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FIS_Perry_TinCans_Ad_210x297mm_V1.indd 1 29/07/2015 21:28 ISSUE 88 Contents Spring2017 8 5 From the editor 7 Introduction 8 The changing challenges of prep school sport 11 Moving the goal posts in Religious Education 15 Cultivating the curious 17 Sitting down with Sir Anthony 18 Do our Common Rooms still exist? 24 21 The Bambajan Approach 24 Learning to live in Harmony 27 Preps lead the way in pastoral tracking 29 How teachers can stick up for homework 32 Where have all the teachers gone? 35 Flexibility, Mobility, Adaptability 36 To tutor or not to tutor 40 38 A certain amount of low cunning 40 Art in action 43 A paradox in education 44 A meeting of minds 46 WoT! a way to do an assembly 48 In Response... 52 Jumping on the bandwagon 55 The four features of a successful school 480 59 A simple solution 60 From the Common Room... 61 Viewpoint 63 Fundraising Fun 64 SATIPS Broadsheets: History

Editor ISSN: 0963 8601 Subscription Details: Paul Jackson Printed by Micropress, Reydon,Suffolk IP18 6DH The Business Managers are John Catt Educational Ltd, Managing Editor 12 Deben Mill Business Centre, Old Maltings Approach, Publishers’ Notice Meena Ameen Melton, Woodbridge, Suffolk IP12 1BL. Tel: (01394) 389850 Fax: (01394) 386893, to whom Designer Prep School is published three times a year, in January, enquiries regarding advertising, subscription order forms Scott James May and September, by John Catt Educational Ltd. £25 for a two-year subscription, post paid; discounts for bulk and correspondence about subscriptions should be sent. Advertising orders are available. Contributions to Prep School should be sent to the Editor, Gerry Cookson, [email protected] Opinions expressed in Prep School are not necessarily [email protected].. endorsed by satips; likewise advertisements and www.prepschoolmag.co.uk advertising features are printed in good faith. Their inclusion does not imply endorsement by satips.

PREP SCHOOL Reflecting the best in the prep & junior school world 3

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Image: The connectors on a child’s building blocks. cie.org.uk/cambridge-primary Strap Line From the editor

Aren’t we lucky? Many of us appear ready for the and prepare new initiatives ready for We in schools implementation of change in both implementation in September? have two areas at this time of year. Perhaps Whilst I leave you to mull over that ‘New Years’ to that is because we have accrued one, you may or may not be doing experience, the confidence in what we have achieved the mulling in a room, which used academic one in in our work thus far and can see how to be at the very centre of school September and, of change will help us to generate even life, the common or staff room. It course, the change greater success during the rest of the seems change is afoot here as well; in the calendar academic year. Are major changes as it is in teacher training, Common year. 2017 is now well under way and introduced at the beginning of the Entrance, prep and senior school many of us will have benefitted from new academic year in September as relationships and sports provision that traditional time of reflection, easily assimilated? – and I am grateful to this edition’s both personally and professionally, Over the years, I have heard many contributors for informing us of them. which the celebration provides. colleagues say, when they have Some things don’t change, of course. As part of that reflection, may I point finally escaped from the beginning Despite the recent legal ruling, the you in the direction of the SATIPS of September meetings, that the last disadvantages of parents taking their website where you will find details of thing they needed was new initiative offspring out of school during term this year’s SATIPS events including overload just when they wanted to time have not diminished and I hope SATIPSKI, The SATIPS Challenge, get into the rhythm of the Autumn the wise words of the highly acclaimed the Handwriting competition and Term and hit the ground running with headmaster, Dr Peter Kent, will the Summer Term’s Art Exhibition. confidence and certainty. Would the provide a blueprint not if but when All excellent opportunities for pupil start of the Spring Term meeting be the situation arises – yet again. involvement. the right time to introduce, discuss Paul Jackson

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PREP SCHOOL Reflecting the best in the prep & junior school world 5 In the right hands, complex tasks are made easy

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Prep83.indd 6 30/04/2015 14:13 Introduction

Being Bill Bill Ibbetson-Price, the new General Secretary of SATIPS, introduces himself in this issue to the wonderful readers of Prep School magazine

After reading geography at University College, Durham, I joined The Oratory School (a boys only 11-18 boarding school near Reading) where I spent 17 years in a variety of roles including: Head of Department, Housemaster of a large boarding house, Contingent Commander of the CCF and ultimately Pastoral Deputy Head. Whilst teaching at The Oratory, I studied for a MA in geography from the University of London and was one of the first independent school teachers to obtain the NPQH, the National Professional Qualification for Headship. For nearly academic qualifications, I have also been Midlands). I was delighted therefore to 20 years I was both an A Level and on dozens of more practical courses join SATIPS as General Secretary which GCSE examiner. including obtaining a HGV licence and will enable me to maintain my links In 1999, I was appointed as the various sailing courses. I also have a with prep schools and play a part in Headmaster of Winterfold House School diving qualification and, more recently, providing training for teachers which, as in Worcestershire, a co-educational day have learned to weld and to build dry I hope has become clear, is something I school for some 400 pupils aged 0-13. I stonewalls. have always be passionate about. was a team inspector for ISI for some 12 Over my career in education, I have SATIPS is unique in among the many years, and about five years ago became taken immense satisfaction, and some training providers in that it focuses a RI, a role in which I am continuing. pride, in seeing both pupils and staff almost exclusively upon providing During my time at Winterfold, I played develop and mature. Whilst training courses for classroom teachers to an active role in IAPS both within the courses provide teachers with the district where I was Chairman and obvious opportunity to develop new assist them with the teaching of their nationally as a District Representative skills and to refine old ones, meeting subject/s as opposed to leadership on the IAPS council. For three years, colleagues also allows the sharing of courses for senior managers. I was also part of the Membership ideas, and an appreciation of different I very much hope that those of you Committee. methods of passing on information to reading this magazine will be inspired I took early retirement in August 2016 our students. I have never left a course to attend some of the excellent courses so that I could fulfil a life-long ambition without gaining a deeper insight into that which SATIPS runs and that you of being a hill sheep farmer in the whatever topic was the focus of the day. will sing our praises to your colleagues Yorkshire Dales. Equally important is the energy and so that they too can benefit from all renewal one experiences from chatting I have always believed passionately in that SATIPS has to offer. with colleagues. All of this means that developing people (probably a good we return to our schools full of fresh Bill Ibbetson-Price, the new General trait for a teacher to have) and that we ideas and renewed drive, which is Secretary of SATIPS, has worked never stop learning. Upon graduating, undoubtedly to the benefit of our pupils. I promised myself that I would never previously as the Housemaster of sit another exam ever again, but, as I For many years, I was also Chairman The Oratory School in Reading have already hinted at, that promise of Independent Schools Training (the and the Headmaster of the was soon broken. As well as the more successor to the Ellis group in the West Winterfold House School.

PREP SCHOOL Reflecting the best in the prep & junior school world 7 Teaching

The changing challenge of prep school sport With 30 years of experience as the Director of Sports in prep and senior schools and the Director of Independent Coach Education, Neil Rollings writes about the challenges of teaching sport

Prep schools have changed a lot of sport on their own children, sports education on this scale. over the last 20 years. Many of regardless of ability. At the centre This has caused confusion; schools of the shifting place of sport is the these developments have based have not always been swift to replacement of meritocracy with upon increasing child-centredness, re-evaluate their programmes and democracy. For a hundred years, the in addition to the ongoing battle define their current success criteria. sector benignly accepted that the to meet the whims of a demanding Few are the prep schools that can clearly quality of the sports experience would parent body. Sports provision has articulate the aim of their programme, be directly proportional to physical not been immune to these pressures. communicate it and then build a At the heart of this shift has been ability. This gave undue advantage to those who were born in the first structure to deliver these outcomes. recognition that competitive victory There is uncertainty as to whether against local neighbours is not months of the school year, the early maturers and those who were performance can comfortably co-exist the sole success criteria. A trophy coached before others. Belatedly came with participation, and whether a focus cabinet groaning under the weight the reasonable assumption that all on traditional team games can interface of the triumphs of a small number pupils were entitled to a high quality with variety. This uncertainty is of widely celebrated gladiators is not sports experience; this disturbed reflected in capital investments, where the only measure of a programme of a sector that was ill equipped – huge amounts are invested in sports developmental physical activity. philosophically, structurally and in halls, pools and indoor facilities. Yet, Parents are keen to see the impact resources – to deliver high quality most programmes are still dominated

8 PREP SCHOOL Reflecting the best in the prep & junior school world Teaching

by compulsory outdoor team games, pupils could do what they value most reluctant coaches have to be pressed particularly for the most able. – play. Many sports are inventing into services. Parents of less able democratic forms of themselves to pupils are right to reject this poor, Until a school can be clear what it is even out opportunity, recognising old-fashioned delivery happening seeking to achieve through physical that late developers have a legitimate alongside the best coaches providing activity, it will be impossible to entitlement to a positive experience. something of a much higher standard measure how successful it has been. This does not mean that there is not a to the early developers. It wouldn’t be Equally, until it can clearly articulate legitimate place for the pursuit of high tolerated in any other subject, so why that vision to parents, it will never performance. This proves to be positive should it continue to be the case here? have a reference point for the for the sector and of undoubted appeal The biggest challenge does not involve disaffected. What might that aim be? to many parents. Sports awards at pupils as the emotional nature of How about: senior schools, and the academy sport means that parental feelings run We strive to engage all pupils through activities of professional clubs, give it a high. Parents have their own views a positive experience of physical further functional justification. Success about the purpose of school sport; activity. Our aim is that all pupils in all spheres is good for morale and often distorted when seen through love being active, that all participate reputation in a school, however high the lens of their own child’s interests enthusiastically, and that some excel. performance will only ever engage a and abilities. Rather than respond to Once these aims have been clarified, minority of pupils. There is a parallel in a range of individual requests, and building a programme to deliver them academic activity. All schools manage engage in tiresome justifications, becomes much clearer and simpler. to support their scholarship candidates schools must communicate their The aims provide a reference against and celebrate their successes, however vision for sport proactively to parents. which the structures can be tested. few would think it acceptable to do Crucially, this must be done as an What might this look like? this to the exclusion of supporting the intellectual exercise in moments of low weakest CE candidates. emotion. Most parents can understand Firstly, there is the issue of the logic of inclusiveness or the inclusiveness. If playing in school There is an organisational expedient desirability of developing selflessness teams is a valuable experience then in all pupils playing traditional games, through team-ship. In the moment it is surely a positive thing for all up to five days every week. There of high emotion on the touchline, pupils, not just those who are big has been an historic assumption that these lessons are less clearly absorbed, team games are good, and that this and fast. There is, therefore, no especially when they impact upon the value increases linearly. Many prep justification for excluding pupils on likelihood of competitive success. the grounds of size, aptitude or skill. school teams have greater weekly Accepting this requires a re-think of practice times than adult national The challenge is to create and the whole programme of competition. league teams. It is difficult to provide articulate a compelling, logical vision Traditional, head-to-head games are a universally engaging programme for sports, demonstrating the positive not an efficient way of delivering with so much focus and so little physical and personal impacts it competition. If a pitch is used for only variety. A little more imagination can deliver. There may be parents one game in an afternoon, however and creativity in programme design who are unconcerned about whether short and with only one teacher to might make the experience more their children can bowl a leg break, accompany one team, it will always attractive for pupils and staff alike. but few would be indifferent to the be difficult to provide competition It is only the fear of slipping down development of determination and for everyone. The less able are then the international under ten rankings empathy in their offspring, or a love excluded on the grounds of ability. that drives a diet of unrelenting of being active and healthy. Tragically left behind when everyone team games. Once the performance Communications must focus on the else gets on the bus, or largely tyranny is loosened, all sorts of other benefits of the programme, not just neglected whilst the gladiators have outcomes become possible. the features. Most people can be clear exclusive access to the competitive Research is clear that the biggest about what outcomes they seek from experience with all its appetising factor in determining whether sport; schools must become more side orders of special kit, enthusiastic children become engaged with sports adept at clarifying how these are spectators, teas, tours and adulation. is the quality of the coaching and the going to be delivered. Such messages A more creative approach to learning environment established by must be constant and consistent, competition could accommodate more the coach. Traditional games, which benefit-led and engaging. teams in a series of shorter games, seek to occupy large numbers at the The starting point is to begin the which could be staged one after same time, put pressure on resources. vital discussion: what exactly are the other. Freed from the tyranny If the entire school plays games at the our success criteria for the physical of scores and results, the youngest same time, too many inexperienced, activity programme?

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Moving the goal posts in religious education Charlotte Vardy, the Head of Divinity and Philosophy at Ardingly College, discusses the latest changes in religious studies courses and what this means for teachers and pupils

The goal posts have moved again; resources to support them in teaching departments and will fail to lay the GCSE and A Level religious studies are about the Five Pillars of Islam in foundations students will need to do now a lot more challenging than it has Year 10 and how Christians celebrate well in the new GCSE and A Level been for a generation. The headline- Christmas in the Lower Sixth. courses. grabbing element of the change is As prep school teachers, you might be The revised content of RS is a that all students will now be required feeling a bit smug. The consultation distraction from the real change that to study religion in religious studies on the new ISEB ‘Theology, relates to assessment. GCSE AO1 has (fancy that…) and in a way that can’t Philosophy and Religion’ specification changed from being a combination of be dressed up as philosophy. Talk just opened and it looks like your job Common Entrance AO1 and AO2 to of launching a philosophy GCSE, to will be getting a lot more exciting being just Common Entrance AO1. carry on the popular work from GCSE from 2018. Nevertheless, at the risk Analysis is still there in GCSE AO2, religious studies, has been going on of spoiling your happy vision of the which now counts for 50% of the for over a decade but has come to future, there is a danger that the available marks, but the development nothing so that now departments are ISEB proposal will fail to address of reasoned personal responses dusting off textbooks and inventing the changing needs of senior school has gone. Similarly, A Levels now

PREP SCHOOL Reflecting the best in the prep & junior school world 11 Teaching

At GCSE and A Level, just as the emphasis of content has moved away from ‘Ultimate Questions’, the emphasis of assessment has moved away from students presenting a personal point of view, however well-reasoned.

demand extended critical analysis and Senior school teachers are going to interested in core subject-knowledge. evaluation and reward engagement have a lot more work to do to ensure Without it, given the fact-packed with scholarly debate, not advancing the good grades that schools, parents specifications, departments will soon and justifying a personal point of and pupils have come to expect; they have to change their Year 9 courses view, with 60% of the available marks. will be on the lookout for prep school to do remedial work, damaging their At GCSE and A Level, just as the applicants who can sustain a written ability to recruit. emphasis of content has moved argument. In this respect, ‘Theology, While the proposal retains the away from ‘Ultimate Questions’, the Philosophy and Religion’ could be opportunity for students to study emphasis of assessment has moved positive. It offers ample opportunities the Bible and religions, its ambitious away from students presenting a for students to write at length in scope and hefty content will make personal point of view, however well- response to AO3 questions. Yet senior it impossible to cover all the topics reasoned. school departments will also be in depth. The danger is that the

