Annual Report of Cross-Sector Partnership Work Between Independent and State Schools Issue 5 November 2020

2020

Annual report of cross-sector partnership work between independent and state schools Issue 5 November 2020

Contents Introduction 1 Partnerships and the Department for Education 2 Schools Together 3 Coronavirus – summer school catch-up courses 4 Coronavirus – sharing online learning resources 5 Coronavirus – community action projects 6 Supporting language learning 7 Academic partnerships 8 Partnerships in numbers 10 Preparing young people for their next steps in life 12 Forming groups to transform educational partnerships 14 Supporting teacher development 16 Improving education for all through governance 18 Successful sponsorships 19 Supporting music and the arts 20 Tackling inactivity through sporting partnerships 22 Working together to help communities thrive 24 Transforming children’s lives through bursaries 25

Editors - Emily Roberts and Ian Mason

Celebrating Partnerships is published annually by the Independent Schools Council (ISC). The Independent Schools Council brings together seven associations and four affiliate associations to represent over 1,350 independent schools. These schools are amongst the best in the world and educate more than half-a-million children. Around half of UK independent schools are ISC schools and these educate around 80% of all independent school children. Independent schools save the taxpayer £3.5 billion a year from students not being in state education and contribute £13.7 billion to the economy.

Introduction

Recent years have seen a blossoming of partnerships Secondly, they have clear and specific aims. For example, to between state and independent schools across improve English GCSE exam results at the 3/4 boundary; to the UK. boost music provision; to make pupils aware of and understand pupils from different backgrounds; to increase Despite the pandemic and during enforced closures, the the proportion of pupils going to top universities; to impact of schools collaborating in the interests of all pupils increase the number of girls taking physics A-level; to give was clear to see – offering online tuition, sharing remote students the opportunity to play cricket. learning expertise and resources, running summer holiday programmes for partner schools and developing ongoing Thirdly, they have to have very efficient and committed ‘catch-up’ initiatives. We have also witnessed a wealth of teachers in charge. Partnerships often involve pupils community partnerships this year, with independent travelling and happen outside the normal pattern of school schools playing their part in conditions of extreme anxiety – lessons - so they have to have a good administrative producing PPE, providing beds for key workers who needed backbone. accommodation away from their families, donating to foodbanks and running food deliveries for those sheltering Many partnerships involve staff doing a great deal of extra or isolating. work unpaid. Some have been engaged with these partnerships for years. School partnerships are of many types: academic, university entrance, music, sport, drama, and governance. They can We are grateful to them for all they do for children and involve large numbers of pupils at one end of the spectrum young people, and we thank the Department for Education, and be tailored for specific cohorts at the other. There are which has supported partnerships in very many ways over two great types of activity run by pupils themselves: this past, difficult, year. working with peers of the same age, or working with younger children as mentors.

The evidence suggests that the most successful partnerships have certain characteristics. They are voluntary partnerships which normally arise from existing relationships between schools. Schools know what they Barnaby Lenon CBE need and what is likely to work. There is mutual enthusiasm Chairman, and reciprocity. Independent Schools Council

1 Partnerships and the Department for Education

I am delighted to celebrate the success of cross- irrespective of where they normally go to school. We’ve sector partnerships with you and I welcome the hard seen a desire to reach out from one school to another to work that has gone into promoting this work across help in whatever way possible, be it through sharing our country. I want to thank the ISC for its curriculum materials, lesson plans or other resources. commitment to raising the profile of partnerships Above all, we’ve seen things that would be impossible for a and for continuously working with officials in the single school suddenly become possible when department to meet the aims of our Joint collaborating with others. In that spirit, I want to see Understanding. I also want to thank school leaders partnerships become a powerful tool for rebuilding and and partnership coordinators – the heavy-lifters of levelling up our system. this work. Without their passion and commitment to working with colleagues across sectors, we would not The work that schools and stakeholders are doing to have the meaningful partnerships we see today. engender a new spirit of collaboration is commendable. I want us to continue in this spirit as we recover from this As we move forward from the disruption caused by crisis, and build an even greater education system ﬁt for coronavirus, and we hear the uplifting sound of children in the future. classrooms and playgrounds, the sense that I get from speaking with school leaders is that we need partnerships now more than ever.

