Autumn 2018 ▲ Issue 93 PREP SCHOOL Reflecting the best in the prep and junior school world Perry Uniform is a full service school uniform and sports kit supplier with an extensive range Uniform of services that make us a natural choice for any school. We work alongside our schools to deliver exceptional performance to that speaks parents, tailoring our services to meet the needs of both school and parent alike. for itself. 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 ISSUE 93 Contents Autumn2018 13 5 From the editor 7 A beginner’s guide, Natasha Devon 11 Thinking well together, Will Ord 13 A new school year, Keith Morrow 16 Stanley, I Presume, Stanley Johnson 19 Is it really just for boys? Jack Hardman 20 The truth about boys’ schools, Mike Piercy 20 22 Preparing for a scholarship, Ben Evans 24 The National Handwriting Competition, Amanda McLeod 27 Let’s play golf, Brian Mudge 28 The importance of the maverick teacher, Christopher Parsons 30 Schools need to recognise their power, Adam D’Souza 32 The General Knowledge Challenge, Harry Paget 22 34 The governors’ code, Ian Nichol 36 Tommy the Learned Cat, Julie G. Fox 39 The Primary Mathematics Challenge 40 The SATIPS Poetry Competition 42 Assessment methods, Matthew Barrett 46 Outdoor mindfulness and nature, John Arnold 47 Become a Talent Architect, Mandy Coalter 360 50 A new look, Perry Uniform 52 Action Calendar: October 53 SATIPS Broadsheet: Science 57 SATIPS courses and directory 58 Viewpoint

Editor ISSN: 0963 8601 Subscription Details: Paul Jackson Printed by Micropress, Reydon,Suffolk IP18 6DH The Business Managers are John Catt Educational Ltd, Managing Editor 15 Riduna Park, Melton, Woodbridge, Suffolk IP12 1QT. Meena Ameen Publishers’ Notice Tel: (01394) 389850 Fax: (01394) 386893, to whom Designer Prep School is published three times a year, in January, enquiries regarding advertising, subscription order forms Scott James May and September, by John Catt Educational Ltd. £25 and correspondence about subscriptions should be sent. Advertising for a two-year subscription, post paid; discounts for bulk Contributions to Prep School should be sent to the Editor, Gerry Cookson, [email protected] orders are available. [email protected]. Opinions expressed in Prep School are not necessarily Steering Committee www.prepschoolmag.co.uk endorsed by satips; likewise advertisements and @prepschoolmag Bill Ibbetson-Price; Sarah Kirby-Smith; advertising features are printed in good faith. Their Richard Tovey MBE inclusion does not imply endorsement by satips.

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I trust you all third revolution has been with us for the authors suggest that AI will give have had a good nearly 500 years and is very familiar us holographic teachers who adapt a summer break, to us. Teachers prepare material, learning to the precise needs and as I have had. organise the classroom, ensure that all motivations of each student from Certainly if you are engaged in learning, set and mark cradle to grave. Personalised learning remained in the assignments and prepare for terminal software will allow students to move UK or Europe, examinations and write summative at their own pace, pursuing their own you will have reports. Pupils engage in five distinct interests and realise their potential been blessed activities. They memorise knowledge, whilst teacher time will be freed with sunshine, and if that sunshine apply that knowledge, turn knowledge up to help make the profession the added to the beauty of social events, into understanding, self assess and most prestigious of careers in the as it did for the christening of our diagnose then reflect and develop future. And there’s more! I do highly third grandchild, then we can count autonomous learning. recommend the book to you. ourselves doubly blessed. You will, I’m The book then looks in detail at May I also draw your attention to sure, have made good use of the time the many developments that have INSPIRE, a wonderful new initiative away from the conveyor belt of school, already happened in AI and suggests launched at Windlesham House as I did. Given time to read is a real how the world of teaching, learning School, facilitated by Richard Foster plus particularly when a book entitled and schools will change. In essence, and Justin Blake. INSPIRE equips The Fourth Education Revolution by young people to take a stand for peace Sir Anthony Seldon with Oladimeji and can help our prep schools mark Abidoye lands on your desk. The Fourth Education Revolution on Revolution the centenary of the end of World War Four Propositions in the Fourth Educati FOURTH loped world are doing a good job THE th century.’ Superbly written and‘Schools and researched,universities in the deve One. INSPIRE is mobilising young overall at preparing students … for the twentie are educating our young to the authors look at‘We havethe schools history 180 degrees wrong: weofbut digital technology and AI EDUCATION people to commemorate those who become more like machines, like robots;ead, we need to be educating our machines will always outperform us. ’Inst young to become more fully human. education and then speculate howors the world it over are asleep to have given their lives in conflict and ‘Our politicians, educators and administratowards us. We are failing our young R EVOLUTION the 4th education revolution hurtling t not adapting quickly enough will change as elementspeople, our countries of and Artificialthe world by tion takes place, the jobs it is celebrate a hopeful future through to how AI will change the way that educa they will live.’ WILL ARTIFICIAL INTELLIGENCE preparing them for, and the society in which Intelligence influence our lives.since The the printing press. It can be LIBERATE OR INFANTILISE HUMANITY active peace building. This will ‘AI is the biggest change to education combustion engine in the 1880s, compared to the arrival of the internal tly and profoundly. If we can first revolution tookexcept place it will change the thousands, world far more subgest enhancement of human culminate on Friday 9th November take the right decisions, we will see the bign. Get it wrong and the quality ANTHONY fulfilment and happiness the world has see of our life will suffer a catastrophic loss’. SELDON indeed millions of years ago, when Anthony Seldon with events in schools across the WITH The conclusion.... f we are to see AI liberate not OLADIMEJI our ancestors passed‘Nothing on matters information more than education i ABIDOYE country. Further information and infantilise humanity.’ regarding information for survival. resources are available via the website: The second revolution occurred www.oasisinspire.org around 4000BC in Mesopotamia with Have another good academic year, the introduction of writing and the 20/04/2018 14:22:46 both personally and professionally. need for institutions RRPto £14.99 teach it. The

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A beginner’s guide Natasha Devon MBE, author of A Beginner’s Guide to Being Mental: An A-Z and a campaigner for mental health, body image and gender equality, shares some top tips for safeguarding pupil and teacher mental health

Over the past decade, I have lost count of the sheer number of roundtables, conferences and policy labs I have attended on the topic of young people’s mental health. Whether we’re discussing the impact of technology and social media, increased instances of teenagers being hospitalised with self-harm or academic anxiety caused by more rigorous testing the conclusion is always the same. This needs to be acknowledged and dealt with by teachers. Since 2010, brutal funding cuts have seen communities lose social services, sports clubs and libraries. Schools have therefore become the last bastion – a building that can be relied upon to remain open. I have heard stories of teachers having to intervene in family situations where there is domestic violence, wash pupils’ clothes, even in one instance helping a family who had been made homeless to find accommodation, because there was simply no one else to do it. Earlier this year, Damian Hinds revealed plans to make mental health With parents increasingly under On paper, the call for teachers to education compulsory in all primary financial strain forcing them to work step into the breach makes sense. and secondary schools across England longer hours, teachers are not only Government cannot be expected to by 2022, with each expected to have expected to play social worker and legislate for what goes on behind the a nominated ‘mental health lead’. Yet counsellor, but mum or dad too. closed doors of every single home with Children & Adolescent Mental Just this week headlines reported a in the UK, but they do have control Health Services cut by an estimated dramatic rise in the number of five over what happens in schools. The third since 2010, it is unclear what year olds arriving at school without problem is, of course, that austerity teachers are expected to do in the basic language and reading skills, has impacted education to a huge likely scenario that the mental health unable to dress themselves and, extent too. In addition to Gove’s needs of their pupils go over and perhaps most horrifyingly, not toilet attempts to ‘improve’ academic above what they are able to safely trained. standards meaning teachers having to provide. cope with seemingly endless surface-

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

level reforms and do mountains more health issue and the NEU reported Yet, apparently, nothing is being done paperwork for results-related pay, higher levels of teachers experiencing to address the unrealistic expectations the expectation that they will also suicidal feelings. being placed upon the teaching do more for pupils pastorally has Every single scholarly or press profession. happened alongside squeezed budgets article I can find on the topic of Some schools have introduced what and an industry recruitment crisis. teacher mental health places the might broadly be described as sticking Is it any wonder, then, that the net blame squarely on workload. This is plaster measures, with varying result has been an unprecedented rise empirically provable – lack of time for degrees of success. Teachers have in mental ill health amongst teachers? recreation and relaxation can lead to been offered weekly yoga classes, A BBC commissioned study for their over-production of a hormone called mindfulness activities and team Inside Out programme last year found cortisol – an imbalance of which is building excursions in an effort to that 70% of teachers have taken one cause of depression. Increased boost morale. Whilst these aren’t time off work in the past year for a stress also causes higher levels of without merit (Mental Health First physical or mental health problem adrenaline in the body, which not Aid England recommend taking they attribute directly to the stress of only leads to feelings of anxiety and one hour every day for these types their job. Meanwhile, Leeds Beckett panic, but can also affect the immune of activities to maintain optimum University published findings in system, making the body more mental wellbeing) they seem a little January of this year showing half vulnerable to physical illnesses. This inadequate given the enormity of the of teachers have a diagnosed mental is widely researched and well known. problem at hand.

