PROMOTIONAL COVER

How would schools manage foodservice if they decided to go it alone? T Andrew Scott 07917 601545 Issue 120 | June 2021 | £3.99 where sold

IE w: ie-today.co.uk t: @ie_today

For leaders of independent schools

PLUS + Sustainable facilities + Cross-sector partnerships + Reviewing the role of teachers

Playing ourpart How schools can help pupils become problem-solvers Heritage with INNOVATION

TRANSPARENT QUALITY, EXPERT PRICING SEASONAL TEAMS PRODUCE

For more information contact [email protected] or visit www.harrisoncatering.co.uk @foodwiththought harrisoncateringservices welcome

Publisher Dougal Templeton [email protected]

Managing editor Anna Britten [email protected]

Editor Jo Golding [email protected]

Sub-editor Peter Stillman

Reporter James Higgins [email protected]

Contributors Charley Rogers, Dr Alex Gardner- McTaggart, Hilary Moriarty, Katie Trethewy, Steve Wright

Designer Kirsty Dearman Image © freepik.com

Key account director Jason Hewitt [email protected]

Managing director A greener future Craig Daykin he UK is the central hub for environmental action this year. Not only [email protected] is the G7 Summit being held in Carbis Bay, Cornwall on 11–13 June, Marketing manager but the 26th UN Climate Change Conference of the Parties (COP26) Damien Burnett T [email protected] is heading to Glasgow on 1–12 November. With so many conversations about ensuring a greener future to take place in our country over the next six months, Marketing consultant Debbie Luckham we are living through a pivotal moment in the ght against climate change. [email protected] Whilst there are small changes we can make as individuals – I’m enjoying discovering more sustainable beauty items and food options – there is even Marketing assistant more you can do with the help of the educational institutions you lead. Molly Cording [email protected] Climate crisis campaigner (and former head of geography at Bedales School) Paul Turner believes it is oen independent schools which have the resources To subscribe to really focus on the environment, for example, by employing a head of www.ie-today.co.uk/signup sustainability or holding green careers fairs. For more ideas on how your school WILDFIRE COMMS LIMITED can put its green foot forward, see page 31. Unit 2.4 Paintworks Arnos Vale You can help the environment in the way you build your facilities, too. Bristol BS4 3EH From biomass boilers to solar panels, beehives to trees, there are many ways to Tel: 0117 300 5526 demonstrate your sustainability agenda in the walls that make up your school. www.wildfirecomms.co.uk See page 42 for more details. Wildfire Comms is an independent I hope you enjoy the issue. publisher, specialising in the education sector. Some of our other titles include: COMING Independent School Sport, University Business and Education Technology. NEXT MONTH... ● Note: Copyright – all articles and features Marketing your school including illustrations and photos may not be Jo Golding reproduced, reprinted or posted on the internet, Editor ● What do changes in in part or whole without the express permission of Wildfire Comms Ltd. pupil numbers mean Disclaimer: The legal responsibilities for all images for the future? or copy supplied to Independent Education Today by third parties remain those of the third-party ● supplier. The magazine cannot be held responsible What it takes to for copyright – or similar – infringements that lead in 2021 may arise as a result of images or copy sent in by contributors outside of Wildfire Comms Ltd. The obligation to check for such issues is the duty Connect with us… of the party who supplied the images or copy. Content supplied for print may also be used online, Check out www.ie-today.co.uk and vice versa, unless otherwise requested. facebook.com/ietoday @IE_Today Join our private members-only group, Printed in the UK on paper from a sustainable source. ISSN 2398-7995 © 2021 Independent Education – The Conversation

@ie_today | ie-today.co.uk | 05 37 Cover image © freepik.com 06 contents

|ie-today.co.uk | @ie_today |@ie_today 46 26 42 31 r s 26 s 23 20 COMMENT T 08 NEWS s W A 31 COVER THE ON W a 42 W 37 FEATURES S M e 46 f 12 i O N 16 M 14 S M

I

F C

LATEST INTERVIEW Cla T INQUIRYBASED LEARNING I TEACHERS OF ROLE THE APPOINTMENTS FACILITIES n the independent education sector t’s time we recognise teachers as professionals, professionals, as teachers recognise we time t’s NSIGHT: CROSSSECTOR PARTNERSHIPS CROSSSECTOR NSIGHT: rom face masks to pupil numbers numbers pupil to masks face rom evolutionised, says former head, Hilary Moriarty Moriarty Hilary head, former says evolutionised, chools to strive to deliver an inquiry approach inquiry an deliver to strive to chools change climate against fight the in play can chools ays HE lecturer, Dr Alex Gardner-McTaggart Alex Dr lecturer, HE ays eaching consultant Katie Trethewy urges all all urges Trethewy Katie consultant eaching n independent and state school, or community? or school, state and n independent nvironment-focused facilities from the sector sector the from facilities nvironment-focused he biggest news stories of the moment, moment, the of stories news biggest he OCUS: SUSTAINABLE FACILITIES SUSTAINABLE OCUS: chool in Norwich, Jon Perriss Jon Norwich, in chool PECIAL REPORT: SCHOOLS SCHOOLS REPORT: PECIAL ND THE CLIMATE CRISIS THE ND LASSROOM INNOVATION LASSROOM ew facilities at St Dunstan’s and Bishop’s Stortford Bishop’s and Dunstan’s St at facilities ew ur regular look at some of the latest appointments appointments latest the of some at look regular ur indfulness at school and talking about death about talking and school at indfulness eet the headmaster of Langley Langley of headmaster the eet e talk to leaders about the role independent independent role the about leaders to e talk e look at examples of sustainable and and sustainable of examples at e look ENTAL HEALTH hat makes a between successful partnership ssrooms, like audiences, have been been have audiences, like ssrooms,

NEWS 08 LATEST: FACE MASKS, PUPIL NUMBERS | 12 MENTAL HEALTH | 14 FACILITIES | 16 APPOINTMENTS

JENNIE PHILLIPS ’S JOINS KING HAWFORD PREP SCHOOL AS HEAD Page 16

@ie-today | ie-today.co.uk | 07 latest Face masks remain for pupils in parts of north-west

From 17 May, pupils were no longer required to wear face masks in schools and colleges Image © freepik.com

surge in Covid-19 This is due to Covid-19 general secretary of the A survey of 2,058 parents by cases across north- infection rates continuing National Education Union Parentkind between 11–17 May A west England has to decrease, deaths and (NEU), responded to SAGE’s showed that 70% of parents meant some secondary school hospitalisations being at their statement: “It is disappointing strongly agree that secondary pupils and college students lowest level since July, and the that Boris Johnson has ignored pupils should no longer wear will continue wearing vaccine rollout continuing the advice of SAGE’s modellers face masks in classrooms. face masks, even a er the at pace. Transmission of the to keep the use of face masks However, 24% strongly government’s decision that virus in schools has decreased in the classroom, as well as disagree with the removal masks are no longer required. in line with wider community communal areas in secondary of face masks in classrooms. The BBC said this follows transmission, with statistics schools and colleges. The majority of parents also concerns over the Indian showing a “signicant drop” “The NEU along with want to see an end to twice- variant of the virus spreading in the number of teachers everyone else looks forward weekly testing of teachers, across the UK. Councils in and sta testing positive. to the time when they are no pupils and their families, with Lancashire, Bolton and Bury The Department for have advised students to use Education said no longer “We are fully supportive of everything our local health face masks until 21 June. wearing masks will “improve authorities are doing to ensure that we remain Covid- The headmistress of an interaction between secure despite the spike in local cases” independent school in Bolton teachers and students”. said they will continue to longer necessary, but we are 59% strongly disagreeing follow the latest health advice. ‘Not out of the not out of the woods yet. that the tests should continue; “In Bolton the local woods yet’ “Face masks help with although 24% strongly agree guidance is that we must However, a statement from the suppressing transmission of that testing should continue. remain wearing face coverings Scientic Advisory Group for the virus and therefore help to Parentkind’s CEO, John Jolly, and so we are doing so,” said Emergencies (SAGE) modellers minimise the disruption caused said: “It is important that, as a Sue Hincks, headmistress of on 7 May stated that lateral when pupils or sta have to major education stakeholder Bolton School Girls’ Division. ow test positivity increased self-isolate. Schools and colleges and the one responsible for “We are fully supportive of in schools in the three weeks are doing a very good job of ensuring their child attends everything our local health from 8 March. There was also a keeping students and sta safe school equipped to meet the authorities are doing to ensure modest increase in positivity in and they should be permitted regulations, parent voice is not that we remain Covid-secure school-aged children in ONS’s to retain mask wearing in overlooked by policymakers. despite the spike in local cases.” Community Infection Survey. the classroom if they think it “Heads and teachers should On 10 May, prime minister They advised maintaining necessary for reasons such as a listen to [parents’] concerns Boris Johnson announced that mitigation measures in schools, rise in local infection rates. and seek to reassure all pupils will no longer be required such as testing and mask wearing “This would be an parents about the provisions to wear face masks in schools “in the coming months”. entirely reasonable and in place to minimise the and colleges from 17 May. Kevin Courtney, joint responsible decision.” risk of transmission.”

08 | ie-today.co.uk | @ie_today latest Autumn exam series ‘hard to rationalise’, says deputy head The deputy head of an Indeed, in most cases, pupils will abilities, and any independent day school not be oered any more teaching appeals have been has said that the decision time by way of preparation unsuccessful. to hold an autumn exam for these examinations.” “Secondly, they series is “laudable” but This leaves pupils who may choose to sit “hard to rationalise”. want to take the exams autumn papers if This comes a er exams faced with revision over the their teacher-assessed regulator Ofqual announced that summer holidays to prepare. grade prohibited the students who receive a teacher- “The autumn 2021 progression to the next assessed grade this summer examination series is, then, stage of their education will be eligible to take GCSE, quite a dierent prospect that they desired. AS or A-level exams in the from its 2020 predecessor. “It remains to be same subject in the autumn. By comparison, candidates in seen just how many Dr Philip Purvis, deputy head 2020 had relatively contained pupils will choose to (academic) at Croydon High disruption to their teaching and sharpen their pencils, School, said: “The decision learning and, therefore, much break out the Post- by Ofqual to hold an entire less ground to make up on it notes and crack autumn examination series – as their own in the corresponding Dr Philip Purvis, deputy head at Croydon the spines of their directed by the Department for autumn series,” said Purvis. High School unopened textbooks Education – is laudable. It is also, He continued: “Given that to learn ‘new’ content nonetheless, hard to rationalise. Ofqual conrmed that no Purvis noted two in order to take on the autumn “The summer 2021 public alterations to papers would circumstances in which it examination behemoth.” examination series was be made beyond the usual would be benecial for pupils Geo Barton, general cancelled due to the widespread reasonable adjustments this year, to put themselves forward secretary of the Association of disruption to teaching and it would take quite a brave pupil for the autumn series. School and College Leaders, learning at various points over to sit an examination paper “Firstly, they might do so said the decision “puts more the last two academic years. that asks them questions on a if they think their teacher- pressure” on institutions “Pupils’ learning will be no topic they have not studied or assessed grade is woefully due to stang, organisation less disrupted by the autumn. revised with their teacher.” unrepresentative of their and space needed.