12 PREP SCHOOL Reflecting the best in the prep & junior school world Teaching

Theology element will be rushed and do to young peoples’ desire to address ISEB and prep schools could, and superficial and that schools will opt these same questions later on? should, be looking at the new for coursework on religion in order to What will be the effect of students specifications and seeking to support free up time to tackle the challenging moving on from challenging and students in tackling them, as well as (and more marketable) philosophy discursive ‘Theology, Philosophy building enthusiasm for the subject. element. Furthermore, I wonder about and Religion’ prep school courses The proposal’s emphasis on ultimate the wisdom of specifying the same to the new GCSE courses in RS? questions, its wording of the three topics commonly studied at GCSE Prep schools may well have excited attainment objectives and its wording and even A Level in that philosophy pupils and parents marvelling over of Part C questions are redolent of a element. Think about the implications the opportunity to study philosophy past age and fail to reflect the new of tackling the same beliefs, teachings from 11, but their short term realities of public examination work. and practices and the same ethics marketing boost will come at the It seems likely that the net result themes, as specified by the DfE GCSE cost of unrealistic expectations and of the new specification will be to criteria, as well as the design and high drop-out-rates for senior school reduce the religious literacy of 13+ cosmological arguments, free will and RS. Remember, GCSE courses are candidates at a time when it needs to determinism, in Years 7 and 8. increasingly optional as senior schools be increased. By repeating content at KS3, KS4 adapt to revised specifications. The An imperfect alternative, which the and KS5, prep school students are possibility of offering RS as an early Ardingly College Prep School has going to end up with a narrower, GCSE or teaching it in reduced time already chosen, is to abandon ISEB rather than a broader, experience of has now gone, so the subject has often Common Entrance in RS altogether. the subject and we risk them getting been shunted into the option blocks Why not, as we have, work with the bored. I empathise and sympathise to compete for shrinking curriculum senior school and other local prep with prep school teachers who find space against arts subjects, which schools to design your own course the prospect of tackling the problem parents choose independent schools that builds skills and knowledge for of evil and suffering or the moral for. the new GCSE, as well as enthusiasm argument tempting. Nevertheless, Departments need to be able to for the subject? If you choose this what specialist teachers would love to engage students and show them option, try to resist the temptation teach is not necessarily what is best the excitement and relevance of of the more obvious philosophy and for students to learn. the subject in Year 9. They don’t ethics topics. Fewer topics, chosen In effect, ISEB is proposing to cherry- want to be reprising topics already with an eye on GCSE content criteria, pick the juiciest topics from senior tackled in Year 8 or spending all their taught in a more rigorous and school RS and make them the subject time going over basics that haven’t imaginative way with an emphasis of Common Entrance cramming. been understood or even taught at on clear, structured and detailed There are problems with this strategy. prep school. The point of Common explanations, critical thinking and While almost every head of Entrance is to provide ‘a common evaluative essay-writing skills is the department in a senior school would body of knowledge’ but it isn’t helpful way forward. agree that ISEB Common Entrance when that knowledge has not been Charlotte Vardy is the Managing properly understood or blocks senior religious studies needs reform, this Director of Candle Conferences, schools from creating the courses they does not have to involve specifying www.candleconferences.com philosophical topics. The new want and need to. GCSE and A Level specifications demonstrate that stretch and challenge could be introduced through specifying and assessing the existing ISEB and prep schools could, RS themes more rigorously. It seems likely that the majority of students and should, be looking at the will struggle with the conceptual content of philosophy as it has been new specifications and seeking specified and will have to be spoon- fed, rely on rote-learning and writing to support students in tackling frames, in order to produce credible answers to ambitious questions. What will being drilled on how to answer them, as well as building ultimate questions about spiritual experiences or the human condition enthusiasm for the subject.

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Cultivating the curious Jonathan Leighton, the Deputy Head of Birkdale Prep, writes about the curious club for curious boys

Birkdale Prep School Intellectual Curiosity Club started four years ago as a place where boys can be encouraged to explore anything and everything, from the mundane to the preposterous, mathematical, scientific, artistic, philosophical, or topical. It is a time set aside is be just, well, curious! There is a loose ‘syllabus’ that covers a range of areas through the year, with room to delve into stimulating current affairs. Last year, the club was able to follow the progress of the Flying Scotsman as it made its latest comeback and provide exploration into how steam power works; miniature traction engines followed the next week, and the week after one of the boys presented a talk on the work he does volunteering at the local when we are curious about something. During the three-dictionary-tower preservation society at weekends. Lured by the possibility of more challenge, the boys were asked to The year always begins with the topic marshmallows the boys return, week create the tallest possible tower that ‘what is a marshmallow?’ after week. The syllabus looks at the would support the weight of three The boys try to think about how they following tantalising areas: dictionaries – using only the paper could consider them on different The three-dictionary-tower challenge from the recycling box and some levels. What are the ingredients? Are sticky tape. They were given no Into the black hole they really boiled animal bones? How examples, no additional stimuli, and do they make us feel? What memories How to put Mr Leighton on the moon no handy hints. and feelings do they bring up? What The one-fingered alien mathematics Watching the boys engage with the is the chemistry that takes place when Rizzini: Smarter than Plato, Aristotle, challenge, rather than intervening we roast and eat them? What happens Socrates? or leading, enabled us, as teachers, when we put them on our tongue? to observe how ideas spread and The top ten of top tens Is the marshmallow a metaphor for how they are able to self-correct; something bigger? We then have the Where does that word come from? discarding failed attempts without very important tasting session. What is real? anxiety. As one boy developed an idea The purpose is to set the scene for the with tubes, another was considering Light-years and relativity upcoming year, to set them a standard rectangles. It was not long before of the sort of questions we can ask How do you invent jelly? there were tubes inside rectangles,

PREP SCHOOL Reflecting the best in the prep & junior school world 15 Teaching

and five groups had now become two. Experiments and tests were taking place around the room. Now it was not just a case of making a tower, but how big the tower could be, and, just how many dictionaries would it hold before it collapsed. The boys searched their own language for a suitable vocabulary to try and explain why, and where, the forces were working; trying to explain about load bearing, stresses, foundations and structures, without necessarily using scientifically correct terminology, but their own descriptive phrases: ‘Look the paper is going all bibbly at the side. We need something to stop it crumpling.’ Some projects begin the other way rules that the boys learn is to propose stimulates curiosity, for the club to be around; the putting ‘Mr Leighton on a line of enquiry that ‘we can look at able to direct the boys’ questions and the moon’ topic requires the boys to next week’; giving time to prepare structure their line of questioning. have some knowledge of the Solar for the best angle of enquiry and the The benefits of the club are hard to System, gravitational forces and resources that might be needed. quantify; certainly it is fun, thought NASA’s training programme. After The latest addition to the club is the provoking, and enjoyable, and yes, this the boys are expected to ask the blog birkdaleprepintellectualcuriosity. all the boys were attended last year appropriate questions, research their wordpress.com, which enables were ‘invited-back’ for scholarship enquiries and submit their plans. Each the boys to reflect on what has on entrance exam day. Ultimately, it boy or group presenting their ideas to been done and what they have got is a microcosm of what I joined the the rest of the group in order to create to look forward to next week. In profession for: a 30-minute weekly a master plan for dispatching the some respects, it enables us, as club, that challenges and inspires, that Deputy Head into space. practitioners, to facilitate the popular enables you to see learners engaging, Of course the natural curiosity of the ‘flipped classroom’ model that linking complex concepts and ideas, boys often leads you away at various has become recent news. The blog pushing you to show them where their tangents, so one of the important directs boys to places of interest and curiosity might lead.

16 PREP SCHOOL Reflecting the best in the prep & junior school world Interview

Sitting down with Sir Anthony Sir Anthony Seldon takes a moment with Prep School magazine to discuss the latest hot topic in education

Why do you think well- Should prep schools be What advice can you give to being is now a popular topic judged more for their a school that is looking to compared to a few years grades or for their pupils’ improve the well-being of ago? well-being? their pupils? People are talking about it as more Prep schools should be judged for Staff at prep schools, support as well of them discover that they have both academic standards and for as teaching, must all be part of the problems. The great difficulty with the well-being of pupils. The very well-being drive. Indeed, the well- psychological health is that it can be question suggests a continuance of being of pupils will never improve contagious. By talking about it, you the wrong kind of thinking! Even at until staff start understanding what can create the very problems that you the very highest levels of government, it is all about. The key person is were seeking to ameliorate. So we have ministers and officials still talk the head. Prep heads have a moral a paradox but if we do not talk about about either well-being or academic responsibility to learn about well- mental health, it remains a stigma standards but in reality both are vital. being and to take their own well-being and people with genuine problems are If prep schools do the well-being part, seriously. reluctant to talk about them. We need academic success will follow. to balance the focus on mental health Why is mental health and with character training, including grit Why do you think students’ well-being so important to and resilience. well-being should be you? included within league table I became fed up with seeing so much Why should prep schools results? totally avoidable misery amongst focus on the well-being The reason for including well-being young people, as well as staff and and mental health of their in league tables is that, without parents. I have also become fed up pupils? putting them into metrics, academic with seeing so much under fulfilment, It is vital what happens in schools, results will always win out. In every seeing grey lines rather than colourful where great teaching of well-being organisation, leaders look at what ones. and character should be happening so the metrics are, and bend everything that young people learn how to take to achieve top scores at the metrics Do you think that prep responsibility for their mental and to show everyone what a great job schools can at times feed emotional lives. They must learn how they are doing. Unless we shoot well- the culture of putting ‘test to identify and cope with stress. Prep being right up the priorities of school pressure’ on their pupils? schools must lay the foundations; the leaders, they will always give their I will leave readers to imagine how I best prep schools are already doing priority to academic results alone. might respond to that. After all, the this. There is a science to it. They Schools that prioritise academic heart of well-being is getting people to could begin by looking at IPEN and results will see well-being be stable or actively work things out rather than Action for Happiness, two bodies decline; schools that prioritise well- telling them the answers! which I helped start. being will see academic results rise.

PREP SCHOOL Reflecting the best in the prep & junior school world 17 Food for Thought

Do our Common Rooms still exist? David Howe, the VC of governors at Lawrence Sheriff School in Rugby, ponders the importance of common rooms and how they have become endangered

In October 2015, the TES ran an pigeon-holes; most of this can • One can, or could, avoid daily article on the demise of the school now be done electronically. contact with that group of staffroom or ‘common room’, that • More departments have a suite staffroom grumblers for whom small curtained room where not of classrooms that includes a school life was getting worse and on duty could retreat at breaks and departmental office. Why spend discipline is chaos. Even if they lunchtimes, for what? We never really over half of a morning break were right, one does not always knew. Now, for much of the day, it can walking across school to get a cup want to hear it every day. be empty. There is a clutch of possible of tea when you can just nip down What of the one, or one and a inter-related reasons, such as: the corridor? This welcomes a bit, teacher departments, does it • Staff do not need to be called chance for a hot cup of something elevate the notion of belonging to a in regularly anymore to check and a quick exchange of department above that of belonging notice boards or collect mail from departmental business. to a school? What of the staffroom

18 PREP SCHOOL Reflecting the best in the prep & junior school world Food for Thought

of yesteryear; gossip, last night’s television, the Times crossword. Is daily school life just too busy now? I once visited hundreds of staffrooms in primary, secondary and special schools. I have drunk many dubious liquids purporting to be coffee, sometimes faintly smelling of tomato soup. I have caused minor consternation at the request for a spoon. All this has been more than compensated for by sight of the remains of someone’s birthday cake or the leftover chocolate biscuit that is selflessly offered to me. We never really knew what went on in the Lawrence Sheriff staffroom; net curtains hid all. Knocks on the door elicited an irascible bark: ‘Yes? What?’ ‘No, he’s not here’. At one school, a teacher once answered requests with a completely invented response: ‘He’s not here. I think you’ll find that he’s painting the flagpole behind the canteen.’ The pupils never returned and that was the intention. Would it matter if all staffrooms disappeared? Does its presence aid cross-departmental fertilisation of ideas? Where else might one dry their wet socks? Each school I knew used to operate unwritten but powerfully enforced and my other colleagues were taken would try to work out how we knew staffroom protocols. In some schools, on arrival on a Monday morning to one another. Then, I asked where she the head never entered: ‘It’s their the staffroom. “This will be your base lived: space; they need somewhere to sound for the week. You can make tea and “Cromwell Road, on the edge of town, off about how useless I am’, one head coffee here at any time,” announced for 30 years now,” she replied. told me, cheerfully. Other heads the head. I was unsure as to whether “I know how we knew each other. I would always knock first, again, as to take this placement as a refreshing used to deliver your papers.” a warning against any indiscreet example of openness or as a character assassinations. Others disconcerting lack of privacy. As I was I then knew any ‘street cred’ I might came in and went out freely: ‘It’s a about to leave, I noticed a teacher: have had as an inspector was blown. staffroom, and I am just as much a The staff would soon be dismissing member of staff as they are’, said one, “Excuse me,” I muttered to the head, me as ‘Mrs Roberts’ old paper boy’. firmly. “who is that lady over there? I think I After that, I advised teachers terrified know her.” Many primary schools of yesterday about an impending inspection: ‘pick would welcome parents and “That’s Mrs Roberts, our needlework on the inspector who looks most grandparents to, for example, help teacher.” fearsome and just tell yourself that he is probably no more than someone’s children with their reading. They At that moment the bell went, and she were greeted on arrival and thanked jumped up paper boy.’ stood up and moved towards me: on departure, but never invited into Psychology? Sociology? Corporate “Excuse me but should I know you? the staffroom. Other schools had a values? Experience? Biscuits? Cake? Your face is familiar,” she said. similar tacit rule about non-teaching They were all around in your ‘average’ staff, such as technicians. At an Every break and lunchtime from then staffroom in those soon to be inspection at one particular school, I on, in snatched conversations, we forgotten days.

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PREP SCHOOL Reflecting the best in the prep & junior school world 21 Advertising Feature

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22 PREP SCHOOL Reflecting the best in the prep & junior school world Advertising Feature

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PREP SCHOOL Reflecting the best in the prep & junior school world 23 Well-being

Learning to live in Harmony Guy Ayling, the warden of Llandovery College Prep School in Wales, reflects on the Harmony Principles which were originally highlighted in a book by HRH The Prince of Wales

Independent schools, both provide excellent examples of how a a pioneer of curriculum innovation preparatory and senior, consistently more holistic approach to educating at his state primary school in Surrey. perform at the highest levels in the younger generation can permeate Independence, therefore, must not both academic and non-academic and support the traditional fayre of lead to isolation of thought and action arenas. The essential combination of subjects familiar to every generation. – perhaps a result of the possible supportive parents, ambitious pupils, However, piecemeal responses are complacency in the sector against small class sizes, excellent facilities not sufficient against a backdrop which Sir Anthony warned – but and outstanding teachers does, on of unprecedented environmental to an opportunity for cross-sector the face of it, explain such success. challenges that demand a collaboration and interdependence. However, these factors do not reveal re-evaluation of the messages that In essence, the Harmony Principles the central dynamic of the success of are communicated to the youngest of geometry, diversity, cycles, beauty, our schools, and that is the sector’s generation. In a world obsessed health, interdependence and oneness willingness to embrace positive with excellence in examinations, we affirm the interconnectedness of all change. need to ask ourselves some tough things. They support the need for a Certainly much has changed in the questions. For example, are we, rediscovery of balance, both in our sector since this headmaster was ‘sent through the education of the children behaviour and attitudes towards away’ at the end of the 1970s and this under our stewardship, adequately each other and towards the world capacity to adapt to shifting external ensuring that they are connected to in which we live, of which His Royal conditions is the key to the sector’s the natural world in such a way that Highness reminds us that we are success. Each independent headmaster they will be equipped and empowered merely custodians. At the very least, or headmistress, in the act of leading to respond appropriately to the the Harmony Principles challenge the a school, can, to a large degree, shape environmental challenges we face? dogmatic presumptions of the modern that community’s position within a In view of its independence, our age and establishing in the minds of rapidly evolving global community sector is more at liberty to innovate our children such inquiry as habit is and this potential to change is our and, as such, we have a duty to ask fundamentally worthwhile in itself. greatest asset. ourselves such searching questions. Ultimately however, as ends rather Sir Anthony Seldon has argued that If the natural resource of the world is than means, the Harmony Principles ‘innovation is key to excellence’ being consumed beyond its renewable provide an opportunity to re-establish and certainly the sector needs to capacity, we clearly must respond, the golden thread of connectivity continue to respond imaginatively to but how? It is interesting to note between all things, binding together a the challenges of a changing world. that some of the current thought- fragmented and dislocated curriculum Naturally, there is no single right leadership in this area is coming within a fresh context of relevance action and, within the sector, there is from outside of the independent to the world in which we live, and a fabulous diversity of response. This sector. The first headteacher for empowering our young with the in itself is a great source of strength. example to respond to the His knowledge and passion to tackle the The introduction of well-being and Royal Highness the Prince of Wales’ difficulties we face. The Prince of mindfulness programmes, that now advocacy of the so-called Harmony Wales is, quite literally, challenging feature on many curriculum menus, Principles has been Richard Dunne, us to develop ‘a new way of looking

24 PREP SCHOOL Reflecting the best in the prep & junior school world Strap Line

at our world’ and this headmaster, Llandovery’s Prep school teachers crucibles of creative thinking and as a fiercely proud independent, is are already discovering, and it can offering innovative contributions to responding. all begin with a simple mathematical society’s problem-solving processes. Adopting a ‘Sustainability Revolution’ compass. In the case of Llandovery College Prep by teaching mathematics through the The vibrant success of independent School, that is exactly what we have Fibonacci sequence or relating the schools is rooted in our collective decided to do, mindful, as we take five-petal rose pattern to the passage capacity to respond imaginatively, incremental steps on this journey, across our skies of the planet Venus, independently – and interdependently that we fall under the watchful eye of may not immediately seem an obvious – to external influences and The Prince of Wales himself, whose capture of a child’s imagination. challenges, to improve our educational only Welsh residence is just a few But that is exactly what happens, as and learning culture by acting as miles from Llandovery.

