities and outdoor pursuits, ensuring pupils experience a wide variety of challenges and environments.” Chris Morgan notes that while some boys naturally gravitate towards traditional team sports, others prefer solo pursuits. “Our philosophy is to encourage pupils to try as many sports as possible for as long as possible. We appreciate that specialisation may eventually become necessary for some, particularly talented performers, but

“A distinctive feature of the Tonbridge programme is the involvement of academic staff alongside specialist coaches” we aim to delay that process to support broader athletic development, reduce burnout and minimise overuse injuries,” he says. This is assisted by a programme of education delivered through the school’s Sport, Health & Fitness curriculum. “Exposure to team sport remains important, whether through the games programme or our extensive House sport competitions, because of the teamwork, communication and resilience it fosters.” Creating an environment where pupils are willing to persevere, make mistakes and try again is considered vital. Tonbridge says that because sport sits within the timetable, boys understand that it is part of their education rather than simply an optional extra. “We continually reinforce the idea that sport provides opportunities to learn resilience, self-discipline and perspective. Success and failure are both valuable experiences, and pupils are encouraged to reflect, improve and support one another.” For those boys aiming higher in a particular sport, there is tailored guidance and careful monitoring via the Sport, AUTUMN 2026 | B R I T I S H E D U C AT I O N | 45

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Health and Fitness programme. In the first two years, all pupils are taught key training principles, recovery, nutrition and injury prevention. Strength and conditioning coaches work closely with pupils and coaches to monitor workloads and promote sustainable athletic development. Sporting variety also includes introducing Tonbridge pupils to the broader benefits of games and activities that bring people together. “We believe sport has the power to connect communities,” says Chris Morgan. “Tonbridge regularly hosts community events, including walking cricket festivals, and runs weekly sporting activities with young unaccompanied child migrants. Recent initiatives have included a cricket festival bringing together police officers, migrants and Tonbridge pupils, using sport as a vehicle to foster understanding and shared experiences.”

Emanuel School Sport is a central part of life at Emanuel School in Battersea. “We are striving to deliver the very best sporting ABOVE experience in London, with the & BELOW aim being to provide every child, Girls and boys have a wealth of sports to try regardless of their starting point, at Emanuel, including with breadth of opportunity, games like hockey variety of experience, confidence and disciplines like rowing Sam Lavery says that the – and importantly the challenge team sports still have allure. – to find their long-lasting, personal “Naturally, many pupils develop pathway through sport,” says Director a passion for our traditional performance of Sport Sam Lavery. sports – rugby, football, cricket, hockey, One of the most visible ways in which netball and rowing. These sports foster this is achieved is through variety. “Pupils strong social communities that pupils and change sports each term throughout their parents alike become part of throughout early years, with at least one additional their journey at Emanuel. Importantly, sport introduced each year. This means that however, the flexibility within our if a pupil does not immediately connect with programme allows pupils to move between a particular sport, they are never compelled sports and even pursue rowing alongside to continue with it for more than a term,” other activities as they establish their own says Sam Lavery. sporting connection. As a result, when With broad exposure to different pupils do choose to commit more fully sports, Emanuel also looks beyond the to one or more sports, that decision is classic school games with a broad range of informed, meaningful and more likely to development sports, including basketball, remain with them into adult life.” table tennis, squash, swimming, water polo, Whatever sports ‘stick’, the emphasis girls’ football, girls’ rugby, boys’ hockey and at Emanuel is firmly on continual athletics. “These sports still retain their development, focusing on building own fixture programme, while providing aspiration, personal connection and pupils with the opportunity to discover empathy. The school ensures young activities they may never otherwise have people are aware that both victory and experienced – many of which they continue defeat make vital contributions within beyond school.”

any sporting journey. “Pupils approach fixtures understanding that success can take many forms and that achievement is often shaped by the context and challenge presented on any given day,” adds Sam Lavery. One key part of Emanuel’s approach is the grounding in athletic development that all pupils receive in their early years at the school. This provides a strong foundation of physical literacy and athletic capability to support whichever sports they favour as they progress through the

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school. There’s an in-house physiotherapist who works closely with both the athletic development and coaching teams, ensuring a proactive approach to prehabilitation and injury prevention. “Our staff know our pupils. With regular daily interactions both formally and informally, we strive to build strong relationships to ensure that our pupils continue to receive both challenge and support, in the manner they need to pursue their aspirations. “The sporting provision at Emanuel also extends well beyond our own pupils. As a school, we are proud to sit at the heart of the local community. Each week, local primary schools join us to experience the opportunities available here. We also host annual tournaments across a range of sports and deliver holiday coaching programmes for the wider community.”

Duke of York’s Royal Military School At Duke of York’s, sport is built around both breadth of opportunity and individual choice, so that every student can discover activities they enjoy while developing a lifelong appreciation for physical activity. All students enjoy plenty of games opportunities, with two timetabled games afternoons each week. In Years 7–10, the

ABOVE Duke of York’s offers both breadth and depth in sport

“Duke of York’s students explore new and emerging activities – such as mountain biking, rock climbing and girls’ rugby or football” programme centres on building a strong foundation in the school’s major sports – rugby, netball, hockey, athletics, cricket and tennis. There are regular fixtures and multiple teams across each age group. In the senior years, students are given greater autonomy, choosing from a range of options to suit their interests and strengths. Alongside this, a weekly PE lesson in Years 7–9 introduces a wider spectrum of activities, from swimming and gymnastics to trampolining, badminton and basketball. Sporting variety is further enriched through an extensive co-curricular programme of over 60 clubs each week. Duke of York’s students are encouraged to take part in at least two, with the flexibility to switch pursuits each term. This means they have the opportunity to explore new and emerging activities – such as mountain biking, rock climbing

and girls’ rugby or football – while also ensuring additional, small-group training sessions for those pupils who want to develop further in core sports. The school places a strong emphasis on mindset as well as performance. Students are encouraged to set realistic, individual goals and to see setbacks as part of the learning process. This approach is designed to foster perseverance and also maintain enjoyment, so that young people continue to see sport as a positive and motivating experience. For those with a particular passion, training is carefully structured to balance progression with wellbeing. Workloads are monitored across school and external commitments, and bespoke programmes come into play to help prevent overuse injuries. Students have access to one-to-one coaching, strength and conditioning and AUTUMN 2026 | B R I T I S H E D U C AT I O N | 47

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ABOVE Malvern offers 17 competitive sports, including a student favourite, rugby

“At Malvern College, Inter-House competition is fierce, but it’s also where sport feels most accessible and fun” physiotherapy. An on-site medical centre ensures further holistic support. Budding athletes maintain a close collaboration with academic staff to ensure all is well. Beyond the school environment, sport is used to build community connections. Duke of York’s regularly hosts local fixtures, tournaments and inclusive events, while also opening its superb facilities to external clubs and organisations. This not only broadens participation but reinforces sport as a shared, lifelong pursuit. The school is proud of its sporting partnerships with professional clubs – including Rugby Scholarships with Saracens Rugby Club. The team at Duke of York’s say they are committed to variety and personal development, giving students the tools to find what they love and the confidence to pursue it in and beyond school.