One in five headteachers sped-up retirement plans this year, survey shows

A new survey suggests the plan to leave the classroom pressure exerted on headteachers early. Those who have changed during the Covid-19 pandemic their plans most commonly has forced one in ve to cite a lack of work-life balance accelerate their retirement plans (83%), workload (72%) and – and one in 12 plan to depart stress (70%) as their biggest before the end of next year. drivers for earlier retirement. TeacherTapp asked 5,598 Twenty-one per cent of teachers in England about their headteachers admitted they retirement plans in April 2021 for were not condent at all about Wesleyan, a specialist nancial their nancial preparations. services mutual for teachers. “Even if they’re not considering Just over one in ve (21%) early retirement, it is essential that headteachers have accelerated teachers take the time to assess their retirement plans over their own nances, understand the past 12 months. what options they have available Nearly one in 10 (8%) plan to and put a plan in place so that depart before the end of next year. they are in the strongest possible The survey found that almost position when the day eventually a  h (19%) of teachers with “It is essential that teachers take the time to assess their own comes,” said Simon Rake, head of finances,” says Simon Rake, from Wesleyan

Image © freepik.com more than 20 years of experience the teachers division at Wesleyan.

@ie_today | ie-today.co.uk | 09 latest First drop in independent school student numbers in a decade

The number of boarders dropped by 12% this January on the previous year Image © freepik.com

K independent school pupils being taught remotely. Lowest annual fee rise increase in the number of pupils fees have grown at Boarders from overseas The dip in entries coincided in need of bursary support. U their slowest rate decreased by 17% – from with widespread fee freezes, “Pupil numbers did not on record, while the number 29,000 to 24,000 – with as schools hurried to adjust to signi cantly decline, contrary of students enrolled has fallen fewer enrolments from stagnant wages. Fees increased to some predictions, though for the rst time in a decade, every principal recruitment on average by 1.1% year-on-year there was inevitably a fall in the in a year described by a sector market, except Hong Kong. in 2021, compared with 4.1% in number of boarders. However, leader as “possibly the most The report said: “There is 2020 – the lowest overall annual few schools closed permanently. dicult for schools in the UK clear evidence of the impact fee rise recorded by the ISC. “Many independent schools since the second world war”. of the Covid-19 pandemic, More than 800 of ISC received plaudits for the quality Julie Robinson, chief mostly noticeably in the member schools had frozen or of their online provision. executive ocer of the signi cant fall in pupils from reduced their fees. The average “Unfortunately, many Independent Schools Council China. A downward trend is tuition for independent schools partnership projects had to (ISC), wrote the foreword for also noticeable in European is now £15,191 a year for day be put on hold because of the organisation’s latest census countries, where the result of pupils and £36,000 for boarders. Covid restrictions, but many Over £1.1bn of fee assistance adapted and hundreds of ISC “Pupil numbers did not significantly decline, contrary was provided this year – of schools contributed to food to some predictions, though there was inevitably a fall which £938m came from ISC banks and PPE supply.” in the number of boarders” schools – an increase of 4.3% “This was an exceptional on last year. Over a third of year, a year we will never and annual report, which the UK leaving the European pupils in ISC schools receive at forget,” added Robinson. provides gures on fees, pupil Union in 2020 may also be a least one type of fee support. numbers, sta and more. factor. The clear exception is The report also revealed Overall, there were over Hong Kong, which may be a that £455m of means-tested 5,000 – equivalent to a drop of result of a change in UK policy fee assistance was provided, 1.3% – fewer children educated with respect to Hong Kong up £15m from last year. privately this January than the British nationals overseas.” Robinson described 2020 previous year, which marks The ISC represents 1,377 as “possibly the most dicult the rst decline since 2011. institutions and comprises for schools in the UK since The total number of pupils several associations in the the second world war, and that (532,237) is still the third sector, like the Girls’ Schools needs to be remembered when highest in the history of the ISC. Association, the Headmasters’ reading this year’s report”. The drop in enrolments and Headmistresses’ Conference She continued: “Our 2021 ranged from 0.8% in the south and the Independent Schools Census reveals a number of England to 3.3% in Wales. Association (ISA). Its annual of important facts, such as The number of boarders fell report contains data collected how low fee increases were by 9,000 to 65,000 – equivalent in January 2021, at the as schools responded to the to a drop of 12% – including height of the second wave economic strain experienced ISC’s census and annual report 2021 those registered with schools and of Covid-19 infections. by families and there was an

10 | ie-today.co.uk | @ie_today View more www.wallart.schoolexamples at

Bring your school’s walls to life®

Instantly add wow factor to your school’s visual environment with zero maintenance Wall Art

• Corridor Wraps • Welcome Walls • Values Boards • Maps • Subject Zones • Timelines • External Facelifts • Table Tops • Sports Wraps • Library Wraps • Window Vinyls • Steps & Floor Vinyl • Stairwell Makeovers • Canteen Revamps • Teaching Rooms • Ceiling Tiles

To arrange a site visit - before, during or after school hours Call: 020 7404 3400 email: [email protected] mental health Mindfulness to be embedded in curriculum at No inghamshire school

n independent challenge for regular sports. Part of his plan school in everyone; is that, as well as being an aid in A Nottinghamshire is normality was dicult times, the mindfulness embedding a mindfulness distorted, leaving course will equip pupils with the programme throughout the majority tools to better maintain good its new curriculum. of us feeling mental health all year round. All year groups at Worksop disconcerted, “While some degree of College will receive at least including our anxiety is understandable, at some training, while year children. They Worksop College we want to 9 students will be o ered have been stopped create a culture of prevention, in a full programme. from socialising addition to the already growing The move follows a survey with their peers, awareness and acceptance by Young Minds which found carrying out their around young people’s that more than two-thirds usual schooling mental health,” he added. (67%) of teenagers believe the and participating Headmaster Dr John Price fallout from Covid-19 will in their hobbies.” said: “Including mindfulness have a long-term negative Cawley, training in the school e ect on their mental health. who is an Old curriculum is imperative for the “We cannot ignore the Worksopian, wellbeing of our students. Not e ect of the pandemic on came to be only will it help them to identify mental wellbeing,” said interested in worry, manage diculties and Aaron Cawley, who will be mindfulness cope with stresses, but it will leading the initiative when when injury le also allow them to acknowledge it starts in September. Aaron Cawley will lead the mindfulness course him unable to the positives within their lives, at Worksop College starting in September “Last year has been a take part in his and what is going well.”

More parents open to Schools embrace Mental talking to children about Health Awareness Week death in wake of pandemic Over half of parents of young people about grief, death schoolchildren say that and dying is very important, they are more open to talk so that when faced by such about death and dying in the dicult moments, they know wake of the pandemic. that talking about it is OK – it’s The nding comes in a not a taboo,” said Strauss. survey by the Ruth Strauss The survey found that 59% Foundation (RSF), which also of parents believe that their Pupils at Burgess Hill Girls experienced found that more than two- child’s school has a role to play a range of nature-themed activities thirds (68%) of parents are in supporting conversations comfortable talking to their about death and dying. Independent schools across the promote good mental health.” children about the subject. Among the many UK embraced Mental Health Among other activities, Ruth Strauss died in 2018 schools supporting RSF Awareness Week (10–16 May) Burgess Hill Girls had outside of an incurable lung cancer are Wellington College, with a range of activities based yoga and sensory walks for that a ects non-smokers. As where Strauss is a parent, on the event’s theme of nature. nursery children, and mindful a mother of two young boys, and Caldicott School, At Burgess Hill Girls, tai chi and nature trails for it was her wish to help other where he was educated. assistant head pastoral and pre-prep and prep school families have conversations with Besides fundraising, the boarding Nikki Donson pupils. Older pupils explored their children surrounding grief, schools have planted thousands said: “We know that young nature-themed therapies death and dying. Her husband, of tulips, which enable schools people do better in all aspects for common mental health Sir Andrew Strauss, founded to talk to students about Ruth’s of life if they are happy and conditions, and sixth form the charity the following year. story and the importance healthy, so it is a no-brainer students also led a digital detox “Opening up to children and of talking about death. to do everything we can to day on one of the days.

12 | ie-today.co.uk | @ie_today Introducing SOCS music SOCS music integrates with SOCS sport, co-curricular and calendar

New Functionality

Scheduling music lessons, Mobile Registration for music ensembles and exams lessons and ensembles

Conflict resolution across the Musical inventory - to manage academic, co-curricular and instruments on loan and hire sport timetables Music reports for billing, grades, SOCS WebApp - Communication participation and more of the music programme to the school community

Visit misocs.com Contact [email protected] facilities St Dunstan’s College moves into new £25m development t Dunstan’s College pupils and sta have moved Sinto a new development consisting of the most signicant additions to the school site since its foundation in 1888. The £25m development at the south-east London independent school includes a new junior school building, STEM centre Pupils and head Nicholas Hewlett (second from and sixth form centre. The STEM centre right) outside the sixth form café The facilities opened to pupils and sta in April. moment in our history has and an outside space with school elds and wellness centre. Headmaster Nicholas Hewlett been greeted by our whole a multi-use games area. St Dunstan’s bursar, Clair said: “It was delightful to community with palpable joy The sixth form centre has a Wilkins, added: “This project see the beaming faces of our and a real sense of pride both in new café, providing students with has been a signicant part of pupils as they entered such what we have achieved to get to a selection of treats and drinks. our lives for the past four years. inspirational new buildings. this point, as well as what the Designed by Bond Bryan Seeing the building come alive “I do not think the future holds for St Dunstan’s.” and constructed by Willmott with hundreds of excited and signicance was lost on any The junior school building Dixon, the new development curious young people makes all of them; such a monumental has three oors of classrooms is adjacent to the headmaster’s the hard work worth it. It is great house, which is now the entrance to have facilities that match the “I do not think the significance was lost on any of to the junior school. The junior high expectations of our pupils, them; such a monumental moment in our history has school is connected to the STEM and I am really looking forward been greeted by our whole community with palpable and sixth form centres by a glass to watching them learn in these joy and a real sense of pride” atrium, which looks out onto the new inspirational environments.”

Stora Enso champions Bishop’s Stortford College transforms wooden schools Paper manufacturer Stora offices into sixth form learning centre Enso recently hosted a webinar on how wood Bishop’s Stortford College can be used as a building has opened a new sixth material to create sustainable form learning centre. learning environments. The building, which Northstowe Learning was the former home to Community – a 15,000m2 several individual sta and project that utilised cross department oces, was laminated timber – was used transformed by school interior as a case study in the webinar. design and installation Rory Doak, business specialists, TaskSpace. development manager UK & The centre, which is the rst Ireland at Stora Enso, explained of its kind at the Hertfordshire how there is “nearly 3,000

independent school, provides a tons of CO2 stored in the dedicated space for sixth form The centre has been designed to mimic a university study space [Northstowe] building that’s students to work collectively not getting put back into the or independently, hold team life beyond the school. or to hunker down in a quiet, atmosphere”. He also said up

meetings and have one-to- Head of sixth form Katie calm place to get on with their to 75% of CO2 emissions can one meetings with sta. Banks said: “The sixth A-level work and independent be reduced using wooden Complete with study areas, form learning centre is study. It is already being well construction methods versus a conference room, kitchenette designed to mimic a modern used as the upper sixth prepare concrete and steel processes. and gallery of notable alumni, undergraduate study space or for their assessments.” Read our feature on the school said the centre work environment. It provides Students can use the sustainable facilities encompasses an environment an opportunity for students centre throughout the school on page 42. which prepares students for to collaborate on assignments day and a er school.

14 | ie-today.co.uk | @ie_today Let’s create a winning a team

We handle everything from planning and design, through to the build and aftercare.

As a specialist sports and leisure contractor for the education sector, Collinson can offer you a complete solution for your next building project.