PREP SCHOOL Reflecting the best in the prep & junior school world 25 MIND.WORLD SC

Are you missing a piece of the jigsaw?

Joined up pastoral care for rounded social emotional development

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Preps lead the way in pastoral tracking Dr. Simon Walker, a cognitive scientist and a qualified member of the British Psychological Society, discusses using AS Tracking in prep schools

This September, 13 prep schools balance of our assessment systems by • 87% of schools report depression began pioneering a tool to track their providing the same degree of rigour as a concern, an 85% increase pupils’ pastoral needs from the age of currently applied to the analysis of over five years. eight up to the point they left their our pupil’s academic progress.’ • 85% of schools report eating senior school at 18. The schools in Many would agree there have been disorders as a concern, a 33% question all have reputations for great benefits in developing academic increase over five years. excellent pastoral care, and were tracking over the past decade. This looking for a way to track the social Chris Jeffrey, chair of the HMC well- and emotional development of all has born dividends in attainment being committee, commented: ‘in their children. and the ability to target pupils who publishing these results today, we are need additional support. However, • They wanted to know what it is acknowledging that the young people why should a pupil’s social-emotional in the schools we represent need more that they are doing which was development be any less important making their children healthy, help in coping with much of what life than tracking their academic throws at, and demands of them.’ rounded young individuals. development? • They wanted to use the data We will all have our theories about The significance of this imbalance to inform the quality of the causes of these increased pupil has been sharpened in recent years conversation they were having concerns: family instability, social by research indicating what some are with parents so that both home media, pressurized expectations and calling a crisis in adolescent mental and school could have a joined up snow plough parenting, for example, health in the UK. Contrary to previous pastoral approach. but in reality it is a conflation of all generations, children at highest risk of these and more. What is not up • They also wanted to be able to group today are not from lower socio- for debate is the fact that the onset pass on to senior schools a record economic backgrounds, but from of a pupil’s social-emotional of these problems is happening aspirant, middle class homes. Backing earlier in childhood. Problems that development, so that pastoral this finding up in October last year, care could be joined up from 8-18. start at a young age have a higher the HMC published the results of its risk of becoming difficult to shift in They chose a tool called AS Tracking own member survey, which found later life. As the UK’s Chief Medical developed by a company called Mind. that: Officer notes, a third of all adult World; this was being used by a • 82% of schools report cyber mental health problems originate in rapidly growing number of leading bullying as an issue, a 110% childhood. senior schools, including Harrow, increase over five years. Wellington, Cranleigh and Stowe. As This context perhaps lay behind the head of one London junior school • 88% of schools report self-harm these 13 prep schools’ decisions to put it, one of the attractions of the as a concerning issue, a 57% track their pupil’s social-emotional tool was to be able to ‘redress the increase over five years. development using AS Tracking. AS

PREP SCHOOL Reflecting the best in the prep & junior school world 27 Advertising Feature

Tracking emerged from the work of Replacing professional judgment Passing on pastoral care data Dr. Jo Walker and myself who, for is not the aim of AS Tracking. Dr. Some prep schools now have four ten years from 2005, researched how Jo Walker, a teacher with 15 years years of pastoral tracking data for to detect pupils at risk of pastorally classroom experience and a county their pupils. Their AS Tracking records ‘crashing’ before they actually advisor in BESD, explains that ‘AS show how pupils have been affected crashed. Working with five pioneer Tracking does not reduce a child to a by, and then supported through, prep and senior schools over a four set of numbers, or replace a school’s issues such as family break ups, year period, and testing it through knowledge of a pupil and professional bullying, self-harm, exam pressure, more than 8,000 trials, AS Tracking expertise. Instead it works with those puberty and illness. is a pastoral tracking tool which uses pieces of the jigsaw to make a rounded a unique assessment to measure, picture of the child.’ Being able to pass this on with the pupil to their next school means that track and improve pupils’ steering The Pastoral Lead at Wellington children receive the right support, at cognition, a critical underpinning of College has found the tool especially the right time, in the right way. As one healthy, rounded social and emotional helpful when new pupils join the senior house parent puts it, the data development. school. ‘For new children arriving ‘provides measurement to potentially In February 2016, Jo and I spoke in the school at the age of 13, whom identify children ahead of a crisis or at a prep school conference held by staff don’t know so well, we are able to who are just struggling without us Monkton Combe School on pastoral get a much fuller picture.’ knowing.’ proactivity at which 27 schools This continuity of pastoral data is The finest quality of private attended, out of which ten signed up where prep schools really can lead the education is that it is not all about the to start using AS Tracking starting in way in pastoral tracking. Joining up a classroom. Perhaps prep schools can September. This is, by any measure, pupil’s record of development between lead the way in tracking what really a significant indication of interest. schools is obviously a sensible thing to matters about a child’s development, Rachel Foster, Pastoral Head from do. Just as doctors rely on a patient’s not just what the government requires Windlesham House, explained that historic medical records to treat any us to measure. ‘one of the things we hope to get from new symptoms, if a senior school AS tracking is that the programme can look back on the five years of a will enhance our knowledge of the child’s development from the age of individual child and help us work eight to 13, they can make a much on the child’s own input rather than better assessment of their needs as a assuming we know how they feel.’ teenager.

28 PREP SCHOOL Reflecting the best in the prep & junior school world Teaching

How teachers can stick up for homework Lucy Parsons, a teacher, coach and author of The Ten Step Guide to Acing Every Exam You Ever Take, writes on the importance of homework

It seems that parents are having in their exams, I can see that using curiosity, resourcefulness and time are hard time keeping up with the homework to become an independent management that are the hallmarks demands of the school homework learner from a young age is vital. of a great student, as well as the best routine which, in many ways, is Whilst speaking at an event at employees of the future. understandable. Weekdays are taken Wellington College, I was shocked to You may be tempted to make the up with both parents working, school learn that some senior schools (all in rational case for homework to the runs and extra-curricular activities. the state sector) were setting virtually parents in your school. However, The weekends are a similar mad dash no homework to Year 10 students. success stories, or case studies, of of more extra-curricular activities, The schools seemed to be so intent on how homework has helped individual errands and, if you’ve got the energy, retaining control over the students’ children develop, as students are a social life. It’s no wonder that many learning experiences that they likely to be more persuasive. parents, and children for that matter, couldn’t take the risk of letting the If parents are looking for a slower are craving a slower pace of life with students learn independently. This way of living with more family time, less structured demands upon them. is a travesty for their development as try to accommodate that through the Put like this, there is, evidently, a bit independent, resourceful students. It is only when students learn to manage homework that you set. For example, of a backlash against homework. One once per term you could ask parents Scottish primary school has banned their own time, find solutions to their own learning problems and constantly to take their children on a family day all homework, apart from reading, out to investigate a topic that they after the parents voted to eradicate it. assess and adjust their methods of learning that they develop the skills have been studying at school. This A recent discussion on my personal is something that I try to do with Facebook feed highlighted how necessary to thrive in sixth form and beyond. my own children; when my daughter difficult many families were finding was studying castles we visited two it to fit homework in with their prep So, how do we persuade parents of local castles and when the topic was school-aged children. Some families the importance of homework whilst rainforests, we visited the rainforest were doing it over breakfast, others remaining responsive to their cry for hot house at the Botanic Garden in were reading with one child while help? Cambridge. Giving families a list of another had their swimming lesson, Parents need to understand the role relatively local places that they could dangling a baby on their knee. of homework in turning their child visit related to your topic will give However, as teachers and schools, into a complete learner. Didactic them some choice and flexibility. It we have to stand by the value of teaching in the classroom may convey also allows your students to immerse homework, particularly as students facts and ideas as well as imposing themselves in the real-life experience prepare to enter senior schools. As discipline on young people. However, of what they’re studying, bringing it an academic coach teaching pupils it doesn’t give them the freedom to to life whilst sharing this experience the study skills they need to succeed develop the personal qualities of with their family.

PREP SCHOOL Reflecting the best in the prep & junior school world 29 An established solution for prep schools

Intuitive tracking Easy to and assessment Apps use apps “With SIMS we have a robust for teacherte s for teachers tool to help us delve deep into the data to ensure we’re delivering a truly first class education.” Susie Lacey, Governor, Hoe Bridge School

Support Keep parents marketing and Enhance informed admissions pastoral care

“ The excellent reputation of SIMS, the strength of the SIMS Independent community, and the impact we’re seeing already mean that I’m confident SIMS hasthe scope to deliver what we need as a school. ” Nick Arkell, Headmaster, Hoe Bridge School

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Indy_Prep_Advert.indd 1 24/11/2016 11:57 Teaching

Instead of keeping the reading over the next few weeks. This will to fit better into modern family scheme separate to topics such as cut down on marking for teachers, life whilst developing the kind of history, geography and science, which is always a pleasant thing, personal skills that will help children try encouraging children to follow to give more focus to one piece of thrive as they continue through their their curiosity in the topics they are work, allowing independent learning educational careers. It is up to schools studying by picking out fiction and to develop, and letting families to take leadership on this issue and to non-fiction books connected with incorporate the work better into be imaginative and innovative about that topic. By doing this you’re using family life. how they respond to the needs of the one homework activity to serve two Successful students don’t let work families in their care. That actually purposes and encouraging the parents expand to fill the time available; sounds like a challenge to be relished. to get involved in what children are they set boundaries on the amount Lucy Parsons is a straight A student, learning at school. You’re also giving of time they are willing to spend on Cambridge graduate, qualified teacher the pupils in your charge some scope it and focus completely during that and author of The Ten Step Guide to develop their own research skills time. Successful students also use to Acing Every Exam You Ever Take. and to develop their own passion for planning skills to work out how to get She coaches students for success what they are studying. it done. Clearly, planning skills will be at GCSE, A-Level and beyond. Set a summative piece of homework under-developed in prep school-aged Visit www.lifemoreextraordinary. children, but if children and parents that allows children to express com to find out more. what they’ve learned. This could be work together through the planning expressed through writing, video, process it will be modelled for them so audio, pictorial or even 3D design. Set that they can take greater control as guidelines on how much time should their education progresses. be spent on it and let parents know Homework is too great a personal of it a full half-term before it’s due so development tool for it to be that they can plan it into their lives abandoned. However, it can be adapted

PREP SCHOOL Reflecting the best in the prep & junior school world 31 Teacher Training

Where have all the teachers gone?

Ian Power, the Membership Secretary for HMC and an inspector of independent schools, explores the changing landscape of initial teacher training

The world of teacher training has through multi-academy trusts such as has fallen in a single year to 55%. The changed, and probably, forever. Long United Learning or Ark, or in small latest national figures confirm that gone are the days when sixth formers local groups of schools forming their nearly half of all NQTs now come from with the teaching bug would opt for own School Centred Initial Teacher teacher-centred on-the-job training. All four-year education degree courses, Training (SCITT) provision. the indications are that this figure will or final-year undergraduates consider only increase year on year. The figures speak for themselves. a handful of PGCE courses at well- Throughout its ten-year history, Successive education secretaries have known university departments up IStip (Independent Schools Teacher reaffirmed the Gove mantra that and down the country. Of course Induction Panel) has provided teacher training should mirror the such courses and options still medical profession where the best exist, but a quick look at the UCAS statutory induction for over a thousand newly qualified teachers new medics are trained in teaching website, which manages all teacher hospitals, i.e. the best place for training applications nowadays, will (NQTs) every year for schools within the ISC associations. For eight of teacher training should be in the best reveal literally hundreds of initial teaching schools. The introduction of those ten years, the proportion of teacher training providers offering the School Direct funding mechanism NQTs with a PGCE qualification or a wide range of qualifications and for new trainees and greater freedoms an education degree was 75%, with accreditations. In this brave new for maintained schools to develop only a quarter coming from a small world of teacher training the currency their own training programmes and number of ‘on-the-job’ training is not the PGCE, but QTS, and the access this funding have seen the best routes. These figures mirrored very new training institutions are not schools take the initiative and become university education departments, closely the national figures for the serious players in the teacher training but schools. Ever since Michael Gove maintained sector, where a slightly game. At the same time, university heralded the first ‘teaching schools’ higher proportion of NQTs came education departments have come a revolution has started with schools through traditional university-based under immense pressure, having lost taking control of teacher training, PGCE courses. The most recent figures their training monopoly and with whether in large consortia linked for IStip show that this proportion

32 PREP SCHOOL Reflecting the best in the prep & junior school world Teacher Training

many facing radical restructuring and What should the sector do? The In the past year, schools have even closure. answer is obvious; more of our schools asked for the HMCTT scheme to Furthermore, having been the drivers have to engage with school-centred be extended to cover junior and of initial teacher education, many now initial teacher training. For schools prep schools too. There is no doubt that the challenges for on-the-job have to tailor their programmes to that are part of groups that span both training in the primary sector are the needs of schools. In simple terms, the maintained and independent even greater and there is the need the money follows the trainees and sectors, this is already happening for some innovative thinking in this as more trainees move into school- on a large scale; United Learning area, probably by linking senior and based training so does the funding. is training over 100 teachers every junior independent schools in local Universities have suddenly found year. For schools with a longstanding consortia. What is clear is that the themselves with reduced allocations commitment to on-the-job training, challenges facing the prep and junior of training places and a very uncertain there is already an infrastructure sector are no less than those already future. with dedicated induction managers and mentors and the past few years experienced by senior schools. Places To add insult to injury, during the have seen these schools increase this allocated to traditional four-year 2015-2016 recruiting cycle in several capacity. Others have actively sought primary education degree courses are over-subscribed subjects such as to join the growing number of local in terminal decline and the number of history and PE, the government cut SCITTs, often specialising in shortage primary university-based PGCE places university allocations by 20% in early subjects such as physics and modern continues to fall. Many potential November, before many had even trainees are being drawn into languages where our schools have real started recruiting! The ever-growing sophisticated, well-funded academy- strengths and expertise. number of school-centred providers led on-the-job training schemes, many had started recruiting early, secured HMC launched its own teacher of which effectively take them out of the funding and, in effect, took places recruitment programme in 2014 the job market for several years. destined for the universities. What is known as HMC Teacher Training The answer is indeed a statement (HMCTT). The main aim of HMCTT more, those departments face the real of the obvious, but as a sector we is to gather a pool of high quality prospect of further reductions in their ignore it at our peril. The HMCTT allocations for the 2016-2017 cycle as recent graduates and potential project has revealed that we need more school-centred consortia market career changers keen to work in to allocate resources through aggressively and recruit early. independent schools. This has associations and schools to develop What are the implications for the involved a significant investment the best marketing, recruitment and independent sector? The figures show in marketing and communications, training programmes. We need to that across the sector around 50% of and in developing a major presence advocate the advantages of working vacancies each year are filled by NQTs, online and at university careers in our sector and the excellent a figure mirrored in the maintained fairs. The aim is that HMCTT opportunities for career development sector. NQTs are a vital source of becomes the interface between and enhancement. In short, we need new teachers for all schools and the schools advertising vacancies and to demonstrate to new graduates and real danger is that the independent the graduate candidate pool. In those career changers that working sector is falling behind in the race to the first two years of the scheme, in the independent sector is different secure the brightest and the best of over 100 graduates have secured and hugely rewarding. Why would the the newest recruits to the profession. jobs in HMC schools for on-the-job best graduates not want to work in The number of NQTs inducted in training, often in competition with some of the best schools in the world? ISC association schools has fallen by NQTs and experienced teachers. The Of course they would, but in the new nearly 15% in the course of the past candidate pool now exceeds 3000. world of initial teacher training we three years. Is it a coincidence that For its part, HMC has offered pre- need to ensure that we do all we need this fall occurs at the same time as induction training and access to other to do to invest in on-the-job training the rapid rise in school-centred initial bespoke training opportunities during and equally aggressive marketing. teacher training and a 30% fall in the the two years leading to statutory number of trainees with university induction. For the coming academic PGCEs? The need in the independent year, HMCTT is offering schools sector for NQTs has not diminished, even more flexibility in terms of the but the pool of potential university- qualifications offered, access to QTS, trained candidates certainly has. and the choice of training provider.