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

In my experience, the difference profession as, one by one, teacher snap unified approach between schools and between a school workforce that is under the strain. I’m often asked what parents. happy and well and one that is not can be done. I’m open to suggestions, 4. Don’t undervalue your role often comes down to the quality of but in the absence of a better one I am So often, I hear school staff say working relationships. School leaders determined to use my platform to give ‘we’re talking about mental health all are under huge amounts of pressure this issue a persistent voice. the time but there are no services/ not only from policy-makers, but Natasha’s top tips for solutions’. This is, of course, a valid also often from parents. In the worst safeguarding pupil and teacher fear. Talking can’t replace therapeutic instances, they allow this pressure to mental health services. But neither is it entirely trickle down to their staff, creating a 1. Get MHFA trained futile. Just by taking the time to fraught working environment. Schools Mental health first aid training talk to a colleague or pupil non- are able to withstand higher levels teaches delegates to spot early judgementally you have improved of demand if the staff feel heard, symptoms of mental ill health in their brain chemistry (by controlling understood and supported. colleagues and pupils, what to say their dopamine secretion) and given Mental ill health is also exacerbated (and crucially, what not to) and what them the gift of clearer thinking. if the person experiencing it is appropriate to recommend in terms 5. Be rigorous when buying in becomes isolated. I’ve written often of further support and self-care. outside PHSE resources in my weekly TES column about Just like ‘regular’ first aiders, mental If you have the budget, outside how mainstream media wilfully health first aiders are not a substitute speakers or resources can be a great conspires to represent teachers as for medical professionals. However, way to address the topic of mental untrustworthy or megalomaniacal and they are trained in appropriate health in PHSE. However, particularly how that has in turn impacted social protocol that can save lives. Find out in secondary schools, there are a lot of attitudes towards the profession. more at www.mhfaengland.org.uk. different organisations that are trying Teachers at all levels need more I’m currently campaigning for mental to claim a chunk of this busy market than ever to be supportive of one health first aiders in every work place and, if handled wrong, mental health another both publicly and privately to to be enshrined in The Health & awareness lessons can do more harm counterbalance this. Safety At Work Act (as physical first than good. Ultimately, however, this is a problem aiders currently are). I’ll be presenting I have listed organisations who I have that can only be solved at the source. my petition to Downing Street in seen doing great work in schools on For all kinds of reasons, our education October. Find more and sign the the ‘Education Resources’ page of system is, I would argue, no longer petition at www.wheresyourheadat.org my website www.natashadevon.com, fit for purpose. Adding endlessly 2. Reclaim sports and creativity as well as charities who can provide to the teacher job specification Subjects we know have a therapeutic unbiased, evidence-based information can only mask the rotten core of value like sports, art, music and on the ‘Advice and Support’ page. the curriculum for so long when drama have been defunded, devalued You can find out more about Natasha’s it is fundamental restructure and and, therefore, squeezed out of the work by visiting her website www. revolution that is needed. curriculum. natashadevon.com or following her And therein lies the catch 22… I’ve Some schools I visit have taken small on Twitter @_NatashaDevon. Her been working in schools and colleges but powerful steps to reclaim these book A Beginner’s Guide to Being all over the UK for a decade now and activities, using a ‘little and often’ Mental: An A-Z is available now. I’ve only ever met two teachers who approach. For example, Joe Wicks has I didn’t think were particularly good produced a series of short YouTube people. As a profession, teaching is videos for classes to do quick, populated disproportionately with energising workouts together without Two readers of Prep School individuals who are motivated by having to dedicate an entire lesson. magazine could be in with wanting to make a difference and who a chance to receive a free, care deeply about the children in their 3. Get parents on board signed copy of Natasha’s charge. That’s what allows them to In some of the schools I visit, parents book. Email your name and be taken advantage of. To say ‘no’ is of a whole year groups have imposed address to to potentially put the wellbeing of a a ‘cut off’ time for mobile phone/ [email protected] young person at risk, in the absence of internet use of, say, 8pm. This stops and we will pick two winners any other support. any pupil feeling singled-out or at random! having the dreaded ‘FOMO’ (fear of That is why the government will, I missing out). It also encourages a fear, continue to apply pressure to the

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Thinking well together Will Ord, Education Trainer and Director of Thinking Education, works internationally with teachers and parents

In a world awash with facts, of teachers, pupils and parents ‘what is are ‘concepts on steroids’ that allow you alternative facts, and statistics, the creative thinking?’ Ironically, I receive to think about all the other concepts. need for skilful thinking has never exactly the same response about 80% For example, the misleadingly simple been greater. Just reflect on the of the time: ‘Thinking outside the box’. concept and phrasing of ‘if… then…’ quality of public debate and media The problem is that this answer is all allows consequential thinking to be coverage we witnessed during Brexit too commonly the breadth and depth considered, expressed orally and in or the American election. Irrespective of the definition. If the concept is writing. Without it, the concept of of your personal voting preferences, questioned further, the definition seems ‘cause and effect’ can remain confusing it’s hard to avoid the word lamentable. to run into a very uncreative wall for pupils. Schools, of course, are swift to It’s a brutal observation (and without Thinking Concepts unleash deeper recognise the importance of skilful blame), but I think many teachers can thinking. Take the concept of ‘all’ thinking, but they can struggle to find have a very impoverished concept of versus ‘some’, imagine the four year the approaches, training and time to creative thinking. As a consequence, olds having a class discussion about develop them effectively. Here are a few their pupils suffer the same fate. dragons. One pupil says: ‘Dragons are ideas to enhance the skills of thinking This could also be applied to the bad!’ A teacher could either move on to well together in your school. The crucial concepts of critical thinking, another opinion in the class, or use the ideas are based on my experience as a confidence (versus self-esteem, for thinking concept of all/some to push Philosophy for Children (P4C) trainer example), risk-taking and resilience. for depth: ‘Do you mean all dragons for 25 years, teacher, Chair of SAPERE, So, what could be done? are bad, or just some, Poppy?’ ‘Some and education consultant. ARTs dragons,’ she replies, allowing the Make the argument I’d recommend setting up some Action teacher to ask, ‘So how could you tell Appropriately, a focus on great Research Teams. Put six priority the difference between the good and thinking should be justified. thinking skills on the staffroom wall, the bad dragons?’ Imaginative tests Sometimes I hear teachers say: ‘We’d and ask everyone to choose one to for good/bad dragons erupt amongst love to develop thinking skills more, specialise in. Give them six months to them all! Consequently, the concept of but we just don’t have the time.’ First define, research, benchmark, pilot and ‘all versus some’ allows the discussion of all, thinking skills are a key part of develop it together in and out of class. to be extended creatively and critically. the curriculum. There’s every right and Then ask them to give a 15-minute So how well versed are your colleagues duty to cover them. Secondly, it’s not training session on that specialism to in the use, power and playfulness of actually an issue of time, but of balance all the staff. For example, you might thinking concepts? How could you and priority. There are huge long-term have six colleagues covering ‘creative upgrade class discussions to become benefits to developing great thinking thinking’ with a clear definition, quality-learning dialogue? Philosophy for both teachers and children alike. classroom activities to try, and ways for Children would be a great place to Ask colleagues to reflect on whether to monitor progress. In essence, you start or take further. precious teaching time is being spent will end up with six punchy, powerful, Better results? A side effect on approaches that don’t just ‘work’, and homegrown INSETs that can Thinking well together is rewarding but work most effectively. run as a rolling programme over the for both staff and pupils. It improves Create (and keep refreshing) year. The collaborative and practical results, but I would argue this is merely shared understanding research can lead to some inspiring a benign side effect of great teaching It may seem a navel gazing exercise changes for the school. and learning for life. The real benefits to some, but working to build shared Emphasise the power of thinking of it lie in the motivation, depth, and understanding and terminology for concepts playfulness that great thinking brings thinking is absolutely essential. Let Thinking Concepts are essential to the educational process itself. And, me give you an example focusing on if skills are to transfer across the who knows, we might just need these creative thinking. I’ve asked thousands curriculum, and into the future. They skills for the century ahead…

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A new school year Keith Morrow, the newly-appointed Headmaster of Hallfield School, offers advice on preparing children for a new school as he looks to become the ‘new boy’ himself

I remember as a child, looking new school, new class, or with a new school bag ready for the next day forward to the long summer holidays, teacher. So here goes… and ask them (with help for younger and being haunted by the ‘back to 1. Routine, routine, routine children) to go through a checklist of school’ signs that appeared in the There is nothing that causes more items needed and pack it accordingly. windows of high street shops before worry with children than being Some children benefit from having we had even broken up for school. If unprepared for school, but we can a timetable or visual planer at home anything this is even more a mark advise our parents to help get their reminding them of which kit is of the times today where we have children more organised. needed on which day. For example, Christmas decorations in the shops swimming kit on Mondays, violin on in October and Easter eggs for sale Firstly, at home, a good routine to get into before bedtime is to get their Wednesdays, spelling homework on on Boxing Day. I never appreciated Fridays, and so on. that those three little words ‘back to school’ would continue to have such significance for me as an adult too. September is the beginning of the new school year. All children, and perhaps parents, will have a mixture of excitement and trepidation thinking about the start of term. None more so than those children who start in Reception for the first time, or those who start at a new school. This September, even more so than usual, I will be sharing those emotions with children as I embark on my fourth Headship and start a new and exciting role as Headmaster of Hallfield School in Birmingham. It’s a large (nearly 600 pupils) and very well established prep school, with an excellent reputation. I am very aware that it will be a big year for Hallfield as the school celebrates its 140th year during my first year at the helm, and I will only be the 14th headmaster in its entire history – an exciting yet daunting thought! With all of this in mind, I would like to share a few essential tips for helping children settle into his or her

PREP SCHOOL Reflecting the best in the prep & junior school world 13 Prep92 - Pages.indd 6 01/05/2018 12:44 Teaching

and are always open to expanding their friendship groups. Schools have various ‘buddy’ systems in place for new starters and teachers are very skilled at ensuring new pupils are integrated socially into a new school. Encourage your children to be friendly, to smile, to get involved in games and to join as many clubs and sports that are available for their age group. It’s wise to advise parents that other parents can help too. Not all parents manage the school drop-off/pick- up, so joining the Parent Teacher Association, meeting other parents, swapping details to get on the ‘play- day’ and party-circuit can all help children make new friends, especially if you have relocated to a new area. Having the right kit on the right day My advice to share with parents is helps children get off to a flying start. to let children take responsibility for Be patient and encourage children to It is also a great way of encouraging their actions. If a child in the juniors be positive. We won’t all have made a children to start taking responsibility forgets to bring in their homework new best friend on day one. for organising themselves. or forgets their swimming kit, it is I remember when I first starting 2. Independence their mistake and not their parents. teaching. I was given the advice: ‘don’t All children are capable of remarkable The best way parents can help their smile until Christmas.’ This piece independence from an early age, children become more responsible is to of advice suggested that teachers especially at school. For younger allow their children to understand that needed to set out their stall with their children, try and make sure that they actions have consequences, and this is children very clearly in the first few can dress themselves and can change how we all learn. weeks of term to ensure that the rest into PE kits independently. You can do 4. Communication of the year went well. this by asking parents to practise at Schools have many and varied This is a very important truism in home and encouraging their children methods of communication including schools and I am sure Hallfield will to set out their clothes and put them text messaging, emails and, of course, be no exception. Over the coming in a neat pile at the end of the day. the website. Infants usually have a weeks of a new school year, teachers, This helps enormously with changing reading diary and juniors a planner and even headmasters will be setting for PE at school. Even older children or homework diary. Education is a out their stall with the children (and can be completely disorganised when tripartite process, involving the school, maybe even some staff!). the parent and the child. Do find time changing for games. It is amazing Child may return home and inform to build up a relationship with your how many children take each other’s their parents that they have a strict child’s parent or guardian, offering kit home on a Friday instead of their teacher, that they were told off for positive information and sharing own, which usually surfaces on talking when they should not be, or advice, as well as raising concerns. Monday, thanks to the name labels that they had to practise walking that parents stitch into the 152 items 5. Friendships down the path to assembly quietly. of the school kit! Children, and parents, often worry And yes, I am sure that all teachers at 3. Responsibility about whether their child will settle all schools will be doing these things. and make new friends. Positive At school, we are as much about However, I must admit, I have never relationships and friendships are key teaching children about responsibility been very good at not smiling, so if the to your child feeling happy at school. as we are about teaching the subjects children at Hallfield look carefully, I I always tell children who are anxious in the curriculum. All children make am sure they will see a smile creeping about making new friends that the mistakes, do things wrong, forget to in before the week is out, never mind best way to establish a new friend is to behave in a certain way from time to Christmas! I hope the new school year be friendly and smile! time, and school is a safe and secure starts well for everyone. environment in which they can learn My experience is that children love from their mistakes. welcoming new pupils to their school