We specialise in:

Multi-use sports facilities New classrooms 01995 676680 Indoor pitches and courts New teaching spaces www.collinsonconstruction.co.uk Changing rooms and ancillaries New school buildings [email protected] appointments

Appointments Independent Education Today congratulates the following on their recent appointments

Julian Noad Rhiannon Wilkinson James Passam

QUEEN’S COLLEGE ASHVILLE COLLEGE FARLINGTON SCHOOL Queen’s College, Taunton has announced Rhiannon Wilkinson is to become Ashville Farlington School has announced the the appointment of a new headmaster. College’s rst female head. Her appointment appointment of a new headmaster, James Julian Noad, who has been head of Oswestry comes following the death of headmaster Passam, who will join the school at the start School in Shropshire for the past seven years, Richard Marshall, who died last November. of the autumn term. Currently deputy head will take over from Dr Lorraine Earps “no later Wilkinson has played a key role opening at Seaford College, where he has been for the than January 2022”. Prior to joining Oswestry, schools in China and America, and has led past eight years, Passam was previously head he was deputy head of Rydal Penrhos in Wales. Harrogate Ladies’ College and Wycombe of English and boarding housemaster at St He also spent 12 years at Cli on College Abbey in the UK. She was the founding John’s School, Leatherhead. Prior to this, he in Bristol, including six as a housemaster. head of Whittle School Shenzhen, which taught at Truro School. A er achieving his Noad said: “I very much look forward to opened alongside its sister school Whittle degree at the University of Manchester, Passam getting to know everyone and working School Washington DC. Wilkinson said: “As worked for PWC, before being drawn to the with pupils, sta, parents and governors to head I very much look forward to adopting world of teaching and achieving a PGCE embed a vision for outstanding education, and leading the school’s mantra of pupils from the University of Oxford. He also holds rich experience and individual care.” becoming the ‘best version of themselves’.” an MBA from Henley Business School.

K’Dee Bernard Gavin Taylor Jennie Phillips

RIVERSTON SCHOOL LOCKERS PARK KING’S HAWFORD Riverston School, now part of the Lockers Park has announced that the King’s Hawford, a prep school in the King’s Chatsworth Schools Group, has appointed school’s deputy head, Gavin Taylor, has Worcester Foundation, has welcomed K’Dee Bernard as its new director of SEN. been promoted to headmaster and will its new head, Jennie Phillips. She is the Riverston School is known for providing take over the helm from September 2021. foundation’s rst female head in its 500-year a mainstream educational environment In his 13 years at the school, Taylor has history. Phillips has joined King’s Hawford with high levels of pastoral care for children held a range of roles spanning form teacher, from Monmouth School Girls’ Prep with moderate and mild learning needs. head of sport, head of boarding and head of where she was head. She has also worked Bernard joins Riverston from Treehouse pastoral. Taylor said: “It is a privilege to be at St Peter’s Prep School and Badminton School, where she was curriculum lead. part of such a vibrant and supportive school Junior School. Phillips read education at She has worked with children with special community. Lockers Park is a purposefully the University of Exeter, specialising in educational needs from pre-school through small school. With just 165 pupils, our mathematics and art. She commented: to sixth form for over 10 years and previously boys enjoy highly individualised learning “A er such a warm welcome I am looking worked at the Sandringham Primary to achieve excellent academic results. forward to working collaboratively with School and Phoenix School, Bow. She has And as a small school, we promote a real teachers, sta, parents and pupils to ensure a BA (Hons) in psychology, PGCE and energy for life, where every boy has the the very best academic, cocurricular and is currently studying for her masters. chance to try everything there is on oer.” pastoral provision for our children.”

16 | ie-today.co.uk | @ie_today promotion

Millfield School’s cricket centre BUILDING FOR THE FUTURE Environmentally friendly, quick to build and up to 40% cheaper than conventional sports buildings; why wouldn’t you choose a tensioned membrane building for your next sports project? here’s growing interest in time dramatically reduces the project’s maintenance and can also be recycled. tensioned membrane buildings – overall cost – a 1,000 sq m building can be Prefabrication and reduced foundations T modern, long-lasting sports completed in just 35 days irrespective of minimise waste to landll and also structures at a fraction of the cost of weather conditions – as well as massively mean low construction site trac. traditional sports buildings. Inside, they reducing site trac, disruption and risk. The thick insulation combined provide a unique playing experience. The standardised design and osite pre- with the airtightness of the membrane Meeting Sport England standards, the manufacture reduces design time, project design, which is 10 times better than buildings feature vast clear-span interiors, programme length and professional fees. building regulations limits, create a generous roof heights and translucent All this ensures a better, more cost- highly thermally ecient building, daylight panels that ood the space with eective sports building delivered signicantly reducing running costs. natural light, while the superior insulation on time and within budget. Built to withstand extreme weather ensures a comfortable year-round conditions, including hurricane-strength environment. MEETING YOUR SUSTAINABILITY winds and heavy snow loads, Paragon’s Milleld School installed two fully AND ENVIRONMENTAL NEEDS buildings are also ame retardant insulated structures to create golf and Paragon sports buildings have achieved a and comply with all British building cricket centres for year-round use by BREEAM rating of Excellent. They use standards and safety regulations. pupils and the wider sporting community. low carbon footprint materials compared Developed by Paragon Structures, to steel or brick buildings. The aluminium Contact us to see how you can specialist providers to the sport and frame is 100% recyclable, the glass bre revitalise your sports facilities education sectors, the two centres were insulation is formaldehyde-free and contains with our full turnkey solution. completed in well under half the time a minimum of 25% recycled material, while T: 01225 618188 of conventional sports buildings. the membrane materials require minimal W: www.paragonstructures.com “We essentially ended up with two new buildings for the price of one traditionally built one, all delivered in just seven months from start to nish,” says Neil Chapillon, Milleld School’s head of estates.

FASTER, CHEAPER AND EASIER TO BUILD Using patented technology, Paragon’s structures cater for all sports, from tennis, cricket and swimming to netball, basketball and rugby. Designed to perform for decades, the bespoke, lightweight structures comprise a military-grade rust-proof aluminium frame, guaranteed for 50 years, and oor-to-roof insulation sandwiched between two tensioned fabric membranes with a 25-year guarantee. A Paragon structure will save up to 40% on capital costs compared to Daylight roof panels flood the space with natural light traditional buildings. The rapid build promotion GOING IT ALONE

Deborah Homshaw, CH&CO Independent’s managing director, asks the complex question: how would schools manage foodservice if they decided to go it alone?

not to mention the huge amount of health and safety and food safety requirements over and above the usual expectations. Training, supporting and communicating with individuals and teams on the ground on what to do and how to do it has been no small feat, as the teaching world will no doubt attest to. Contractors have taken on their part and worked sympathetically within clients’ nancial boundaries, as well as our own. Whilst doing this we have added value to the school community by connecting via virtual streams to pupils and parents/carers with weekly marketing and education pieces. Our marketing strategies have helped to give pupils and their parents/carers the condence not just to eat with us through the ABOVE AND RIGHT: CH&CO Independent chefs pandemic but also to appreciate the importance of food in every e see our role as much more than doing this past year to keep the show on the aspect of our lives – from how the food just putting food on the plate. road, ensuring pupils are fed, and fed well. choices we make can improve our wellbeing W We know it’s about working with Contractors have a wealth of expertise to the future of the world around us. our schools to educate pupils about the and professional qualications that are We have worked alongside schools to food we serve, food choices, sustainability o en overlooked. It’s this experience ensure pupils have plenty to keep them and the social features of sharing a table that has shone during the last year. busy at home, including step-by-step with friends. But what if we, as contractors, Agile management has allowed caterers recipes and instructional videos that give everyone, of all culinary abilities, the condence to try it at home. We have managed a very challenging Our parent/carer communications have environment and shown our value as part of the ensured that everyone feels fully informed about our approach to feeding their school management team in every way possible children. Highlighting the importance of what we do, alongside targeted were not there? How would schools to tenaciously carry on in their creative information for those with children manage the foodservice, and all that goes logistical and HSE capabilities, taking the starting senior schools, we continue to with it, if they opted to go it alone? concerns away from schools whose teams outline the benets of school meals to For many years we have debated the have had more than enough to cope with. make sure parents/carers are engaged with pros and cons of outsourcing a school’s These attributes have never been so essential our service and, in turn, the school. food operation. A er the year we’ve had, in ensuring a service of whatever scope or The question remains: can this all be done some schools are once again considering style has been delivered as seamlessly as without caterers, whose professionalism the virtues of going in-house or adopting possible, whilst remembering the children and value are vital in the rebuilding of a hybrid approach, buying-in support at the forefront of it all. We have managed our world? Of course you’d expect me as and where needed to manage the a very challenging environment and shown to say no. But my main message is that many areas a food business covers. our value as part of the school management now is the time to recognise that caterers Will this dilute the expertise and result in team in every way possible. Reacting to add huge social value in our schools and a less nutritional-, health- and wellbeing- the continuous changes and removing the communities and excel in what they do focused approach to dining in schools? need for schools to worry about stang best – engaging with people and food. Firstly, let’s consider exactly what food levels, sickness cover, Covid-19 outbreaks companies around the country have been in kitchens, food deliveries and so on, and W: www.chandcogroup.com/education COMMENT 20 THE ROLE OF TEACHERS | 23 INQUIRYBASED LEARNING | 26 CLASSROOM INNOVATION

DR ALEX GARDNER MCTAGGART ON REVIEWING THE POSITION OF TEACHERS Pages 20–21

@ie-today | ie-today.co.uk | 19 the role of teachers

It is time we recognise teachers are professionals, not workers Dr Alex Gardner-McTaggart, lecturer in educational leadership at the University of Manchester, says we have a rare opportunity to review the position of teachers

ince the 1980s, the process of ABOVE: Teachers demonstrated “impressive THE COMMODIFICATION OF increasingly saturating schools initiative” while schools were closed EDUCATORS IN THE 1980S with in exible curricula To have such a debate, it must rst be and didactic management changes during Margaret Thatcher’s tenure understood how exactly teaching has structures has changed the as prime minister. While the process changed. Before the legislative overhaul Sface of the teaching profession. has made a signicant dierence to the of the 1980s, teachers were viewed as To put it simply, over the past 40 years teaching profession already, that is not to professionals, with substantive autonomy teachers have been stripped of much of say it is irreversible. Indeed, I believe the over how they did their jobs. For example, their agency to plan and execute lessons role of the teacher is crucial, and as such there was freedom to create their own tailored to the needs and capabilities of their freedom to do their job to the best of their curriculum or syllabus, depending on students, with limitations placed on the abilities, and inspire the best outcomes for their skills and knowledge to design creativity they can use to engage classes. students, should always be subject to careful a course of teaching which was more Instead, education now lives mostly on a consideration and debate. With all of our appropriate to the talents of the educator rigidly planned and approved programme. learnings in education throughout multiple and the requirements of their students. This will come as a surprise to few. lockdowns, we have a rare opportunity This changed radically under Margaret This culture of perceiving teachers simply to review the position of teachers – there Thatcher’s premiership between 1979 as hired labour for delivering information will be no better time to reconsider how and 1990. Through a relentless course has been ongoing since major legislative education works in the modern world. of smaller reforms, this government