PREP SCHOOL Reflecting the best in the prep & junior school world 33 Gratnells trays built for education

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Flexibility, Mobility, Adaptability Find out more on the importance of good classroom furniture and how it impacts the learning environment

A healthy learning environment practical, lightweight and mobile the need for a disciplined system of is a composite of elements. Apart storage, display and racking units storage and archiving is required, to from the obvious bricks and mortar can integrate with standard room keep creative materials and works in requirements, teachers need bright, arrangements such as nested tables progress in pristine condition. light and secure classrooms where in groups to help deliver these Trends now include the increasing colour abounds and learning alternatives. functionality of system elements such resources are plentiful. More than Regimentation is rarely the answer as the development of trolleys, which ever, the creation of a child-centred and many schools are bold and integrate with storage and stacking environment relies on a mix of form experimental with layouts, using systems. These can, literally, be rolled and function; a balance between free smaller groupings for practical work out to support an art class with creativity and good order. This is where and circular or U-shaped layouts, for materials, a nature project with samples good furniture design comes into its more formal teaching. If this raises or a science group with equipment. own to help the teaching process. fears of a degree of chaos, integrating Other more specialist applications have Flexibility, adaptability and mobility are modular storage systems with the been developed, for example a unit the key attributes in helping to create furniture will achieve that balance that not only stores tablets and other the range of different workspaces that between good teaching and good order. handheld mobiles securely but also acts are needed to foster children’s creativity, At primary and junior level, the accent as a charging station so that devices are whilst ensuring an efficient system of is likely to be on the teacher’s ability always ready for use. storage and resource. to see the faces of every child and Providers are finding new ways to Affordable modular systems do exist for the children to interact with each work in education, adapting and now to create a range of layouts, other as much as possible. As learners adopting the new technologies, adapting to the needs and size of become more mature and their social without abandoning time-honoured the learner group and the subjects interaction much more spontaneous, requirements such as comfort and being taught. Designing a literacy there is more of a premium on the safety in pursuit of the optimum corner, organising art groups or furniture and systems supporting balance between a stimulating facilitating a science demonstration integral elements of the teaching creative environment and an efficient, require very different arrangements. mix, such as science, technology and flexible learning infrastructure. The good news is that colourful, advanced practical study. In arts too, Tutoring

To tutor or not to tutor Tom Dawson, Head of Sunningdale School in Berkshire and an advocate for boys’ education, discusses the ins and outs of tutoring

From the age of ten and a half, If there were a concern, their prep most senior schools have some form children can now expect to face school head would liaise with the of pre-assessment and the pressure a three-year battery of tests and parents and the public school to see if on candidates has grown ever greater. interviews in order to gain entry into an alternative option might be more The advantage of this system is that the country’s senior independent suitable. Occasionally, a pupil would it has reduced the Common Entrance schools. Competition is intense, fail the Common Entrance exam and failure rate to almost nothing and with high demand for places, and there was a bit of a mad dash to find a families are not left floundering after this shows no sign of abating. The place somewhere else. a shock result. The flip side is that traditional route into public school Quite rightly, neither the prep nor pupils can often be placed under a was far simpler; children were senior schools want children to fail at good deal of stress as they sit test registered at public school, sometimes this late stage. Eton was the first to after test in an attempt to secure from the hospital ward, and they introduce the pre-assessment test and a place at a school of their parents’ would sit Common Entrance at 13. other schools have followed suit. Now, choice.

36 PREP SCHOOL Reflecting the best in the prep & junior school world Tutoring

The answer for a great number your child should not be about the for academic potential, not for pupils of families is to employ a tutor to name of the school, it should be about who have been taught to rote learn. A spend hours upon hours training what is right for the child. If a child familiarity with the idea of the tests is children and ‘preparing’ them for the ends up going to a school that is not a good idea and this can be done with assessments. Thousands of pounds are right for them because they have been books, online or with schools, many of spent on trying to secure the ‘right’ coached to the nth degree, there is a which have now included some form result. I am not against tutoring for risk that they will spend the next five of practice in their curriculum, but the right reasons. There is certainly years constantly feeling inadequate we should not allow it to become our a very valuable place for one-to-one and unable to thrive in the way we focus. teaching in order to help children who all want them to. Schools also have a We all want our children to go to the are struggling in certain subject areas. responsibility to guide parents on the best schools; we are all ambitious for The right support can build confidence next steps and to help them through them. What we all want too, though, and self-esteem and help children this often confusing and worrying is for them to be happy and have reach their potential. I have often seen time. a fulfilling childhood. So much of pupils make huge progress with some Many schools now use the ISEB their time is spent at school and this one-to-one help, whether this is done Common Pre-Test. This is usually sat should be such an amazing time for by the school themselves or by a tutor at the candidate’s current school and them. They should be learning about employed by the family. the results are given to the schools themselves and the world around What I am less in favour of is the idea that they are applying to. The ISEB them, finding things they can be of trying to shoehorn children into website clearly states: ‘No special passionate about and making great schools that will not suit them or at preparation is needed for the tests friends and lasting memories. Let us which they will struggle to keep up and no practice tests are available.’ think very carefully before denying with. Choosing the right school for The aim of the pre-tests is to look them this opportunity.

PREP SCHOOL Reflecting the best in the prep & junior school world 37 Leadership

A certain amount of low cunning

Anthony Millard, an experienced former headmaster, reflects on the past, present and the progress made by prep schools whilst pointing to the encompassing skill set now required by modern day heads

Ian Hay’s prescription for headmasters papers favours conservative learning teachers capable of setting young in The Lighter Side of School Life rings rather than creative. Pastorally, minds alight. The opposite traffic true, for both the males and females there has been some real progress can also occur with inspirational of the species, 105 years after it was with little doubt that prep schools, prep school teachers injecting their written. The tango between senior particularly those with boarding, enthusiasm and sensitivity to the heads and prep school heads continues are safer and kinder than their classrooms in the senior school. unabashed in a way that another forbears. Co-education has also moved Junior school heads can also be author, Evelyn Waugh, recognised beyond the stage of regarding girls sophisticated school leaders drawing in his send-up of the schools world as honorary boys. Extra-curricular on greater corporate resources Decline and Fall. life now sees a better balance struck than their autonomous peers who But has nothing changed? All too between games and the arts. But with sometimes look down upon them. frequently the charade of the prep declining numbers of traditional prep There is also a growing stream of school head announcing at speech schools and only sluggish movement teachers, who have learnt their day another 100% pass rate, with towards a new more relevant model of trade in the best primary schools, all his or her charges having secured prep school education for the second bringing their insightful approach to their senior school of first choice, is quarter of the 21st century, the benchmarking, personalized learning still enacted. Common Entrance has outlook is not rosy. and evidence-based assessment. resisted more attempts at reform And yet there are a few streaks of Albeit a small number, but I have been than FIFA. While some fabulous brightness in the eastern sky. Tied hugely impressed by those prep school teaching remains, in schools where houses, junior schools attached to heads that have come through the eccentricity is still tolerated, the dead- senior schools, are taking advantage of state sector. Others have come from hand of slavish adherence to Common their access to advanced facilities and the rapidly expanding international Entrance and even some scholarship the cross-fertilization of those senior sector where best practice is the

38 PREP SCHOOL Reflecting the best in the prep & junior school world Leadership

But at heart they will also be head teachers who can win the confidence of anxious parents, team-motivate the common room,and encourage all their pupils to reach beyond where they feel safe.

norm and insistence on continuing will result in flexi-boarding and much consultancies in governor / chair professional development exists at all longer days. appointments. For self-respecting levels. Returnees from Shanghai or Cunning heads will combine the skills consultancies the fee should be Dubai, far from struggling to sustain of chief executives, PR & marketing modest but it could be argued that their careers can become catalysts of gurus and visionaries. But at heart the sane and ambitious prep school excellence and change. they will also be head teachers who cannot not afford to do this. Ironically, it is the low cunning of prep can win the confidence of anxious Apologies for the double negative and school heads that gives me hope for parents, team-motivate the common for the tongue-in-cheek approach but the future. The best have always been room, and encourage all their pupils Ian Hay would have approved of both! pragmatic defending their core values to reach beyond where they feel safe. while adapting to change whether in These cunning heads will also need Anthony Millard owns an the guise of ‘Tiger Mums’, the cyber a major upgrade in governing bodies educational consultancy company revolution or boarding standards. if they are to succeed. Too many and has a history of expertise They will need to suppress their costs parents on the board can be tricky if affordability is to continue. The as can be crooked dealers from the within independent schools shibboleth of tiny classes must go if senior schools. Younger governors, having been the headmaster and teachers’ salaries are to be sufficient more female governors and dynamic chairman of a variety of schools to attract the best and retain them. chairmen and chairwomen will and educational associations. Old school ties will give way to not appear by chance. The smallest learning that is exciting and fun. plug here (sorry, and have made Dovetailing excellent education with no mention of Anthony Millard the needs of families where both Consulting’s expertise in appointing parents are pursuing exacting careers heads!) is to consider engaging search

PREP SCHOOL Reflecting the best in the prep & junior school world 39 Teaching

Art in action Janet Miller, a teacher at Moreton Hall School, writes on the importance of art in prep schools and the range of activities available in her classroom

The main benefit of teaching, and requires a unique environment; I such as paints, inks and pastels. learning, art in a prep school isn’t just encourage children to choose their The possibilities and limitations greater funding; although a budget own seating, select materials and of materials are not dictated but that permits the purchase of materials move between activities. They discovered through trialling. Pupils is essential, with some left in the embrace mistakes when challenging are given an experience of working coffers for art books. Often, new and extending the presented creative three-dimensionally, crucial for pupils confirm their only previous opportunity, continually reviewing in developing problem-solving skills. order to improve. experience of art occurs at the end of We use new themes each term and term, due to the pressure of exams; I welcome the curriculum freedom, each year, as I would find it tedious to even then, it merely amounts to a to punctuate lessons with ‘seeing repeat projects. I use my own interests, small sketch. These children might exercises’ – continuous line drawings, gallery visits and contemporary art have been told their drawing is drawing negative spaces and not books to steer my ideas. This term, ‘wrong’, or even found their attempt looking at the paper drawing. Valuing children brainstormed a 17th century has been resigned to the bin. We naive interpretations is imperative as painting; heavy with content and rebuild their confidence and the only we all see the world differently. I want interest, it allowed me to gauge their things we throw away are their erasers the pupils to complain that they had interests and inform my planning that they cling onto for editing; I am to really look and continually think for the term. We are fortunate to precious about all their efforts. as they develop areas of their brain have non-contact lessons to prepare Most prep schools are fortunate to they may not use in other subjects. materials and support from our art boast their own purpose-built art Making decisions – how much pencil assistant. This role is vital in creative, room, small class numbers, specialist pressure, which angles, more layers, practical subjects to permit maximum art teachers and weekly lessons. This what grades, erasing in highlights, progress, for instance we can ink up means pupils learn to work on a large crosshatching; that is just for a pencil all the tables prior to the lesson or put scale and develop a substantial piece drawing, not including when I want an extra layer of papier-mâché on their over several weeks. Art teaching them to choose and mix materials models.

40 PREP SCHOOL Reflecting the best in the prep & junior school world Teaching

Using our network of local prep school A highlight in our calendar is our art teachers, we successfully host art ‘Parent & Child’ Saturdays. Last days, allowing pupils to develop new term we were over-subscribed, techniques, use new materials and with printmaking and felt making, meet a local artist. They leave with assisted by a local arts graduate. We a large piece of mixed media work chose the theme of ‘heritage’: parents ready for development, display or a and grandparents created printed portfolio. family trees, felted portraits of each Informing their work with other and felted landscapes from contextual links is key. We invest in favourite photographs. The children’s contemporary art books and from experience of printmaking saw them Year 7, pupils are encouraged to source lead the way in teaching their parents. their own artists. This autonomy A refreshment break provided the ensures final pieces expose their perfect opportunity for parents to to teach screen-printing onto interest, the materials they favour form new acquaintances. cards, tags and wrapping paper and and the result illustrates a personal This term we responded to the have organised a STEAM (science, response. This term sees Year 7, 8 and parents’ interests and invited technology, engineering, art and 9 all inspiring each other within the a ceramicist to help deliver the mathematics) Challenge. This will theme of ‘meat’. A trip to the Tate’s session. As she made ‘throwing’ look strengthen parent-child partnership Francis Bacon Exhibition, a visiting effortless, our amateur enthusiasts as they join ‘Moreton Wacky Races’: painter to inspire mixing oil colours, looked nervous. She assisted everyone building vehicles from junk modelling a ceramicist to assist with forming to create a pot; even a four-year-old and with the families resourcing the porcelain chops and large mixed managed to produce one as her mum project themselves, collecting bottle media pieces will produce a exhibition peddled the wheel whilst holding tops and packaging in true Blue Peter when the pupils help to curate their her baby in a sling. One parent style. Children will be encouraged own butcher’s shop exhibition. arrived from work, exchanging an to measure, cut wood, draw plans and build circuits to add propellers Venison hearts, cow leg bones, operating table for a pottery wheel. and motors. They might not be able pigs’ heads have been drawn and Patterned tiles, teapot holders and to resist the addition of lights and photographed. Drawing from even toothpick holders were crafted. ‘go-faster’ stripes – although the observation and developing personal The main triumph saw parents twist will see the vehicle that can sketchbooks is a constant through all and children working together to produce the slowest time on the ramp our projects and all ages, and not just produce a ceramic family. Their fired rewarded! at the beginning of a project; scale is pieces were later glazed and proudly varied using pencils tied to poles or displayed before being taken home as Janet Miller is the recent winner of viewfinders to focus on detail. a memento of a fun afternoon. the national ‘Talented Teacher’ award, We hope that their self-assurance Parents are already keen to know read more about it in the From the and interest in art continues at home of any upcoming events. We plan Common Room... section in this issue. or in their personal sketchbooks. Our boarders use the art room independently during the weekends and evening, using the ‘open door’ policy. We offer an environment The key word is where all children feel comfortable and valued. The classroom doors ‘independent’; we want them are open and younger children can be working alongside older students to be independent thinkers. where they are encouraged to display their work. Lunchtimes and after They are supported and school activities are filled with enrichment opportunities. guided but we want them The key word is ‘independent’; we want them to be independent to run their project, thinkers. They are supported and guided but we want them to run their project, their way. their way.