Malvern College “After more than 160 years of history, almost every pupil leaves Malvern with a story that begins, ‘I played…’,” says Malvern College Director of Sport Mark Hardinges. “Whether that means representing the College, competing in House colours or simply trying something new for the first time, sport is a shared experience that defines a Malvern education.” The school works to ensure both depth and breadth to that experience. The traditional core of cricket, football, netball,

rugby and hockey remains central, with opportunities that stretch from first-time participation to representing school, county and even country. “It not just the strength of these pathways, but the variety that ensures every pupil finds something meaningful during their time here,” adds Mark Hardinges. There are 17 competitive sports offered, with 158 active teams representing the school. It is particularly proud that 72% of pupils have represented Malvern in one of its competitive teams. Alongside the team mainstays, activities such as golf, fives, rackets and dance – plus a rich co-curricular and outdoor pursuits programme to encourage exploration – reflect the College’s broader philosophy of education. This variety is intentional, says Mark Hardinges. The school sees the opportunity to try different sports as encouraging pupils not to specialise too early, but to experience a wide range of activities. It means a cricketer might discover an aptitude for tennis, while a footballer may find that cross-country sharpens their stamina. Breadth not only reduces the risk of injury but fosters a more sustainable relationship with sport – one built on enjoyment as well as achievement. “Crucially, it also prepares pupils for life beyond school, equipping them with the confidence and desire to remain active long after the structure of school sport has fallen away.”

At Malvern College, sport is not viewed in isolation, but as part of a wider approach that develops the whole child. The variety on offer is designed to build far more than physical ability, as students develop emotional intelligence, cultural awareness and intellectual curiosity. “Sport is one of the most powerful ways we develop character. It teaches pupils how to respond to challenge, support others and understand themselves, as well as each other,” says Director of Co-Curricular and Character Justin Major. The team at Malvern believe there is real value in ensuring pupils share common sporting experiences. “For many of our international students, this includes exposure to traditional British sports they may not have encountered before. Engaging with these games is not simply about learning new rules or skills, it is a way of building cultural empathy and understanding. Through shared participation, pupils gain insight into each other’s backgrounds while developing a collective sense of identity and belonging,” adds Justin Major. As a boarding school, House sport sits at the heart of this culture, he adds. “Inter-House competition is fierce, but it’s also where sport feels most accessible and fun. Playing alongside housemates builds confidence, sharpens commitment and forges a strong sense of unity and belonging that lasts well beyond the game.” AUTUMN 2026 | B R I T I S H E D U C AT I O N | 49

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SENIOR / FEATURE

“Millfield’s cultural diversity enriches the educational experience of British and international students alike”

Best of BRITISH Millfield School on the unique academic and pastoral strengths of a British full-boarding environment

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he British curriculum is recognised internationally and is a gateway to leading universities around the world. GCSEs and A levels are qualifications highly valued by employers globally. British boarding also offers something unique and distinctive – a full, wellrounded education combined with a rich and purposeful residential experience. ACADEMIC OUTCOMES Delivered as a two-year programme, A levels are highly specialised and popular as students can choose the subjects that they’re most interested in. Should they decide to stay on for Higher Education (HE), UK universities such as Oxford, Cambridge and Imperial College London

are ranked among the best in the world. At Millfield, in 2026, 79% of leavers secured HE places across the world, including at Oxbridge and Russell Group universities in the UK. More than 30 students chose to study in the US, including at Ivy League universities Brown, Columbia, Dartmouth and Yale. Meanwhile, 43 students chose other overseas destinations, with Switzerland, Spain, Italy and France being the most popular in Europe. Millfield Futures department supports all students with guidance on post-school pathways. The department offers bespoke support, whether students are applying to university in the UK or overseas, applying for an internship or going straight into full-time employment. Specialist staff oversee different pathways and Futures guides offer advice on applying to competitive universities and courses, as well as covering UCAS essentials.

FULL BOARDING Millfield is a full boarding school, meaning all students live on campus full-time, seven days a week. There is only one fixed exeat, four weeks into the Autumn Term, where all students leave campus, although optional exeats can be arranged with Houseparents. Evenings and weekends are times when students relax and really get to know House peers and staff. A programme of activities is put on at the weekends and includes events onsite, as well as trips to local sports venues, cinemas, beaches and nearby cities such as Bath, Bristol and Exeter. Houses are a wonderful mix of cultures and interests, with 75+ different nationalities represented across the student body. PASTORAL CARE At Millfield and Millfield Prep, children’s welfare and happiness come ahead of anything else. Everyone contributes to maintaining a safe, nurturing and happy environment. Designated Safeguarding Leads (DSL), Houseparents, Group Tutors, Heads of Year, the Spiritual Director and the Medical Centre – as well as the Headmasters – play a crucial role in children’s wellbeing and meet daily to flag any concerns. Students can speak to any member of staff and are encouraged to do so, with numerous tools in place if homesickness occurs – or simply if they are having a’ wobble’. These emotions are natural and experienced staff can help children to settle in a variety of ways. PRACTICAL SUPPORT Short term places are available, including a one-year Prep EAL (English as an Additional Language) programme for Year 8 pupils and 11@Millfield for 15-year-olds. Both immerse students in the Millfield Way and transition them seamlessly into Senior school and Sixth Form respectively. Millfield’s cultural diversity enriches the educational experience of British and international students alike, while full boarding is an unrivalled opportunity to develop confidence and independence while learning in a safe, supportive and empowering environment. The Millfield team support the logistics involved in sending a child overseas. An International Admissions Manager helps arrange visas, and the transport office deals with start and end of term travel arrangements. Term dates are known over a year in advance to aid travel arrangements.

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SENIOR / OPINION

“Belonging is built in the daily ordinary – and in those small rituals that make a place feel like a home away from home”

ABOVE Boarding life at Bishop’s Stortford College

Boarding

FAMILY Dr Peter O’Connor of Bishop’s Stortford College on how the family feel of boarding supports pupil wellbeing and underpins academic progress

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hen parents consider boarding, the conversation often starts with the practicalities – timetable, facilities, activities. Yet when families choose boarding, it is rarely because of a brochure. It is because of atmosphere – the laughter in the common room, familiar faces and the certainty that their child is known, valued and understood. That ‘family feel’ can sound soft, but it is academically serious. At Bishop’s Stortford College, we see it daily. Learning is not a passive reception of information, but an active process shaped by environment, relationships and routine. When pupils feel anxious or isolated, they avoid challenge. When they feel safe and supported, they take the risks that real learning demands. Belonging is, therefore, not a pastoral extra but a condition for scholarship. In a strong boarding house, belonging is built

in the daily ordinary – shared meals, shared responsibility – and in those small rituals that make a place feel like a home away from home. Stability matters because genuine learning requires pupils to stumble. They need to offer a halfformed idea, risk the wrong answer, and revise their thinking in public. Where psychological safety is high, pupils engage in ‘productive struggle’ rather than retreating. Mistakes become information, paired with timely, specific feedback. Boarding also turns scholarship into something communal. In many schools, the bell rings and the learning community disperses. For boarders, it continues – a debate over dinner, an older pupil coaching a younger one, a group comparing approaches to an essay plan. Pupils deepen understanding when they explain, question and reconstruct knowledge with others. Routine strengthens this further by creating space for the practice that makes learning last. The advantage is not simply more hours. Adolescents need help

maintaining attention in a world of noise, and they learn best when effort is paced, not relentless. A boarding routine creates gentle guardrails, with a settled homework window and sensible boundaries around phones. There are adults who model calm focus, plus a clear end point so pupils can switch off and sleep. For many young people, that consistent rhythm is what makes independent study sustainable. It also makes it easier for schools to spot the quiet warning signs – avoidance, perfectionism, drifting routines – and respond early. The final boarding strand is character, and again the link to outcomes is direct. Boarders practise self-regulation in countless small decisions, from managing technology and starting work promptly to persisting through frustration. They also build metacognition – the habit of planning, monitoring and adjusting when a method isn’t working. This is particularly important in Year 9, when pupils are negotiating increased challenge alongside a growing desire for independence. A house community can offer an anchor, and support when confidence dips. When boarding feels like family, it doesn’t just care but engineers the conditions that allow progress to compound. Pupils attempt harder questions sooner, recover from mistakes faster, and practise more consistently. Routines protect attention and relationships protect confidence. Over time, those small advantages stack up. Misconceptions are corrected before they settle, feedback is acted on while it is still fresh, and perseverance becomes normal. In that kind of culture, progress strengthens, deepens and accelerates, until ambitious learning feels not risky, but natural.