20 | ie-today.co.uk | @ie_today the role of teachers

many were merited and welcomed. HOW WE MIGHT WREST Few could reasonably complain about any BACK CONTROL measure aimed at delivering consistently With many other pressing concerns, it is high-quality education to students from all natural that many will look to the end of regions and socioeconomic backgrounds, the pandemic as a return to the status quo. with improved checks and balances I believe this thinking must be rejected. on performance and more rigorous The education community, and its leaders, standardised processes to review success. must now engage in a serious debate about However, it also cannot be denied the practices and learnings of the past year, that these reforms set in motion a and how they may in uence the path ahead. gradual but substantial change in Teachers should not be asked to return how teaching works in the UK. to the role of information conduit. The Covid-19 pandemic, and its Admittedly, while the profession’s tremendous impact on education as a resilience and ingenuity through the whole, revealed a troubling imbalance pandemic should be applauded, this is – one that requires urgent review. not in and of itself a reason to demand reform. To that end, it should be noted LEVELLING THE SCALES that there is a wealth of longstanding For obvious reasons, education was an research which demonstrates that education area of great interest as the pandemic leadership has little impact on student and its subsequent lockdowns took hold attainment when it is not teacher-led. in Britain. The closure of schools led Consequently, it will be crucial that any naturally to severe consequences for outcome of the education debate should many: students, school leaders, teachers include the empowering of teachers to and parents in particular. It also revealed harness the resourcefulness and imagination to the wider public what many of us in that has become so apparent over the education already knew – that teachers course of the pandemic. We can also look are the fundamental factor underlying the to the examples set by other education success of any educational programme. systems. For example, the likes of Finland While schools were closed, teachers and Singapore have blazed the progressive demonstrated impressive initiative trail of aording, as was formerly the case began to limit the agency of teachers in the classroom and sought to restrict debate in the education community. To put it simply, over the past 40 years teachers In place of these old standards, the state have been stripped of much of their agency to plan and began to exert more in uence over teaching standards and practices – reducing the role execute lessons tailored to the needs and capabilities of the teacher from professional to worker. of their students, with limitations placed on the The establishment of the Council for the Accreditation of Teacher Education shortly creativity they can use to engage classes followed the abolition in 1984 of the Schools Council, aording the state great control over the training and development of teachers. in planning and delivering online in the UK, teachers the security to teach Between 1985 and 1986, both the Advisory teaching, highlighting their importance as they see most suitable, treating them Committee on the Supply and Education of by adeptly building communities with as qualied and capable professionals. Teachers, and the Central Advisory Councils their students during a confusing and The question is not whether our for England and Wales were dissolved. uncertain time. Despite the inherent risks accomplished teaching professionals By removing from public platform some of associated with infections in schools, are up to the task, but rather how the last remaining signicant representative teachers rose to the challenge of the we can aect such change without advisory bodies, education leaders had reopening of their institutions ably. causing any further disruption to little say in the ongoing, and increasingly All of us have had a welcome reminder educational outcomes for learners. radical, changes to their profession. that there is no magic formula of national This would, of course, represent a The most drastic changes were still to curriculum or sophisticated edtech marked shi away from the ideologies follow. The Education Reform Act 1988 that can come close to matching the laid out in the 1980s. Covid-19 has enshrined into law a Conservative manifesto value of a skilled, passionate teacher. shown us, above all, that teachers cannot pledge to establish a national core curriculum, Accordingly, now is the time to consider continue to be forced to hide their light alongside a tranche of further measures that the changes made to the profession in the under a bushel. The emergence from would go on to form the foundation of the 1980s. In spite of didactic management the pandemic back into a more open role of the teacher as we recognise it today. structures and rigid demands on their society must be seen as the opportunity It goes without saying, but must be ability to teach, teachers have shown it is – the time is right to capitalise on the noted, that these changes were not wholly they can ourish when aorded the goodwill of society to elevate teachers detrimental to the profession. In fact, opportunity to do so creatively. back to their place as professionals.

@ie_today | ie-today.co.uk | 21 promotion APPLICAA RELEASES DIGITAL BURSARY MANAGEMENT PLATFORM BURSARY+ Lucy Brook, marketing and operations director for Applicaa, developers of Admissions+, talks about the launch of their new product, Bursary+, and how it will support schools with bursary application and management

idening participation is a key area for as email templates, school branding and facility for all bursary applications the independent school sector and live reporting, coupled with a completely across one or more schools. W bursaries have long been the means tailored bursary management platform. This will be particularly useful for by which schools are able to make places The ‘see at a glance’ live status graphs school groups with multiple schools available to families who would otherwise have will display the number of bursary across di erent locations. been unable to fund a place. applications for an individual school and the According to the Independent Schools various stages those applications are at. Council (ISC), “The total value of means- Statuses include – in progress, validated, tested bursaries and scholarships provided by awarded, provisional, calculated and withdrawn. schools has increased by over £195m since 2011 Users will be able to report to SLT and and currently stands at over £455m per year.” other departments on the progress of each For more information on Bursary+ In their current 2021 Census, the ISC bursary applicant and on the amount of bursary please visit https://applicaa.com/ reported that 179,768 pupils attending ISC that is available to them and for how long. bursary-plus schools are in receipt of fee assistance in the For families, it makes the bursary application form of bursaries or scholarships; 35% of process easy and digital. Families log on online Key benefi ts of Bursary+ students who would not otherwise be able and enter their key information, much like to secure a place at an independent school. with the existing Admissions+ platform. ● Bursary+ lets families apply Managing administration and delivery of For bursary management, they enter for a bursary online essential bursaries is a signi cant role and that parameters such as income, dependents and ● All key fi nancial information o en falls to the bursar or might be outsourced other assets, for example, value of owned can be uploaded online to a specialist organisation. Applicaa is about to property, business assets or rental income. ● Data is securely stored in line transform this area for independent schools. Gathering data on four key areas of income, with GDPR requirements Working with the head o ce and expenses, liabilities and assets gives the ● Bursary+ will provide a school teams at the Girls’ Day School Trust fullest picture when coupled with personal guideline on eligibility (GDST), the largest and most-established family visits and interviews conducted ● View live data updates on applications UK group of independent schools for girls, by schools or a specialist third party. ● Remaining bursary funding is shown Applicaa has developed a new cloud-based The system will provide a summary of ● Data across multiple schools in a group bursary management platform, Bursary+. all the information entered for each student is displayed on a live data dashboard Bursary+ will use all the best features and provide an indication of eligibility. ● Easy reporting for SLT of the existing Admissions+ application The platform will enable sta to access teams and governors and enrolment management system, such a central management and processing inquiry-based learning

An important shift in practice

Inquiry-based learning is something that all schools should strive to deliver, says teaching and curriculum consultant Katie Trethewy

ell me and I forget. Teach me Much research on passive and active construct and act on their own learning. and I may remember. Involve learning has taken place over the years and Whilst knowledge is valued to help students me and I learn.” These it has been proven that, while people tend move through the inquiry process, skills powerful words, said to have to remember 20% of what they hear, they and understanding take an equal role in been spoken by Benjamin remember 90% of what they do. The active learning. By valuing the learning process TFranklin in the 1700s, demonstrate that nature of inquiry classrooms also tends to itself, inquiry-based classrooms slow the it has long been known that the best result in higher levels of student engagement. learning process down, allowing students to learning happens through students ‘doing’ When students are more engaged in their be actively learning, rather than focusing on and not through teachers ‘teaching’. learning, they learn more, are happier the quick absorption of knowledge and facts. However, due to pressures from students at school and, by default, their academic For many schools and teachers that needing to succeed in exams to be accepted attainment is also positively impacted. I have worked with, it is the fear of into top universities and schools themselves being judged on exam results, the current reality in many of our schools is much Moving to an inquiry-based learning approach does not di erent. The focus of education now seems to be xed on attainment instead require the replacement of current practice or for schools to of learning. The pressure of time, the ‘start again’ importance of exam results, school ethos and ‘how we’ve always done it’ thinking all contribute to a school’s approach of Although frequently considered to change and workload that stand as the ‘tell’ and ‘teach’, instead of learning that be the ‘curriculum’ of the International greatest barriers to the implementation involves the student and puts them in the Baccalaureate, inquiry-based learning is of inquiry-based learning, rather than driving seat of the learning experience. simply an approach to teaching and learning. the transition being challenging or While the structure of our education Rather than being something that is done, the approach not being aligned to the system continues to position the attainment it provides a framework for how things current curriculum that is taught. of students as its core focus, many schools can be done, making it easier to embed Moving to an inquiry-based learning may ask, ‘Can pedagogy truly shi to an within any curriculum used in a school. approach does not require the replacement approach that increases student involvement Implementing an inquiry approach means of current practice or for schools to ‘start in the learning process, while still ensuring empowering students to drive the learning again’. In fact, simple tweaks to current that attainment in examinations is high?’ process; to ask their own questions, to do classroom practice are enough. When I It is my belief that inquiry-based learning their own nding out, to make sense of was approached by TES Develop to review is the solution. By incorporating inquiry- that new knowledge and to, ultimately, their teacher training content to make based learning in our classrooms, there it appropriate for schools implementing BELOW: Simple tweaks to current classroom will be increased opportunities for students practice can be made to move to an inquiry- an inquiry-based approach, it quickly

Illustration © freepik.com to be ‘doing’ and, therefore, learning. based learning approach became evident that rather than needing to

@ie_today | ie-today.co.uk | 23 inquiry-based learning

rewrite modules from scratch, we simply the most of the time students are together process, within units of learning that are needed to adjust the existing content in the classroom, but it is also an e ective personalised to the students’ needs, interests aimed at national curriculum schools to approach to maximise the limited time and passions. Through this, opportunities promote the core principles of inquiry. teachers and students spend face-to-face for students to develop as collaborators An example of this tweaking of practice online during periods of distance learning. and leaders of their own learning are would be to consider adaptive teaching. Inquiry-based learning is a unique optimised. With the sca old of training It has long been known in education that approach to learning. Unlike many to support the process, the transition to adapting learning to the needs of di erent other approaches, it o ers students the inquiry-based learning requires schools to students is fundamental to their success. opportunity to be autonomous leaders only take a small sidestep to start, which In inquiry-based learning, the concept of of their own learning. Students take can be further expanded over the years adapting learning is taken to the next level. the reins in the classroom, allowing as inquiry pedagogy and understanding Instead of solely considering the needs of the students, the interests and passions of students also direct the learning. While traditional approaches to education tend to emphasise Furthermore, the personalisation of learning is promoted so that even though the use of the three-part lesson, inquiry models of teaching and all students will be working within the learning provide greater variation same core focus of an inquiry, the direction of that inquiry, what students produce in the inquiry and what they do with that the teacher to shi from ‘telling’ and across the school further develops. learning will di er from student to student. ‘teaching’ to facilitating the learning I strongly believe that inquiry-based Therefore, an inquiry-based approach process, a role that involves the careful learning is the epitome of good teaching allows students to access a more personalised construction of learning experiences, and is something that all schools should education within a mainstream setting. maximising the time in lessons to observe strive to deliver to truly give their Valuing an inquiry-based approach also and conference with students as they work students the skills to be lifelong learners opens classrooms up to alternative models and combining feedback from student and a meaningful chance of success in of learning. While traditional approaches reections with formative assessment to their examinations and beyond. to education tend to emphasise the use identify where the learning is going next. of the three-part lesson, inquiry models In my view, it is important not to Katie Trethewy worked with TES of teaching and learning provide greater consider inquiry-based learning as an Develop to design professional variation. Take, for example, the ipped add-on or something that is ‘done’, studies courses for teachers to classroom model. Much like inquiry- but rather as an approach that guides enhance their knowledge and based learning itself, this model of learning teachers to implement certain practices. understanding of best practice places emphasis on the use of lesson time These practices focus on students in inquiry-based learning. for collaborative and hands-on learning being active participants in the learning For more information, please experiences, moving direct instruction and visit https://www.tes.com/for- BELOW: Inquiry-based learning allows passive learning out of the school day itself. students to be autonomous leaders of schools/develop/professional-