The power of collaboration has become clear in recent months. Partnerships help us to see past sector divides; they focus our minds on what works best for children and their learning. During this crisis, we’ve seen schools – both Baroness Elizabeth Berridge independent and state – working together to educate our Parliamentary Under Secretary children even in the most diﬃcult of circumstances, of State for the School System

2 “It is clear tha schoo t ls across the c ex ountry are do tremely valua ing ble work with Thousands of examples of partnership the state se partners in ctor, particula With rly during CO activity can be seen on the Schools more than 11 VID-19. ind ,700 partners ependent an hips between Together website. These case studies are d state schoo is as diver ls, the range wide-ranging in nature, and include se as the scho of projects pa ols themselv rtnerships h es. Many of t academy sponsorship; supporting ave adapted hese rem to the pande teachers to serve as governors at ote educati mic and to on, and I look seeing new, forward to partner schools; preparing A-level mutually ben emerge o eficial, partn ver the comi erships pupils for higher education; pupils ng year. I wou my colleague ld encourag reading with younger children; schools s to talk to th e all eir local scho visit whe ols, and sharing facilities; and seconding n they are ab And le.” teaching staff. Visit schoolstogether.org rew Lewer M BE, MP for N South and orthampton to find out more. chair of the Parl All Party iamentary G In roup on dependent Education

ips 20 partnersh 11,7 n ed betwee record ools d state sch endent an indep nt schools independe 1,169 hools th state sc partner wi ith each pils work w state pu rage 212 ool on ave endent sch indep ch ork with ea e schools w 11 stat n average* nt school o independe

*Figures recorded in the 2020 ISC Census, available at isc.co.uk 3 Coronavirus – summer school catch-up courses

In response to the widespread “These superb catch-up sessions disruption to education caused by offered our GCSE pupils an the coronavirus pandemic, a opportunity to consolidate all their number of schools organised learning with the help of specialist bespoke COVID-secure summer “teaching by staff who gave up their courses this year, which were summer holidays to ensure students designed to help local pupils catch could benefit.” up on their education. Assal Ruse, headteacher at Twickenham School Teachers from King’s College School in Wimbledon partnered “I feel like I’ve been able to develop with staff at four local schools to new strategies. I’m feeling much more confident.” deliver a fortnight of GCSE top-up Immanuel, a pupil at lessons for 60 state pupils. The Reach Academy in Feltham students, who were preparing to start Year 11 in September, received In August, Highgate School and specialist teaching in English, maths the London Academy of and science, along with free Excellence Tottenham (LAET) lunches and breaks for games and hosted a summer school for 82 Year activities. 10 students affected most by prolonged school closures. The To help local youngsters catch up week-long course offered a series of on key parts of the curriculum, lessons in core subjects, along with teachers from Hampton School co-curricular activities and and Lady Eleanor Holles School workshops designed to enhance collaborated to provide learning employability skills and support support to 72 Year 10 pupils from wellbeing. nearby state schools. The lessons, which took place over the course of “We want to make sure we are doing two weeks, covered English, maths, everything we can to c“ ounteract the geography, history and the emotional and educational sciences. disruption this has had on some of the most vulnerable children in our community.” Adam Pettitt, head of Highgate School

4 Coronavirus – sharing online learning resources

During the nationwide closures earlier this year, schools were faced with the challenge of delivering remote learning, and for many this quickly became the ‘new normal’. A considerable number of schools have since shared their learning resources online, widening access to important educational opportunities. Many have also fundraised for and donated technological devices, providing vital internet access for children experiencing digital poverty.

Eton College is oﬀering students from Years 10 to 13 across the country free access to its online learning platform, EtonX. The initiative forms part of the school’s ambitious New Social Vision project, which aims to harness academic excellence and share it more widely. The online courses range from developing leadership skills to preparing for university and the workplace. Over 900 state Manchester Grammar School joined forces to create schools have signed up, providing access for more than HomePal, a home learning programme designed to enrich 220,000 secondary pupils. the education of younger pupils. The learning resources, which were shared to social media platform Instagram, In collaboration with the were primarily targeted at schoolchildren World Health Organisation, in Years 7 to 9, though users of all and with the support of ages were encouraged to UNICEF, Scarisbrick Hall has learn a new skill or been delivering an online subject during “You can already see the impact educational programme lockdown. The having access to EtonX had called The Global Classroom. contributors also on student aspirations and The virtual events unite shared lessons on on student confidence. Lockdown children and experts from all mindfulness, to was so difficult for everybody, over the world, where they can discuss important topics support the especially young people and relating to education and wellbeing. The initiative has mental health of teenagers - for them to be able to get provided learning opportunities to 150,000 schools in 193 children and involved in something that’s looking countries, and over two million students have taken part. young people forward to a positive future was during school really vital for them.” Earlier this year, sixth formers from Withington Girls’ closures. Dave Marsham, School , Manchester High School for Girls and The achievement leader at Bedford Academy

5 “We are fortunate enough to have access to

“Benenden's SAMBA II rapid testing machine, which at this time is absolutely invaluable.