PREP SCHOOL Reflecting the best in the prep & junior school world 15 Stanley, I Presume

Stanley, I Presume Stanley Johnson continues to lead a very varied life ranging from politics to broadcasting to appearances on reality TV shows as well as, of course, being the father of one Boris Johnson. I am delighted that he has agreed to share his personal memories of Prep School life

I first arrived at Ravenswood School in the remote Devon countryside in the winter term of 1948, when I was just eight. I stayed there until the end of 1953, when I went on to Sherborne at the age of thirteen. I know that boarding prep schools nowadays have a bad press. There is a school of thought that believes it is harsh, even cruel, to send children away for two-thirds of the year, with only letters and the occasional visit to substitute for the tender loving care a parent can provide. Personally, I don’t remember being miserable at the prospect of leaving home. On the contrary, I was intrigued by the preparations being made. My mother received the school uniform list from the outfitters in Exeter and seemed to spend much of that last summer holiday sewing nametapes even on minor items, like socks and garters. Not being much of a seamstress, she complained quite loudly at the work involved. I suspect she was not alone in this. My father was responsible for producing a tuck box. The joining I should like to be able to report that more sceptical of the merits of instructions specified that every boy Ravenswood is still going strong, but boarding prep schools, no matter had to have such an item. In my case, that is not the case. where they are located, and possibly it was an old toolbox, whose contents As the years have rolled on, life more confident of their own parenting my father had transferred elsewhere. has not been kind to boarding prep skills. On the outside he attached a metal schools located more than two Academically, I would say that plate and banged out my name (S. hundred miles from London. Parents Ravenswood did me proud. Though I P. JOHNSON), using a hammer and seem ever less inclined to send their took the Sherborne Scholarship Exam heavy-duty nail. This is not as easy children long distances from home without success during my last year as it sounds and the typography left with only occasional visits being at prep school, I made up for that something to be desired. practicable. They are also perhaps by winning an Open Scholarship at

16 PREP SCHOOL Reflecting the best in the prep & junior school world Stanley, I Presume

Sherborne in the summer term of His great achievement was to make of Tobruk. Had he taught himself 1953, soon after I had arrived, and I the Classics come alive and he did Greek and Latin in prison? Had he am sure that this success had to be so without any of the props of the graduated before the war with a ascribed at least in part to the sound modern classroom. There were no degree in Classics or at least a classical preparation Ravenswood had provided. PowerPoint presentations of life in background enough to tell a gerund Ancient Rome. The nearest we got to from a gerundive? I have no idea and Much of that credit must, I believe, go a mechanical aid to learning was the it is too late to ask. to R. L. Schuster himself. He carried production, in Latin, of a newspaper. Schuster’s co-headmaster, Major a heavy teaching load because he took It was called Acta Diurna – Daily most of the classes in both Latin and Hunter, was a rather different kettle of Deeds. One issue, I remember, fish. I don’t believe he took any classes, Greek. And it wasn’t just a question recorded Caesar’s arrival in Britain of teaching the sixth form in those though he coached us at cricket. Like in 55 BC as seen by Joe Bloggs – Mr Schuster, he had fought in the subjects. I began Latin during my first Josephus Bloggus. We drew diagrams term at prep school and Greek shortly North African campaign and had showing how far a centurion could been wounded, with the result that afterwards. In fact, if I look back at march in a day, the armour he wore he had a metal place in his head. His my school days, both prep and public and the enormous load he had to forte, I remember, was describing the school, it seems to me that a very carry (it included picks, shovels and Battle of El Alamein, in which he had large proportion of my time was spent bundles of stakes – sudes – to make participated, in great detail. He drew on Latin and Greek. defensive palisades at night). elaborate diagrams on the blackboard, I calculated when I went up to Oxford I ask myself today, as I write this, using different coloured chalk to that something like 80 per cent of all where Schuster’s own love of the denote General Montgomery’s 8th the tuition I received at school over the Classics came from. I don’t know Army on one side and Rommel’s desert years had been in Greek and Latin and the answer. I know he was a soldier, troops on the other. a large proportion of the rest had been had fought in North Africa and ‘And over here,’ Major Hunter would spent on Ancient History or Divinity. had been taken prisoner at the fall

Latin lesson at Ravenswood school, c.1952. I am in the front row, looking disgustingly keen

PREP SCHOOL Reflecting the best in the prep & junior school world 17 Stanley, I Presume

that I am sure I must have absorbed over the years. What I do find is an abiding sense of peace, the sense of walking through the lychgate, finding a pew, listening to the words of the Book of Common Prayer, singing the hymns from the Ancient and Modern Hymn book. There are some aspects of prep-school life that have stayed with me forever. Sometimes we would even walk, two abreast, all the way from Stoodleigh to the ‘Iron Bridge’ across the Exe on the Tiverton-Bampton road. Going down was easy but it was a long haul back up. Sport Days were always particularly memorable. There was the usual cocktail of events on the school playing fields, which covered several acres in total (one of the advantages of Ravenswood’s rural situation). My parents in the summer of 1954. My older brother, Peter, is on The First XI played the Fathers and the left, my older sister, Hilary, on the right and my younger sister, my own father, when it was his turn, Gillian (Birdie), is patting our yellow Labrador, Leader. always put up a more than passable performance. bark, indicating a great expanse of the cooing of wood pigeons. Even He had very broad shoulders and territory to the south, ‘is the Qattara now, when I hear the sound of wood could heft a cricket ball a great Depression, Rommel never anticipated pigeons in the morning, I find myself distance if he caught it in the middle that Monty would swing a long left back in my school dorm. of the bat. There was often a delay hook through the Depression. But he If you were in one of the upper while the ball was retrieved from did. As Monty himself said, he hit dorms, say Ivanhoe or Talisman (all amid the stooks of the neighbouring Rommel for six!’ the school dormitories were named farmer’s fields. He also earned the My letters home from school, whether after Walter Scott’s novels), and you admiration of the boys by allowing from Ravenswood or, later, from snuck out of bed and looked out of them to pile onto the back of the open Sherborne, were never particularly the window while your schoolmates Lancia while we drove at speed up the illuminating. They were in fact were still asleep, you could look down school drive. archetypically Molesworthian. ‘Dear on this vast sweep of the Devon One such episode was recorded at the Mummy and Daddy, my marks this countryside. I can see it now. The time in a black and white cine film week were 230, I came 3rd. We played squat tower of Stoodleigh church in taken by the father of one of the boys St Aubyns and beat them by six the foreground, the stooks of wheat and subsequently shown to the school wickets…’ in the surrounding fields waiting to one of those wet autumn Sundays Sometimes, there were special events, be gathered in by horse and cart or when there was not much else to do. I like listening to the Boat Race, which the occasional tractor and then, in the can see myself now, sitting in the back begged for inclusion in the weekly distance far below, a hint of mist (or surrounded by a gaggle of schoolmates missive. Another such event was was it smoke?) over Tiverton, all of and the two Labradors. Most of the the annual meet of the Tiverton eight miles off. boys are half in, half out of the car, foxhounds. Each Sunday during term time the and, of course, none are wearing seat As I look back, it is the sheer school would attend morning service belts because no one had heard of seat ruralness of life at Ravenswood that at Stoodleigh church. The vicar would belts in those days. I remember. All the sounds you heard mount the pulpit in his billowing Stanley, I Presume is published cassock and deliver the traditional were country sounds. You would by Fourth Estate, his latest sermon. I search my memory and I wake up early on a summer morning, novel Kompromat is published cannot find any trace of the homilies even before the bell, and listen to by Oneworld-Publications

18 PREP SCHOOL Reflecting the best in the prep & junior school world Music

Is it really just for boys? Jack Hardman, from M:Tech, the leading provider of music technology tuition for the 7-13 age range in the UK, points out how we can help girls succeed in the music industry too

Girls’ schools have been smashing the allowing them to consider music perception of ‘male-only disciplines’ production as a potential career for decades, with no subject out avenue before being influenced by of bounds or off limits. Now, 100 gender stereotypes. years since it’s women first got the The M:Tech course has been vote, many leading girls’ schools particularly popular at leading London are on a collision course with music girls’ school Wimbledon High, where technology. classes are regularly oversubscribed Only three women have ever been despite offering tuition across three nominated for the coveted ‘Producer days a week. While some may find this of the Year’ award at the Grammys. surprising, Gemma Norford, Director None of them won. No woman has of Music at Wimbledon High, puts the ever been awarded ‘Best British popularity of the scheme down to the Producer’ at the Brit awards. Given freedom it gives her pupils: the monumental domination of ‘Girls at Wimbledon High School find artists like Adele and Beyoncé, it music technology really engaging. It seems outrageous that there are so allows them to create music that most few female success stories behind the children their age would be unable to mixing desk. ‘Innovation runs throughout GDST. We play themselves. M:Tech allows them to Kieron Smith, Head of Learning at want our pupils to be innovative, using fully explore their compositional skills GDST, feels the lack of role models new techniques and new technology. in their own world of sound, giving girls for girls might be causing the Don’t be afraid to have a go, to get an avenue in which to access music and misconception that music technology things wrong. We promote considered all the benefits it offers.’ risk taking. Having these core values is only suitable for boys. It’s clear that when given the chance, is only part of the process, embedding Where is the music industry going girls embrace music technology with them into culture is hugely important.’ wrong? Perhaps, the lack of awareness the same level of enthusiasm as of opportunities and role models; the The GDST is now attacking the their male counterparts. Increasing more girls see role models, the more typically male-centric world of opportunities at this grassroots level they’ll see that it is possible to ‘do it’ music technology head-on. Working empowers girls with a new sense in a mans’ world. When children see alongside leading music-tech educators of confidence and belief to one day that behaviour, they know it’s okay to M:Tech, girls are able to take on succeed in music production, which try and model it’. the role of record producer from as can surely only have a positive affect young as seven. Pupils use the latest Encouraging freedom of expression on the wide professional industry. technologies to learn the secrets and experimentation is an ethos close With the popularity of initiatives like to the heart of GDST, and Kieron behind recorded music, creating and M:Tech growing throughout girls’ knows the Trust’s core values are mixing their own songs independently. schools, it can’t be long until a new vitally important in helping their Initiatives like M:Tech provide girls wave of female producers takes the children to reach their full potential with invaluable exposure to music Grammys and Brit Awards by storm. in a broad range of subjects. technology in their formative years,