Not only is this a useful approach to make their own learning studies/inquiry-based-learning Illustration © freepik.com

24 | ie-today.co.uk | @ie_today promotion TAKE ME TO YOUR LEADER

Rachel Lambert, managing director of Studyflex, explains why bespoke coaching and leadership development is crucial for great leaders in schools

tudy ex is an established “Rachel has built a longstanding to us, as leaders, identifying management consultancy with a relationship and commitment to the next steps and having the S wealth of experience across the UK our organisation and individuals clarity, as well as research base, and Europe. Our strength is in our ability to in it through expert coaching, about how to progress further.” respond dynamically to the ever-changing a no-nonsense approach and Headteacher educational landscape. We design and deliver patience! Crucially, Rachel tailor-made support to all areas of education understands the current trends A mantra at Study ex is, ‘There are no and crucially to individuals in order to and challenges in senior school such things as dicult conversations, only improve, develop and sustain great middle education, so her guidance is powerful ones.’ With the right attitude and senior leaders in both school phases. informed, realistic and relevant.” towards successful leadership, the outcomes Headteacher are impactive and eective. We develop WHAT WE DO professional learning communities rather Our work with clients evolves over time. Leadership teams have said that by holding than maintain a community of professionals. Through executive coaching and group themselves (and each other) to account Our pledge is to make leaders more ecient, sessions, we explore how leadership in one of our supported sessions, the more condent and more aware of the fact behaviours in uence those around us. most signicant long-term headway has there is still so much more to do and learn. Using a variety of topics and techniques, we been achieved. We provide a safe space We aim to motivate people to be inspired develop individuals and teams to bring about for a no-holds-barred discussion to fast- and excited about their leadership journey. long-term, sustainable change. We know track change for maximum eect. that developing a core of improved leadership “As a result of our work with performance creates a positive cascade in WHY IT WORKS Studyflex, we continue to go behaviours through teaching and support Above all, we are solution focused and from strength to strength with sta, extending across the whole school. look to provide a refreshing clarity of passion, courage and conviction.” direction for leaders and their teams. Headteacher “I am now a different leader to Clear communication is key to identify when I started my leadership the changes that are needed to help THE BENEFITS journey. I have grown in navigate and facilitate solutions. ● An understanding of the strategic confidence and the ‘imposter role and how this benets the school. syndrome’ feeling that initially “Rachel’s versatility and skill has ● Promotion of inclusion and collaboration dominated my mindset has meant that, on every occasion, within the leadership team. gradually disappeared.” she has been responsive to the ● The ability to identify talent/succession Headteacher current themes and issues. planning and retain sta within the school. Her careful coaching sessions ● Caring for and looking aer sta HOW WE WORK are fresh, challenging and key through a strong leadership team. This is not a one-size-ts-all method ● Sustaining and improving and while there are commonalities across the academic outcomes. all school settings, we like to get to the ● Providing motivation to be the best as heart of the issue, not through blunt per the overall strategy of the school. questioning but through supported debate, guided workshops and a huge “Personally, having someone amount of re ection for individuals who is focused on me as a leader and teams to work through the issues and not what they need or want themselves. Through shared responsibility from me is the most valuable oen comes the greatest reward. aspect for me. I would never had chosen to go down this route, but I am so pleased I did.” Executive headteacher

E: rachel.lambert@studyflex.co.uk T: 0207 1010 720

Illustration © freepik.com W: www.studyflex.com classroom innovation

Revolutionary times

Hilary Moriarty pens her thoughts on the revolution of the classroom in days gone by, and the past year

uestions from a civilised audience ABOVE: “So would we, if we had the same freedom to listening to national experts in Independent school move, talk and consider aloud. You, on the platform, their eld are seldom a surprise. teachers rose to are the only person in the room with any agency, the challenges of The speaker is good, sometimes Covid-19 to keep we have none. No opportunity to challenge you better. The audience is patient, learning going or talk to others and weigh things up. No chance, Q thoughtful and above all, interested. really, to think and learn. Just listen. It’s not enough. Very seldom abrasive, In fact, it’s a waste of everybody’s time.” still less downright rude. And yes, the whole audience cheered. It was the last As I write I think, is that right? Are audiences still presentation in a three-day conference which I had mannerly and polite, or have they, in my time, morphed organised. And I never wanted to organise another. into more aggressive beasts, likely to throw eggs and Because in my experience at the time, that insults if the mood takes them? Feelings seem to run is what conferences did. Set interesting people a great deal higher than ever they did in the quiet and up with interested audiences to hear what they decorous halls of higher education which I knew. had to say. Oen you would later hear in the bar But I digress. What I wanted to talk about conversations peppered with, “I’m going to try was an audience which produced a perfectly that,” or “I never realised, now I understand.” polite but very surprising question. In my experience, real disappointment in any of the “Why,” asked the gentleman in the third row, “are theories propounded from the stage or the presenter was we still sitting in rows, just listening to you? Have you rare. Unless I was hanging out at the wrong bars, my not noticed there has been a revolution in schools, and experience was all positive, whatever private grumps classes are now organised in small groups around tables there may have been. Serious, professional people seldom and people interact with their tasks and the information – never, honestly – turned into a disgruntled rabble.

or problems the teacher has supplied, and children learn? And they did not on the occasion I have recalled. Images © depositphotos.com

26 | ie-today.co.uk | @ie_today classroom innovation

But the question and the audience response indicated a possibly revolutionary change in audience expectations. Cordial, for the moment, but on the road to challenging. Classrooms have been similarly revolutionised. Teachers stand and deliver? No chance! Whoever told us that to stand and deliver for 10 minutes – “Here are my thoughts on the rst chapter of Pride and Prejudice,” – was much mistaken for today’s world and probably deluded when it was rst said. If ‘telling a class’ was ever the sum of all teaching, then those days have gone. The hour-long sessions I remember as a sixth former struggling with the enormity of A-level history – in which the class was silent, or reading aloud from an immense textbook, or trying our luck with how far forward we could push the chair of the classmate in front of us, getting said classmate inexorably closer and closer to the historian reading the book aloud at the pace of a funeral oration – are gone. Looking back, it strikes me that mostly what those lessons taught us was not history – wonderful though it was, as we later discovered on the stage and in the soundtrack for Hamilton – it was ABOVE: The days My grandchildren are in three dierent classes of three endurance. And good manners. Actually no, scrub of listening to a dierent state schools, and they and their parents have teacher talk at the that, dreadful manners. But we did not riot, we been reasonably pleased with the interaction with front of a classroom did not talk back and we did not protest – at the for an hour are gone their teachers during Covid-time. But eectively each time, there was no such thing as pupil voice. child needed a computer/device to receive dierent For many parents – OK, grandparents – today’s broadcasts from dierent class sta, happening at the classrooms are a dierent world from those they same time. A strain even for reasonably auent parents. enjoyed/endured in their own youth. ‘Twas ever And they rapidly made their judgments about thus – remember the lovely line in Cider with how good the state schools’ provision was, class Rosie, where Laurie Lee remembers little about by class, year by year, county by county. school except being asked to ‘stay there for the In all fairness, in these parts I am hearing that present’ and there never was a gi. School? Huh! independent schools rose to the challenge and committed wholeheartedly to the computer possibilities, Joining the ranks blending class teaching and teacher presentation with There are dialogues in classrooms – challenge, individual tuition, comment and connection. discussion, provocation, involvement, disagreement, and lightbulb moments of clarity, joy and real learning. And for years it has been quietly ticking along – inspiring, If ‘telling a class’ was ever the sum of all teaching, advising, nurturing, encouraging and, what shall I call it? Oh yes, teaching. Remember, the easy career then those days have gone choice when you were not bright enough to be a lawyer. “You’re only in it for the holidays. Easy peasy.” Argh! But whatever it was, however teaching and learning Colleagues previously IT-wary and aer perhaps had morphed over the years, this year our ranks were having previously fought a rearguard action swollen by virtually every parent of a school-aged child. against computers found themselves in the front And this year, many a parent has been landed not line of a revolution they came to enjoy. Yes, it just with some of the responsibility for their child’s was prompted by a national and oen personal education, further than delivering said children to the disaster, but it was action, learning-on-the-job door and waving goodbye, but the whole shebang. and triumphing that pupils were still learning. The fallacy that teaching is easy, and any Word has it that independent schools shone with every mutt can do it came home to roost. lesson, interaction or demonstration seen as a marketing Granted it’s not easy to ‘teach’ three primary opportunity. Manage this crisis, perhaps with better children of dierent primary ages at the same resources, perhaps with an acute awareness that no one time, but it’s surely easier than teaching a class has to attend an independent school – it’s an expensive of 30 children only roughly the same age. choice and it had better be worth it. In the midst of the A September child (old in their year) can be 20% crisis, we may keep both pupils and parents – customers older than the youngest August babe in the class all – happy. Oh yes, and teachers, newly upskilled, too. – not inconsiderable in terms of development. Indeed, Gladwell reminds us that September-born Hilary Moriarty is a former national director of children are advantaged over their summer-born the Boarding Schools’ Association and previously classmates in many ways and for the rest of their lives. head of an independent school.

@ie_today | ie-today.co.uk | 27 promotion STRENGTHSBASED COACHING: THE MOVEMENT TRANSFORMING SCHOOLS

Julie Keyes, founder of The Educational Coach, explains the benefits of implementing an eective coaching culture

here’s a revolution in progress. Those that have fully committed T to embedding a quality coaching programme across their school are already enjoying the bene ts. Speak to any one of the schools currently being supported by The Educational Coach and they’ll tell you how coaching is helping them to improve leadership, support emotional wellbeing, and transform the quality of teaching and learning. And whilst we’ve been championing the advantages for many months, recently released scienti c evidence and detailed meta-analysis has now added weight to the value of employing a school coach. If you’re on board, you get it – and we’ll continue to support your whole school development. But for those yet to utilise the expertise of a school coach, let me tell you a little more. be improved? The short answer: no. organisation. We are all entitled to access A recent study by Matthew Kra, David Tom Rath, author of Wellbeing: the provision we need to stride forward Blazer and Dylan Hogan examined the Five Essential Elements, writes, in our pursuit of excellence. In keeping eects of teacher coaching programmes “When we build on our strengths and with this ethos, and to keep coaching on student achievement. Their ndings daily successes – instead of focusing surprisingly aordable, our entire service indicated an overwhelmingly positive on failures – we simply learn more.” range is implemented virtually. From 1:1 impact on student performance, with And that sums up our strengths-based sessions to whole school training, our online coaching being singled out as exceeding coaching model. Shiing the spotlight delivery allows us to have an impact on other improvement strategies. from our weaknesses to our strengths schools and sta, regardless of your location. But don’t just take our word for it. The proof is in the feedback from Shifting the spotlight from our weaknesses those we are already helping. A recent to our strengths allows us to develop both survey canvassing schools currently undertaking a coaching programme with personally and professionally The Educational Coach discovered that 100% of participants found the coaching At The Educational Coach, we allows us to develop both personally and experience to be “valuable” with 91% seeing believe that establishing well-placed professionally. Our strengths are our assets, “improvement” in their ability to lead. support structures helps your sta to and this is where the focus should lie. William Goldsmith, headmaster at St discover their full potential and provides At The Educational Coach, we use George’s Windsor, and vice-chair of the tangible academic improvement. our vast coaching experience to plan Independent Association of Prep Schools, Coaching is about nding the best and deliver bespoke programmes. echoes this sentiment: “We have been so version of any individual. It carefully Our courses vary from 1:1 leadership fortunate to have the expertise and passion unlocks the talent within you and your coaching to whole school INSET, of The Educational Coach working with entire sta body, equipping individuals and we specialise in introducing the our school. The collaborative approach with the con dence needed to ourish tools required for implementing a with sta has empowered the teachers. As a in their environment. Our unique culture of coaching across your school. school we have de nitely seen the bene ts.” model centres around strengths- And to guarantee professionalism The coaching movement is transforming based coaching. For those new to the and expertise, all of our coaches are schools and we want you to be a part of programme, this may seem like an odd accredited by professional bodies. it. To have a conversation about how we approach. Why would we focus on On a personal level, I passionately can kickstart your journey, get in touch. the areas in which you already excel? believe in coaching for all. From NQTs Shouldn’t we be exploring weaknesses to executive heads, coaching has a place E: [email protected] and identifying ways in which these can for every single person within your W: theeducationalcoach.co.uk FEATURES 31 THE SCHOOL’S ROLE IN THE CLIMATE CRISIS | 37 EXPLORING CROSSSECTOR PARTNERSHIPS 42 SUSTAINABLE FACILITIES | 46 INTERVIEW: JON PERRISS, HEADMASTER AT LANGLEY SCHOOL

POCKLINGTON SCHOOL AWARDED FOR COMMUNITY ENGAGEMENT Pages 37–40

@ie_today | ie-today.co.uk | 29 promotion LOSING LESS AND EATING SMARTER

Oliver Hall (MCIPS), managing director of leading independent procurement specialist allmanhall, looks at two key themes put forward by Katherine Richardson, and practicable actions you may consider to help bring about change

hat practical steps can your school take in the quest for a more W sustainable approach to food?