PREP SCHOOL Reflecting the best in the prep & junior school world 41 The most flexible MIS for prep schools

Did you know that iSAMS offers a Features include: Management Information System • Admissions, assessments & reports unique to prep schools? • Activities, health, curriculum & timetabling Our purely web based, single interface MIS • Finance, fees & HR is designed by teachers specifically for • Parent portal, mobile apps and SMS service schools. Its intuitive design makes it easy to use, meaning very little training is required. • 3rd party integration via iSAMS Marketplace Our modular set-up, and competitive pricing • Fully managed service with disaster recovery also ensure a smooth transition from your current system. Visit us at Bett 2017 on stand E180 for a demo and to find out more, or contact us for further iSAMS helps to connect and control any information on 01604 659100 or via element of running a successful prep school. [email protected].

www.isams.com Well-being

A paradox in education Michael Lambert, the Head of Dubai College in the UAE, discusses the position that well-being has taken in education throughout the years

‘Well-being’ is currently a buzzword; dominance globally. Education for up for this shortfall. yet a focus on well-being in education all, coupled with rigorous inspection There is the even more profound and is as old as the hills. In fact, I would go to quality-assure standards, was not question of why we are all here. It was so far as to say that helping students a noble pursuit that was initiated for interesting to ask all the delegates to understand how to achieve and worthy reasons. It was a vehicle to at GESS how many of them actually maintain their well-being is the only drive us down the road of economic asked that question of their students purpose of education. supremacy. this year. No one raised their hand. Well-being has become synonymous Most of our schools are by-products of There is a real need for us to ask with happiness, significantly this revolution and not our heritage, whether we are being mindful of devaluing the term and misdirecting and so teachers find themselves our students’ future well-being. our attention to something less working in an industry that fetishizes This brings us back to the founding profound. Happiness is associated achievement over well-being. Mass principles of mass education. Are we with smiles and yet, depending on education remains a means for sufficiently preparing our students where and when you live in the world, economic domination rather than the with the skills for the contemporary smiling can mean many different cultivation of the soul. things. In Ancient Greece for example, workplace? We read regularly in the Do not get me wrong here; academic the verb gelao, meaning I smile, also press that 65% of the jobs that our achievement is no bad thing but meant ‘I deceive’. If you went around students will do have not even been education must be as much about our grinning in the Mycenaean Age they invented yet, that the tech revolution students’ emotional education as it is would be suspicious of you. Some of will continue at an exponential rate their academic one. We can provide the depth of our mission as educators such that all but the most human jobs all educators with a range of practical is lost when well-being is mistaken for will be automated. tools that students can learn to happiness. This is going to make for an ultra- manage their emotions. In schools, we competitive jobs market in which Wind back 2000 years and the idea often teach our students to manage only the most socially adept students of well-being was something far this through socialization but there will have the human roles. There is richer. Aristotle believed that it was are tools which can facilitate this. something called eudaimonia, which therefore a very real need for schools No less important must be a focus on equates to something like having to invest in the development of a the moral and ethical well-being of a good soul inhabiting one’s body. range of soft skills so that their our students. If we, as educators, do This is a far more all-encompassing students have an advantage. A focus not explicitly teach our students the understanding of the well-being we on well-being in education is therefore difference between right and wrong, should be trying to foster. far from a new topic and is far more then we are leaving our students to than simply a focus on happiness. Mass education, as we know it, was discover these things for themselves. Well-being has and, hopefully, will only invented in Britain after the 1870 This is a worry as the source of their continue to be the only purpose of Elementary Education Act. At the moral education is likely to be the education for millennia to come. time, there was a real risk that Great TV, and social media; this is hardly You can read more from Michael Britain would fall behind its European a robust education. It is time that Lambert on his blog at dubaicollege. counterparts when it came to having schools considered how they could a literate workforce and would lose introduce secular philosophy to make org/headmaster-s-blog.html

PREP SCHOOL Reflecting the best in the prep & junior school world 43 Boarding

A meeting of minds

Tom Hicks reflects on the recent CPD conference for boarding school teachers and talks boarding in the 21st century

Following the success of last year’s boarding staff, was the brainchild talk on ‘ Queen Bees and Alpha Males’. inaugural prep school boarding of myself, Head of Group Boarding Starting from the basis that girls and conference, hosted jointly between at Wellington, and Dee Guest, the boys are wired up differently from a Eagle House School and Wellington Head of Boarding at Eagle House. Dee neurological point of view, Dr Taylor College in Berkshire, delegates from explained: ‘Although there is loads posed the question of whether the way across the country met for a second of CPD out there, there was nothing primary education is set up naturally time before half term for two days really allowing prep school boarding favours girls, and plenty of practical of professional learning and ideas staff to share their experiences. We tips that prep schools could employ sharing. This included the chance saw a bit of a gap in the market and to ensure boys don’t feel constantly to meet new people and take some tried to fill it’. inferior. Allowing so-called ‘Queen- time away from the a busy boarding I added: ‘As a housemaster at bees’ (alpha females) a degree of power and responsibility, which is controlled house to think and reflect on current Wellington, I can always lean on by the school, may avoid them issues facing staff in this uniquely one of sixteen colleagues on a daily exerting this power in more damaging rewarding, and yet, challenging role. basis, but for prep boarding staff, it can be a bit of a lonely existence. The ways, such as bullying. For the alpha The conference offered four keynote conference was designed to establish males, giving them leadership roles speakers, a visit to the boarding a network of support as well as giving that requires collaboration to achieve houses at Eagle House and nearby people the chance to get away and success can get them thinking and Lambrook School, presentations from take stock of what they are doing for involving others, which is not always a last year’s delegates and a chance their young people’. natural thing for them to do. to socialise in the grand setting of The keynote speakers were certainly The theme of empowerment was Wellington’s great school. inspirational. Dr Rosemary Taylor, a taken up by James Shone, the founder The conference, the only one of its former head of three schools and now of the charity I Can and I Am. James kind marketed solely at prep school speaking across the world, offered a told his own remarkable story of being diagnosed with a brain tumour and going blind as he was on the point of embarking on his first headship at Monkton Prep in Bath. Encompassing current vogue notions such as growth ‘This is the best CPD I have mindset and multiple intelligences, James’s talk offered the simple, yet been to, as it’s designed powerful advice to ‘look up, look forward and look out’ in order to specifically for us.’ become a confident and altruistic individual with purpose in the world. Delivered with warmth, humour and humility, all who were there will not fail to have walked away with what he

44 PREP SCHOOL Reflecting the best in the prep & junior school world Boarding

branded an ‘attitude of gratitude’. After round-table discussions on supporting international boarders, flexi-boarding and transition to senior schools, Wellington’s own well- Eyebrows were raised when being expert, Ian Morris, took the conference through a ‘guide to looking we learnt about ‘thigh-brows’ after yourself and your team.’ Ian has been one of the leading voices in well- and the ‘thigh-gap’ being in education for the past decade and his easy-going, relaxed style belies a firm belief in the research behind the science of flourishing. Exposing fads and misunderstandings whilst highlighting many of the ‘thinking traps’ we often fall into represented part of some invaluable advice. Indeed, all the speakers offered simple, practical tips that could be easily implemented. A final keynote speaker, Charlotte Robertson (of Digital Awareness UK), took us through the latest trends and advice on the thorniest and most ubiquitous of issues facing pastoral carers: e-safety. Eyebrows were raised when we learnt about ‘thigh-brows’ and the ‘thigh-gap’ and the tone was a blend between an open-minded acceptance that smartphones will be with us, like-it-or-not, and some more sobering statistics such as 45% of teenagers admitting to checking their devices during the night. Perhaps the most useful aspects of the conference were (as so often) the less structured sessions. En route to Lambrook, the bus was abuzz with discussion. ‘What do you do about…?’ became something of a mantra, and the visit around the cosy Rosemary Taylor and traditional boarding houses had delegates diving for notebooks and established. It is, of course, a wrench Eagle House and Sherborne Prep offer phones, as golden nuggets of good to leave the boarders for two whole their expertise in mini-presentations, practice were unearthed. Comments days, but the organisers are certainly and seeing pictures of the boarders at from the boarders included ‘boarding convinced the overnight element is Moor Park School having a ball at their is the best bit about school’, and ‘ it’s crucial, branding it ‘the most effective ‘Big Weekends’ reminds us all that great when the Year 8 students read to CPD’ in their marketing material. many prep schools are led by experts in the Year 3 students’. There couldn’t be As the independent sector is young people whose shared expertise a better advert for boarding. increasingly squeezed, conferences can continue to inspire and delight young boarders around the country. Equally, the chance to socialise over such as this place the emphasis on You could do a lot worse than get along dinner and glass of wine (or two looking beyond our individual schools to next year’s instalment and join the in some cases) was welcomed as and embracing a ‘better together’ conversation on 21st century boarding. friendships were formed and networks mentality. Hearing pastoral heads from

PREP SCHOOL Reflecting the best in the prep & junior school world 45 Teaching

WoT! a way to do an assembly Ian Morris, the Chaplain at Bishop’s Stortford College, explains how he captures the attention of his whole school in his weekly assemblies

Exercise, enough sleep and good food for over ten years. During that time, something different, which helps to – three things we know we all need, things have evolved as colleagues and change expectations and open up and yet three things we are often too willing students came on board then opportunities. busy to take the time to get sufficient. leave but the underlying principles The second thing that needs a name In our busyness we turn to convenient have remained the same: WoT! is the presenter/s. No longer are they takeaways, turn on the TV and turn in should be enjoyable, interactive and Mr Morris, Mr Wheeler, Mrs Neville late, fooling ourselves we can get away memorable. Over time it becomes and Mr Silk instead they become with it this time… only to discover something the children await with ‘Mogs’, ‘Wheels’ ‘Nevsy’ and ‘Slik’. In that the occasional become a routine eager expectation. this assembly the presenter can let out and we settle for second best. So what’s WoT!? It simply means their alter ego, and to help establish School assemblies are, like registration ‘Worship on Thursday’ – at my that alter ego the presenter should and fire drills, something we know previous school it was WoW! and when wear something out of the ordinary. we have to do because it’s a legal timetabling issues effected its allotted Thanks to eBay, it’s easy to get hold of requirement but like the thought of day we occasionally had a WoF! What an inexpensive, yet distinctive, jacket cooking from scratch or going to the it’s called doesn’t matter, but calling or trousers and leggings. gym, we baulk at because we just it something does. It ceases to be just Now that you look the part, be the haven’t got the time or inclination. another assembly and it becomes part. I like to greet the assembled Moreover, if you’re not the one lumbered with taking it then the temptation to miss it so you can catch up on marking, meet a parent or have a department meeting is just too irresistible – I know I used to do it! However, I write as one who doesn’t do assemblies because he has to, but because I love doing so, which is a good job as I now do three a week! And whilst we often wonder what’s the point of traipsing everyone into the assembly space x days a week, its value is always seen by our European exchange visitors who stay with us for a week or more who lament that they do not share our tradition of assembly. Across a week there will be a variety of assemblies and each may take a slightly different format, but here I would like to share WoT! I’ve done

46 PREP SCHOOL Reflecting the best in the prep & junior school world Teaching

throng with a Robin Williams-esque widens the scope quite dramatically meeting and divided out roles. Some ‘Goooooooood Morrrrrrrrning with the sorts of sketches, jokes and led the singing of contemporary Bishop’s Stortford!’ rather than storytelling you can do. One year we worship songs, some acted and some ‘Vietnam’. had a colleague called VOMIT – Voice were happy just to be back stage. Then to get the show on the road, Over-Man-In-the-Theatre as he did Of course assemblies like this take there’s a WoT! theme song we sing with not want to be on stage but was happy time to plan and prepare, which is why actions; we are currently using ‘Do Life to be an announcer. His disembodied I was grateful at my first school that Big’ by Jamie Grace. It’s an upbeat track voice became a real character. they only happened once a fortnight with great words that the children love As staff began to warm to what we owing to the timetable. Whilst the to sing and move to. Yes, we have a were doing, they became more willing children were want one every week, dance routine that allows 450 children to take part in one-off episodes. having that gap not only helps those to groove on the spot without taking Sometimes we would warn them if of us who are putting the next one each other’s eyes out. Syncing the music they were likely to need a change of together but it also meant that each to images and words on a presentation clothes, but at other times we didn’t one was all the more appreciated. took a day or two in the summer let them know what they would do as I’ve outlined a WoT! for Shrove holidays, but it’s been more than worth the children loved sharing the surprise Tuesday for you to use at your next it as this track is in its second year of factor with the victim… I mean, assembly. Please feel free to recycle or use and is much loved. volunteer. upcycle to suit you and your school: What happens next is up to you and At one school, members of the top year the resources you have. If a colleague could become part of the WoW! team, is keen to play their part then that in which we had a weekly planning

Recipe for a Flippin’ Good Pancake Assembly

Ingredients: Register with www.40acts.org.uk – a scheme that encourages people to do an act of kindness through out Lent. They have a great website with resources for schools. Well worth checking out and ordering resources beforehand. Pancake powerpoint, 2 cooking rings, 2 tables, pancake ingredients weighed and bagged separately 2 sets of: bible, mixing bowl, whisk, frying pan, fish slice, plain flour, egg, milk, salt, lemon, sugar, plate, knife & fork

Method 1. Set up tables each with a heating ring, bible & kitchen equipment. Hide ingredients in suitable places in hall. 2. Start assembly, with jokes to help set the mood and focus on Shrove Tuesday. 3. Explain there’s going to be a pancake race. Outline origins of the day – using up all the luxury food before the start of Lent and a period of fasting. 4. Choose/select teams – I had a child teamed with a member of staff. Staff cooks, child hunts for ingredients. 5. Give count down to start race. teacher and child look up bible reference from the PowerPoint slide (pictured opposite) to find the ingredient. Child goes looking for the ingredient and staff member looks up next ingredient. Once you see that both teams have same ingredients, go through the appropriate slide explaining significance of the ingredients. 6. Winning team is the one that finishes first – either tossing pancake in air or eating it all up. 7. Award prize to the winners or just give huge round of applause. 8. Finish by making link to 40acts and explain that instead of giving up children could focus on giving during Lent. Serves one hungry school.

PREP SCHOOL Reflecting the best in the prep & junior school world 47 In Response...