Responding quickly to any suspected COVID-19 cases significantly reduces the risk of “ transmission across a bubble and is an additional layer in keeping the wider community safe.” ACS International Schools has been engaged in different community outreach projects during the Damian McBeath, pandemic, from developing emergency ventilator masks to providing 13,000 meals to children of families experiencing hardship. Partnerships director Graeme Lawrie, who spearheaded a number of principal of The John Wallis these initiatives, has been awarded an MBE for his services to education. Church of England Academy Coronavirus – community action projects Schools across the country have helped their wider manufacturing operation. Led by the school’s design communities as part of the UK’s fightback against technology department, a team of staff and student coronavirus. From producing and donating personal volunteers created several thousand masks, which were protective equipment to sharing vital resources and then distributed to key workers across the country. They facilities, pupils, teachers and school leaders have stepped also created a website, make-more-masks.com , offering up to support those in need. step-by-step manufacturing information so that other schools could contribute to the national effort. To assist efforts to keep schools open, Benenden School is sharing its rapid coronavirus testing machine with two local state schools. The machine, which generates results in 90 minutes, is being used to test any pupils or staff who display symptoms of the virus and to detect potential cases of asymptomatic transmission. Key medical and senior staff at the school have been fully trained in how to operate the equipment, along with staff from the village primary school and the academy which Benenden sponsors.

During lockdown, Fettes College worked in partnership with social enterprise Scran Academy to prepare over 31,000 meals for the most vulnerable in Edinburgh. Alongside staﬀ volunteers and alumni, the catering Theo Wride, a student at Royal Grammar School, Newcastle, manager and the executive chef at Fettes helped to make is to receive a British Empire Medal for his services to the community and and distribute over 3,000 meals a week to those in need. key workers in Sunderland during the pandemic. Using his own 3D printer and funds generated through a crowdfunding campaign, he designed To meet increasing demand for personal protective and produced around 1,200 visors for medical professionals and care equipment, Tonbridge School established its own mask home staff across the country.

6 Supporting language learning

A 2018 report from the Organisation for Economic Cooperation and Development has highlighted the drop-oﬀ of language learning in Britain, revealing pupils spend an average of just 1.7 hours a week learning a second language. In an eﬀort to improve the uptake of modern foreign languages, many schools are forming meaningful partnerships designed to inspire a generation of linguists.

Every year, Portsmouth High School GDST hosts its Festival of Languages, an event designed to ignite a love of languages among children in the local community. Primary and junior school pupils are invited to take part in an array of interactive activities, which enable them to explore new languages and celebrate diﬀerent cultures from all over the world. Senior school pupils at Portsmouth High School assist specialist teachers in delivering a carousel of taster lessons, which cover languages ranging from Urdu and Russian to Japanese and Dutch.

A group of A-level students at St Mary’s Calne lead a weekly after school Spanish club at Priestley Primary School , where Spanish has recently been added to the curriculum. As a result, the primary school children have at the school and pupils in partner primary schools. Year 8 grown in conﬁdence, and have developed their pupils at NCS are taught how to lead culturally understanding of the language. The A-level volunteers informative language lessons, which they then deliver to have also learned valuable skills, including how to engage children at a local state school. The project boosts the Year their audience and how to plan and deliver a lesson. 8 pupils’ leadership skills, and the primary school children experience a celebration of diversity. This year, the New College School (NCS) has created its own ambassadors will be delivering taster lessons in four Language Ambassador Award to inspire younger linguists languages: French, German, Mandarin and Greek.