CONSUMPTION  EATING SMARTER Currently, most of the planet eats either too little, too much or the wrong type of food. Globally, calori c and animal protein consumption per capita is rising as more of the population moves towards a western diet. Forecasting from the International Food Information Council has predicted that consumers will show greater concern for the planet when making their purchase decisions, with sustainability and climate change making up two of the top ve trends in food and nutrition, despite many still being confused about what sustainability means. For consumers to keep within their planetary boundaries (ie no net environmental damage), research suggests that no more than 98g of red meat and 203g of poultry should be consumed weekly. Encouraging pupils to choose more sustainable food is not straightforward, but better food choices can be in uenced. food production, keeping food safe and thus meeting nutritional requirements. As well as education and labelling, this preventing wastage. The type, weight and ● Samples to encourage exposure may be as simple as putting vegetarian volume of packaging determine the transport to di erent foods for pupils. options at the top of menus, rather than e ciency, with more packaging increasing ● Better manage food waste – look at as an a erthought near the end. the transport volume, and thus emissions how the food is stored, prepared and released. Trade-o s thus occur between served, including portion sizes etc. WASTAGE  LOSING LESS having enough packaging to prevent ● Sustainability group and policy One third of global food production is damage and wastage, but not so much that creation – understand what issues lost or wasted. Reducing waste provides high emissions are generated from the matter to your pupils involve them. a major opportunity to make food more production and transport of the packaging. ● Meat-free days and education around sustainable and economically e cient. It seems counterintuitive to think that how to reduce meat consumption done The British charity WRAP (Waste & packaging may actually support sustainable in exciting and innovative ways. Resources Action Programme) have made food systems but this highlights the By starting with a focus on both some of the following recommendations: complexities of sustainable food systems. what is consumed and what is wasted, ● Choosing correct date labelling, in your own school, your catering using ‘best before’ when possible. CHANGE  WHAT YOU CAN DO team can play a key role in promoting ● Removing ‘sell by’ and These steps are key and realistic sustainable food habits for the future. ‘display until’ dates. considerations providing practicable actions Whether you have started initiatives ● Extending shelf life (provided food for catering teams of things you can start such as these – or are about to – as quality and safety are not compromised). to implement (if you haven’t already): food procurement experts, allmanhall ● Providing clear storage guidance. ● Education about healthy and sustainable are on hand to provide advice. ● Clear advice on foods which eating, including where food comes from. Please don’t hesitate to get in touch. can be frozen at home. ● Greater transparency, traceability and ● Providing portioning provision of information through solutions information on packaging. which provide environmental impact ● Smaller pack sizes for products that are assessments of ingredients and recipes. wasted in high volume, eg bread loaves. ● Planning a menu that is more E: [email protected] Packaging is also another critical aspect of sustainable and agile, whilst also W: www.allmanhall.co.uk

Sources: K. Richardson, Professor at the University of Copenhagen: https://www.coursera.org/learn/transformation-global-food-system.

Developing Sustainable Agriculture and Food Systems, Meek, K. 2020. Mainerstock.com image © shu special report Climate of hope The climate crisis should inform many of our life choices over the coming years. But what role can the education sector, and independent schools in particular, play in this? Steve Wright quizzes three leaders Image © freepik.com

Paul Turner encourages positive action over school strikes, for example, with activities like litter picking

@ie_today | ie-today.co.uk | 31 special report

FAR RIGHT: Holme Grange School’s certified carbon literacy teachers RIGHT: Pupils at Holme Grange planting vegetables

he climate crisis has steadily risen up the agenda for most of us in recent years and, in our various ways, we are all trying to help mitigate the e ects of global warming. Among all Tof this increased awareness, it’s been widely noted that our young people are central – both as the generation who will be most a ected by changes to our environment and, commendably, as one of the most engaged sections of society when it comes to sustainability and environmental responsibility. Our younger generations are, and must continue to be, aware and active in the ght against climate change. But how much responsibility lies with our schools, for continuing to educate our children about climate change and the need for urgent action, and for modelling best sustainable practices? And, specically, do independent schools have more of a responsibility to step up than state schools due to their better resources?

LAYING OUT THE PROBLEM A rst step, says Alan Parkinson, head of geography at King’s Ely Junior School and vice president of the Geographical Association, is to be clear about the gravity of the situation. “The rst stage is to declare that there is a climate emergency, as witnessed by events such as the Siberian wildres of 2020, melting glaciers which threaten water security, and the massive iceberg A68a which broke o the Larsen Ice Shelf in Antarctica and briey threatened the ecosystems of South Georgia.” This urgency duly acknowledged, schools “should model good behaviour: agging up sta who ABOVE: Schools are putting a stronger focus on green jobs in their careers advice. Pictured: a man fitting solar panels

32 | ie-today.co.uk | @ie_today special report

cycle to work or have electric vehicles, reducing paper usage, recycling as much as possible, and teaching ideas such as the circular economy and the environmental impacts of fast fashion”. “There are also numerous ‘days’ during the school calendar which can be a focus for discussions, while eco school committees can be established to harness pupils’ voices. In terms of inspirational personalities, students are probably familiar with Greta Thunberg, but may not know of other young climate activists such as Licypriya Kangujam and Quannah Chasinghorse,” says Parkinson. A former head of geography at Bedales School, Paul Turner now shares ideas, including climate crisis- related lesson plans, on his website. The climate crisis campaigner’s teaching materials have been downloaded some 7,000 times for classrooms from Iceland to South Africa. His aim is for these resources to “engage young people with the broad societal questions, rather than just the mechanistic scienti c elements”. Turner also belongs to both Teachers for Climate Action, which have organised events including the Big Climate Teach-In during summer 2020, and the UK Schools Sustainability Network (SSN), a student-led network for sharing ideas and resources, which includes many independent schools among its members. He’s clear that independent schools can take a lead here. “It’s oen teachers from independent schools who have the time and resources to concentrate on sustainability – so, for example, independent schools might be able to employ a designated head of sustainability.” Beyond that, though, all schools have a key role to play. “Schools are the centre of a community. Parents drop o their children every day, so there is an immediate connection with those parents and with the wider community. Also, research shows that young people, and young girls in particular, are among the biggest inuencers on their parents’ behaviour – on the choice of car, holiday, food and clothing.”

A DEMOGRAPHIC WITH RESPONSIBILITIES Independent schools clearly need to take a lead on this, says Turner. On the one hand because of those enviable resources and opportunities, and on the other because it must be faced, their demographic is a disproportionately large contributor to the crisis. “The fact is that the richest slice of the population – and this obviously overlaps with independent school communities – is a huge contributor to climate change. The richest 1% of the world’s population is responsible for more than twice as much carbon pollution as the 3.1 billion people who make up the poorest half of humanity*. “Elsewhere, for example, SUVs are the norm at these schools. Despite emitting 25% more carbon dioxide on average than a medium-sized car, SUVs have jumped from nearly 7% of private cars sold in the UK in 2009 to more than 21% in 2018.” Or take ying, which again overlaps with the independent and boarding schools’ demographic. Some 15% of the UK population take 70% of UK

Image © freepik.com ights. To counter this, says Turner, there is an increasing movement among independent schools to avoid taking ights for school trips, and to take a coach instead.

@ie_today | ie-today.co.uk | 33 special report

RIGHT: King’s Ely pupils working on reducing food waste BELOW: Paul Turner, climate crisis campaigner Parkinson adds: “There’s a potential for independent societal problems such as racial justice. school communities, with their overseas students “So, for example, you might think that all we need and swimming pools that need heating, to have to do is remove carbon dioxide from the atmosphere, above-average climate impacts – however, equally, by stopping the burning of fossil fuels. But the they are perhaps more likely to have explored reality is that a very small portion of the world is ways to reduce these costs, mindful of the message a disproportionately large part of the problem. that is sent to both students and parents.” “Yet those who will be aected most are the poorest and most vulnerable. Here in the UK, the poorest people INTRA OR EXTRACURRICULAR? are most aected by those issues, in terms of access to So, the responsibilities and opportunities are clearly food, jobs linked to traditional fossil-fuel industries.” there for schools. But how much of their climate An area where schools can really have an impact is awareness, and sustainability activities, should take careers advice. “A lot of schools now are making a strong place inside the classroom, and how much outside focus on green jobs, thus putting a positive lens on the – via measures like striving for carbon-neutrality crisis. There are now careers fairs based purely on green and/or minimum food waste, or partnering with jobs – energy, architecture, sciences – or on jobs that the local community on sustainable practices? don’t rely on fossil fuels, such as teacher, for instance. Clearly, many activities related to climate awareness “Even the traditional careers landscape can and sustainability can happen right across the school be viewed dierently. For example, students campus. For example, King’s Ely has a policy of replacing from independent schools may aspire to jobs lighting with panels that reduce energy usage, while in law or nance – well, there are now green the school’s energy comes from a renewable supplier. investments, laws around ecocide, and so on.” “Our Junior School eco committee has also started the process of applying for Eco School certi cation, by exploring our water and energy usage,” Parkinson adds. “These usage gures are displayed so that students can see the trends and play their part in turning out unused lights and reducing food waste in the dining hall.” Turner is clear, though, that the classroom is the most important place for the climate-awareness journey to start. “We need to frame climate change as part of a bigger story. A common phrase is ‘social justice is climate justice’ – you can’t solve climate change without solving other large structural,