PREP SCHOOL Reflecting the best in the prep & junior school world 19 Boys’ Schools

The truth about boys’ schools Mike Piercy, Headmaster of The New Beacon, Sevenoaks, shares the realities of what it means to be a boy in a boys’ school

Last May, seeing the Year 4 boys at creative, imaginative and gentle play. they are inclined to do) without loss play on our grassy fields, I spotted There is a mistaken preconception that of face or dignity in front of girls. I tennis rackets, tennis balls, cricket am often asked about the differences a boys’ school must be testosterone bats, French cricket, chase and catch; between my previous school and The driven, ‘rough-tough’ and rugby mad. a multiplicity of active games. The New Beacon. I struggle to identify It is not necessarily so. Having led joyous cries of children happily at play anything glaringly different because two co-educational schools I became filled the early summer air. it’s all about the culture and ethos of a a convert to single sex education, school, boys, girls or co-ed, knowing, Yet, a few boys had chosen to read discarding what I had always thought peacefully on a bench in a quieter understanding and looking after the to be conventional wisdom. A number individual. corner, deaf to the bubbly hubbub. of boys from my previous school went What really caught my eye however Take singing and choirs. In my on to a well-known boys’ school. I saw was the half dozen or so boys who previous two schools we had how they thrived within a culture had gathered the freshly cut grass, wonderful (auditioned) choirs. In each that was tailored to boys’ needs and shaping it into an enormous birds’ case there were about 20 girls and just learning styles. nest about a metre in diameter – five rather embarrassed boys often perfectly symmetrical. The next day I An all-boys’ school can be liberating. there through their parents’ insistence walked past to see it had been cleverly Boys are allowed to be boys – they – as opposed to encouragement or transformed into about nine smaller are less inhibited, they are happy to their own choice. At The New Beacon, nests, their artistry having created play girls in drama, they are happy where all boys sing as a matter of a different symmetry. Wonderful, to roll in the mud (if that is what course, we have a choir comprising

20 PREP SCHOOL Reflecting the best in the prep & junior school world Boys’ Schools

boys from Year 5 and 6 – 10/11 years and enhanced. Quiet confidence is Boys, generally speaking, are less old – a choir of about 50 boys that perfectly acceptable and is in fact confident, more reluctant to volunteer may, in some ways, herald the terraces appealing. Humility in all should be their ideas, especially when mixed of Twickenham in years to come but an intrinsic part of personal and social with girls. Girls will generally meet the fact is they all sing – they really education. Knowing each individual is deadlines – boys need to learn this go for it! the key to unlocking confidence: there skill. Ask a class to write a page on Our senior Chapel Choir however is is no ‘type’ and it should not be said Hamlet: the boys will finish with auditioned, is genuinely selective, that a boys’ school suits a particular the last full stop on the last line; the with boys singing solos in weekly kind of boy. girls will overspill. A boys’ school chapel services. Beneath their robes While a human, social education is a tailors teaching to the developing of a November evening can be found central function of schools, learning boy’s brain: clear boundaries; frequent muddy knees and sports kit, straight to get on with others, to respect assessment; deadlines; structure; from the rugby field to chapel. Later difference, to accept rather than to movement (our day is divided in to this year, in stark contrast, they will tolerate, it seems sometimes the 20 minute ‘blocks’ giving, say, a 20 be singing in St. Peter’s, The Vatican. classroom, teaching and learning, minute mental maths test and an 80 These are opportunities that are comes second to equality. The age minute science lesson in the lab). seized and experiences that would group we educate at The New Beacon, A final anecdote. Amongst the older happen for few – or certainly fewer – 4 to 13 years of age, is the time when boys at morning break a ‘dance off’ boys in a co-ed school. the fundamentals of learning must be is taking place, two boys putting Pastoral care is key, in any school, embedded; work habits made secure. dance moves together. Completely as is knowledge and acceptance of This is where a boys’ school comes uninhibited, oblivious to all the games the individual. At The New Beacon into its own. Neuroscience has now taking place around them, immersed we recognise, respect and celebrate provided evidence to support what we in their own choreography, they’re ‘difference’ – of background, race, instinctively knew: the male brain is having a great time. A few stop to gender, belief and character. Clearly, different to that of the female; boys watch, laugh (with, not at) and cheer. no school would say otherwise. Yes, learn differently to girls. Meanwhile, nearby, the boys in the we have bouncy boys but, equally, Teachers have a subconscious but cricket nets prepare for the next we have the gentle and shy. Yes, understandable tendency to teach round of the Kent Cup, the philosophy the ebullient need sometimes to be to the compliant – who tend to be group meets to discuss the weekly subdued; empathy and emotional girls more often than boys. Girls, ‘thunk’, the ‘fractions clinic’ is at intelligence instilled. Yes, the more emotionally and conceptually work, Big Band practises in the music restrained, reticent, reluctant advanced than boys in the younger block and the art group is creating its (of which there are many) need years (some may say at all ages), will next masterpiece. encouragement; confidence nurtured willingly put up their hands in class.

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

Preparing for a scholarship Ben Evans, Headmaster at Edge Grove School, reflects on preparing children and parents for the competitive scholarship process

Dealing with scholarships, exhibitions, suitability for a scholarship and if a Schools will be more than happy to principal’s awards or bursaries can child has exceptional talent they may advise and listen to them if they do be an ordeal for parents as they like to speak to senior schools about because no school will want a pupil often mean different things to the possibility of a scholarship in their to be put through something that different schools. In basic terms, chosen area. will end in distress for the child, nor a scholarship is an award, often Parents should be prepared for an will they want obvious talent and attracting a fee discount of around often stressful and competitively potential to be ignored or to go under 10%, in acknowledgement of your driven process, not to mention the developed. Children, of course, can be child’s exceptional academic ability inevitable disappointment that failure late developers but there will still be or talent in sport, art, music, drama, to secure a scholarship will bring for signs of scholarship potential from a technology or a combination of these parent and child. Ask yourself first, young age and all good schools will (known as an all-rounder scholarship). is your 10 or 11 year old emotionally have spotted these. Scholarships offers are very much resilient enough to cope with this Be prepared limited in numbers today and there at such a young age? It is worth The scholarship process has become is often only one (possibly two) from remembering that even a bright child increasingly competitive due to the each category per school available so may not be successful if they are large number of applicants per school they should be treated as something competing in a very strong category. in this area, the desire of more and unique and certainly not a given. Likewise, a child who plays Grade 7 more parents to have their children’s Scholarship awards also come with bassoon at 12 years old may also be abilities recognised and the need certain responsibilities for the pupils unsuccessful if they are competing for parents to ensure senior school as these can be removed as quickly against another child who happens fees are slightly more affordable as they were given. Children with to be Grade 8. It all depends on the together with the increasing financial scholarships will be expected to work year and field of candidates that have exigencies on schools which, in very hard, demonstrate outstanding applied at that time. some cases, has resulted in fewer levels of behaviour for learning and Keep it real scholarships being offered. conduct and always put their school If your child is a true scholarship The most important thing parents commitments first. candidate, the signs you spot will can do is to think of their child’s A competitive process be obvious, certainly from Year 5 wellbeing throughout the process. The application process is usually onwards. Is their non-verbal reasoning Consider carefully, with advice from one strictly between the parents score (NVR) above 130? Do they play your school, your child’s suitability and the senior school to which they two instruments well and at least one for a scholarship and the effect any are applying. Prep or junior schools’ to Grade 5 level? Are they playing sport disappointment may have on them. involvement is limited to writing at a high club/county level or are they Only if you are absolutely certain they references for senior schools and likely to in the near future? Do they have the required academic ability or preparing pupils for the scholarship enjoy art and drama and participate in specific musical, sporting or artistic assessment. Schools should not be activities outside school and again, to talent should you put them through selecting pupils for scholarships or a high level? Ask yourself these kinds what will inevitably be a long and suggest suitable candidates to senior of questions first and if it isn’t obvious possibly stressful process. schools. However, schools will advise then it’s unlikely that they are suitable parents carefully regarding a child’s to apply for a scholarship.