7 “I t is a good o pportunity to meet ne

“ w people an d you lear

n so much m from ore hearing th e ide “ stude as of nts from oth er schools.” Marlo, a Yea r 10 pupil

Academic partnerships

Through academic partnerships, independent challenging others’ points of view, and are and state schools widen access to educational encouraged to defend their arguments using opportunities for young people. These initiatives factual evidence. also support vulnerable subjects at risk of being squeezed out of the state school curriculum, For the last two years, Streatham & Clapham High and can raise the aspirations of pupils School GDST (SCHS) has shared its classical underrepresented in certain fields such as STEM. civilisation lessons with pupils from four local state schools, enabling them to earn a GCSE in the subject. King Edward’s School (KES) in Birmingham runs an Before the coronavirus outbreak, pupils from partner academic programme which introduces local schools would travel to SCHS, where they received primary school pupils to the concept of formal specialist teaching from staﬀ in the classics debating. The one-hour workshops, which take place department. When lockdown restricted movement on Friday afternoons, are developed and delivered between the schools, SCHS delivered its lessons by older pupils at KES. Working in groups, the online, enabling pupils from those partner schools to children are given practice in public speaking, continue studying alongside their own students.

8 As part of its year-round programme of clubs and activities, Winchester College hosts an annual maths summer school open to Year 12 pupils from local maintained schools. The course is led by specialist maths teachers from Winchester College, supported by undergraduate and graduate students from leading universities. This year, the course was delivered virtually to 25 students from 17 state schools, at no cost to the participants. The programme, which is aimed at young people hoping to study maths at university, gives students the opportunity to engage with some challenging mathematics and interact with like- minded peers.

In 2019, Newcastle High School for Girls (NHSG) and Newcastle University Science Outreach came together to explore how they could encourage more young girls to develop an interest in pursuing science. They partnered to create Science is my Superpower – a project intended to raise the aspirations of Year 5 girls in STEM subjects and provide professional development opportunities for staﬀ members at local schools. Six to 10 pupils from each partner school are nominated to take part in the scheme, which takes place in the form of several workshops over “The Key the course of two years. Year 12 volunteers at NHSG lend Stage 1 team all sa have id how valuab their support in the delivery of the workshops, alongside “ le they find the Friday one- to-one reading staﬀ members at the school. de sessions, livered by St Sw ithun’s pupils.

Our staff can St Swithun’s School has developed a wide-reaching and really see the

additional b sustainable primary schools enrichment programme to oost that thes well-s e t “ ructured sessio enhance the educational experiences of hundreds of local g ns have iven our pupils state pupils. Each week, 150 pupils from five local primary who find early reading schools engage in science, maths, French, drama, art and challenging.” Ca reading with students and staff at St Swithun’s. 180 pupils rly Thompson hea , and 15 staff members from the school are involved in the dteacher of Oliver’s Batte Pr ry programme, delivering 170 hours of enrichment activities imary School to the primary school children.

1,169 ISC schools in pa rtnership with st ate schools

10 960 sch oo ls in partne rsh ips Sh aring less ons, p rep aring pupi ls for highe r ed ucatio n, comb ining knowledg e, s kill s and expe rtise

655 sch oo ls in partne rsh ips Provid ing lesson s, host ing joint m usical e vents,

1,057 sch oo ls in partne rsh ips

641 sch oo ls in partne rsh ips Sta ging joint d rama e vents, sha ring the atres or d ance stud ios

984 sch oo ls in partne rship s Partnersh ips ta ke a variety of forms – i nclud ing sp onso ring a cade mie s, se rving a s g overnors at st ate scho ols and p rojects th at de velop soft s kil ls

11 ent schools 210 independ n are working i ith partnership w the state colleagues in prepare sector to help Preparing young people nts for entry A-level stude cation for their next steps in life to higher edu