34 | ie-today.co.uk | @ie_today special report

HOPE, NOT PESSIMISM; positive way in their own school – to do some ABOVE: Alan PROJECTS, NOT STRIKES litter picking or gardening. These are still forms of Parkinson advises schools to flag up At the heart of all this needs to be a activism, and of showing you care, but they’re far sta who have message of hope, says Turner. more constructive than simply going on strike.” electric vehicles to “Currently, a lot of the green messaging is framed Parkinson adds: “I’m impressed by the work of David encourage others within a mood of anxiety, which can lead to apathy. Alcock, a geographer at Bradford Grammar School People don’t realise how they can change things, so and his work in this area, stressing the importance of hopeful pedagogies. He founded Hopeful Education. This shows the future-focused nature of geography, Students are probably familiar with and the need to emphasise solutions as well as problems, and explore how young people can have agency in Greta Thunberg, but may not know the current situation rather than feeling powerless.” of other young climate activists such The good news is that there will soon be more climate education making its way into the centre of as Licypriya Kangujam and Quannah the curriculum. “At the moment, climate change Chasinghorse is generally taught in niche subjects like biology and geography,” Turner explains. “It should soon become more central to the curriculum, and present what we are trying to do is to empower young people to across various subjects including PSHE.” understand the mechanisms of the world – governments, As evidence, Turner cites the 26th UN Climate treaties, big corporations, trade, how decisions are Change Conference of the Parties (COP26) taking made, how their actions can have a positive impact. place in Glasgow this November. Education will be “We want young people to be aware that they have on the agenda, and many environmental organisations some agency here. And schools can be a microcosm and charities are getting their resources ready to oer of these larger mechanisms, groups, committees to teachers. Indeed, Parkinson and his colleagues at and councils who help with decision-making.” the Geographical Association are working to develop As such, Turner encourages fewer climate strikes, materials for educators; teachers can nd materials and more positive action. “It’s about political literacy already on the Geographical Association website. and involvement, rather than activism in the form of strikes. When we had the youth climate strikes, many LEADING BY EXAMPLE teachers were a bit reluctant to encourage students to Schools and teachers can lead from the front here. participate, as that meant missing a day’s learning. Earlier this year, Berkshire’s Holme Grange School

Image © freepik.com “They wanted, rather, to engage them in a had the distinction of creating the world’s rst

@ie_today | ie-today.co.uk | 35 special report Image © freepik.com

ABOVE: “We want carbon literacy teachers. The school signed up last principles into account. What’s more, all our sta our pupils to learn summer to awards organised by eduCCate Global, have been given a sustainability objective as part about innovation in worldwide deliverers of teaching on climate change. of the school performance appraisal system.” green technologies,” says Claire “We want our community to understand that Robinson agrees that the tone of the message to our Robinson. Pictured: living in a lower carbon, less polluted world will young people needs to be one of hope. “This generation wind turbines bring a host of advantages including cleaner, greener could be one of the most resilient generations if we cities, improved public transport, better insulated support them in developing the dispositions and habits houses, greater energy options, reductions in of mind which will allow that resilience. It isn’t just consumerism, exciting innovation and healthier about teaching them about climate change and climate diets,” explains headteacher Claire Robinson. literacy: we need young people who are problem- “In addition, we want our pupils to learn about solvers, as every problem is a solution in disguise. innovation in green technologies and environmental “We need them to understand the need to take careers in elds as diverse as science, social science, responsibility and show commitment, we need to journalism and the creative industries.” develop condence and also self-ecacy, engagement She continues: “We have supported all sta to build on and aspiration. We need to show them that solutions their knowledge through the UN CC:Learn Children are already here, we need to raise awareness and and Climate Change course, which was completed by take action individually as well as collectively.” every member of sta. We believe this has given sta *Source: www.independent.co.uk/news/uk/home-news/uk-carbon- the knowledge and condence to discuss the issues that emissions-one-percent-wealthiest-pollution-b1767733.html climate change brings with students. It has also inspired sta to learn more and to understand that the issues are Useful links quite widespread and more than climate change alone.” In the wake of the courses, green initiatives have Paul Turner’s climate lesson plans: http://bit.ly/ sprouted up across school. “We have recently introduced teachclimatetruth and www.geographypaul.com ‘follow-me’ printing to the school, which means sta AimHi Climate and Nature Course: www.aimhi.co/ and pupils can now print at any machine across the site, climate-course cutting down on wasteful unwanted printing when David Alcock, Hopeful Education: alcock.blog/ the wrong device is selected,” adds Leanne Hughes, category/hopeful-education sustainability lead and head of design and technology. Geographical Association announcement on “We have also signed up to a reforestation programme COP26: www.geography.org.uk/Announcements-and- – so for every 8,000 pages we print, a tree is planted in Updates/worldwise-week-resources-compassionate- a sustainable forest. School minibuses will be replaced geographies/270667 with electric vehicles as soon as is practical, and all EduCCate Global: www.educcateglobal.org our recent building projects have taken sustainability

36 | ie-today.co.uk | @ie_today insight

Two heads are beer than one Jo Golding looks at how different types of partnerships between independent and state schools can be successful and how they have continued during the pandemic Image © freepik.com

@ie_today | ie-today.co.uk | 37 insight

made about The Bourne Academy. Canford is one of very few independent schools to have formed this type of partnership – Haileybury is another. Henry Bishop, chair of governors at The Bourne Academy, Richard Knott, former chair of governors and Dr David Neill, deputy head (co-curricular) at Canford, tell me what hitting this milestone means to them. “It is very satisfying that the faith shown in our original vision (by the LA and Canford governors amongst others) was justied. It is a clear demonstration that two very di erent schools can work together if they respect what each other can o er,” they say. “Our main aim was to raise the aspirations of pupils in the very deprived area of East Howe,” they continue. “We were always insistent that The Bourne Academy was for local families – we weren’t going to cherrypick students from outside the area. “Looking at the exam results, the number of their n the Independent Schools Council’s students now going to university (including several (ISC) Celebrating Partnerships 2020 Russell Group) and/or completing the Gold DofE report, chairman Barnaby Lenon talks of a (several were able to meet Prince Edward at Canford “blossoming” of partnerships between state recently), we have been very successful and are very and independent schools in recent years. proud of everything that the pupils have achieved.” IHe explains how the most successful partnerships Some examples of how Canford has worked with tend to have the same characteristics; they are The Bourne Academy include helping with teaching voluntary, they have clear aims and they have and the curriculum when the academy’s sixth form committed teachers and school sta in charge. opened, especially in science. Canford has also o ered Below are three examples of this in action, teaching placements for those qualifying as teachers from an independent school that sponsors an academy, to educational institutions across a city coming together, to a school being recognised for its wide community engagement.

SOLE SPONSORSHIP Canford School in Dorset has much to celebrate when it comes to partnerships. The co-educational day and boarding school has been the sole sponsor ABOVE: Canford of The Bourne Academy for 10 years. School in Dorset As opposed to partly sponsoring an academy, RIGHT AND BELOW: Pupils from Canford Canford provides the majority of the governing body School and The members and is therefore responsible for decisions Bourne Academy

38 | ie-today.co.uk | @ie_today insight

at The Bourne Academy, which has been partially reciprocated for a number of Canford teachers doing the same. The sta at both schools come together for joint inset training days to share ideas. Canford has invited Bourne pupils to careers events, such as the annual Careers Symposium, and has o ered interview practice for entry into higher education and the workplace. Furthermore, an Educational Partnership Day held annually sees pupils come together from Canford, The Bourne Academy and other schools, for a variety of activities aimed at sparking discussion and discovering di erent career options. Canford also o ers a number of heavily subsidised sixth form places each year to Bourne pupils. Canford sixth formers spend Monday aernoons with pupils at The Bourne Academy, supporting year 10 and 11 maths and science students who are on the 4/5 borderline. During the pandemic the collaboration has continued, ABOVE: An annual with Canford able to share remote learning solutions and Educational experiences with the academy, including a joint training Partnership Day sees pupils come session on using Microso Teams. Canford also shared together from access to speakers delivering talks online with pupils at Canford School, The the academy, and one Canford parent spearheaded digital Bourne Academy support providing reconditioned laptops to academy and other schools RIGHT: Badminton pupils who did not have access to them at home. School Bishop, Knott and Neill explain what makes the partnership successful: “It never set out to be something that ticked a box for the government; it was always something that interested us and we wanted to do well. Very regular contact between the schools has been important.” Badminton School, a boarding and day school for O ering enough time and support is key, according girls in Bristol, is one of the original members of the to Bishop, Knott and Neill, and they explain how the partnership. Abigail Skyrme-Jones, higher education partnership requires a large commitment from the and partnerships coordinator at the school, tells me chair of governors, and others on the board, including that their work with the BEP has been a “huge focus” the headmaster. In addition, many teaching sta at during the pandemic to ensure young people across Canford have contributed to the relationship. the city still had access to new opportunities. “We are looking forward to the second 10 years and “Luckily, as so many of the events could be held continuing to build and strengthen the links between remotely, most activities and the work of the BEP could the two schools,” say Bishop, Knott and Neill. continue,” says Skyrme-Jones. “Some elements were of They continue: “The main areas of focus will be course impacted but everyone throughout the BEP has on pupil activities, particularly in the co-curricular been so resourceful and put in the extra time and e ort to elds, and sta development with more joint inset ensure the work could continue as smoothly as possible.” days and more links at department level. The Bourne Badminton School is working with partner schools Academy has ambitious plans for its sixth form and on a range of projects currently, including sharing collaboration with the Canford sixth form should and collaborating on climate change education. increase still further, supporting more academy Skyrme-Jones explains: “This involved students in applications to Russell Group universities. student representatives from all schools meeting “The increased experience of remote teaching virtually via Zoom. Our representatives, from and running activities for pupils non physically the school’s eco group, found the event highly has also highlighted opportunities for more enjoyable and educational, hearing from many joint activities between the schools, which sustainable companies based here in Bristol.” makes for an exciting collaborative future.” In addition, the schools are coming together to “It is a clear discuss decolonising the curriculum and careers CITYWIDE COLLABORATION demonstration advice. Schools have been welcomed at Badminton There is a newer partnership in Bristol making waves. that two very School’s virtual events, including a careers and Set up in 2019, the Bristol Education Partnership (BEP) different opportunities fair, and a series of lectures from has made its four key priorities clear: overcoming schools can professionals such as medics and motivational speakers. disadvantage, raising aspirations, broadening education work together Skyrme-Jones believes the hard work of everyone and inspiring sta . Working together are four state if they respect involved makes the partnership a success. secondary schools, ve independent schools, a sixth what each other She says: “All stakeholders put in maximum e ort to form college, two universities and the council. can offer” get the best out of it for young people across Bristol.

@ie_today | ie-today.co.uk | 39 insight

“It is a collaboration and so no one stakeholder holds ABOVE: Prefects many assisting in community projects. precedent above any other – as it should be – and all and sta at The school makes sure that its fee assistance communication is open and honest when discussing the Pocklington School scheme is promoted widely throughout the who are involved viability of events/programmes and the work of the BEP. in community area to encourage those from disadvantaged “It really is a great community to be a part of. We look engagement backgrounds to apply for a place. forward to being a part of BEP for the foreseeable.” projects; As part of the student community action headmaster Toby programme, pupils visit local primary schools to assist Seth second ENGAGING WITH THE ENTIRE COMMUNITY from right in classrooms, visit senior citizens and residents in day In Yorkshire, Pocklington School was recently care centres, and volunteer for conservation projects. recognised for its engagement with its local Students also raise funds for local and international community and schools. The co-educational charities, and take part in a bi-annual expedition to day and boarding school won the Educate North Southern Africa to complete building renovation work. Community Engagement Award (Schools) in April. Furthermore, Pocklington School hosts and is the Headmaster Toby Seth says making a development partner of Chatta. The school supports the commitment to this type of engagement is use of the app, which encourages pupils to review and “central” to who they are as a school. improve their oral language and uency, in the wider Pocklington School has created a schools outreach community. Seth says the Educate North award will programme, a student community action programme “serve as motivation to continue this work well into the and also supports Chatta, an early years initiative future”, making it clear there is plenty more community focused on communication and language skills. engagement to come from this independent school. The schools outreach programme began following “It never set Now, these are just a handful of examples of discussions with headteachers at several schools to partnerships happening across the sector; you can see out to be assess areas of need and is reviewed annually to adapt to many more on the Schools Together website. But I changing situations. It involves working with 25 infant, something think the most important thing to take away from this, junior and senior schools in the local area, to share that ticked a and what will have started all of these partnerships, is experience, facilities and expertise. Activities include box for the to talk. As Andrew Lewer MBE, chair of the All-Party an annual primary schools maths challenge, science government; Parliamentary Group on Independent Education, says competitions, DT workshops, sports masterclasses, it was always in ISC’s report: “I would encourage all my colleagues to mock interviews for medical and veterinary students, something that talk to their local schools, and visit when they are able.” and symposiums for GCSE and A-level students. interested us And with new opportunities opening up with the In addition, several members of sta are and we wanted help of technology, I imagine there will be many more governors in maintained sector schools, with to do well” partnerships developing over the coming years.