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

Don’t employ a private tutor that should be used to ensure children the honour of a scholarship award and One thing all parents should avoid are used to the rubric and content of the opportunity it will give them, at doing is paying for private tuition the exams and which teachers should school and in the future. in a bid to secure a scholarship. go through carefully with the children In the case of failure, this is This is completely unnecessary and to develop their exam technique and something that must be made very pointless because if you believe your syllabus understanding. Likewise, an clear to the child at the outset of the child requires a tutor to secure a art scholarship portfolio will need to scholarship application process. It is scholarship, they are definitely not at be compiled (over one or two years) to very competitive process with large scholarship standard. Consider the demonstrate the child’s ability using numbers of applications and only a effect, should they by a miracle be a variety of medium and techniques. few awards. If children understand given a scholarship due to the private This will need to be carefully this, it will help to lessen their tutoring they have received, that this supported by the school. feelings of disappointment should will have on them when they join the Life goes on things not go to plan. school. They will feel academically If your child is successful in securing If unsuccessful, life goes on and inferior and will be at risk of having a scholarship, all schools will expect parents should treat the process as a their scholarship removed once it scholars to be totally committed to positive experience. Treat your child becomes clear they are struggling. school, set an example to others, work to something special as a reward for There is preparation that can and consistently to their full potential and their hard work and efforts, then look should be done both at school be involved in all aspects of school forward to the fun things that will and at home in order to help life, not just their scholarship area. be happening at school and simply secure a scholarship. For academic Parents can offer great support by move on. scholarships, there will be past papers ensuring their children understand

PREP SCHOOL Reflecting the best in the prep & junior school world 23 SATIPS

The National Handwriting Competition The popular SATIPS National Handwriting Competition has reached its 2018 conclusion, Chief Judge Amanda McLeod reports on the event this year with useful tips for next year’s entrants

On the 25th of February 2018, The touchscreen use (specifically, scrolling As a handwriting specialist, I only Guardian published an article entitled around a screen) also demonstrated ever see children for handwriting ‘Children struggle to hold pencils earlier fine motor achievement. The lessons when they are considered due to too much tech, doctors say’. message to take from this is that to have poor legibility (caused by This suggests that children at home, currently we have no real idea what either gross or fine motor problems, nursery and school were over-reliant the effect of touchscreen use is on incomprehension of handwriting rules on touchscreen technology and, the acquisition and development of or SEND issues). It was, therefore, consequently, not developing sufficient handwriting skills. with excitement that I awaited the finger muscles to hold a pencil Certainly, both fine and gross arrival of the 2018 competition correctly. It declares that this is leading motor skills are needed for efficient entries. This excitement was justified to ‘increasing numbers of children… handwriting and for years we have and it was with delight that I was developing handwriting late’. This been told that only the dynamic able to carry out my judging. The piece caused quite a furore and I was tripod grip would promote the quality of handwriting in each class asked (as a committee member of The acquisition of speed (pen manipulated was notable, as was the evident pride National Handwriting Association, by thumb and index with the middle of each candidate’s entry. Of course, NHA) to comment on Radios finger acting as support). However, pride about one’s own handwriting Melbourne, London and Humberside. as yet, no evidence has been found and the process it entails is important As a matter of fact, the reality is to support that a ‘correct’ tripod grip (the National Literacy Trust in 2014 quite different. Two of the researchers would produce any speed advantage reported that 14% of teenagers would who had been interviewed for the over other grips (of course, if a like to write better and would be article responded by describing an student experiences writing pain, embarrassed if their friends saw their almost complete lack of research corrective measures should be taken). writing). Handwriting competitions into the relationship between Other functional grips such as an promote both pride and neatness, touchscreen reliance, hand strength alternative tripod (pen between index plus give teachers a second chance to and handwriting production (Prunty and middle finger with thumb as correct any incorrect letter formation. & Sumner, 2018). They quoted from support), a dynamic quadropod (same Currently, most of our academic Bedford et al (2016) who found that as tripod but middle finger used to exams up to university level are touchscreen use was seen to increase manipulate as well and ring finger completed by handwriting under significantly over the first three years used as support) plus lateral tripod timed conditions and it is important of life. However, nothing was found and quadropod grasps (same finger for writers to form their letters to demonstrate that toddlers who formation as above but, whilst still correctly in order to maintain regularly used touchscreens failed to allowing dynamic movement, the legibility at speed. The letter ‘a’, for meet their developmental milestones. thumb will hook over the pencil) can example, can look just as neat when Indeed, it was actually discovered that be just as efficient when speed is of formed clockwise or anti-clockwise. At those who were exposed to earlier consideration. speed, however, the clockwise version

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

will disintegrate into something whether or not they wish to join all that sit on the line (if using grid resembling an ancient hieroglyph. their letters. lines); there was a lot of heavy Correctly formed letters, therefore, • Class E, staff – individuality writing indicating a possible lack of were my first point of judging for all automaticity in production classes (including the teachers). Next year, I would like to suggest the following points to bear in mind: • Class C, 9 and 10 years – formation My other criteria in order (and of f (vertical must be straight) and r • Class A, 4 years – correctly-sized including the previous criteria) were: (up/down same vertical), legibility if letters and ones that sit on the line • Class A, 4 years – sitting on line and using italics size (if using grid lines) • Class D, 11, 12 and 13 years – • Class A, 5 and 6 years – if using • Classes A, 5 and 6 years – spacing legibility if using italics, formation fully cursive script, letters must plus joins (if used) of f (vertical must be straight) and r have an exit and entry strokes • Classes B, C and D, 7-13 years – (up/down same vertical) (which must start from the line and joining (the National Curriculum not have been added after the letter • Class E, staff – formation of high requires joining by the end of Year has been written); letters must have exit r onto e 2). Style was of consideration for the i and t dotted/crossed correctly Year 5 entries and above as the I am already looking forward to being National Curriculum states that • Class B, 7 and 8 years – formation involved with the 2019 entries and students should develop their of f (the vertical must be straight); will be writing more about the process own style when writing, choosing correctly-sized letters and ones early next year. Well done!

4 Years 10 Years 1st. Hannah Ismail, Norfolk House 1st. Beechwood Park 2nd. Reuben Dhillon, Norfolk House 2nd. Mia Fairfax, Oxford High 3rd. Kathryn Okunade, Norfolk House 3rd. Amy Montgomerie, Eaton House 5 Years 11 Years 1st. Minghao Hugo Jiang, Milbourne Lodge 1st. Romilly Tuckley, Bootham Junior 2nd. Dominic Rose, St Faiths 2nd. Zainab Chaudhry, The Gleddings 3rd. Akshay Patel, Milbourne Lodge 3rd. Nefeli Sideri, High March 6 Years 12 Years 1st. Ebrahim Gorjestani, Durston House 1st. Freya Milligan, Westholme School 2nd. Beechwood Park 2nd. Constanze Topel, St Faiths 3rd. Mila Nahonaya, The Granville School 3rd. Maddy Elphinstone, Langley Park School for Girls 7 Years 13 Years 1st. Isla Perks, Copley Junior,Sprotborough 1st. Charlotte Corrigan, Westholme School Cert 2nd. Tristan Reid, St Faiths 2nd. Lucy Taylor, Ashfold School 3rd. Beechwood Park 3rd. Rive Lewis, St Faiths 8 Years Staff 1st. Felicity Lee, North London Collegiate 1st. Amy Bridges, Bootham Junior 2nd. Seb Abraham, St Bernards 2nd. Amy Long, North London Collegiate 3rd. Oliver Hatton, York House 3rd. Elisa Woodford, Ashfold School 9 Years Many congratulations to St. Bernards Prep, Slough who 1st. Avery Screemany, St Bernards are The 2018 National Handwriting Winning School 2nd. Koyenum Adoh, St Bernards and holders of the Nexus Shield. 3rd. Beechwood Park 2nd. Beechwood Park 3rd. Norfolk House Well done to all who took part and do look out for details of the 2019 competition.

PREP SCHOOL Reflecting the best in the prep & junior school world 25 The Parent Guide

Useful facts and information about pre-tests, 11+ and 13+ entrance exams.

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29008 GP advert dec 2017 134x190 V2.indd 2 06/12/2017 09:34

How does your school compare?

Have a look at your listing on our online guide to UK independent schools: www.schoolsearch.co.uk Tell the world about your school in up to 800 words, add images, Twitter feed and social media links, open days and video. In association with John Catt’s Which School? now in its 94th edition.

Contact: [email protected] Sports

Let’s play golf Brian Mudge, a professional golfer for nearly 40 years who now coaches everyone from complete beginners to 97 year olds and players with autism at Grow Golf Coaching, explains that golf clubs have to be more proactive in getting juniors to play golf

Golf is a very difficult game for but their families also. Getting rid Adults and children when they are beginners of all ages, and speaking of crazy dress standards will help. trained want the game to be faster from experience as a golf coach, it That doesn’t mean you don’t want and new rules are coming soon that takes two to three years to hook a children to look smart on the course, will help this. junior to golf for life. but this can be done gradually along Ready golf will be encouraged, which Year one includes regular weekly with teaching them all the rules and is playing your shot when you are lessons and introducing them to the etiquette. All our juniors at Overstone ready and not waiting for the player various skills required to play golf. Park have a team player shirt and wear furthest from the hole to hit their Year two is getting them to play it with pride so often I sometimes shot. Looking at more nine-hole and practice independently, as well wonder if they get a chance to wash it! competitions and playing courses of as introducing them to the fun of At Overstone Park we have a good tees closer to the green to help novice, competition and cutting their junior combination of a supportive club older or disabled players. handicaps. Year three is as a coach, membership and management that The aim is to cut nine-holes to 90 hopefully enjoying the fruits of your values the importance of family minutes that will suit many people labour by giving them continued involvement. Our club gents and already leading hectic lives. It is guidance and watching them blossom. ladies captains of 2016 donated my opinion, as an experienced golf The traditional route for juniors half of the money they raised for coach, that golf can be helpful with coming into the game is declining. various causes in their year towards improving mental health, obesity Often a golfing parent or grandparent coaching fees and membership costs and even concentration levels in the would bring their child to the golf club to school children who never would classroom. have had the opportunity to play golf and introduce them. Regular lessons Computer games have become such would ensue and the golfing family previously. The Captains Scholarship Scheme was now born. a part of children’s lives that it can member would be in a position to help quite easily influence their levels of the professional by taking the child on Captains since 2016 have continued activity to a harmful point. Golf is not to the course at quiet times. Here they to support the scheme and our Junior like that and teaches you to be more would learn to improve their skills as membership has grown to over 60. resilient because a game of golf, just well as a lot about rules and etiquette. Our target is to maintain a production like life, is full of highs and lows. With golf declining as a sport now line of 100 active junior golfers. The message is if schools can seek for so many reasons, new approaches By now the parents are more involved should be adopted. out their local golf clubs and those with the club by simply transporting clubs can get their professionals into Professionals have to get out to the them there and also they can see how those schools the future of golf is schools searching for talented boys much their children are enjoying and more assured. Maybe, as a spin off, and girls to teach and sell them the improving their golf. concentration levels in classrooms will game of golf. Golf club committees In 2018 our new owners offered free be improved with happier, more active and owners have to encourage and memberships to children age 12 and children dreaming of hitting good golf empower their golf professionals to under. They know golf faces fresh shots instead of when the next Xbox do this and make the golf club more challenges for attracting juniors to the game is coming out. welcoming to not only the children game and have shown great vision.