D R P E T E R O ’ CO N N O R Senior School Deputy Head (Academic) Bishop’s Stortford College AUTUMN 2026 | B R I T I S H E D U C AT I O N | 53

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Talking

SENIOR / TA LK ING HE A D

HEAD

TESTING TIMES The Principal of MPW Cambridge Anne Meisner on helping students navigate exam revision with success

“Parents can help by keeping conversations centred on effort, strategy and progress rather than outcomes alone”

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s exam season approaches, many parents ask the same question: how can I support my child without adding pressure? Schools provide subject expertise, but it is the routines and attitudes established at home that often shape how successfully students manage revision. Wellbeing is the foundation. Students sometimes approach revision as an endurance test, staying up late and measuring productivity by hours spent at a desk. In reality, fatigue reduces concentration, memory and efficiency. Regular aerobic exercise improves attention, mood and stress regulation. Even 30 minutes of moderate movement can increase focus. Families can support this by encouraging consistent sleep routines and limiting late night screen use. Exam anxiety is common. A degree of nervousness can sharpen focus, but difficulties arise when students begin to equate performance with self-worth or catastrophise setbacks. Parents can help by keeping conversations centred on effort, strategy and progress rather than outcomes alone.

assessments. Topics should be broken into small sections and revisited regularly. New formats – mind maps, summary sheets or flashcards – can deepen understanding. Speaking answers aloud, teaching a topic ABOVE to someone else and completing timed past Students at MPW paper questions all support recall and exam Cambridge technique. Marking responses carefully using mark schemes helps students to understand how marks are awarded. After each assessment, Calm reassurance, perspective and practical it’s helpful to analyse where marks were guidance build resilience far more effectively lost and why. Adjusting revision strategies than repeated reminders about consequences. in response is what turns effort into Without structure, revision time can measurable progress. be wasted. Students should aim to begin At MPW, these principles are embedded structured preparation at least six weeks in daily practice. Regular invigilated before major exams. The first step is to list all assessments familiarise students with subjects and identify weaker topics. subject knowledge, exam technique and time A weekly timetable should be realistic and management. Weekly one-to-one meetings visible. Many students benefit from dividing with Personal Tutors provide structured the day into manageable study blocks, opportunities to reflect on performance, working productively during two sections of refine revision methods and set clear the day and reserving one period for rest. One targets. Our students are encouraged to full day off each week can prevent burnout, evaluate how effectively they revise and provided the remaining days are used well. to share these reflections with tutors and Plans should remain flexible. After each mock families. We recognise that or assessment, students should sometimes students need an review their performance additional boost as they head and adjust their timetable towards their exams – which accordingly. This strengthens is why we have been running independence and encourages Easter Revision courses for all ownership of learning. students, not just our own, for Finally, there’s revision. over 35 years. Rereading notes creates familiarity but not mastery, When wellbeing, structure so revision must be active and active learning come ANNE MEISNER and deliberate. Students together, exams become Principal can identify knowledge gaps MPW Cambridge manageable challenges rather using past papers and class than overwhelming obstacles. AUTUMN 2026 | B R I T I S H E D U C AT I O N | 55

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FOCUS / OPINION

“Employers and universities are signalling that exam performance alone is no longer the golden ticket” ABOVE JAGS students

Reframing GCSEs The Deputy Head Academic at James Allen’s Girls’ School (JAGS) on reframing GCSE provision to prioritise depth, rigour and student wellbeing.

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or decades, approaches to Key Stage 4 (ages 14-16) in schools across the UK rested on the assumption that academic rigour is best demonstrated through the accumulation of GCSEs – the logic being that more qualifications naturally lead to better outcomes. Nationally, however, the grip of this thinking is loosening. The average number of GCSEs taken has declined steadily over the last decade – today, around 85 per cent of students sit nine GCSEs or fewer. Across the education sector, there is growing recognition that acquiring the greatest number of qualifications does not necessarily translate into deeper understanding, transferable skills or happier and healthier young people in our classrooms. As educators, we are increasingly asking a different question: what kind of education best prepares students for the world they are about to step into? This kind of purposeful questioning is not new. In 1741, when JAGS took the radical decision to teach girls to read,

it was driven by a belief that education should respond to the realities of the world beyond the classroom and our students should not remain bystanders, but active leaders shaping it. That same ethos continues to guide us today, prompting a deliberate rethinking of curriculum design at Key Stage 4. The result is JAGS Pathways – a new model that allows students to replace one GCSE with an internally assessed programme which broadens intellectual horizons and develops future-ready skills. Students are able to demonstrate their intelligence, analytic skill, and creativity outside the narrow confines of the GCSE exam series. The case for change is increasingly clear. Concerns about over-assessment of young people, excessive workload, and the narrowing of the curriculum are shared by students, parents and teachers alike. Employers and universities are also signalling that exam performance alone is no longer the golden ticket it once appeared to be. International frameworks reinforce this direction of travel. Both the OECD and the World Economic Forum point towards a future where success depends less on

the accumulation of qualifications and more on the ability to apply knowledge, communicate and collaborate with others, and adapt to uncertainty. These are attributes that traditional assessment models are not equipped to capture. The Pathways programme grew directly out of this thinking and was shaped by extensive discussions with both students and staff. The three courses – covering Psychology, Politics and Economics – introduce disciplines that often sit beyond GCSE specifications, despite being among the most popular degree choices nationally. Crucially, these courses are assessed differently. Instead of a single terminal exam, students encounter continual, multi-modal assessment via portfolios, presentations, research projects, collaborative tasks, reflective writing and structured discussion. For many students, this variety allows strengths to surface that traditional exams obscure, while maintaining a high level of academic challenge. With this approach, we are not diluting ambition, but redefining rigour. Pathways also reflects a broader commitment to the OECD’s concept of human flourishing. By retaining a strong GCSE core while creating space for curiosity, ethical reasoning and real-world problem-solving, the curriculum actively supports motivation, wellbeing and intellectual confidence. Reducing assessment volume in this way does not lower expectations, it sharpens them. If education is to prepare young people for an uncertain and complex future, then rigour must be measured not by how much we assess, but by how meaningfully students are asked to think.