40 | ie-today.co.uk | @ie_today focus

Kingsley School pupils learning at the school’s Earth Centre

42 | ie-today.co.uk | @ie_today focus

A Holme Grange School pupil harvesting from the polytunnel Building a legacy Charley Rogers asks independent schools about the sustainable and environment-focused facilities that are improving their green credentials

urely we have a responsibility In fact, many schools have been to leave for future generations implementing sustainability measures a planet that is healthy and throughout their estates for much longer. habitable by all species,” – Sir For instance, UWC (United World David Attenborough. College) Atlantic in South Wales has STwo years ago, in May 2019, the been using biomass heating since 2003. Guardian announced it was changing its The biomass boilers run on woodchips house style from using the phrase ‘climate and waste timber harvested from sustainable change’ to ‘climate crisis’ to re ect the woodlands within a two-kilometre radius seriousness of environmental damage. of the college’s home at St Donat’s Castle. Editor-in-chief Katherine Viner says: The school has also recently constructed “The phrase ‘climate change’ sounds rather a series of environmentally friendly passive and gentle when what scientists are student housing. Ewan Meredith, research, talking about is a catastrophe for humanity. content and stewardship coordinator at “Increasingly, climate scientists and organisations from the UN to the Met Oce are changing their terminology, and using stronger language to describe the situation we’re in.” This change in terminology re ected an increasing awareness across the UK – and the world – of the damage being in icted on the environment. Many organisations rose to Pupils planting at Holme Grange School the occasion, not least independent schools.

@ie_today | ie-today.co.uk | 43 focus

Pupils getting stuck in at the Earth Centre at Kingsley School “Studies have shown that biophilic environments improve academic attainment as well as reducing sickness absences”

According to the United Nations Association of the UK, education disruption due to Covid-19 will have implications on six of the sustainable development goals, including SDG 13 – climate action. the school, says: “Our commitment to an older tree and replacing it with younger Source: https://www.sustainable goals.org.uk/the-impact-on- sustainability is a central tenet of our ethos. trees in a sustainably managed forest can education/ This principle is a foundational element in be better for the environment overall.” the design of these new accommodation But it’s not only building materials that buildings, which will conform to high contribute to the sustainability of estates. environmental standards, and are designed Design and maintenance also play into using thoughtful modern materials. how environmentally friendly schools are, “Insulation and energy-saving as well as alternative energy sources. methods will have a signi cant impact Holme Grange School, for instance, has on the environmental footprint of these employed over 447 solar panels across two of buildings, and will also reduce the its buildings, to add to their net-zero status. running costs of the building. The houses Similarly, in October 2020, The King’s are designed to withstand at least 40 School in Maccles eld completed a years of robust student life, so this is an £60m redevelopment project, including investment in the future of our campus, 21,000m2 of new academic building, as well as the future of our students.” incorporating 350 rooms, along with a One of Kingsley School’s new wild beehives sports centre, and 75 acres of sporting and MATERIALLY SPEAKING outdoor facilities. The project, supported A webinar from renewable solutions by Pick Everard and VINCI Construction provider Stora Enso, ‘Why it’s time to UK, boasts a BREEAM ‘very good’ build more wooden schools’, recently rating, and includes eco-features such as reected on the use of one of the oldest sustainable drainage systems, bat and swi renewable materials to construct the boxes, beehives and outdoor classrooms. education spaces of the future. Here, we hear from three independent Fred Mills, co-founder of construction schools on the sustainable facilities that video channel The B1M, explained that are improving their green credentials. by using timber sourced from sustainably managed forests, and harvesting older trees, KINGSLEY SCHOOL, BIDEFORD environmental impact can be reduced. In 2019, Kingsley School, situated in the He says: “Unlike concrete and steel, UNESCO biosphere in North Devon, which rely on nite resources and which launched the Earth Centre within its actually harm the planet in quite an extreme grounds to “enable and inspire positive way, timber is a building material that impact on our environment and society”. grows back.” Another aspect to consider, Lucy Goaman, marketing director at says Mills, is that “as trees get older and Kingsley School, explains: “In response to more mature, they produce less oxygen and the challenges of our time, the Earth Centre Outdoor space at Prince’s Gardens Preparatory School absorb less carbon dioxide, so harvesting puts the natural world and environmental

44 | ie-today.co.uk | @ie_today focus

sustainability at the core of education. Educational immersion in the Earth Centre raises ecological awareness, asks the right questions, and develops the future leaders and practitioners that we need for the next 100 years to be a success for humankind.” The Earth Centre focuses on ‘ecological literacy’, as well as more traditional numeracy and literacy skills. For pupils, this means: ● Understanding ecology ● Being emotionally connected to ecological principles ● Thinking, talking, planning and writing with ecological consideration ● Applying principles of biomimicry ● Acting within ecological boundaries ● Thriving ecologically and leading ful lled lives as part of the natural world. The centre’s Ecology Zone sees students manage soils, grow vegetables and store carbon. The vegetables grown are used to supply the school kitchen and the Kingsley Farmers Market. The centre has also just added two wild beehives, which are “purely for the bees, not Prince’s Gardens Preparatory School in London for harvesting honey,” explains Goaman. “It is a dierent approach, one that suits reception. A third building on campus, the UK’s rst fully biophilic school. the bees and where evolution is determined Eaton Grange, home to classes for the The school claims to oer “a healthy, by the needs of bees and nature, not a school’s 11–16-year-olds, is also solar- nature- lled, oxygenating environment beekeeper.” The idea is that aer learning at powered, boasting 95 panels on its roof. that inspires its inhabitants to have a love The Earth Centre, says Goaman, pupils will Charlie Plumpton, Holme Grange’s head and respect for the outside world”, and even be able to point to real-world projects they of estates, explains the school’s upcoming plants a tree for every new pupil that enrols. have completed, as well as grades earned. plans for LED lighting: “We’re doing a Children can either take the tree home planned maintenance of our lighting systems with them when they leave year 6, or HOLME GRANGE throughout the older part of the school,” he donate it to a local community project. SCHOOL, BERKSHIRE said, “including the main school, the Scott Headmistress Alison Melrose said: Holme Grange School is also developing wing, and the John Graves wing, where “Studies have shown that biophilic its physical estate, and already boasts two we are replacing all lighting with LED environments improve academic net-zero buildings, The Grange and The alternatives. This will mean we use less attainment as well as reducing sickness Hive, developed between 2016 and 2018. power for classroom and corridor lights.” absences – so it becomes an even more Both buildings bene t from solar panels Holme Grange has termly sustainability compelling reason to jump into nature. – The Grange has 297 and The Hive has development goals (SDGs), and is “The biophilic school project was born 150 – and the latter houses the school’s addressing SDG 13 (climate action) as out of a desire to create a truly inspirational, part of the autumn term 2021/22. healthy and beautiful school environment. The school uses the United Nations’ “The project has since developed into SDGs as a ‘focal point’ for each term, and one where the natural world has been teachers link to the goals through lessons. further woven into the curriculum and The aim, says Catherine Walsh, head we’re developing a pilot scheme with of communications, administration Imperial College London’s scientists, where and strategy at Holme Grange, is to academic research can add further insights “embed the SDGs and make them into the project as well as encouraging a part of the school’s ethos”. children to create and maintain a garden. The school’s management team We also aim to extend this scheme also has further climate-related goals with local state primary schools.” for the upcoming academic year, Over the next ve years, Prince’s including designing and building Gardens Preparatory School plans to ‘living walls’ around the school, which develop its sustainability agenda even will feature edible elements. further, including seeking ways to extend the scheme beyond the school walls with PRINCE’S GARDENS the help of its ‘sustainability champion’, PREPARATORY SCHOOL, LONDON and exploring partnership activities for Prince’s Gardens Preparatory School, which families in areas such as green energy, and opened in September 2020, aims to become ‘reduce, reuse, recycle’ initiatives.

@ie_today | ie-today.co.uk | 45 interview

Q&A: Jon Perriss The headmaster of Langley School says the school is at the start of an “exciting journey” that will see it grow further

You began your headship at Langley ABOVE: Jon Perriss What are you currently reading? School in September 2019. How would says his headship I am currently jumping between The Culture has been “richly Map by Erin Meyer, which looks at leadership you summarise your experience so far? rewarding” It has certainly been one of challenge, but as across cultures, and The Thursday Murder Club with all adversity, there is opportunity. by Richard Osman, a bit of light entertainment. It has been richly rewarding; to get to know an impressive body of sta and to be able to evolve What issue in education are you and shape the school has been a privilege. most passionate about? Giving opportunity to every child to achieve and make a What’s the best and worst thing positive di erence in their society and the wider world. about being a head? The variety of the job is certainly a huge positive, as If you weren’t in education what is working with others to take the school forward would you do instead? to an exciting future. Worst, probably the deluge Police detective. Helping those without a voice get justice of constantly changing directives from the DfE. seems like it would be both worthwhile and interesting.

What was it about Langley School Langley School has undergone significant that made you take the job? change since you joined. Which new There are many factors involved in such a decision. aspect are you most proud of? It seemed like a great time to be involved as it was clear There is much that the team and I are proud that the school was doing pretty well, but there was a of, but we are at the start of an exciting real opportunity to take it to the next level. With the journey; ask me that in three years! merger between Langley and Taverham Hall a few “To get to know years ago, it was a great time to create a through school an impressive Jon Perriss previously worked at Norwich School, from 2–18 and an opportunity many don’t have. body of staff Tonbridge School and Christ’s Hospital, as well and to be able as in New Zealand. He is a geography teacher What was your favourite subject at school? to evolve and by training, with experience in the day and Geography captivated me then and still does. shape the boarding elements of the independent sector. The ever-changing dynamism of the subject and school has been He is a governor at East Norfolk Sixth Form College relevance to our lives has always made it a rm favourite. a privilege” and is passionate about growing the college.

46 | ie-today.co.uk | @ie_today Perry Uniform is a full service school uniform and sports kit Uniform supplier with an extensive range of services that make us a natural choice as your uniform that speaks supplier. We work alongside our schools to deliver exceptional performance to parents, for itself tailoring our services to meet the needs of both school and parent alike.

Offering the convenience of on-line, showroom and shop as a truly integrated and multi- channel shopping service is just one of the many benefits of working in partnership with Perry Uniform.

Call us on 0113 238 9520 or email [email protected] today and find out how we can work with you and your school. www.perryuniform.co.uk Simple intelligent sizing

No need for tting rooms

Products delivered to your door Free returns within 120 days

Isn’t it time your school shop went online?

schoolblazer.info 01832 280 011

7172 Move Online Advert.indd 1 01/06/2020 12:45