r the ng selected fo “Since bei ne amme, everyo Access progr United rovement in subject d a great imp ly enjoyed the ere has notice nd “I real and h t, behaviour a e discussions ’s attainmen tutorials as th e Sarah hat being me to explor truly believe t ing allowed confidence. I own question d made amme has sh en reading an for the progr hat I had be t of selected nything she w rst seemed ou le of doing a ts, which at fi r she is capab a the tex oachable. he hich will have ch more appr er mind to, w reach, mu some sets h life.” d my eyes to mpact in her e talks opene lasting i Th hich I hadn’t portunities w new op ” School dered before. at The Regis consi Teacher endee r Regis e school att in Bogno Year 12 stat r sity Summe t the Univer a rwich School in No The move from school to further or Not long before the nationwide lockdown higher education - or even straight into a in March, Pocklington School welcomed career - is significant for every young aspiring doctors, dentists and person, which is why many state and physiotherapists from Woldgate School independent schools are working and Sixth Form College and York College together to support them through this to take part in a series of mock university process. These partnerships often take interviews to help familiarise them with – the form of joint university entrance and give them feedback on – what can be a initiatives but also involve working with daunting and challenging process. The East younger pupils as part of academic Yorkshire independent school is already enrichment or careers advice schemes. working on plans to support a new cohort remotely going forward. Caterham School , together with the Access & Accelerate Foundation and Magdalen College School , in Oxford, was United Learning , runs a multi-year able to welcome pupils from 11 partner university access programme, which begins schools to its annual Medics’ Open in Year 9, for students at six academies. The Afternoon in August. The COVID-secure students attend residential Easter and event featured a programme which summer school sessions at Caterham in included talks from key speakers as well as which they experience academic study, interview practice to help attendees fully work experience sessions, and university understand the unique process of applying preparation classes. Summer 2020 featured to study medicine and related disciplines. a ‘virtual residential’ focussing on one-to- one sessions between the students and Thorpe Hall School in Southend, Essex, is their undergraduate mentors. leading on a new partnership which aims to raise career aspirations among primary Norwich School once again hosted its school pupils, particularly those from University Summer School for Year 12 pupils disadvantaged backgrounds. The project from across Norfolk this year. Normally, links into local and regional knowledge of pupils would be invited to the school for a future jobs through the local authority’s week of lectures, seminars and talks economic development team, and children designed to help them prepare for higher will be introduced to professions and career education, but coronavirus restrictions paths they might not otherwise have meant the week was redeveloped into an considered or been aware of. Five schools online format. The virtual school saw 40 Year led by Thorpe Hall are part of the pilot, 12 pupils from 16 schools take part in four along with public sector, voluntary sector days of online lectures and webinars. and not-for-profit partners. Thorpe Hall’s Overall, 56 seminars were delivered totalling aim is to create a model that can in due 84 hours of teaching – and the support is course be adopted by all primary schools in ongoing. Separately, Norwich School also the area – positively influencing pupil offers ad hoc Oxbridge application support outcomes. and opens its exams office to external candidates who wish to sit exams not offered by their current school.

13 Forming groups to transform educational partnerships

“Whilst every school is unique, every school has something it can offer another school regardless of its size, status and performance. The development of the Cambridgeshire Educational Partnership is a unique and exciting opportunity to improve outcomes for children and young people in the area through sharing the skills, expertise and commitment of our talented staff in schools.” Jonathan Lewis, service director, education, Cambridgeshire County Council and Peterborough City Council

Increasingly, schools are building bridges across not otherwise have been able to access these subjects. larger areas to form city or region-wide partnerships. Much of the current programme of events has moved to Such groups, which bring together many different remote learning to ensure minimal disruption to these schools, share knowledge and experience in order to valuable educational opportunities during the pandemic. enhance educational opportunities for all pupils and staff involved. A relatively new partnership in Bristol saw 10 schools and colleges in the independent and maintained sectors come York Independent State School Partnership (ISSP) is together alongside University of Bristol, University of “an equal partnership of 13 schools - 10 state/academy the West of England , and Bristol City Council in 2019. schools and three independent schools. Initiated in 2006, The Bristol Education Partnership (BEP) is developing the ISSP has gone from strength to strength; supporting around four key objectives – tackling disadvantage, raising able young mathematicians, running summer schools, aspirations, broadening education and inspiring staﬀ. In hosting strategy meetings for headteachers and delivering the ﬁrst year, the BEP has run one major initiative under GCSE astronomy and Latin lessons to pupils who would

14 “

“The work of the BEP has been brilliant this year. It has been a really positive start to the partnership.” Jo Butler, headteacher at Cotham School

“The activities offer valuable opportunities for exchange across the sectors.” Jaideep Barot, headmaster of Bristol Grammar School

each objective. This included a project to promote oracy in Littleport and East Cambridgeshire Academy with a order to improve the speaking skills and confidence of vision to create a collaborative educational partnership. young people from disadvantaged backgrounds; a creative Their joint working quickly gathered momentum and industries careers event to inform young people about the today five secondary schools and eight primary schools wide range of opportunities in the creative sector in the make up the Cambridgeshire Educational Partnership , city; a climate challenge project in which students from all along with Cambridgeshire County Council and partner schools worked with Bristol-based environmental Cambridgeshire Music . The group, which covers Ely and organisations to develop projects they could do in their surrounding villages, is committed to a range of objectives schools to address the climate emergency: and finally including enhancing science, technology, engineering, arts Bristol Teacherfest, a month-long CPD festival for teachers. and maths, sporting and language opportunities for partnership schools; curriculum and leadership In September 2018, King’s Ely , an independent school in development; support with recruitment and CPD; and Cambridgeshire, reached out to Ely College and encouraging staff to become governors at partner schools.