KRISTINA LEWIS Deputy Head Academic James Allen’s Girls’ School AUTUMN 2026 | B R I T I S H E D U C AT I O N | 57

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SENIOR / OPINION

Preparing to THRIVE Suzanne Mowat of St Clare’s Oxford says getting students into university is not the end goal of sixth form – it’s about preparing them to thrive once there

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or many families, the university journey begins with a deceptively simple question: Where will my child go? Rankings, entry requirements, predicted grades and personal statements can make the admissions process feel like the ultimate destination of a child’s secondary education. But perhaps we should be asking a different question: Who will my child be when they get there? Securing a university place is an achievement. Preparing a young person to thrive once they arrive is another. The two are connected but they are not the same. University asks students to take a significant step towards independence – to organise their time, manage competing deadlines, seek help when they need it, navigate unfamiliar situations and make decisions without a parent or teacher standing beside them. Young people also need to engage critically with ideas, rather than simply demonstrate that they have remembered the right information. These are not skills that suddenly appear at 18. They need to be developed gradually throughout school. That means creating opportunities for students to take ownership of their learning. A classroom where students are encouraged to ask questions, challenge ideas and explain their thinking can be just as valuable as one focused on covering content. Giving young people responsibility for projects, encouraging them to reflect on mistakes and expecting them to manage their own

“Academic achievement and independence do not have to compete. In fact, they can strengthen one another”

commitments all help build the habits they will need beyond school. It also means allowing students to experience small amounts of failure. A young person who has never had to recover from a disappointing result, rethink an approach or solve a problem independently may find university more difficult than their impressive grades suggest. Resilience is not something that can be added to a CV at the end of sixth form – it is built through experience. This is one reason breadth matters, too. Education should expose students to different perspectives, disciplines and ways of thinking. The ability to connect ideas across subjects, communicate with people from different backgrounds and remain curious when there is no obvious answer is invaluable at university and beyond. At St Clare’s, our experience of working with sixth-form students from around the world reinforces this. Students arrive with different educational experiences, ambitions and expectations. Preparing them for university involves much more than helping them achieve strong academic results, it means helping them become confident, thoughtful and increasingly independent young adults. ABOVE Independent study at St Clare’s, Oxford

The encouraging news is that academic achievement and independence do not have to compete. In fact, they can strengthen one another. Students who understand how they learn, who are willing to ask questions and who can take responsibility for their progress are often better equipped to make the most of demanding academic environments. Perhaps, then, the real measure of successful university preparation is not simply the university a student enters, but the person who walks through its doors. The goal of education should not be to produce students who are perfectly prepared for the next admissions deadline. It should be to develop young people who are ready for what comes after it.

S UZ A N N E M OWAT Director of Admissions St Clare’s, Oxford AUTUMN 2026 | B R I T I S H E D U C AT I O N | 59

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SENIOR / TA LK ING HE A D

HEAD

Opening PATHWAYS The Head of Frensham Heights School in Surrey on why the best education doesn’t force students to follow a single path

O

PHOTO: BINKY NIXON PHOTOGRAPHY

ne of the privileges of being a Head is that you get to ask families why they are considering your school. Recently, while filming a series of short ‘Meet the Head’ videos (which you can find on our website), I found myself reflecting on the questions that come up time and again. The interesting thing is that these questions are rarely about league tables. Parents want to know whether their child will be happy, known as an individual and encouraged to discover who they are, rather than squeezed into a predetermined mould. One of the dangers in education is the temptation to decide too early what success should look like. We create pathways, categories and expectations, often with the best of intentions. Yet young people rarely develop in predictable ways. At Frensham Heights, we see this every day. Students refuse to fit neatly into the boxes education can sometimes create. A student with ambitions

“Students need opportunities to create, perform, debate, lead and experiment – with the freedom to change their minds and surprise themselves”

ABOVE Frensham House pupils

to study engineering may also spend hours in Alongside academic study, our Sixth Form the theatre, while a budding scientist might Arts Awards offer students in Fine Art, continue with photography or fine art A level. Photography, Graphic Communication, If young people do not all follow the same Dance, Drama, Music and Technical path, breadth matters. Academic rigour Theatre specialist mentoring and industry should sit at the heart of every good school, experiences. The aim is not simply to build but education should also widen possibilities portfolios, but to help students understand rather than narrow them too soon. Students where their interests might take them. need opportunities to create, perform, debate, This year, our leavers progressed to lead and experiment, with the freedom to diverse destinations, including Cambridge change their minds and surprise themselves. University, Cornell University in the Families choose Frensham Heights from United States, LAMDA, Trinity Laban the UK and overseas with different ambitions, and Leeds Conservatoire. This reflects interests and ideas of success. What they young people with the confidence to share is a belief that education should help pursue what genuinely interests them young people become more fully themselves, and define success on their own terms. rather than be moulded into someone else. For me, that is one of the most important We often talk about helping measures of a successful students ‘find their thing’. That education – not that every might be a subject, a creative student follows the same route, passion, a future vocation or but that each moves on with a simply a greater understanding stronger sense of who they are of their own strengths. What and where they want to go next. matters is that students have If we want young people to the opportunity to explore thrive in an increasingly complex widely enough to discover it. world, perhaps our job is not By Sixth Form, many to create a particular type of BEN MCCAREY students have a clearer sense student at all but to create the Head of what excites them and Frensham Heights School conditions in which each student where to focus their energy. can become themselves. AUTUMN 2026 | B R I T I S H E D U C AT I O N | 61

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MULTI-AWARD WINNING EDUCATION HMC Independent Boarding School for boys & girls aged 11 to 18 years

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Academically, Caterham is up there with the big guns... all achieved without any undue stress. If Caterham isn’t on your list already, it most certainly should be.’ TATLER SCHOOLS GUIDE

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INSPIRING EDUCATION FOR LIFE

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SENIOR / A DV ICE

Ask the EXPERTS Our experts answer your questions on teenage volunteer roles and finding a tutor for a child who struggles to focus

DAVE STOTT Director of Volunteering, Royal Voluntary Service

My teenage daughter is keen to do some volunteering, both to add to her practical and social skills and do something useful. Can you advise on where to start?

Q

Teenagers and students can benefit hugely from volunteering, but unfortunately not knowing where to start has been a common barrier to entry for many years now. Last year, Royal Voluntary Service launched a digital volunteering platform, GoVo, to make volunteering more accessible for all. GoVo can connect young people with bite-sized opportunities that fit in easily with studies and social life, and so is a great place to start. There are currently more than 10,000 opportunities live from over 1,700 charities of all shapes and sizes – so there should be plenty for her to choose from. Roles include everything from remote tasks or flexible local volunteering to longer-term

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scheduled roles associated with more traditional volunteering. Your daughter can search for roles using a number of filters. There are 14 different cause areas, from animal welfare or environment and conservation to community and neighbourhood and sport and physical activity. Or she can simply put in her postcode to see what local opportunities there are within the community. There is so much to be gained from volunteering our time, especially for the younger generations. At Royal Voluntary Service we believe volunteers should get as much out of volunteering as they put into it. We have done considerable research into the benefits of volunteering, and consistent themes include improved mental health, wellbeing, social connections and – for those who choose a role that gets them out and about – improved movement levels and physical health too. Many of the wellbeing benefits come from the sense of fulfilment, achievement and purpose volunteers feel. It’s definitely a two-way street and it’s great to know you both recognise that and that your daughter is keen to reap the rewards of volunteering. For teenagers and students who are looking ahead and preparing for the competitive job market, volunteering can improve social mobility, life chances and

employment prospects. It can present opportunities to learn and hone both soft and hard skills that can strengthen applications. Volunteering itself demonstrates an ability to dedicate yourself beyond studies, which can also help make a CV stand out. Our research found that 34% of 16 to 19-year-olds reported that volunteering helped them get their first job. And almost 40% reported improved confidence and communication skills, which is unsurprising as volunteering is a brilliant way to meet new people and expand your social horizons. There are lots of fun, unique and even quirky roles available that I think many people would be surprised to hear of – from social media, vlogging or gaming volunteers to theatre, festival and sports event support, and even crafting, gardening and hairdressing. GoVo can be used by people aged 14 and above, and you can filter opportunities by age requirements, too. Of course, another great route into volunteering is to visit local volunteering centres to discover a range of opportunities within your area. I’m confident that, especially with your support, your daughter will find a volunteering role that enables her to give back, to develop her skills, and to enjoy. GoVo.org

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ALISON MELROSE Director of Client Engagement, Simply Learning Tuition