Farewell, Common Entrance? Alexander Mitchell, the Head of Holmwood House Prep School, argues that it is time to move on from Common Entrance as he reflects on Dr Matthew Jenkinson’s article in the previous issue

I read, Dr Matthew Jenkinson’s The myth that CE is a valued time of the academic year when they piece concerning Common Entrance and cherished ‘gold standard’ has could really do without the hassle in the previous edition of Prep pervaded the independent sector for of marking these pesky prep school School magazine with interest and too long. The vast majority of senior papers. This is in light of the fact that agreement. I have had the discussion heads I meet and talk to about CE the child’s entry into their school about CE so many times over the have little regard for it. At its best, it is has been sewn into the budgeting, years but Matthew’s piece crystalised a helpful setting device and, at worst, timetabling and boarding fabric for the situation so very well; smoke and it is an insignificant burden upon the some months. Matthew’s assertion mirrors have reigned for too long! academic Heads of Departments at a that the fertile ground of learning is

48 PREP SCHOOL Reflecting the best in the prep & junior school world In Response...

made anodyne (my words, not his) by the need to jump through the hoops of CE is anathema to what we surely all really believe when it comes to the learning of young children. At Holmwood House, we have moved away from the faux facade of educational establishmentarianism. We have developed a ‘Learning to Learn’ philosophy through the 5Rs; this approach provides pupils with the opportunities to develop 30 or so skills enveloped in resilience, resourcefulness, responsibility, reasoning and reflection. It is the antithesis of ‘teaching to the test’, which we feel Common Entrance encourages, nay demands, in many cases. Whilst summative assessment has an important place, we believe CE across the board is not the best vehicle for the development of our young learners in preparation for their continued learning at their senior schools. I am reminded of Eric Hoffer’s quote, ‘in times of change, learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists.’ Our pupils are now assessed using the Holmwood House Certificate which has formative and summative assessment staging posts throughout the two-year course as well as an the development of their 5Rs learning for purpose. Our Head of Geography, on-going Learning Log in each subject, skills; as well as their Laetatum – a for instance, feels liberated to go off which is worth 50% of their total scrapbook-type document which piste and to run with current global academic assessment mark; thus gathers ‘everything else’, e.g. horse events such as earthquakes, volcanoes capturing the process of learning riding, sailing, cookery, and other or major weather events. A history not just the product. The assessment hobbies, interests and achievements topic may be allowed to run off in all currently uses English, maths and beyond school, and, incidentally, takes different directions as pupils explore a science CE papers – although this is its name from the school’s Latin motto variety of aspects of the same subject also now up for review – but these Laetatus Sum, meaning I was glad or I but collectively pool a wider body papers are marked by us before being was happy. All in all, we aim to capture of learning. In maths, independent sent to senior schools. ISEB have the talents, strengths and passions of research into Pascal’s Triangles may said this is fine as long as we have the individual child rather than purely float some pupils’ boats and in English, checked with the senior schools. Final their ability to perform in a narrow the poet, the young novelist or the summative assessments, in all subjects, way for an exam that is neither a gold theatre critic may find a fertile outlet account for only 20% of the overall standard nor a fair test. The academic for their passion, their talents or their academic assessment, not the cliff edge subjects may retain a fair portion of muse. 100% that CE presents pupils. the CE curriculum to ensure a well- We believe senior schools will benefit balanced body of knowledge but may There is a separate section which gives enormously from these changes as also expand into areas otherwise an overview assessment of the pupils’ their new students arrive with a hidden from the children’s learning, ‘non-academic’ subjects, such as music, range of well-honed learning skills thus making their curriculum more fit art, drama, PE, games; an overview of as opposed to a quickly fading body

PREP SCHOOL Reflecting the best in the prep & junior school world 49 In Response...

of facts. By the end of Year 8, we mechanistic hoop-jumping system. of pre-testing, entrance tests and no will send senior schools a completed The excellent work of the Prep School tests, as the focus is on the learning Holmwood House Certificate, which Baccalaureate movement has been and the creation of the learning logs. will give a much broader picture of the inspirational in terms of breaking In most cases, senior schools are child than CE currently offers. the mould and I am sure this will keen to base their offer judgments Of course, there are many ways to go from strength to strength once on the professional references of the skin a cat! Many prep schools around more schools begin to realise that the prep school head. This removes the the country are developing ways of removal of the holy cow that is CE unnecessary stress we place upon ensuring children are involved in does not lead to the sky falling in. our 11, 12 and 13 year olds at a time the process of learning rather than This new approach works well when children’s mental health and being trained to fulfil the needs of a alongside senior the schools’ range emotional well being have never been more at the forefront of our thinking. The Importance of Being Examined

Doing away with CE would be a disservice to pupils and prep schools, argues Roy Chambers, the Director of Studies at Packwood Haugh

Prep schools, as their name • sitting formal exams in a number skills of revision, planning and time suggests, should prepare children of subjects management. This places them for a successful school career and Whilst many readers will find easy at a disadvantage for some time, a fulfilling future life. As teachers agreement on the character benefits particularly those whose ability in independent school, we have the of acting or sport, I already sense the propels them on to sit scholarship freedom, time and resources to do this shudders at my last suggestion. Surely papers within a year or two. In some best. I would argue that prep schools prep school is more about pupils cases, of course, senior schools want should present all pupils with certain, climbing trees than making them sit to see them almost straight away for common opportunities before they through weeks of exams? Yet, given assessment, after a very short time at leave. For me, these would include: that these same pupils will have to sit prep school indeed. • studying a broad range of subjects a full house of public exams at 16 and In the last issue, Dr Matthew Jenkins’ and topics, in greater depth than 18, are we not underpreparing them article ‘Whither Common Entrance’ possible in the maintained sector if they leave us with no experience of made a convincing case for Common • playing and representing the them at all? Entrance to be put out of its misery as school in a number of team sports I increasingly encounter Year 6 and the country’s longest running exam. It has outlived its original purpose • taking to the stage and acting, 7 pupils with little or no experience as a ‘common’ entrance exam, as few singing or playing in front of an of sitting formal exams. In some heads are now prepared to fail 13 year audience cases, parents have deferred private education, understandably, until olds at such short notice. So what is • boarding at school or as part of a the latter years of prep school. Such the point of an exam at 13 plus, if residential trip children join us without the vital no longer to redirect some children

50 PREP SCHOOL Reflecting the best in the prep & junior school world In Response...

quietly towards a less demanding what makes the private sector special: far from perfect and many subjects school? whilst generating data which good would benefit from less prescriptive, Whilst many senior schools use CE prep schools already have, they are more skills-based syllabuses. Yet as results for initial setting purposes, the dull, individual, time-consuming and a prep school head of English for a better schools are genuinely interested eat further into precious curriculum number of years, I have never felt in sending the marks as validators time. Dare I say it, children can be hidebound to teach Year 7 and 8 of their prospective pupils’ efforts at coached for them by tutors charging pupils a straightjacketed, CE-heavy the end of prep school. The exams healthy hourly rates, though senior curriculum; we teach English and also provide a degree of academic school websites would have you believe then the pupils sit an exam at the rigour, which is appreciated by staff otherwise! end to see what they can do. What is and parents as adolescence kicks in. I Therein lies a significant threat to key is the way in which school leaders have, for example, encountered very the normal business of prep school manage both their pupils’ approach bright pupils whose early guarantee life; the more time spent preparing to exams and their staff’s approach to of a place at public school has had a 10 year-old children in non-verbal (not) teaching to them. real demotivating effect on their final reasoning and interview techniques, Common Entrance exams at 13+ years before leaving us. the less time there is to experience are intrinsic to our role in preparing Such is my main objection to the pre- prep school in all its fullness. Thus, pupils for a grown-up education. tests which seem to be hastening CE’s ironically, less space for the real They help build the skills for success demise: the arms race to still earlier achievements and character growth at senior school and, alongside deadlines means that senior schools that senior schools are interested in: scholarship applications (I have never who test at the start of Year 6 are be that a subject that fascinates a heard a call for these to be abolished), assessing children almost three years child, scoring a try for the Colts Cs act as a source of meaning and before they are due to arrive at their or achieving a personal best in their achievement for pupils and parents in chosen school. Nor are the pre-tests recent exams. their final year of prep school. themselves great advertisements for CE exams themselves, of course, are It would be a mistake to lose them.

PREP SCHOOL Reflecting the best in the prep & junior school world 51 Teaching

Jumping on the bandwagon Barbara Langford, the Director of Studies at Westbourne House and author of the Common Entrance workbook Keeping up with the Joneses, discusses the latest in the world of numbers

Few would dispute the need for basic Bernie Westacott of Newton Prep. I the match between the mathematical numeracy, but what next? A command went to a talk about giving children curriculum and the skills required in of mathematical thinking transfers the heuristics to solve mathematical further education, employment and into problem solving for the rest of problems, in particular ‘bar adult life generally’. one’s life. Not just for engineers and modelling’. We were taken through What followed was the 1982 computer buffs, but all walks of life. worded problems from Year 1 to Eton Cockcroft Report. Amongst the Despite this, many classrooms teach a Scholarship problems and shown how recommendations of the report came mathematical method, expect pupils the mathematics could be unpicked. the following: to replicate it and then retain the Below is an example of a Year 8 • maths requires hard work and abstract method for future use. simultaneous equation question much practice About five years ago, I was that is solved using bar modelling to increasingly concerned about the reduce it to logic. • teachers should not expect pupils problem solving skills in the school to commit things to memory In March 1978, Jim Callaghan’s without understanding them where I teach. Why did pupils always Labour government informed preform worse on the calculator paper, Parliament that it would ‘establish • excessive concentration on the which had worded problems, than on an inquiry to consider the teaching purely mechanical skills of the non-calculator paper? of mathematics in primary and arithmetic will not assist the development of understanding It was at that time I had my first sight secondary schools in England and of some of the techniques from the Wales, with particular regard to its • problem solving should be at the Singapore methods of teaching from effectiveness and intelligibility and to heart of all mathematics teaching

John and Beth together have 57 toy cars. John and Mary together have 131 toy cars. Mary has three times as many toy cars as Beth. How many does John have? Step 1: Draw John and Beth

John Beth total 57 cars

Step 2: Draw John and Mary

John Mary total 131 cars

Step 3: Now we are told that Mary is three times as much as Beth. So we will compare the bars.

John Mary

John Beth 74 cars

52 PREP SCHOOL Reflecting the best in the prep & junior school world Teaching

Concrete Stage

Pictorial Stage

Sadly, in Britain, we skimmed over Concrete apparatus is introduced and the same but the variation is in the much of the report but the Singapore problems modelled practically. The mathematics. For example, addition government at the time decided to language of mathematics is used and stays the same but with or without use it. Now 30 years later, they are interpreted through objects. regrouping. regularly in the top three countries in Pic 1: Understanding equivalent fractions Perceptual variation – the the world for maths whilst the UK was at the concrete stage using Cuisenaire mathematics stays the same but it is 23rd in the latest PISA tests. There is rods. looked at in as many different ways as much coverage of ‘Asian’ maths and possible. For example seeing fractions how it involves lots of rote learning The Pictorial Stage and the Bar Model Method: of circles, of strips, viewing it as and huge amounts of time spent on division etc. maths. With the Singapore scheme Once pupils are confidently solving that we have adopted (INSPIRE Maths concrete problems, the pictorial stage We have now been using the full by OUP), this is not true. is introduced. The pupils are shown Singapore scheme for a term and the how to link their practical activities benefits are evident. The students With Singapore mathematics, the are all talking about mathematics mathematics becomes a tool for with the abstract questions using pictorial models. This pictorial or with enjoyment and enthusiasm. solving problems and developing They are already tackling far harder thinking skills rather than a means visual stage is vital as it is a tool that can be used at all stages and in exams. problems than you would expect to an end. It focuses on knowledge from young children, while often only acquisition through problem- This stage includes the introduction to the bar method for solving problems. using numbers to 20. There have also solving, as well as creative thinking, been hidden benefits; the classroom independent learning and knowledge Pic 2: Transferring the concrete multilink teachers are really enjoying their application. By developing critical into a pictorial representation maths teaching and are becoming thinking, it enables pupils to make The Abstract Stage: more confident in themselves and the connections between topics right in the mathematics, not just the This is the actual numbers on the from the start of their mathematical mechanics of the skills. Finally, as the page. journey. The most important aspect pupils are reading and interpreting is that it gives pupils the tools to The Mastery Stage: problems, they are practising their problem solve. Pupils who tackle each problem literacy skills. Each topic is broken into the distinct through a variety of approaches have We will not see the full effects for a sections; concrete, pictorial and reached the mastery stage. The aim is number of years, but we have all been abstract and finally the much talked for all pupils to be able to explain why excited and encouraged by the initial about ‘mastery’. methods work and not just how to do results and I am optimistic that this The Concrete Stage: a method. This is done in two main is the way forward to produce not ways: New concepts are introduced in a just numerate children, but also great problem-based setting so that young Mathematical variation – in this thinkers and problem solvers who will children talk about the problem first. the mathematical concept stays become useful and fulfilled citizens.

PREP SCHOOL Reflecting the best in the prep & junior school world 53 Q. Worried about your parents using social media? A. Set up Classlist before they set up something else!

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The four features of a successful school Duncan Murphy, Headmaster of Claremont Fan Court Prep School, discusses his ideas on the qualities that are essential for a school to succeed

The features of a successful school there are happy, fulfilled children. If pupils; as a result, mutual respect are multi-faceted and naturally pupils look forward to coming into between pupils and teachers is in many of them will overlap but I school every day, because they feel evidence because students recognise have condensed them into four valued and secure, then there is a when their teachers take them key areas. These include strong genuine platform for them to make seriously and modify their behaviour core values, a broad programme of progress. This, in turn, requires accordingly. I am an advocate of Carol study, empowering leadership and precepts like tolerance and respect Dweck’s ‘growth-mindset’ and this consonance. If all of these are in to be transparent currencies in day- principle is particularly resonant evidence, then the product is a happy to-day school life. In order to achieve with those pupils who would rather child and that is what we should all be this, there needs to be a shared not undertake a challenge, or enter in the business to achieve. understanding that schools exist for it half-heartedly, because they are I believe that the values of a school the education of children, not the conditioned to fear failure. A growth- are fundamental to its success. A employment of teachers. mindset can be gained when pupils culture of achievement is a respectable In the best schools, the staff share gradually learn to understand that aim for any institution and in a a strong collegiate bond and work failure is a necessary predicator for school, this can only happen when together for the benefit of their long-term success.