15 Supporting teacher development

Teachers from state and independent schools are In the last three years, two school-centred initial teacher coming together to share their skills, resources and training (SCITT) initiatives involving independent schools expertise for the benefit of their pupils. Partnerships have been established: the National Modern Languages like these create valuable professional development (NML) SCITT , set up by Silverdale School and Sheffield opportunities for school staff, and inspire new, Hallam University , and the National Mathematics and innovative approaches to classroom learning. Physics (NMAP) SCITT , run by Wycombe High School in conjunction with Headington School and the University St John’s College School , Cambridge, has developed a of Buckingham . These programmes are integral to programme called Emotions 4 Learning, which is tackling the teacher recruitment crisis, particularly in designed to give children the tools they need to manage shortage subject areas. Despite some initial concerns that their minds, understand emotions and develop important these partnerships could lead to a disproportionate problem-solving skills. Over the last three years, St John’s number of new teachers in the independent sector, it has has worked alongside Linton CE Infant School and St emerged that the vast majority of trainees have found Luke’s CE Primary School to support teachers in employment in state schools. The NML SCITT saw 32 out delivering the Emotions 4 Learning curriculum, through of 40 trainees in the 2019-2020 cycle go on to teach in the offering training workshops and working with teachers, state sector . governors, parents and children to embed the aims of the programme. Visits for observations also take place between the schools, and staff from all schools involved “At Bo participate in an eight-week mindfulness programme to lton Schoo , fo l we have bee strengthen the partnership. unding mem n proud to b bers of the N e working wi ML and NMA th our state s P SCITTs, first c chool counte Like many schools, St Augustine’s Priory has lass training rparts to pro Stu for new entr vide transformed its educational provision in response to the dent teache ants to the p rs benefit fro rofession. of colleag m the exper coronavirus outbreak. The school has trained its teachers ues in both s tise and kno h ectors. Indep wledge to deliver a combination of in-person and remote lessons, ave large m endent scho odern langu ols frequent they inva ages and ma ly adopting a blended approach to learning. Recognising riably emplo ths departm y physics spe ents; the value of sharing this expertise, St Augustine's has department cialists withi . These are im n the science that t portant fac rolled out this training to 41 schools - state, independent rainees are w tors in ensur o ell supporte ing and international - as part of the Blended Learning for wn subject a d by teacher rea who can s in their Every Child project. The training, which is offered free of im give expert t part difficul uition in how t concepts to to charge, comes in the form of bespoke webinars, who can s their pupils hare resourc and facilitated and delivered by St Augustine’s deputy head es as well as experience.” (co-curriculum, community and development) and head S ue Hincks, of technology for remote learning. headmistre Bolton ss of School Gir ls’ Division

16 “Emotions 4 Learning has completely revitalised the ethos of our school. Since we’ve been teaching the programme, our school feels like a safe, loving, nurturing environment and the benefits of that are evident for everyone who walks through the doors.” Stephanie Booth, class teacher and SENCO at “Linton CE Infant School

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Supporting music and the arts Cross-sector partnerships involving music and the arts enable children to explore new talents and express themselves through creativity. Initiatives like these can also help pupils to meet new people, form friendships and boost their levels of confidence. While some of these partnerships have unfortunately been limited by coronavirus restrictions, schools look forward to running their events and projects as normal once it is safe to do so.

20 21 The RGS String Scheme, devised by the Royal Grammar performance skills and interpersonal skills. Meanwhile, the School (RGS) in Guildford, enables over 200 local state sixth form volunteers have the opportunity to improve their pupils to learn either the violin or cello for a year. In addition directing and teaching abilities, in an environment where to weekly music lessons, each school has termly concerts, they are regarded as role models. where the children can demonstrate their progress. When lockdown hit, the school uploaded over 40 short videos Last year, Salisbury Cathedral School (SCS) and Exeter online to help Year 4 pupils continue with their learning. House Special School developed their established music Once it became clear that pupils would not be returning to partnership to include a new Key Stage 1 project. During school until September, the organisers offered all pupils free one term per year, Year 1 pupils at SCS spend their Friday one-to-one Zoom lessons with their teacher of choice, and mornings with students from the local state school, where have since delivered 75 hours of tuition remotely. In they explore sounds, dance and play with one another. The September, RGS staff members were allowed to visit each of project aims to bring the children together, where they can the three primary schools involved, where they began a make new friends who communicate in different ways, and new cycle of string scheme tuition. concludes with an end of term party for all those involved.