My son is academically able but has focus issues. I'm keen to get him extra support via a tutor, but I'm not sure how he'll take to it – especially if it's online. How do I go about finding the right match? I must have heard this a thousand times, and indeed, it rings true for one of my own teenagers. As a parent, it is incredibly frustrating when you can see that your child is bright and quick to catch on but can’t stay focused. The great news is that good tutoring will not only help prepare your son for key assessments but also boost his self-confidence and develop key executive functioning skills – the ability for him to maintain focus. Talk to him first, so he feels included – he may be relieved at the offer of external support. Then find a reputable private tutor to work with. I say reputable very purposefully. This means a professional who knows the curriculum, understands what your child needs, and has experience of working with young people who need the right approach to engage their brains. There are now many tutors who are skilled in

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teaching children for whom focus and executive functioning skills are an issue. Here is some guidance to help you find the right fit. Let go of your preconceptions You might be surprised by what works for your child, so try to start the process of finding a tutor with an open mind. Many people believe inperson tutoring to be ‘superior’. This just isn’t the case. Look for skills, not just knowledge Getting started and being overwhelmed by the thought of an assignment are often the main challenges for easily distracted students – it is not necessarily about the lesson content. Perhaps look for a tutor who has experience working with children who are easily distracted or have ADHD. The key is to break down the work into bite-sized chunks, with regular praise and brain breaks. Involve your child A good relationship between child and tutor is vital. If they like them, they will engage far more. Allow your child to be part of the interview process and meet the candidates online – even if just for a few minutes to say hello and then listen in.

Embrace fun and games With the right tutor, sessions will be active, fun, and perfect for keeping an easily distracted mind engaged. Good online tutors use creative tools such as interactive whiteboards, educational games and quizzes, short videos and pictures. All these elements add fun, embed knowledge in different ways and vary the pace. Consider lesson structure An hour sitting still can be counterproductive for a child with focus problems. Easily distracted children need shorter bursts with brain or movement breaks in between. Ideally, an hour’s lesson would be split into sections – say, two 20-minute lessons split by brain and movement breaks, then a final five minutes reviewing the lesson and follow-up work for the next one. It is important to be honest from the start about your child's issues – that way you will be more likely to find a good tutor match. Don't expect miracles – the relationship takes time to build. But by choosing the right tutor, you can turn lessons into something your child looks forward to, as they build self-confidence and make academic progress. simplylearningtuition.co.uk

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Perspective

WHAT UNIVERSITIES WANT Universities have told us what they value in applicants, says ACS Egham Head Mark Wilson – and this should change the questions parents ask when choosing a sixth form

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he question I’m asked most often by parents thinking about university is a simple one: ‘what grades will they need?’. It is a reasonable question. But after reading what 50 university admissions teams told us when we asked them directly what they look for in applicants, I think it may not be the most useful one. Last autumn, we commissioned FieldworkHub to survey admissions officers from UK universities – Cambridge, Edinburgh, Manchester, Birmingham, Bristol and many others – asking what they look for in applicants and how qualification systems compare. The results gave me pause. They were clear enough to make me really reconsider the conversation we typically have with families before their children start their sixth-form journey. The headline number that has attracted most attention is that just 5% of admissions officers identify A levels as the best overall preparation for university. But that figure, taken in isolation, misses what the research actually shows. The more telling finding is in the detail of how admissions

officers rate different competencies – and where they expect priorities to shift over the next five years. When we asked officers to rate the importance of three broad areas – knowledge, skills and attitudes – skills came out on top, rated 4.49 out of 5, and projected to rise further. Attitudes – intellectual curiosity, resilience, motivation – were rated 4.17 and also rising. Knowledge, rated 3.66, was the lowest of the three and expected to fall. A decade ago, this ordering would have looked very different. This is not universities saying that subject knowledge doesn’t matter. It does. Grades at sixth form remain the gatekeeper to admission, and no admissions officer we spoke to was suggesting otherwise. The point – and they were explicit about this – is that knowledge is increasingly seen as necessary rather than sufficient. In a world where AI

can retrieve facts and structure information instantly, what universities care about is what a student can do with what they know. Here is the part that often surprises parents when I share it. When admissions officers were asked to rate A levels and the IB Diploma specifically on developing in-depth subject knowledge, the two qualifications scored virtually identically – 3.97 and 3.98 respectively. Both are seen as rigorous, academically demanding routes to specialist degree study. The perceived gap in academic substance isn’t there. The differences, in my view, show up in the broader competencies – precisely the areas universities say are rising in importance. On independent enquiry, the IB scored 4.2 against A levels’ 3.52. On communication skills, 4.0 against 3.29. On global awareness, 4.24 against 3.17. Across all eleven competencies measured, the IB

“Knowledge is increasingly seen as necessary rather than sufficient – what universities care about is what a student can do with what they know”

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PHOTOS: CHARLOTTE LEVY

ABOVE & BELOW A varied skillset and independent working are increasingly valued

Diploma scored on average 23% higher, and highest on nine of the eleven measures. Admissions officers were consistent in explaining why. The Extended Essay – a 4,000-word independent research project that all IB students complete – came up repeatedly. One university put it plainly: the programme invites students to work on projects that develop independent thinking and research skills that match what UK higher education actually expects. Another noted that IB students arrive already used to managing a heavier and more varied workload, meaning the transition to degree study is less of a shock. None of this means that students following A levels aren’t succeeding at university – clearly many are, and the subject depth data confirms why that route commands respect. But it does suggest that the questions families ask when choosing a sixth form might benefit from a different frame. The question, ‘what grades will they need?’, is really asking about the threshold. What this latest research points toward is a different question: ‘what kind of student does this qualification produce?’. Does it develop the ability to work independently,

to synthesise ideas across disciplines, to sustain motivation through a complex and varied workload? These are the qualities universities tell us they are depending on – not just to fill places, but to hold on to the students they admit. So what should parents ask at open evenings? I’d suggest something along these lines: ‘How does sixth form here prepare students to work independently?’; ‘What opportunities are there for research or project work beyond the examined syllabus?’; ‘How broad is the curriculum and

where does it push students to connect ideas across subjects and disciplines?’. These questions don’t have a neat numerical answer. But they are closer to what the people who read the applications and shape university cohorts say they are actually looking for. Grades open the door. What happens after that depends on the habits of mind a student brings with them.

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SENIOR / TA LK ING HE A D

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Collaborative COMMUNITY

Dr Michael Truss, Principal of Concord College, on how students with strong collaborative skills put technology to good use

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earning to collaborate and solve problems creatively is one of the key goals of education in the modern world. Schools work hard to put in place opportunities to practise and develop these skills. At Concord, we use team competitions, regular outdoor education trips, music, drama productions and sports to provide fun and fulfilling opportunities to scaffold this kind of learning. For example, our youngest students in year 9 benefit from a special pre-GCSE curriculum designed to set them up with skills such as these. Their year culminates in a Shakespeare production for which they have created the set, costumes and music, with every single child involved in all aspects – including the final show. This is all exciting, fulfilling stuff, but what does success in developing these skills really look like? At Concord, we argue that it is much more than simply delivering the lessons or the activities and competitions. Rather, it is students collaborating and problem solving within their own community for the benefit of themselves, their friends and the world beyond. Crucially, very often this happens without the students themselves being asked. Concord is highly academic and many of our students could be described as competitive – they like to score highly; they like to win. They also form a uniquely positive community and some of our 2026 leavers – many of whom I

“The success of our young people should not be seen as a zerosum game – they can and will work together to make things better”

ABOVE am proud to say have been here since In particular, for A level History Concord College year 9 when they created a magical and Physics, members of the study students and memorable Romeo and Juliet – groups took using the available have really brought home to me the technology further – using computer power of that community to work together. coding and some AI tools to collate exam We have always had a formal network questions and categorise them in ways that of student volunteer subject mentors make tackling specific aspects of the syllabus who help other students. However, what or particular types of question simpler. has emerged this year is a far wider Another student harnessed the power of collaboration among our students to coding to develop a collection of resources for enhance the already impressive resources students choosing their university courses at their disposal, to share those widely and looking for activities they could take part among the community and, hopefully, to in that might support their applications. pass on a legacy for students to come. The students of 6.2 at Concord are a Beginning with small, informal demonstration that the success study groups in classrooms after of our young people should not prep, they expanded to meeting be seen as a zero-sum game. online when they were at home They can and will work together (wherever in the world that was). to make things better and they From there, shared folders of will think even bigger than that notes, links, ideas, questions if we equip them well. They are a appeared – each member of the positive note among the worries group adding what they had, around AI – demonstrating that all willingly discussing their technology can be mastered MICHAEL TRUSS thoughts, preparing work to by young minds equipped Principal Concord College talk through, willingly admitting with the very human skills to when they were unsure. use and not be used by it.