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

The importance of the maverick teacher Christopher Parsons, Deputy Head (Academic) at Norwich Lower School and Visiting Lecturer in Educational Psychology at the University of Buckingham, will be editing a new SATIPS broadsheet aimed at senior management teams

There are currently two gradual of the ‘Sage’, the teacher will be able and that this process in itself has movements underway in the teaching to spend more time engaging in those become skewed towards valuing profession, which together are either more tricky human endeavours of those things which are most easy to exciting or ominous depending on encouraging and nurturing a growth- measure – irrespective of whether your perspective. The first one is mindset and a sense of self-efficacy. they will be directly relevant to the the move to increasingly harness So, what is there not to like? kinds of lives and careers that we technology to personalise and deliver either need, or we actually aspire to. content-rich instruction, either Put bluntly, I fear we’re going to The old-fashioned didactic teacher can through computers, or indeed – in lose one of the most inspiring and appear to us as a transmitter of what the next ten years perhaps – amiable pivotal of our evolved developmental is narrow, limited and imposed from robots. This innovation should mechanisms... the past. conceivably improve learning through Yes, it is true that we want our However, in the midst of this we have achieving a level of individualised children to develop a love of learning a curious phenomenon frequently instruction that a human class for its own sake – to become spoken about by people later in teacher would struggle to manage, ‘independent lifelong learners’ who life when reflecting back on their and also through the sheer volume of will continue to grow and develop schooling. We particularly hear about knowledge and information that such no matter what their age and it if they are trying to relay a tale technology will seamlessly draw upon. circumstances. When we’re drowning about a key turning point in their The second movement is the in a world of constantly changing formation – where they suddenly concurrent transfer of the human information, and where our offspring found themselves on a fast track to teacher into the role of the ‘Guide on are likely to shift careers more than destiny. In this we hear the legend of the Side’ – the expert in no particular once in their lifetimes, we really the ‘maverick’ teacher – someone who, subject area other than the science need to engage the natural learning perhaps through seeming to break of pedagogy and how to coach machines which we are told our some rules, ended having a distinctly individuals. This – we are told – will children are, and help them to find right effect. also assist with the personalisation their ‘bliss’, their ‘element’ or other such unique personal chemistry. World-renowned educationalist Dylan of instruction, as the teacher will Wiliam is fond of saying: ‘The truth no longer get in the way of learners It is also perhaps true that our is that, in education, everything pursuing what they themselves find education system has become overly works somewhere and nothing works most pertinent and interesting. And focused on qualifications which will everywhere.’ He means this to imply in letting the robot take-over the role trigger a life of economic productivity,

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

that we’ll never be able to fully The reality is that children need This is where we have a need for prescribe a single ‘best approach’ to inspiration, and the truth is that teachers who take the role of the teaching a particular thing or indeed this comes in no stronger form leader, the figurehead, the guru or rule-out any technique as never being than through the experience and sage in unique moments – however of any use. example of other humans. It might low-key, mundane or ‘off-piste’ the The reality is that, if you dig deep be in finding a sense of purpose and circumstances might be. And in the enough behind the headlines of meaning, a hook of relevance and present circumstances of highly neuroscience hype, you start to realise direction. It might be in opening-up accountable, play-safe education that humans are ridiculously complex a possible route that we didn’t realise by numbers – where the robots are and unpredictable beings, and that was there, or in revealing a landscape poised to take-over as the experts, human society and history never fully and terrain that we never suspected and the humans are going to just repeats itself. Our own individual existed. It might well be in revealing be there to reassuringly cheer-on journey through life always remains as the vibrancy, vitality and compelling from the sidelines – such teachers a fundamentally unpredictable work- essence of an area of study or aspect are increasingly going to be the ones in-progress. Essentially, our attempts of life, which we have previously who might be considered – in their to successfully engineer and navigate overlooked, ignored, dismissed or own unassuming way – to be the our futures are a matter of trial and misunderstood. mavericks. For they are increasingly error, and the vast majority of the In hoping and searching for such the ones who in the eyes of the time, all that the science of learning inspirations, we look naturally for managers, the consultants and the can really give to teachers and school a connection with those who teach inspectors may not appear to be leaders are rules of thumb for what us; for the subtle signs that they toeing the line and doing exactly what should likely have a particular effect, hold a key which we hope is to be is considered most efficient, safe and across a large group of people, on found somewhere, and it is when our controllable. average. connections with those teachers hit It is these teachers – the ones If schools impose a one-size-fits- a unique, bespoke and unexpected who disrupt the smooth flow of all, top-down policy of mechanised moment that these lightning-charged learning with a bit of unexpectedly ‘best practice’ teaching techniques transformative experiences are at transformative education – which – as is increasingly attempted by their strongest. I fear we are in perilous danger of headteachers determined to withstand In all of this then, there is a phasing-out. Please, let’s find and Ofsted, or who misguidedly think that fundamental need for teachers who value the potential maverick in each they can impose perfection through can authentically speak of what they teacher – that potential to do the the use of scripted lessons – then know; who can channel a passion wrong thing, at the right time, and in they are going to disillusion as many based on personal experience, and the process enable the extraordinary children as they manage to rescue. communicate an authoritative truth. to happen.

PREP SCHOOL Reflecting the best in the prep & junior school world 29 Learning

Schools need to recognise their power Adam D’Souza has taught History, English and Philosophy in an ISA all-through school in London, where he led on preparatory curriculum innovation and established an adult learning programme for the local community

Another day, another news article than the average senior school, Entrance performance two years later, about independent schools, probably margins are tighter. Several schools why not simply use the local primary illustrated by that photo of top- have gone to the wall. From 2003 to and then have the journey to GCSE hatted boys from Eton. As teachers 2016, thirty-six IAPS prep schools and sixth form nailed down by 11? and leaders in the wider independent closed, according to the Independent And if not pitching their tents on education sector, we probably decry Schools Yearbook. Mirroring the prep schools’ turf, then some senior this as lazy sub-editing, however consolidation of schools in the schools are acquiring stand-alone prep it is indicative of a deeper truth. state 1 sector into multi-academy schools and incorporating them into Many independent senior schools trusts, various prep schools have all-through provision: Mount House are well-known brands – their single been hoovered up by a new breed in Devon and Stoneygate in Leicester monikers are synonymous with their of educational entrepreneur at the have both gone this way. identities, values and alumni – yet I helm of a for-profit schools group. cannot think of a prep school that has Alpha Plus in London has no fewer The renaissance of prep school ‘broken through’ into the mainstream than twenty-two schools, while Sam education public consciousness in the same way. Antrobus’ new Wishford Schools This article might read like the obituary of prep school education. Why not? Why should prep schools group already has seven schools and counting. But in truth it is the opposite: I want market themselves simply as gateways to issue a call to arms to teachers to senior schools? In a brutally honest Senior schools, whom prep schools and leaders for a renaissance of prep analysis, so many prep schools’ traditionally looked on as partners, school education. Our winning hand prospectuses and websites are focused handing on pupils at 13 in a in the independent sector is just that on borrowing prestige from the pupils’ gentlemanly entente cordiale, have – our independence. Prep schools are destination senior schools, or tallying increasingly muscled in on prep smaller, nimbler and less hidebound up scholarships. Prep schools are schools’ natural territory. In my own by traditions or exam specifications missing out on a huge opportunity to area of south west London alone, the than our senior school relations. market themselves as a vital part of senior schools King’s College School And unfettered by the chains of education in their own right – prep Wimbledon, Epsom College and St SATs and ever-growing class sizes in schools need to recognise their power. John’s Leatherhead have all opened state primaries, we can offer a more The challenges of a competitive in-house Lower Schools for 11+ entry. personal education that takes children market With fee costs rising beyond inflation, by the hand as they grow through this It’s been a tough few years for prep this looks like a tempting offer to vital transitional time between early schools. With usually fewer pupils parents: instead of pre-testing and childhood and their teenage years. then the uncertainty of Common

30 PREP SCHOOL Reflecting the best in the prep & junior school world Learning

An IPSOS Mori poll showed that 57% the trial scene at the start of King College3 in India. In a similar vein, of parents would educate privately if Lear. Then over the following weeks, a consortium of four prep schools they could , with smaller class sizes a the children pitched story concepts collaborated to develop the Pre-Senior significant 2 motivating factor. and wrote these up into their own Baccalaureate4, an academic and There is clearly an appetite for what short plays, which they performed in a co-curricular qualification for 11+ we do. showcase to their parents. Lighting and and 13+ candidates modelled on the sound was managed by a pupil too. We have much to celebrate: subject- IB Diploma. Although both these specialist teaching from a much These are just personal snapshots of programmes are still framed around younger age than our counterparts the transformative teaching that is making prep school leavers attractive in the state sector allows us to take taking place in prep schools up and to destination senior schools. advantage of the window when down the country. If prep schools Perhaps prep schools simply need a children are awakened to the joy of are to survive and thrive, then we re-brand? In the United States, schools learning. Having taught from pre- must shout loud about their lifelong serving this age group are called as prep to sixth form, I believe that prep impact on children’s intellectual and middle schools; the term ‘prep school’ classes are the most exciting year character growth, not just talk about is shorthand for ‘college prep’, i.e. what groups to work with. We can share our where pupils go after they leave. we would call senior schools. Maybe expertise with pupils who are grown up enough to make sense of complex ideas, yet still intellectually hungry before teenage ennui sets in and exams We have much to celebrate: mean subjects get sliced and diced into little pieces. If a class is enthusiastic subject-specialist teaching from about something, then there is space and time to divert down hidden byways of knowledge without GCSE a much younger age than our specifications, assessment objectives and coursework breathing down the counterparts in the state sector teacher’s neck. Some of the most intellectually ambitious teaching I have allows us to take advantage of seen has been with prep school classes. Consider the professional the window when children are musicianship demonstrated by pupils in the nation’s cathedral choir schools. awakened to the joy of learning. Each day children as young as 7 years old are taught music spanning the last 500 years, from Tudor polyphony to Asserting their independence ‘junior school’ is a simpler and less post-modernism, often sight-reading Several prep schools have already judgement-laden label? very complex musical scores, and begun defining their impact by There is still an opportunity for a prep singing in several different languages. creating their own curriculum, school to create a strong, distinctive beyond the somewhat restrictive and self contained identity as a centre At my own school, I watched in awe diet of Common Entrance. Orwell while supervising a revision session of excellence in teaching. This school Park School in Suffolk has developed will define itself beyond preparation for Year 7 pupils, who practised the OPS Challenge, a scheme for conversations in Mandarin Chinese. for senior schools, and create an Year 6 and 7 pupils that recognises unusual and noteworthy curriculum. The children could read characters and achievements beyond the classroom, pronounce the language with beautiful run on similar lines to the Duke of The prize will be moving into the intonation after just ten weeks of Edinburgh Award. Pupils commit mainstream public consciousness. lessons. I was inspired to take a course to weekly practice sessions, and Where one goes, many will follow. myself with their teacher Coco Gu; my test themselves in the outdoors In future, perhaps the news media own progress has not been so stellar. with exciting hiking, bushcraft and will show photographs of prep school Meanwhile, another colleague, Dr canoeing expeditions. Year 7 pupils pupils and everyone will groan, ‘That Francesca Simkin, showed her Year 5 are also offered the opportunity to school again…’ English class hard-hitting scenes from experience life in a very different Adam tweets at @adamdsouza Shakespeare plays (in the original, culture, by participating in an unmodernised language) including exchange with children at Mayo