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It should be the aim of a successful straightforward. This is why high staff school to ensure that young people morale is essential and nothing bonds are – to borrow the words of Ken teams together more than affording Robinson – ‘prepared to be wrong, people professional dignity in their work because if they are not then they will and ensuring that their management is never come up with anything original’. handled with a lightness of touch. I think this is particularly relevant A robust performance management where a school’s mission states an system, rooted in best practice but interest in equipping them for life st with sufficient scope to be personal to in the 21 century. Good academic each employee, is the cornerstone of grades may secure an interview but demonstrating to one’s staff that their personality, empathy and humour will job is important and that they make a secure the offer. meaningful contribution to their place The best schools incorporate these of work on a day-to-day basis. Beyond values and ideals into a broad and this ingredient, very little else will appraisal, which in itself should be an rich tapestry for learning, both in and follow. Ultimately, the children are our on-going process, sincere personalised out of the classroom, thus offering a best ambassadors and every decision praise works just as effectively balance between academic rigour and should be rooted in their interests. It for adults as it does for children – the best of contemporary pedagogy is perhaps via such a moral imperative provided, of course, that it is honestly to equip children with skills. There that an effective leader will motivate his intended and genuinely earned. should be significant emphasis on or her staff team. Whilst a good leader So, to reiterate, a successful school is setting a high level of expectation provides a narrative and takes the time one with strong values, an enriching relative to each child’s ability and to get to know his staff as individuals, programme of study, collegiate fostering a belief that they can achieve a great leader understands that leadership and evidence of consonance, more than they believe is possible. emotional intelligence and empathy are all of which propagates happy children. At Claremont Fan Court, we have often better tools to overcome a tricky Where you have happy children, you pioneered the Prep School Portfolio situation than pulling rank. A successful find happy parents. It is, of course, (PSP) that sees academics as one of school is not just a place of learning a question of cause and effect; if the six constituent factors in a child’s – but also a learning school – which parents are happy, then it is reasonable all-round progress. Not only is it requires trust as an end-condition. to assume that the governors are too fundamentally grounded in the As a head, perhaps the greatest and, as a head, the less time one has to school’s ethos and character qualities, compliment one can receive is when spend looking over one’s shoulder, the it also encourages the children to a visitor comments that the same better for all concerned! work with empathy and resilience in core message is being articulated back Teaching remains a profoundly a culture of achievement. This is a to them from teachers, parents and human profession and if one has a system which incentivises children to children about what the school stands hope that our pedagogues are not just come out of their comfort zone and for. This is called consonance and it well-qualified but also inspirational, challenges them to try new things. It is the nirvana that a savvy inspection then one must also surely demand has become an iconic model, enshrined team will seek to evidence. It is that our school leaders have sufficient in our reporting system to parents achieved by reinforcing simple, agreed independence of spirit to genuinely and staff performance management aims that are consistently modelled endorse the plethora of public support reviews, that serves not only as and universally considered as inviolate. for character education – even quantifiable evidence for that well- Who can gainsay such laudable occasionally at the expense of league coined phrase, ‘an all-round education’, aspirations as for each child to have the tables and admissions procedures. but also offers a visible pathway for opportunity to fulfil their potential? Ultimately, when the criteria of a teaching and support staff to develop Another demonstration of consonance their curricular and co-curricular successful school are considered, is when there is noticeable discretionary perhaps a discretionary factor is the subject areas with new initiatives in effort from an organisation’s employees. keeping with CPD best practice. most important; namely, the ability David McClelland, a behavioural for a school to be sufficiently in touch Empowering leadership is intrinsic to psychologist, believes that job with its core values to remember it has the success of any organisation, not satisfaction can improve performance a duty to make a positive difference least schools, where our product is by as much as 30%. Getting people to to the life of each girl or boy who rooted in the essence of humanity itself. do the job for which they are paid is one ventures across its threshold. Above all else, a successful school must thing; getting people to go beyond their propagate self-esteem – because without contractual requirements is much less

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A simple solution Fiona Gold writes on how the Five Minute Box can provide a solution to assist children in learning English

The Five Minute Box is a reusable and one-to-one resource, it can be quite to gain responsibility of their own manageable system for giving children complementary with in-class teaching learning whilst instilling motivation, a head start on the road towards too. The pupils can pop out for organisation and self-help strategies. literacy, particularly for enabling early individual learning with a teaching Following the programme of support, identification of specific learning assistant for five minutes or use it a child’s pattern of progress will difficulties. It is multi-sensory, alongside their classroom learning. It’s highlight potential specific learning following a ‘hear it, see it, say it, write simple to use and doesn’t’ require a needs such as dyslexia, dyscalculia, it’ approach for sounds, irregular specialist multi-sensory teacher to get short-term memory difficulties or keywords and generalised spelling. the most out of the box. In fact, it’s possible dyspraxia. Children can learn with confidence ideal for support staff as the system and enthusiasm, whilst preventing is progressive and doesn’t require Its teaching principles are based on those who struggle from being left planning. There is no photocopying a foundation that is rooted firmly behind and forced to play catch-up. It and no real preparation required. in strong evidence-based practice is a motivating resource for children, for dyslexia. You can be sure that The 20-minute demonstration CD of pre-prep age or younger, who are any young learner who proves to provides all the information and yearning for a challenge. The Five be dyslexic will benefit in the long- training you need. The resource book Minute Box is a little suitcase that term from having early exposure includes key points to remember, contains everything you need for to multi-sensory learning and the baseline screening, step aside spelling each lesson – rather reassuringly; it self-help strategies that the Five programme, spelling lists, keywords is a million miles away from targets, Minute Box provides. Youngers check list and a few teaching scripts to testing and death by worksheets readily engage with the box, excited get you started. The small but mighty by the new method of learning that It’s perfect for one-on-one support to instruction guide covers the essential can sometimes take them out of the ensure that no child falls through the elements that should be covered classroom. Staff members enjoy it too net. It can be used with all children in every session, such as: phonics, as it increases the support time they for just a few minutes daily and covers keywords and personal and sequential have with the children and ensure the the basic skills they need for the knowledge. most effective progress for children. acquisition of literacy. You might think that this resource Learning out of a suitcase has never The box contains a surprising amount is aimed at early years and Key Stage been so enjoyable. of resources for something not much 1, and you would be right, but it can To find out more visit bigger than an A4 piece of paper. It be used just as effectively with Key www.fiveminutebox.co.uk also includes a demonstration CD, a Stage 2 and even senior school-aged or call 01442 878629. resource book, a mini-box with plastic students. Speedy progress can be letters of the alphabet, a sound board, seen with EAL learners of all ages, Follow them on Twitter at nine keywoard boards, nine sets of ensuring that catch up and the social @fiveminutebox or Facebook through keyword cards, three handwriting use of spoken English in the process facebook.com/fiveminutebox. formation boards, a number of learning literacy. The message formation board, whiteboard and pen, behind the box is that we don’t have 20 Record of Achievement booklets, to wait for children to fail before 40 Record of Work sheets and an intervening in their learning. The instruction guide. Five Minute Box gets in there early, providing the opportunity for learners Although the Five Minute Box is a

PREP SCHOOL Reflecting the best in the prep & junior school world 59 From the Common Room...

From the Common Room… In this issue, Janet Miller, an art teacher at Moreton Hall School, tells us all about winning the national ‘Talented Art Teacher’ award

At the end of last term, whilst spontaneity of the youngsters and all I’m sure there are many art entering work for an online art the work was celebrated together on departments that can boast creating competition, I noticed a small box display. I explained how the children a similar atmosphere, so I was very asking: ‘do you feel you are making love watching demonstrations and pleased and surprised that AccessArt exciting work with your pupils? Are are often encouraged to experiment, announced ‘Winner of the Talented you inspiring and challenging them?’ work independently and take risks. Art Teacher Award’. AccessArt is an Yes, yes, yes. Our inspirational artists are often online visual resource used by 12,500 The box invited us to send in images contemporary and international subscribers, and they now wish and explain projects I was currently and are selected to prompt plenty of to publicise the standard of work teaching. I gave an honest snapshot discussion. The picture I painted, in produced by our younger pupils to of the children’s experiences in my more than 100 photographs, is our inspire artists and educators all over classes. It highlighted a busy and busy art room on any day of the week. the country. vibrant classroom, flooded with ‘We were blown away by your Now, Year 3 are making giant blue light and bursting with colour and energy, enthusiasm and dedication – ceramic elephant trunks, Year 4 are ambition. It captured the youngest we can only say what lucky, lucky photographing and printing squashed children confidently working on a children you teach! Thank you so raw chicken and Year 5 are making large-scale piece of work alongside much for all your efforts and for huge papier-mâché feet. Perhaps I am the eldest students of the school. sharing them with us.’ a little challenging in my approach to The eldest took inspiration from the Paula Briggs, Director of AccessArt. teaching art at Moreton Hall after all!

60 PREP SCHOOL Reflecting the best in the prep & junior school world Viewpoint

Term Time Trips

When I was President of ASCL there was no doubt which topic led to the most requests for media interviews, appearances and phone-ins. By far and away, the issue of term time holidays dwarfed all other issues. I understand from colleagues that following the recent court cases, the level of interest has grown even greater. It seems to me that this topic illustrates perfectly the careful balance between rights and responsibilities. I have received several requests for students to take holidays or to travel to other countries during term time. I think that the increase in requests reflects a variety of factors working together. Holiday companies and airlines continue to offer a ludicrous pricing policy that effectively penalises the many families who do not take holidays during term time. Family members who are in particular professions, for example the NHS or agriculture, can sometimes find it extremely difficult to take leave during school holidays. I would like to remind everyone of the very important reasons why students should not take time away from school. School holidays, particularly summer holidays, offer ample opportunity to take a family holiday. It is very hard to justify taking additional time away from school, in addition to these opportunities to go away as a family. We must not delude ourselves; in almost every case, significant absence from school damages a student’s progress. It is completely unfair to take a child out of school for a week or more and then expect teachers and support staff to work to make up the ground that has been lost. The responsibility for doing this must lie with the family of the student. Hence before applying for lengthy absence, families must ask themselves how they plan to address the inevitable damage that their absence from school will cause. Holidays taken during term often prove a distraction in the period before and after they are taken. Such absences have an unsettling effect on students, which can further hinder their progress. There can be exceptional circumstances that necessitate holidays during term time, however they remain exactly that – exceptional and not the ‘norm’. I would, therefore, consider urging all parents to think very carefully before contemplating absence during term time.

Let us know what you think of Dr Peter Kent’s views, get in touch with us at [email protected]

PREP SCHOOL Reflecting the best in the prep & junior school world 61 Are you stretching your pupils?

10 My school has 23 teachers. At today’s staff meeting 3 teachers are missing and a quarter of those are asleep. Out of those that are present and awake, 20% are texting. The rest are listening to the Head. How many are listening to the Head?

A 12 B 13 C 14 D 15 E 0

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We are a family-owned, professional, and sell tickets. You need to sell as clothes. Fundraising may not be all human circus touring the UK. many tickets as possible to more important to every school, but when Established in 1992, we are dedicated than cover our fee. If you want to the circus comes to town it’s a great to bringing the enchanting world increase fundraising, our experienced reason to organise a family fun day. of circus to schools. We focus on fundraising team will guide you You will need to provide 50 square presenting traditional circus in a through a range of activities suitable metres of flat, grassed area with access contemporary style and work directly for your school. Activities include side to your site. If your school does not with PTAs, head teachers and bursars. shows, face painting, playing games, have a suitable area/sports field, You secure our visit with a £65+VAT bouncy castle, selling sweets, cakes, then try the council, they hire out booking fee and you pay for the event hot & cold drinks, providing BBQ & recreational areas for modest rents. We seven days after your circus day. You bar, selling pitches to outside vendors are fully self-contained with state of decide when you would like us to visit and producing a programme to sell the art sound and lighting technology. and we will try to accommodate you. as well as selling advertising space to With no articulated lorries, we are It all began when Russ Randelle, local businesses. We have designed the ideal for entrances with limited access the owner, was approached by his event so that you can sell before the in both village communities and city children’s school PTA who were show as well as during the interval. areas. Our staff are RBB checked and looking for a different way to raise The secret is not to overstretch abide by a strict code of conduct. funds for the school. He was a yourselves. If you are a PTA, then every We know trying something new is children’s entertainer and he put PTA is different, some may have very always a big step. Get to know us by together a circus show. The event few, but extremely dedicated helpers checking out our website, Facebook was such a success, he realised that and some may have lots of people who reviews and PTA websites. When you if he could do this for one school, he turn out on the day. You know who book Happy’s Circus you are putting could do it for others. He was inspired you are, so plan accordingly. You need your trust in our experienced hands. to develop a winning formula for a minimum of six helpers. If you are Angie and her team will provide you a show which has gone on to raise a school, you will have lots of willing with a marketing plan, support and very substantial funds for schools teachers and pupils to help. If you advice for your event and so much & charities across the UK, as well as are a small school you can join forces more. There is an action plan to help providing great family fun days for with other small schools/organisations you to get organised and an event pack all the community. We provide two to sell more tickets. Everyone with tickets, posters, an information new shows each year which feature can approach local businesses for disc, educational teaching resources international artists performing sponsorship and matched funding. and photographs. We provide full to audiences of up to 600 under Our visit promotes a great educational risk assessments, health & safety each of our colourful big tops. Each and community experience. This information and confirmation of our show tours different areas every may be the first time some children £10m public liability insurance. week during the circus season. Both see a circus and we want to create For a free information pack and to talk shows run for around two hours a wonderful memory for everyone. including a 30-minute interval. about your individual requirements, The school can really enhance the call 02380 613288 or email us We provide you with a marketing experience by integrating circus into at [email protected]. plan. We work with you at the initial the curriculum throughout the week stages, helping you organise your leading up to our visit with painting www.happyscircus.co.uk event. During the months before & drawing circus themes, the history circus day you promote the show of circus and dressing up in circus

PREP SCHOOL Reflecting the best in the prep & junior school world 63 SATIPS Broadsheets: History

The SATIPS Broadsheets are a superb practical resource for schools. Each issue, we will highlight a different subject.

Welcome back to another year, with schools full of lots Newfoundland Park is always special and the sheer of fresh faces eager to start the day. Not the staffroom enthusiasm of the volunteers who work there is a credit obviously, and it’s amazing how soon after the start of to the memory of those who fell there. After examining term it feels like we’ve never had a holiday! Anyway, this two unexploded shells, (and not venturing too close!), we being 2016 and the 100 year anniversary of the Battle of headed up to Thiepval Memorial and lay a wreath in our own the Somme, what better place to start than a trip to the ceremony. I was very impressed with the behaviour of our Somme. boys, and indeed a member of the public commented on their Trip to the Somme respectful actions during the service; always nice to hear. We had the pleasure of getting one in early doors, taking We stayed at the Poppies Albert Hostel in Albert, which Year 7 and 8 away for two days on the 22nd and 23rd of had a pool table and table football; great fun! Our guide September. We had a very early start (5 am departure from Jon told some great stories and fielded endless questions, school!) and the first surprise came when none of the pupils and the next day it was very interesting to hear about the slept on the coach. Instead, my colleagues and the guide use of mines at La Boiselle. I had to chuckle when he asked were treated to a chorus of electronic beeps and blips from the boys what the allies did when one of their canaries an assortment of gaming devices as the boys got stuck in to escaped from the mines and they had to get it back before some serious gaming. it was spotted in No Man’s Land by the Germans; most of

64 PREP SCHOOL Reflecting the best in the prep & junior school world SATIPS Broadsheet: History

them came up with daring plans of rescue! Obviously, if the Germans saw a canary, they would know that there was some mining going on; I asked why we didn’t use sparrows instead, as they would have not aroused suspicion if they escaped. Anyone know why not? The contrast at Fricourt, a German cemetery, was striking. We all found a grave of a soldier and remembered him later that day. Then we went to what is always a very special memorial for me, the Devonshire’s at Mansell Copse. The inscription at the entrance of ‘The Devonshires held this trench. The Devonshires hold it still’ never always puts a lump in my throat, no matter how many times I see it. Captain Duncan Martin knew there was a German machine gun next to the shrine in the churchyard and asked General Staff about it. He even made a model of the area and explained that unless it was taken out, his company would be caught in deadly crossfire. However, it was assumed that nothing could survive the allied bombardment that had rained down on the German trenches for a week and his warning was ignored. On the first day of the battle of the Somme, no. 1 company of the 9th Battalion went over the top to try to take their target of Mametz. As Captain Martin predicted, the machine gun raked across their lines and cut them to pieces. At the end of the day, the dead were collected and taken back to the trench, where they had set out from just that morning. 160 of them were buried back in their trench, including Captain Martin and it is certainly somewhere you should visit given the chance. Other highlights were the Welsh Memorial at Mametz Wood and the South African assault at Melville Wood. Vim Ridge was our last stop and a fitting end to a memorable trip. including one which I would recommend you avoid with a From the start to the end, I cannot speak highly enough bargepole, but CGT were excellent. of the company and our guide. Zoi at CGT Battlefields effortlessly amended and rejigged details, constantly in New Year, New Ideas contact and even providing a number to get hold of her This year, I’ve finally decided to try something new; to for the duration of the trip away. Our guide, Jon Wort, teach a period I’ve not taught before. As well as teaching had a wonderful way with the boys, providing interesting Year 3 for the first time at my school (Celts and Romans) stories and fielding their endless questions with humour we’ve started teaching the Anglo-Saxons and Vikings to and impressive knowledge. We’ll be going to Ypres next Year 4. Whilst it may be more work initially, as research year, and will definitely be using CGT and Jon again. is done, lessons are planned etc, it is ultimately incredibly For those looking to organise a trip, visit their website, satisfying from a professional point of view. It is too www.cgtbattlefields.co.uk and have a look. It’s also easy easy to stick to teaching the same topics year in year out, to personalise your own itinerary if you’re after that sort recycling schemes, plans and lessons. There is the worry of thing. We’ve used a number of companies in the past, that our teaching may go stale at times if there no variation