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Schools and als Group Residenti r been to” s we have eve

“One of the best centre

info@millonthebrue.co.uk 01749 812307 www.millonthebrue.co.uk

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Modern polymaths The Headmistress of Headington School Oxford says raising adaptable polymaths is the key to future-proofing students and building tomorrow’s leaders.

“When students code AI algorithms in the morning and row on the Thames in the afternoon, they build human agility that no algorithm can replicate”

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s artificial intelligence automates routine knowledge, global education faces an urgent question: what does it truly mean to prepare a young person for the real world? For decades, the gold standard of schooling was hyperspecialisation reflected in exceptional exam performance. Today, in an unpredictable global economy, technical knowledge alone is no longer enough. To lead in this environment, young women must become agile polymaths – multidisciplinary thinkers who combine technical fluency, creative problem-solving and emotional resilience. This is why a broad co-curricular foundation is no longer an optional luxury: we consider it vital for real-world employability. When students code AI algorithms in the morning, then row on the Thames with a Henley-winning squad and pitch enterprise models to ‘dragons’ in the afternoon, they develop human agility that no algorithm can replicate. This holistic approach was recently validated by the Independent Schools Inspectorate (ISI),

finished homework, but as a crucial tool for developing academic resilience. Competing in sports teaches pupils to process failure and learn collaboration and strategy, while ABOVE Multidisciplinary performing on stage builds the oracy and thinkers at presence needed for high-stakes interviews. Headington School Oxford Encourage multi-dimensional subject pairing. Break down traditional silos between humanities/arts and STEM. A student who combines Computer Science which awarded Headington School Oxford’s with Ethics or Fine Art with Mathematics co-curricular programme a rare ‘Significant develops cross-disciplinary problem-solving Strength’ designation. skills that pure specialists may lack. Crucially, breadth powers academic excellence. At A level, our pupils achieved Expand the definition of ‘success’. Modern 65% A*-A and 90% A*-B grades (alongside career readiness requires guiding pupils 92% 9-6 at GCSE). But our results are the toward diverse pathways. Ensure traditional starting point. Over the 2025-2026 leaver Oxbridge entry, Ivy League admissions, cycles, Headington graduates secured specialist creative conservatoires and modern competitive places at more than 220 worldcorporate degree apprenticeships are treated leading institutions across four continents. as equally valuable. These included Harvard, Princeton and Embed structured leadership UPenn in the US and Oxbridge, Imperial opportunities. Leadership is a practical skill and LSE in the UK. Their pathways include learned by doing. It’s important to give pupils spacecraft engineering, medicine, creative ownership over student-run societies, budget courses at top conservatoires management, peer mentoring and corporate degree and community initiatives early apprenticeships at firms such in their educational journey. as Accenture. A world-class education So how can school must do more than help and families foster this a student pass exams. By level of adaptability and fostering adaptability, global readiness? intellectual courage and talents Erase the boundary in a wide range of disciplines, between academics and we ensure that when our young CAROLINE JORDAN co-curricular. Co-curricular people step onto the global Headmistress activities should not be treated stage, they don’t just adapt to Headington School Oxford as a secondary reward for the future, they shape it. AUTUMN 2026 | B R I T I S H E D U C AT I O N | 71

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SENIOR / FE ATUR E

DEVELOPING leadership As Framlingham College celebrates 125 years of Combined Cadet Force (CCF), it continues to see these activities as vital in helping pupils to develop life skills

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esearch carried out by the University of Northampton in 2025 found that the presence of CCF in education institutions not only positively impacts pupils’ behaviour and learning, but also the school environment itself. Published in March 2025, the report found that areas such as enrichment, attendance, wellbeing, confidence, engagement, career aspirations and a sense of belonging were all enhanced in schools with CCF. Today, more than 500 schools across state and independent sectors have cadet units, with the CCF at Framlingham College just one of three CCFs in Suffolk to offer both Army and Air Cadets pathways. Now in its 125th year, the Framlingham College CCF, is just as popular today and still plays a vital role in the life and traditions of the school, allowing pupils to develop key life skills in leadership, teamwork, resilience and respect. Year 12 pupil and CCF Sergeant, Hattie R is among CCF’s greatest fans. “Here at Framlingham, joining the CCF is something everyone does between Year 9 and 11, but I chose to continue this into Sixth Form because I have genuinely grown to enjoy it. I recognise the opportunities it has afforded me, many of which I would not be able to

“CCF has helped me develop resilience, discipline, leadership – all valuable life skills which are essential for adulthood beyond school”

ABOVE CCF at Framlingham College

get anywhere else, and it has also allowed me to give back to the school community.” She sees multiple benefits beyond school life, too. “The CCF has offered me opportunities to work as part of a team, challenge myself, and develop leadership skills. It has helped me learn how to cope with pressure and adapt to whatever situations I am faced with.” This year, Hattie was appointed as one of the Lord Lieutenant’s Cadets – the highest honour a cadet can achieve. “It feels like a real honour to be recognised as the Lord Lieutenant’s Cadet,” she says. “I’m incredibly excited and proud to represent both myself and my school while carrying out service and responsibility within the community. It is very rewarding to have my commitment to the CCF acknowledged.” Framlingham College’s CCF combines outdoor education alongside first-class military experience days. Activities include flying, shooting competitions, field days, and acts of remembrance. With team building,

strategic planning and communication in the mix, the CCF allows every pupil to develop skills that are readily transferable to everyday life and future careers. Hattie notes that CCF develops the kind of skills and attributes that are invaluable. “It instils real leadership opportunities from an early age,” she says. “CCF has helped me develop resilience, discipline, leadership – life skills which are essential for adulthood beyond school. It has taught me how to be a responsible and supportive leader who looks after everyone in the team.” She says she is proud of the journey undertaken thanks to CCF. “The structure and discipline provided by the CCF has helped prepare me for future challenges and responsibilities Overall, my biggest achievement has been seeing my own personal development – becoming a stronger team member, developing leadership skills, showing long-term commitment and taking pride in the responsibility I have been given.” AUTUMN 2026 | B R I T I S H E D U C AT I O N | 73

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T O P

C L A S S

CRICKET While Wellington College has a strong cricket heritage with star players past and present, it’s the momentum of the girls’ game that’s making waves right now

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ellington has a proud cricketing heritage, playing a key role in the development of great players, including Old Wellingtonians Tom and Sam Curran. But in recent years, it has become an emerging force in the girls’ game with notable success stories among current and former pupils. The strength and momentum of girls’ cricket is led by Thea Brookes, who has been instrumental in shaping the game, drawing on her own experiences across domestic cricket. This includes spells with Birmingham Phoenix, Central Sparks, Southern Vipers, Warwickshire and now Surrey. With such training talent and playing experience on board, girls’ cricket is enjoying its highest ever levels of participation. Commitment to this priority school sport is reflected in the facilities available at the Berkshire school. There are nine grass cricket pitches, 14 grass cricket nets and a further 12 artificial nets. Four indoor cricket lanes (purpose built) mean rain doesn’t stop practice. It helps that Wellington is positioned in a powerful cricket county, closely aligned to Hampshire, and with Middlesex and Surrey nearby. “I am extremely proud of the rapid growth of girls’ cricket over the past four years,” says Thea Brookes. “When I first arrived at Wellington, the programme was very much in its infancy, with only a single XI in place. Since then, we have expanded from one team to six, growing participation from just 11 players to a thriving pathway of 60–70 girls – a significant and hugely rewarding development.”