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

The General Knowledge Challenge Harry Paget of Papplewick School, the organiser of the SATIPS General Knowledge Challenge, reports on another highly successful year for the competition

The 2018 SATIPS Challenge was we decided to follow an increasing remain a broad and rigorous test of another hotly contested affair. number of schools by entering all knowledge that challenges even the Westminster Under School continues our pupils this year. We found it brightest. A number of challenge to produce a number of well-rounded really interesting to see the scores prizewinners have gone on to win candidates and provided the winners across different classes. There were scholarships to top schools in recent of both competitions in the shape of a lot of pupils who surprised us and years. Alexander Weiss and Harry Calcraft. rewarding the top three in each class Despite Westminster Under School gave a boost to those who possess a Junior Team Competition winning both team awards, nine good general knowledge but can find 1. Westminster Under School different schools made up the rest academic work more of a struggle. 2. West House School of the top fives. 103 Individual Equally, it highlighted some gifted 3. Newland House prizewinners were drawn from 37 pupils who needed to be a bit more different schools. Given the large aware of the world around them! To 4. Alleyn’s Junior School number of pupils who clearly haven’t help with this, we will be offering 5. Magdalen College School being paying attention in science discounts for schools seeking to enter lessons, I feel the need to state that larger groups. Senior Team Competition 1. Westminster Under School Andy Murray definitely didn’t win In light of this, we will try to swap the Australian Open while pregnant. some ‘medium’ questions for easier 2. King’s College Junior School One hopes they just didn’t read the ones to avoid knocking pupils’ 3=. Devonshire House and St John’s question properly! confidence. Judging the level is always Northwood Moving forward to 2019, we’re looking tricky, but we want to try and increase 5. Marlborough House to make the challenge a bit more the average score a bit. Interestingly, accessible to all pupils, while still most schools would have scored in First ten questions from the retaining enough difficulty that it the 90s, or even full marks if they Senior Challenge lives up to its name. At Papplewick, had collaborated! We hope it will still 1. Who did Henry Charles Albert David Mountbatten-Windsor marry on May 19th? 2. What is the only U.S. State whose ‘An investment in knowledge name starts with the letter F? 3. What name is both a receptacle pays the best interest.’ for holy water and a typeset of one - Benjamin Franklin particular style?

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

subject areas. You can’t learn from history if you don’t know it! As teachers, we want to instil a thirst General knowledge encourages for learning. Self-motivated pupils achieve more, and my teaching children to want to learn more, experience has certainly proved the validity of the old proverb, ‘you can lead a horse to water, but you can’t discover new things, make it drink.’ General knowledge encourages children to want to learn and broaden their horizons. more, discover new things, and broaden their horizons. Going back to what I mentioned about cultural capital and conversational knowledge, 4. In The Hobbit, what was the name reading’. Equally, some knowledge I can’t help but feel that general of Bilbo’s home? of a topic area helps us to interpret knowledge is also beneficial for those 5. Whose latest album is called information in a similar field. In dreaded senior school interviews. The ‘Reputation’? the era of ‘fake news’, we are better current affairs elements of general able to discern when we have some knowledge keeps them abreast of the 6. Jade Jones & Bianca Walkden knowledge of the subject area. William latest developments and aware of the represent GB in which sport? Poundstone puts it well: ‘knowledge is world around them while also giving 7. Which country decided to allow not wisdom, but it is a prerequisite for them a large number of reference women to drive for the first time wisdom.’ Pupils should seek to acquire points for a wide range of discussions. in 2017? sufficient cultural capital to be able Rather than just raising up future pub to engage in discussions on a wide quiz stars, I truly believe that general 8. In which city would you find the range of topics. Developing a broad knowledge is a real benefit to learning, Colosseum, the Pantheon and the conversational knowledge of major particularly at this stage of children’s Trevi Fountain? topic areas aids one’s ability in public development. There is plenty of time 9. Who composed the Enigma speaking, interviews and building to specialise later if they want, but at Variations? relationships. prep school we should be seeking to 10.  Which ‘strong and stable’ leader As a society, our general knowledge broaden children’s knowledge. admitted to running through changes over time and American General knowledge is also great fun, fields of wheat? researchers at Kent University found and not just for the winners. The Why bother with general interesting results comparing 2013 surge in popularity of the HQ Trivia knowledge? students to their 1980 counterparts. app reflects this. I continue to be About 60 years ago, Anthony Downs In 1980 researchers produced a amazed at the engagement of our coined the term ‘rational ignorance’. baseline set of questions in order to pupils watching or participating in This is the choice of someone not to test long-term memory, but throwing our University Challenge style House learn some information because the those same questions at 2013 competition. I love witnessing the benefit isn’t worth the hassle. Some contemporaries showed the extent of satisfaction of that child who got would argue that in the age of Google, the knowledge shift. Even allowing the answer that nobody else got, the where facts are just a click away, skills for popular culture changes, their change of expression when a pupil’s are the only thing that matter and performance was concerning. In core educated guess pays off, or the answer knowledge is obsolete. Increasingly, subject areas contemporary students that comes from the most unexpected a number of voices within education fared worse, but on subject areas place. It has also made a surprisingly are arguing that skills are dependent like Batman, cigarette brands and good spectator sport as those in the on knowledge and aren’t quite as kilts, modern students fared better. audience relish the moments when transferable as we might previously It seems modern general knowledge they might have done better. If your have thought. Academic E.D. Hirsch is geared more towards culture than school doesn’t take part in some Jr, writing in The Knowledge Deficit, to traditional academic subjects. Pop form of general knowledge, then I maintains that ‘there is no way culture is important in the sense that truly believe you are missing out. In around the need for children to gain it helps to know what others know, the words of Benjamin Franklin, ‘an broad general knowledge in order but I am worried about the lack of investment in knowledge pays the best to gain broad general proficiency in foundational knowledge in academic interest.’

PREP SCHOOL Reflecting the best in the prep & junior school world 33 Leadership

The governors’ code Ian Nichol, the Vice Chair of Governors at Lawrence Sheriff School, writes in their weekly school newsletter on the true purpose of governors

What are school governors actually For me, the essence of the Code comes my experience a bit of cheerleading for? It’s a question we get asked a lot. in Clause 6. This confirms that the never goes amiss. Staff should always At one level the answer is extremely governors ‘recognise that strong have the confidence that they will straightforward: we wade through relationships based on trust are at the be supported in properly carrying a vast amount of bureaucratic heart of good governance: they create out their duties. And there must be paperwork to satisfy government the atmosphere where tough but an open, honest relationship with requirements. But, beyond that, necessary questions can best be asked the headteacher and senior staff. For we hope we can make a positive and resolved. We see the relationship the very reason that we are all in contribution to the happiness and between governors and school leaders this together, the headteacher and success of everyone at the school. as a mix of constructive challengers the senior deputy headteacher are School governors are not a recent and keen supporters. We are all in this themselves members of the governing invention. When Winchester College together.’ body. was founded over 600 years ago, a group of independent trustees visited the school ‘with not more than six horses… to scrutinise the teaching We see the relationship and the progress in school of the scholars… and the quality of the food between governors provided for the same… and correct or reform anything needing correction and school leaders as a mix of or reform’. These days we tend to leave our horses at home, but otherwise the constructive challengers and job hasn’t changed hugely. Even so, it helps to set out in precise keen supporters. terms the principles under which governors do their work. In this connection, we recently carried out What are the other key elements of Much of this should go without a biennial review of the Governors’ the Code? First, it emphasises that saying, but saying it clearly and Code. This is the document that sets the governors’ role is a strategic one, within one page of A4 paper still has out the role of governors in the terms planning for the school long-term considerable merit. That’s what the of their duties to the school, their through policies within which the Governors’ Code is for, which you can relationship with the headteachers staff do their work. We are not here read for yourself on the adjacent page. and staff, and the way they should to check up on how people do their interact with each other. You can find jobs: that is for the headteacher and the Code on the Lawrence Sheriff his leadership team. Beyond that, website in the section on Governors governors have got to be more than accessed from ‘Quick Links’. cheerleaders for the school, though in

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

The governors’ code This document sets out the principles under which the governors (‘we’) of Lawrence Sheriff School (‘the school’) do our work. It cannot be all-encompassing, but in circumstances not covered here governors should act in line with the spirit of this document. 1. We will act selflessly in the school’s best interests at all times, having regard to the needs of students, staff, parents and the wider community.

2. We aim to create an educational community which enables all of its members to be happy and to fulfil their true potential. We emphasise the school’s pursuit of academic excellence whilst also working with the students to foster their spiritual, moral, physical and emotional development.

3. We will get to know the school well and respond to opportunities to involve ourselves in school activities, while respecting individuals at all levels within the school community.

4. We believe that governance arrangements for the school have historically worked well, and intend that they should not be fettered by overenthusiastic bureaucracy or regulation for the future.

5. We will have full regard for the authority of the headteacher and their team.

6. We recognise that strong relationships based on trust are at the heart of good governance: they create the atmosphere where tough but necessary questions can best be asked and resolved. We see the relationship between governors and school leaders as a mix of constructive challenge and keen support. We are all in this together.

7. We understand that the role of a governor is strategic, not operational. If at times the boundary is blurred, we will consult to ensure we act appropriately within our authority.

8. We will encourage the free expression of our individual views and differences as we reach decisions. Once decisions are made we will abide by them with unanimity.

9. We will work openly and honestly, maximising each other’s strengths and recognising that the governor role suits committed people with a wide variety of skills and qualities.

10. We will not shrink from challenging poor behaviour should it arise among us.

11. We accept that being a governor is time-consuming (10 to 20 days a year at a current estimate, and unlikely to reduce given modern approaches to regulation). We will devote the necessary time.

12. We are committed to both initial and ongoing training in our governor roles, arranged and paid for by the school, and we recognise this as essential in supporting and developing our performance.