Every Friday afternoon, a specialist drama teacher and a Every year, around 150 children from Osbaston , group of sixth form students at St Albans School run Overmonnow and Kymin View primary schools, interactive drama sessions with local primary schools, Monmouth School Boys’ Prep and Monmouth School involving children of various ages and abilities. The Girls’ Prep join together to form a choir of voices. The programme has been running for several years and is Friday Afternoons singing initiative, which was inspired by especially valued by schools that do not have their own legendary English composer, Benjamin Britten, launched specialist drama departments and performance spaces. The nationally in 2013, with the aim of developing pupils’ skills sessions, which are linked to relevant curriculum topics as performers, listeners, and composers. The musical where possible, inspire participants to explore their love of sessions take place weekly for a term, and culminate in a the subject. Participating pupils are encouraged to concert for the local community at Monmouth School collaborate and share ideas, enabling them to develop their for Boys .

21 Tackling inactivity through sporting partnerships While sporting partnerships have arguably Since 2016, Withington Girls’ School teacher, Sandra experienced the greatest impact due to the Birch, has been teaching yoga classes to children from disruption caused by the coronavirus pandemic, Pictor Academy , a school in Altrincham for children schools are eager to resume their joint working in with special educational needs, as well as to members of this area as soon as is safely possible. Last year, more the South Manchester Downs Syndrome Association . than 1,000 independent schools were involved in For many of the children who take part, it is the only sporting partnerships, all of which created physical education they do, and practising yoga helps opportunities for young people to get active, stay fit relaxation and muscle strength. The classes also help and healthy, and form new friendships. These them with communication, as Sandra incorporates partnerships range from running sport sessions and signing, singing and collaboration with others into the sharing facilities to seconding coaching staff to local sessions. Sandra has even uploaded yoga videos to schools. YouTube to ensure young people could access sessions during lockdown.

22 21 Sporting partnerships have the table tennis. Teachers at Robin potential to teach children key life Hood have reported their SEN skills, such as swimming. Many of pupils in particular have benefitted those independent schools from the sessions. Prior to fortunate to have their own pool lockdown, Homefield also began a encourage wider use by opening sporting partnership with their doors to local schools, clubs Muschamp Primary School and and charities. Ludgrove School , in Language Opportunity Base , Berkshire, provides use of its pool teaching boys and girls in Year 4 and a swimming instructor on a how to play tag rugby. weekly basis to work with Evendons Primary School and The Marylebone Cricket Club local secondary St Crispin’s Foundation (MCCF) Nottingham School . St Crispin’s School Hub is a community outreach identifies weak/non-swimmers cricket coaching programme for joining the school in Year 7 and young athletes and cricketers from they attend Ludgrove on a weekly state schools across the city. basis until they are competent in Delivered by Nottingham High the pool. As part of the swimming School , it aims to counter the partnership at Leighton Park decline of talented children from School , in Reading, Year 10 sports state schools progressing into club leaders help run sessions for Key cricket and representing county Stage 2 pupils from Whiteknights sides. Nottingham High School Primary School . Students teach provides free use of its sports hall and guide the younger pupils to and cricket nets as well as success in the pool, sharing their organising the programme, which enthusiasm for sport and last year saw a total of 45 encouraging an active, healthy participants benefitting from lifestyle. professional coaching and taking part in competitive fixtures. A In 2018, Homefield Preparatory number of the Nottingham Hub School , in Sutton, began delivering players were subsequently masterclasses in diﬀerent sports to successful in gaining places in the pupils from Robin Hood Junior Nottinghamshire sub-county School . Specialist teachers have squads for the first time, with three run a series of athletics activities going on to secure places in the and have introduced Year 3 and 4 Nottinghamshire county age group pupils to sporting activities outside squads and the MCC Foundation of the school curriculum, such as Midlands & East regional squad.