BELOW Wellington girls joined a cricket tour to South Africa

ABOVE xxxx xxxx xxxx xxxx xxxx xxxxx xx xxx LEFT xxxx xxxx xxxx xxxx xxxx xxxxx xx xxx xxx xxx xxxxx xxxx

This year, the start of the season was made even more special as the College celebrated Old Wellingtonian Francesca ‘Cesca’ Sweet, who has signed a richly deserved twoyear deal with Hampshire Cricket. Cesca embraced every opportunity that came her way and her success is defined by resilience, determination and unwavering self-belief. Having never been part of a formal academy set-up, she forged her own route into the professional game – an achievement that the school believes speaks volumes about her character. Playing first as a young cricketer at Sussex, she continued with

Berkshire, Leicestershire and through the Challengers, where she competed against professional players and grew her confidence at a higher level. Wellington’s new Head Coach of the Girls’ 1st XI is Olly Tapp, also Assistant Coach to the Challengers 1XI where Cesca plays. Bringing his international coaching expertise to the College training programme, he works alongside Thea Brookes to ensure every player is supported and challenged to become the best they can be, both technically and tactically. Whereas in the past, girls who wished to play cricket often had to join boys’

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“We have expanded from one team to six, growing participation from just 11 players to a thriving pathway of 60–70 girls” teams, Wellington now offers a strong and competitive fixture programme, with the 1st XI playing up to 25 matches each season, plus involvement in four different cup competitions. To enhance opportunities and experiences for girls, the College is also part of the Girls’ BOWS Festival cricket tournament – the competitors are Brighton College, Oakham, Wellington and Sedbergh. Wellington celebrated another landmark moment this spring when Lower Sixth students Nishka and Zaara became the first females to join the Cricket Honours Boards at the school, setting the standard for other girls to follow. It is even more impressive that their stellar achievements happened on tour.

Wellington College Cricket Club embarked on a memorable and gruelling international tour to South Africa in February. And the girls’ team toured alongside the boys for the first time in the College’s history. In a match against Framesby, Nishka’s outstanding innings of 114, from just 63 balls, was a masterclass in controlled aggression and composure, guiding the team to a total of 186. Soon after, Zaara produced one of the most extraordinary bowling spells – five wickets in five consecutive balls. Finishing with remarkable figures of 6–22 from 3.5 overs, she also delivered an unbeaten 101 against Somerset College. It was an innings that secured her place on the Wellington Honours Board for scoring a century, as well as recognition on the bowling board during the same tour. The entire girls’ team played phenomenally well in South Africa with stand-out performances from several pupils. A fitting conclusion to the tour was climbing Table Mountain, where Wellington’s cricketers – both girls and boys – felt on top of the world of cricket. AUTUMN 2026 | B R I T I S H E D U C AT I O N | 75

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The British Education and Schools Show in Asia 2026 BESSA British Education and Schools Show Asia bessa.asia

BESSA is designed for families exploring schools and summer camps in the UK, offering them the unique opportunity to meet Admission Directors 1-to-1, hear from education experts, and ask questions specific to their child’s needs. Instead of just relying on websites or word of mouth, parents can compare schools in person and get a clearer sense of each school’s ethos, strengths, and suitability.There are approximately 500 boarding schools in the UK – and finding a good fit of school for your child could be the stepping stone to their future. Join us again at the BESSA school shows in Singapore on 31 October and in Kuala Lumpur on 1 November, where you can find the best of UK boarding under one roof. This diverse curation of top boarding schools demonstrates what different schools have to offer – let’s use this invaluable resource to make the right match. Be our guest and discover more about what a UK education has to offer your child.

STUDENTS WALKING

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SCHOOLS SHOW / EXHIBITOR S

Benenden School

Head: Rachel Bailey Location: Cranbrook, Kent USP: A leading traditional girls’

full boarding school set in 250 acres of beautiful Kent countryside for academically strong allrounders with a distinctive focus on professional and life skills.

Brighton College

Head: Steve Marshall-Taylor Location: Brighton, East Sussex USP: A recent winner of the

Sunday Times ‘UK School of the Decade’ title, this forward-thinking school achieves fantastic academic results, and is known equally for its excellence across STEM subjects, outstanding performing arts department, and sporting prowess.

Bromsgrove School

Head: Michael Punt Location: Bromsgrove, Worcestershire USP: A 500 year-old co-ed school that

STUDENTS IN THEIR DORMITORIES ROOM AFTER SCHOOL HOURS

Combining the feel of a local family day school with an international boarding school

combines the feel of a local family day school with an international boarding school while delivering stellar IB and A Level results and sporting excellence through its culture of hard work and hard play.

Cheltenham Ladies’ College

Head: Jemima Edney Location: Cheltenham, Gloucestershire USP: Founded in 1853, this large,

renowned girls' school offers academic excellence in its A Levels and IB curricula, outstanding facilities, and a diverse community of British and international students in a dispersed campus within the bustling town of Cheltenham.

Caterham School

Head: Ceri Jones Location: A selective and high-

achieving co-ed day and boarding school set on 200 acres near London, with a strong emphasis of well-being underpinning an ethos of nurturing academic curiosity and developing the individual.

Cheltenham College

Head: Chris Townsend Location: Cheltenham, Gloucestershire USP: A highly regarded co-ed school

that is known for its strong family feel, dedicated teachers and broad offering across its whole range of academics, sports and arts in superb state-of-the-art facilities. BRIGHTON COLLEGE

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HARROW SCHOOL

Harrow School

Head: Alastair Land Location: Harrow on the Hill USP: A world-renowned,

full-boarding school for boys where more than 450 years of tradition combine with academic ambition, outstanding opportunities and a distinctive education rooted in courage, honour, humility and fellowship.

Downe House School Head: Emma McKendrick Location: Cold Ash, Berkshire USP: Innovative yet traditional,

DOWNE HOUSE LOWER SCHOOL

Cranleigh School

Head: Samantha Price Location: Cranleigh, Surrey USP: Set on a stunning 280-

acre campus in Surrey, this co-ed school values effort and individual progress, providing an academically robust yet balanced education with a broad range of opportunities, especially in sport, music and drama.

Dauntsey’s School

Head: John Davies Location: West Lavington, Wiltshire USP: A thriving co-ed boarding

school in beautiful Wiltshire with a fiercely loyal alumni, where adventure education stands out together with consistently strong academic results and the Dauntsey's ABCs: to be Ambitious, Brave and Compassionate.