PREP SCHOOL Reflecting the best in the prep & junior school world 65 SATIPS Broadsheet: History

and if you have ways of freshening up a tried and tested Historical Plays syllabus, share it with us all. If your school is looking for an original script with a Hands On History historical theme, I have a number of plays written that may suit. It can be difficult finding a suitable play that fits the It is sometimes hard to find a suitable venue to visit for number of actors in the Year group, or locating one that isn’t a school trip; it may be too far away or just not exist! too corny or just plain cheesy! I have some tried and tested So many schools are turning to visiting companies that plays that were very popular with both audience and pupils provide relevant workshops and this term, we are being so if you’d like to read a sample script, please get in touch. visited again by Hands on History, who are providing us Beast of the Baskervilles – Victorian romp. with two different historical periods. They are spending half a day as Anglo-Saxons with Year 4, before emerging A Fistful of Parrots – Pirate adventures. after lunch in WW1 with Year 6. Having used them before, You Only Lie Twice – Tudor shenanigans. I am very excited about them returning to my school and I The Bloodstone Incident – Holmes and Watson at prep will review their visit next editorial. For those interested, school! go to www.handsonhistory.co.uk For King and Country – In the trenches and air before the My Epic Era 2017 Somme. I have mentioned before in this editorial about the It Could Be You – Gameshow of the future; to find a new wonderful website 60 Second Histories, www.squaducation. monarch! com, and they ran a nationwide competition last year, Osmington Bay – Visiting Italian bowls team play locals in My Epic Era, with pupils enthusing about their favourite the 1950’s. historical period in any format they wished. They will be Who is Jack? – Holmes and Watson ride again! running another competition at the start of next year and Please email me at [email protected] and I would encourage you all to have a look at the website and I’ll send you a copy. get your pupils involved. Given a bit of creative freedom, our pupils never cease to amaze me with what they can Contributors do and if nothing else, it will provide them with the My termly request for any other contributors has so opportunity to create an original historical project that far yielded the grand total of zero replies, but I’m sure could get your school some great publicity if they win. The there are some of you that could lend a line or two to creator of Squaducation, Kevin Hicks, is also speaking at proceedings. Or if there is anything you would like the History ISEB conference on 16th March next year. mentioned, brought up or reviewed, please email me.

66 PREP SCHOOL Reflecting the best in the prep & junior school world SATIPS Broadsheet: History

Gabriel French – Tim Pitman – Drama PSHE I have never been a Tim is a former Senior stereotypical drama teacher, Master, Pastoral Leader or a stereotypical drama and Director of Studies. student. I stumbled into Currently he is Pastoral acting when I went to an Adviser for IAPS audition in the hope that I (Independent Association of would meet some girls and Prep Schools) having been they discovered that I could a subject leader for PSHE. sing. Once bitten, I added Tim is the ‘go to’ man for acting to my repertoire of heads and pastoral deputies things I did, and never in pastoral matters. He thought that others would view my mixed passions for feels that PSHE is an integral part of school and life. It is sport and acting as something strange. Instead, it has often the most direct way of influencing pastoral ethos. created an outlet for what might have otherwise been a He speaks regularly at conferences and has presented on slightly boring, testosterone-fuelled life! subjects such as: well-being, reward systems, effective Having had ‘six years of fantastic extra-curricular activities mentoring, developing pupil leadership, pastoral tracking behind me, it is a pity about his studies’ written in my and mindfulness. Tim’s current school position as Head of report from a teacher, I set up a meeting with the director RS, PSHE and anchorman for SMSC at Westbourne House of studies and a few wealthy ex-pupils and convinced them in Chichester allows him time at the chalk face and the that the school would like to employ me in future after opportunity to write and speak. He has been published sponsoring me at university. Incredibly they went for it, and blogs regularly at www.pastoralpencilcase.com. He has and I was the only drama student with the guarantee of a created online PSHE resources and is currently working job at the end of the course. From here, I started my double on a handbook for independent prep schools about the life as Head of Rugby/Cricket and Head of Performing Arts, creation of an ethos and environment, with well-being an act that includes few other interested parties. I tend to at the forefront and based around the trends of modern get treated with suspicion by either side until they need to education and how we cope with them. Tim is a family moan about how many rehearsals the drama department man, an avid fan of Sunday cricket, sailing and AFC require, or how could they possibly send my lead back with Bournemouth. He is delighted to be joining the SATIPS a black-eye, or worse, a broken leg. team and to make his contribution; Tim welcomes any comment, conversation and articles. Teaching allowed me to travel; England is the fourth country I have worked in, having previously taught in South Africa, Zimbabwe and Botswana. My sporting background provides another forum to engage the alpha males, who are often the hardest to win over in the drama class. With each culture there has been a fresh challenge, and that has kept me engaged.

PREP SCHOOL Reflecting the best in the prep & junior school world 67 1

SATIPSSupport and training in Prep Schools Why should my school be in membership?

• SATIPS offers a breadth of training, networking and supportive opportunities to schools in membership. • It is the ONLY organisation in Britain which is dedicated to the needs of teaching staff in Prep Schools.

• SATIPS is absolutely concerned to cater for staff ranging from NQT to Head of Department or Senior Leadership Team. We also aim to cover all age ranges from Nursery to Key Stage 3.

SATIPS offers a four-part core of activities and support:

Broadsheets These are published each term, covering a wide range of curriculum interests, as well as specific concerns: eg Senior Management, Special Needs and Pre-Prep.

Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will1 not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their classroom practice and curriculum development.

BroadsheetsSupport and trainingare edited in Prep by Schools Prep School teachers who, with proven track records SATIPSin their field, have taken on the role of subject ambassador. For further information about the Broadsheets, go to http://satips.org/ and, for sight of recentWhy editions,should my follow school the links be in to membership? “Specimen Broadsheets”.

• SATIPS offers a breadthCourses of training, and INSET networking and supportive SATIPS offersopportunities a wide range to schools of training in membership. courses, Conferences • It is the ONLYand otherorganisation In-Service in Britain opportunities. which is dedicated Courses can tobe the accessed needs ofon teaching the web-site staff atin http://satips.org/courses/ Prep Schools.

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Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their11 classroom practice and curriculum development.2 Broadsheets are edited by Prep School teachers who, with proven track records SATIPSSupportSATIPSSupport and and training training in inPrep Prep Schools Schools in their field, have taken on the roleSATIPS Supportof andsubject training in Prep Schools ambassador. WhyWhyWhy should should should my my my school school school be be be in in in membership? membership? membership? Competitions, Exhibitions and events for pupils SATIPS offers a variety of pupil-focussed events. 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SATIPSSupport and training in Prep Schools Why should my school be in membership?

• SATIPS offers a breadth of training, networking and supportive opportunities to schools in membership. • It is the ONLY organisation in Britain which is dedicated to the needs of teaching staff in Prep Schools.

• SATIPS is absolutely concerned to cater for staff ranging from NQT to Head of Department or Senior Leadership Team. We also aim to cover all age ranges from Nursery to Key Stage 3.

SATIPS offers a four-part core of activities and support:

Broadsheets These are published each term, covering a wide range of curriculum interests, as well as specific concerns: eg Senior Management, Special Needs and Pre-Prep.

Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will1 not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their classroom practice and curriculum development.

BroadsheetsSupport and trainingare edited in Prep by Schools Prep School teachers who, with proven track records SATIPSin their field, have taken on the role of subject ambassador. For further information about the Broadsheets, go to http://satips.org/ and, for sight of recentWhy editions,should my follow school the links be in to membership? “Specimen Broadsheets”.

• SATIPS offers a breadthCourses of training, and INSET networking and supportive SATIPS offersopportunities a wide range to schools of training in membership. courses, Conferences • It is the ONLYand otherorganisation In-Service in Britain opportunities. which is dedicated Courses can tobe the accessed needs ofon teaching the web-site staff atin http://satips.org/courses/ Prep Schools.

Courses are• SATIPS designed is absolutely to cover a concernedwide range to of cater interests. for staff Attention ranging is given to course fromfeed-back NQT towhich Head helps of Department to shape our or programme. Senior Leadership School Team. requests for We also aim totraining cover all is age particularly ranges from encouraged. Nursery to Key Stage 3.

CourseSATIPS presenters offers are verya four-part carefully core vetted. of Ouractivities aim is alwaysand support: to make use of known experts in their field who are also first-class presenters. Members schools receiveBroadsheets a substantial discount on course fees. These are published each term, covering a wide range of curriculum interests, as well as specific concerns: eg Senior Management, Special Needs and Pre-Prep.

Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their classroom practice and curriculum development.2 1 Broadsheets are edited by Prep School teachers who, with proven track records in their field, have taken on the roleSATIPS Supportof andsubject training in Prep Schools ambassador. SATIPSSupport and training in Prep Schools Competitions,Competitions, Exhibitions andand events events for for pupils pupils Why should my school be in membership? For further information about the Broadsheets,SATIPSSATIPS go offers offersto a variety ahttp://satips.org/ variety of pupil-focussedof pupil-focussed events.events. OverOver manymany and,years years schools Schools for have have enjoyedenjoyed entering entering their their pupils pupils in events in events that that hold how a nation-widea nation-wide attraction with • SATIPS offers a breadth of training, networking and supportive sight of recent editions, follow the links to “Specimenhighwith standards. high standards. Broadsheets”. Currently, These these events events include: are: opportunities to schools in membership. • It is the ONLY organisation in Britain which is dedicated • SATIPS• SATIPS Challenge Challenge Annual (annual General general knowledge Knowledge quiz) quiz to the needs of teaching staff in Prep Schools. • National Handwriting• National Handwriting Competition, Competition held in conjunction with Cambridge• Poetry Competition University Press • SATIPS is absolutely concerned to cater for staff ranging Courses and INSET from NQT to Head of Department or Senior Leadership Team. • Poetry• SATIPSKI Competition We also aim to cover all age ranges from Nursery to Key Stage 3. • SATIPSKI• Annual the annual Art Exhibition Ski competition SATIPS offers a wide range of training courses,held at Hemel Conferences Hempstead indoor ski centre • Annual Art Exhibition SATIPS offers a four-part core of activities and support: and other In-Service opportunities.Full details of all these events are at http://satips.org/competitions Full details of all these events are at http://satips.org/competitions/ Broadsheets Prep School Magazine These are published each term, covering a wide range of curriculum interests, as Courses can be accessed on the web-site at“Prep http://satips.org/courses/ School” is published “Prep three School” times a year. Magazine It offers readers in prep schools a well as specific concerns: eg Senior Management, Special Needs and Pre-Prep. “Prep School”broad is published range of threeauthoritative times aarticles year. It on offers educational readers issues. in Prep Schools a broad range of authoritative articles on educational matters with an emphasis Broadsheet articles are usually written by practising Prep School teachers with What next? Joiningon issues SATIPS that concern or seeking all Prep further Schools. information? occasional contributions from leaders in their field. This ensures that, whatever Courses are designed to cover a wide range of Weinterests. are proud of what SATIPS Attention offers. With all Council is membersgiven and Officersto the article is about, the reader can be certain that he or she will not only share stillWhat working next? in Joiningprep schools Satips we believe or seeking we understand further the information? demands on staff subject and age-group relevance but also cultural assumptions: eg parental course feed-back which helps to shape our programme.We are proud of whatworking SATIPS in schoolSchool offers. and Withare here all requests toCouncil support members them. andfor Officers expectations or what “works”. Writing articles for the Broadsheets encourages still working in Prep Schools we believe we understand the demands on staff staff to reflect on their classroom practice and curriculum development. training is particularly encouraged.workingPlease do incontact schools us if and you arewould here like to more support information them. or if we can be of any assistance. Broadsheets are edited by Prep School teachers who, with proven track records Please do contact us if you would like more information in their field, have taken on the role of subject ambassador. or if we can Chairmanbe of any assistance. For further information about the Broadsheets, go to http://satips.org/ and, for Lisa Newbould sight of recent editions, follow the links to “Specimen Broadsheets”. Course presenters are very carefully vetted. Our aim is [email protected] to make use of Lisa Newbould Courses and INSET known experts in their field who are also [email protected] presenters. of Education SATIPS offers a wide range of training courses, Conferences Paul Jackson and other In-Service opportunities. Courses can be accessed on the web-site at http://satips.org/courses/ [email protected] of Education Members schools receive a substantial discount on coursePaul Jackson fees. [email protected] Courses are designed to cover a wide range of interests. Attention is given to Director of Training course feed-back which helps to shape our programme. School requests for Sarah Kirby-Smith Director of Training training is particularly encouraged. [email protected] Sarah Kirby-Smith [email protected] Course presenters are very carefully vetted. Our aim is always to make use of General Secretary known experts in their field who are also first-class presenters. GeneralBill Ibbotson-Price Secretary Members schools receive a substantial discount on course fees. [email protected] Synge [email protected] SATIPS courses and directory Officers Chairman Lisa Newbould Finance Director Christine Bilton [email protected] [email protected] Vice Presidents Trevor Mulryne & Richard Tovey MBE Director of Training Sarah Kirby-Smith [email protected] General Secretary Bill Ibbetson-Price Director of Education Paul Jackson [email protected] [email protected]

Members of Council Nick Armitage ([email protected]) Mark Middleton ([email protected]) Emma Goodbourn ([email protected]) Alayne Parsley (cheltenhamcollege.org) Jason Hyatt ([email protected] ) Tom Sevill ([email protected]) David Kendall ([email protected]) Mervyn Watch, South Lee Prep School Simon Marsden ([email protected]) Anna Wheatley ([email protected]) Brenda Marshall ([email protected])

SATIPS Broadsheet editors Art Jan Miller, Moreton Hall ([email protected]) Classics Ed Clarke, Highfield School ([email protected]) Design Technology Gary Brown, The Chorister School ([email protected]) Mark Tovey, Bilton Grange ([email protected]) Drama Gabriel French, Ludgrove School ([email protected]) English Vacant Geography Andrew Lee, Sussex House School ([email protected]) History Matthew Howorth, Twickenham Prep ([email protected]) ICT Patrick Florance, Hallfield School ([email protected]) Mathematics Matthew Reames ([email protected]) Modern Foreign Languages Richard Smith ([email protected]) Music Tim Frost, The Junior King’s School ([email protected]) Physical Education & Games Liz Myres ([email protected]) PSHE Tim Pitman, Westbourne House ([email protected]) RE Richard Lock, Northwood School ([email protected] ) Science Luke Busfield, Ludgrove ([email protected]) Special Needs/Learning Development Vacant Years 3 & 4 Mark Philpott, The Elms, Trent College ([email protected]) Courses and events

A selection of forthcoming courses for Spring/Summer 2017: 16/01/17 Moving on to Senior Leadership London 24/01/17 Lesson Observation and Performance Management Bilton Grange 26/01/17 6th National Able and Gifted Conference London 09/02/17 Safer Recruitment in Education London 22/02/17 Leading an EYFS Department London 27/02/17 Guided Reading London 28/02/17 ISI Excellent Teaching London 03/03/17 ISI Excellent Marking London 10/03/17 Maximising Boys’ Achievement London 21/03/17 Moving on to Middle Management London 24/03/17 National Science Conference London 27/04/17 Non Fiction Writing London 09/05/17 Outstanding Behaviour for Outstanding Learning and Progress London Certified courses will be running as training days in London, Bristol, Birmingham and York. They are also available as inset days. Bespoke training packages for schools are also available with discounts for multiple bookings. Please visit the website for more details on all these courses and to see the full programme for the Spring/Summer term. For more information please email [email protected] or the Director of Training, Sarah Kirby-Smith, on 07584 862263.

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