21 Working together to help communities thrive

Independent schools have deep roots in the school thanks to use of its theatre and other facilities. The communities they serve and, in addition to being school also shares its swimming pool, which local charity significant contributors to local economies, run Horizon Sports Club uses to give children and young various support initiatives and outreach projects to people with disabilities access to sporting opportunities. help make a positive difference in their areas. St Helen and St Katharine , near Oxford, has a long- In 1903, Shrewsbury School founded Shrewsbury House standing partnership with care home, Stowford House . (affectionately known by all as ‘The Shewsy’), a youth club in Sixth form students undertake a form of school or a deprived part of Everton. Around 100 children and young community service and, before restrictions were imposed people from 13 different postcode areas attend each by the current pandemic, many would visit Stowford House weekday evening, taking part in a range of different as part of this, helping with art or music activities and activities including academic, creative and sporting sessions. getting to know residents and caregivers. Younger students Once coronavirus disruption subsides, the school is ready to have also visited, building the sense of shared community at launch new residential courses for Year 9 and Year 10 the beginning of their time at school. This year, students students at its cottage based in Snowdonia. School have been maintaining contact with care home residents by governors and staff support the governance and sending handmade gifts with personal messages. management of The Shewsy and the school hosts annual fundraisers to help ensure the club’s valuable work continues to make a difference.

The Beacon Boys’ Prep School in Buckinghamshire runs a variety of community outreach initiatives. The school has a long-running relationship with The Theatre Shed , an inclusive arts group committed to raising aspirations of children and young adults irrespective of their background or ability. The charity runs four weekly workshops at the

24 le “Where I live, young peop ns because the don’t have high aspiratio m isn’t showing them environment around the placement at ssible… my SpringBoard what is po d t me on a path that woul Wellington College se ossible. The whole otherwise have been imp pectations and being environment, the high ex mfort zone. It has forced to go out of my co path in life and now I try completely changed my ool to work “O e people from my old sch ur work s to encourag b hows tha e so many opportunities ursaries t hard and know there ar rip can have ple-effec a broad out there for them too.” t on the w where ider com pupils c munities d pupil ome from ther, Royal SpringBoar pupils are . Our bur Es all equip sary ham in London, their co ped to re from Totten mmuniti turn to University es and ac udying at Cambridge helping t as ment now st to inspire ors – many ot A hers.” li Hende rson, chi of Ro ef execu yal Nati tive onal Chi SpringB ldren’s oard Fou ndation

Transforming children’s lives through bursaries Last year alone, independent schools provided £440 Royal National Children’s SpringBoard Foundation million in means-tested bursaries and scholarships, (‘Royal SpringBoard’) - the UK’s largest bursary charity – widening access. This amount has risen by £180 has worked with more than 100 schools since 2013 to million since 2011, demonstrating schools’ ensure that more than 800 children and young people commitment to helping children of all backgrounds from areas of socio-economic deprivation or who face thrive during their time in education. significant vulnerabilities in their home lives, including many who are in and on the ‘edge of care’, have gained Reigate Grammar Schoo l funds over 170 means tested access to the life-transforming opportunities of a bursary bursaries each year and is committed to widening access place. through bursaries. The school sees this as part of its core moral purpose. Its award-winning Changing Lives The charity aims to transform more than 2,000 lives philanthropic fundraising campaign was launched in through its work by 2024. It is hoping to increase its 2014 and in addition to Reigate's continuing and footprint of partner schools to more than 120 boarding growing general bursary support, the school launched schools as well as to start to consider day placements for the Nightingale Fund this year to provide bursaries for small numbers of the looked-after children and young NHS and other care professionals, in recognition of their people that it works with from next year. heroic eﬀorts helping others during the pandemic. Constituent Associations Girls’ Schools Association, Headmasters’ and Headmistresses’ Conference Independent Association of Prep Schools, Independent Schools Association The Society of Heads, Association of Governing Bodies of Independent Schools The Independent Schools’ Bursars Association

Affiliated Associations Boarding Schools’ Association, Council of British International Schools Scottish Council of Independent Schools, Welsh Independent Schools Council

Independent Schools Council First Floor, 27 Queen Anne’s Gate, London SW1H 9BU 020 7766 7070 www.isc.co.uk

www.schoolstogether.org Celebrating and encouraging partnership projects Schools have been engaged in partnerships for many years. The main motivation is a desire to collaborate with other schools in the local community for mutual benefit. The Schools Together website demonstrates the excellent work that is already going on and helps and inspires more schools to get involved. [email protected]

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