Gordonstoun

Head: Simon Cane-Hardy Location: Elgin, Moray USP: Home to the Round Square

movement, this co-ed, full boarding school in Scotland sets its students up for life beyond school with 'character education', a holistic approach that combines academics with the outdoors, leadership and teamwork.

academic yet with exceptional co-curricular opportunities, this school truly epitomises all-girls’ boarding with a family-friendly approach where every girl is valued, challenged, supported and educated as an individual.

Headington School Oxford

Head: Caroline Jordan Location: Oxford, Oxfordshire USP: This girls' day and boarding

school is a superb all-through option with extensive facilities on large grounds and opportunities galore, thanks to its wonderful location in the prestigious university city of Oxford.

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Malvern College

Head: Keith Metcalfe Location: Malvern, Worcestershire USP: A co-ed full boarding school

in the stunning Malvern Hills with a cosmopolitan student body, a wide range of academic curricula, including the IB, and an ethos that champions the importance of personal growth and life skills.

Oundle School

Head: Dominic Oliver Location: Oundle, Peterborough USP: A co-educational boarding

and day school of scale, breadth and ambition, Oundle is woven into the life of its historic market town, combining academic ambition with exceptional opportunities and a warm, grounded community.

MALVERN

Radley College

An ethos that champions the importance of personal growth and life skills

Head: John Moule Location: Radley, Oxfordshire USP: A traditional boys full

boarding school near Oxford, renowned for its superb teaching, close pastoral support and a huge range of excellent sports and activities on offer, including its very own golf course.

Roedean School

Head: Niamh Green Location: Brighton, East Sussex USP: Every student is encouraged

to aim high at this academicallydriven girls' day and boarding school in Brighton, where an inclusive and nurturing community encourages confidence, independence and a global outlook.

Rugby School Head: Gareth Parker-Jones Location: Rugby, Warwickshire USP: This historic, co-ed

school has a long tradition of sporting prowess and was the birthplace of rugby, but is today known for its 'Whole Person, Whole Point' ethos and strong A Level and IB results.

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RADLEY

Students achieve impressive university places, especially in the US

Sevenoaks School

St Catherine’s, Bramley

schools with a large, international boarding community in the Sixth Form, where kindness and courtesy are sought alongside curiosity and critical thinking, and students achieve impressive university places, especially in the US.

girls' day and boarding school in Surrey, where kind and passionate staff succeed in building confidence and a warm community, leading to an enviably active and extensive alumnae network.

Head: Jesse Elzinga Location: Sevenoaks, Kent USP: One of the world's top IB

Head: Emma Watson Location: Bramley, Surrey USP: An academically selective

Shrewsbury School

Head: Leo Winkley Location: Shrewsbury, Shropshire USP: A co-ed full boarding school

which goes from strength to strength each year with solid, academic results alongside exceptional sports, and a mission to empower every pupil to contribute positively to the world around them.

St Edward’s Oxford Head: Alastair Chirnside Location: Oxford, Oxfordshire USP: Known affectionately as

“Teddies”, a city-based boarding school on expansive grounds in Oxford with a reputation for friendliness and inclusivity, increasingly academic prowess and large IB cohort, and an outstanding dance programme. ST SWITHUN'S

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SCHOOLS SHOW / EXHIBITOR S

St Swithun’s School

Head: Jane Gandee Location: Winchester, Hampshire USP: An all-girls' school in Winchester

chosen by many for its excellent academics, superb co-curricular programme and down-to-earth community of girls who embody the school’s kind, empowering and give-it-a-go approach.

Tonbridge School

Head: James Priory Location: Tonbridge, Kent USP: This boys' boarding and day

school set on 150 acres, which flies high with outstanding academic results, enviable facilities, excellent STEM teaching and first-class sports, will welcome girls in 2028.

A high achieving school for gogetting girls who are instilled with academic curiosity

WYCOMBE ABBEY

Wellington College

Wycombe Abbey

boarding school in Berkshire, where excellent academic foundation leads to either A Levels or IB, and strong bonds are cultivated between staff and students alike, creating the ideal school experience for all.

Buckinghamshire USP: A high achieving school for go-getting girls who are instilled with academic curiosity, a worldly knowledge and life skills, while placing emphasis on developing integrity, emotional intelligence and leadership.

Head: James Dahl Location: Crowthorne, Berkshire USP: A progressive co-ed

Head: Jo Duncan Location: Wycombe,

SEVENOAKS

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60

L A ST WOR D

seconds with

Julie Keller

The Head of Nottingham Girls’ High School GDST on her background and educational philosophy

What is your background? I’m proudly Nottingham-born and have spent all of my career teaching in the Nottingham community. I went to the local comprehensive school, then on to University of Leicester to study Economic and Social History, and back to University of Nottingham for my PGCE. Following 11 years in the maintained sector, I joined Nottingham Girls’ High School as Deputy Head in 2011. I have just celebrated 10 years as Head of the school. What excites you most about your role? The girls always laugh as I say, often, that I have the best job in the world. Every day is exciting. Who wouldn’t want to work with 600 female leaders of the future? We are a progressive, creative school with an outstanding staff and brilliant students. Seeing just what girls can achieve, when they are taught in an environment built entirely around them is incredible. What is your academic philosophy? My mantra is that no girl is left behind – every girl makes progress and achieves outstanding results. My belief is that girls should go off to study what they want where they want and play to their strengths, whether that be the incredible numbers who go off to study medicine and law or those who pursue their passion for classics, acting, music or aviation. Can you tell us about one pivotal moment in your career? The most pivotal moment was becoming Deputy Head. Having never experienced a girls’ only environment before I was blown away by the ethos and opportunities that just aren’t there in a co-ed setting. Since 2011, I have become a passionate advocate for all girls’ schools and see it as my mission to ensure they survive long into the future. I want to demonstrate to people that far from the old-fashioned stereotype, schools like ours are the most progressive possible.

our visitors comment on how welcoming the school feels. What makes a great student? Girls are naturally perfectionists, so students who are honest and brave – honest about their weaknesses, and brave enough to admit how they’re feeling – are the ones that thrive. We don’t need to add any further pressure – they do that enough to themselves.

A B OV E Julie Keller

What is your school’s approach and what sets it apart? I truly believe that Nottingham Girls’ is unlike any other school. We smash stereotypes. Every girl, whether an introvert or extrovert, goes on to become an outstanding leader. We are a family and a community, we know every single girl, and we never give up on anyone. Everyone is valued and respected and it’s genuinely the most happy place to be. In fact, all

From your experience, what makes a great school environment? A school that builds trust with staff and with parents. No school can turn out successful and well-rounded individuals if their teachers are working in a culture of pressure and micromanagement. I believe in leading with honesty and transparency, and my open-door policy is exactly that. The fact that in our most recent staff engagement survey, 92% of staff said they enjoyed their role means we are doing something right. A happy girl is a successful girl, but you need happy staff for students to succeed.

“I want to demonstrate to people that far from the old-fashioned stereotype, schools like ours are the most progressive possible”

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Tailored

not uniform

When it comes to a good education, one size does not necessarily fit all. At MPW, one of the UK’s best-known names in fifth and sixth-form education, we have been offering a distinctive alternative to traditional schools for 50 years. A levels and GCSEs in over 40 subjects, plus retakes and Year 12 transfers Personal tutors providing individual academic and pastoral support Oxbridge-style tutorial groups with nine students or fewer Excellent results and progression to top tier universities Best in class inspection reports from the ISI and Ofsted

The small class sizes were hugely beneficial to my learning, providing an excellent foundation for a strong professional relationship between students and teachers. James achieved A*A*A* at A level and is now reading English Literature at the University of York

Discover MPW for yourself Visit www.mpw.ac.uk or call us to book your visit. London 020 7835 1355

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Birmingham 0121 454 9637

Cambridge 01223 350 158

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