13. We will respond with all reasonable promptness to communications regarding our governor work, prepare thoroughly for meetings and attend them with regularity.

14. The governor who acts as headteacher of the school (currently Dr Peter Kent) makes the additional commitment that, as far as lies within the headteacher’s power: • Governors will be reimbursed for their out-of-pocket expenses on governor business. • The governing board will be provided with a high level of professional clerking which ensures that meetings are well planned and take place at appropriate intervals with manageable agendas and papers provided seven days in advance. • Governors will be positively encouraged to play a full part in school life and governance.

PREP SCHOOL Reflecting the best in the prep & junior school world 35 Reading

Tommy the Learned Cat Julie G. Fox is the founder of charitable publishing house Clever Fox Press and the author of 40 children’s titles who writes and collaborates with illustrators and toymakers from around the world, mostly from countries facing economic or humanitarian crisis

I was only a year into writing for of internet research and a few dozen copies to Rugby School and went on children (something I started doing questions directed to my annoyed to do many others (all of them picture at the end of 2015) when Rugby teens (‘Mother, do you really have to books on various subjects, some School in Warwickshire was about to know all that?!’) in order to fill the of them starring the now famous celebrate its 450th anniversary. The gaps in my knowledge about Rugby Tommy the Learned Cat). Then I school put together a weighty volume School. I finished the story, found a thought that Rugby School doesn’t of its history called From Elizabeth brilliant artist who helped me create have to be the only school to tell its to Elizabeth, tracing the story of the full-page illustrations that would story, and I don’t want to be the only school from Queen Elizabeth I to the attract readers of all ages, and worked author enjoying such an amazing currently reigning Queen Elizabeth with a good editor to make sure that adventure in creating a book based on II. And I remember opening to the my English was up to scratch (I was the history and the life of a school. first page of the book and wondering born in Russia, left the country as a As a former ESL teacher, I have how many of the school’s thirteen- political refugee in my late teens, and entertained the idea of making ‘book year-olds would have enough patience have spoken and written in English writing’ and ‘book making’ a class or to read through the first chapter. I for half of my life, but still I stare at a series of classes that I could teach to haven’t polled the year 9 boys and an odd sentence wondering whether children of almost any age. With the girls since then, but the idea that it sounds native). Six months later I introduction of modern technology, there should be something much less presented at least a dozen hardcover books can be put together within a serious or lengthy, and more fun, written especially for children (or even by children) nudged in my head. It sat there till my cat decided to hide herself in my daughter’s suitcase as she was packing to return to Rugby School after a holiday. I picked the cat out of the suitcase, fed her some of her most favourite canned food and sat down to write what has become a gift for Rugby School’s 450th, a book about the school from the point of view of a cat, Tommy the Learned Cat, who comes to school as a boarder with his favourite human Annee Brown. As my children attended Rugby School for some time and I visited the place plenty, it only took me a few hours

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

very short period of time using a good story, scanned or digital illustrations, and simple software. Printing books now is easier and faster than ordering your business cards. So why not tour the country (scratch that, the world!) and help children create books about their lives and their schools? Whether it’s the pony in a nearby field that helps the children tell the story of their rural prep school, or the pigeon on the roof of a city academy, or the seagull on the gate of a seaside nursery, an animal character could soar over the roof or run through the grounds or dig under the fence and tell the story, or at least inspire children to look at their school through the eyes of an animal. And things start to look absolutely amazing and totally unexpected if you imagine looking at them through the eyes of an animal. Tommy the Learned Cat turns out to be a very smart kitty indeed. He goes to every lesson and learns maths, physics, history, modern languages, English, music, art, drama and anything and everything Rugby has to offer to its human pupils. While doing this, Tommy paints his best masterpieces in the art department, any teacher would dream of. While toys, three of his favourite pictures, performs Rossini’s ‘Duet for Two doing all those amazing things, two of his favourite games into one Cats’ at a music theatre competition, Tommy discovers many fun facts suitcase’ and left his home forever. and plans his next holiday to Italy, about the history of Rugby School. Goodbye, Emma was based on my hoping to utilise his newly acquired And so the history of your school story. My young brother was the child knowledge of Italian to interact could come to life with a little help carefully packing his bag and saying with the local community of gatti from any mascot your pupils come up goodbye to our dog. Emma the dog did liberi (free-roaming Roman cats). with and with some guidance from exist. The only difference between the He demonstrates static electricity to a creative adult who could lead your real story and the book, which saw the his human classmates by rubbing on kids on an adventure that will result light in the winter of 2016, was the the carpet and turning into a scary in a colourful volume produced by fact that when my brother and I left monster with his fur standing up, the pupils themselves, professionally the former Soviet Union a quarter of a learns the importance of balancing published and available for sale century ago, there was no war and no local ecosystems by hunting ill and worldwide at the push of a button. ‘bombs falling from the sky’. But the weak animals, and wonders about Yes, I could hardly believe it myself loss of a pet was real. his ability to always find home (psi when I listed my first book, Goodbye, Since the winter of 2016, I have trailing) in geography. He performs Emma, about a child refugee who had written and published more then as the Cheshire Cat on the stage of to leave his pet dog behind when 30 books, with all the profits being Rugby’s theatre in Alice’s Adventures fleeing his war-torn country. The book donated to charities supporting in Wonderland, excels at hockey and was up and running on Amazon sites child refugees and children fighting rugby, and calculates the formula for worldwide within twenty-four hours life-threatening illnesses. A charity, his jumps in maths. Tommy spends of uploading the files. Within a couple Clever Fox Press, was born mid 2016. hours in the school’s library, reading of days, the world knew the story of a I donned a pair of fox ears, and I’m everything he can get his paws on child who carefully packed ‘five of his happiest when I am with the kids, and generally being the type of pupil favourite books, four of his favourite teaching them how to make books.

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

Step-by-step explanations and worked examples to support children preparing for Independent School and Common Entrance Exams.

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The Primary Mathematics Challenge The Primary Mathematics Challenge highlights the importance of problem solving and logical thinking in the progression of a pupil

One of the most important things understand that this is the case, they Not all children enjoy the competitive we can teach our children is to think should not be intimidated by it. aspect of a mathematical challenge, but for themselves and to reason things Some of the teachers who regularly with PMC they have a chance to take out. Problem solving is at the heart use PMC in their teaching tell us that part in an event which does not have life of the primary school curriculum and they prepare the pupils by letting changing effects for them. Unlike the the heart of mathematical reasoning. them work together on questions from exams and entry tests that will have a Learning mathematics without previous years, gradually building up big influence on the rest of their school taking part in problem solving is their confidence and competence in career PMC can be something they like learning football skills but never tackling the questions and reading the might do ‘just for fun’, without being being allowed to play a game. Problem questions carefully! too concerned about the consequences. solving allows pupils to draw on their Each year we ask teachers to let us mathematical skills and decide how The question paper has multiple choice answers, so practising with have feedback from the children about to use them, rather than following the experience. The comments we routines to practise skills they have old papers gives children a chance to think of strategies to deal with receive are overwhelmingly positive, been taught. Sometimes teachers will with: ‘loved the funny names, they add a problem solving section at the multiple choice, perhaps checking each of the answers they have rejected made me laugh’ and ‘made my brain end of a particular theme they have ache’ appearing regularly each year. been teaching, so that pupils can use – if they have sufficient time – or their newly acquired skills. establishing which questions are If you haven’t tried Primary absolutely unlikely. Mathematics Challenge before, The nice thing about Primary take the plunge this year. There is Mathematics Challenge (PMC) is that Children who have gained very high marks in PMC are invited to take plenty of information about past the questions are fairly unpredictable; papers and administration of the so that children have to use their place in the Bonus Round later in the school year. These are the high flying Challenge to be found at www. logical skills to think through the primarymathschallenge.org.uk questions, and then decide which mathematicians and some of them knowledge they need to apply in order go on to compete in international You can even download a selection of to solve the problem. The Challenge mathematics Olympiads further down past PMC papers and give it a go in takes place in one week in November. the line. your classroom today! It takes 45 minutes and must be done under test conditions. We hope that most of the pupils in Year 5 and Year 6 will be able to have a go at the paper and enjoy the experience. The questions at the end of the paper are tough and will challenge even the most able, but as long as the pupils

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

The SATIPS Poetry Competition The ever-popular competition is up and running once again under the auspices of Stephen Davies at Bryanston School. It has become a regular feature once again due his passion and organisation. Thank you also to David Caddy for taking on the difficult task of judging and congratulations to all the schools and their pupils

Years 7 & 8 around petrified. This unusual poem The outstanding school was St. The Years 7 and 8 entries were of a showed good language use. Alex L’s Martin’s School, Northwood, consistently high standard with many poem, ‘Bedroom’ (Packwood Haugh) narrowly pipping the excellent Year 7 entries surpassing Year 8’s won the Third Prize, with a witty contributions from Vinehall School. efforts. There was a range of poetic and concise take on a boy’s messy Years 5 & 6 approaches employed, mostly covering bedroom and his mum’s efforts to get The Years 5 and 6 entries were dark subject matter. Twenty-six poems him to tidy up. Written in four even inspiring to read and of a very high made my longlist indicating that there sestets, the poem employed exact and overall standard. Many poems was quality in depth and some difficult precise language with natural rhythm. concerned family loss, the elements decisions to be made. I commend The Highly Commended poems and the natural world. There everyone’s efforts in making my task were Dylan B’s ‘Creak Creak Croak’, were a select number of poems on difficult. Judging poems can be a (St Martin’s) which employed pithy unusual subjects. These were often bit like choosing fruit. One day one and precise lines in six tercets unpredictable and thus stood out. might select an apple; another day one about an old sofa, Oscar T’s ‘The Given the large number of entries, chooses a banana or plum. Here there Ford’ (Lanesborough) showed this was a highly competitive field to was plenty of very good fruit on offer. strong poetic technique throughout adjudicate. Grace W’s poem, ‘Perfectly Imperfect’ and made an impression, Jimi A’s In order to differentiate between (Vinehall) won First Prize with its ‘Winter’ (Edge Grove) possessed many poems on the same subject and two-part shape poem. The visual wonderful descriptive language in an using similar vocabulary, I was forced element of the poem creeps up on the atmospheric poem, Nishan P’s ‘The to penalise small errors. Ultimately, reader slowly and perfectly matches Colour of All Colours’ (St Martin’s) there were thirty-two well crafted, the poem’s content, which has a beguiled with its exploration of the high quotient of highly descriptive colour blue, Oliver S’s ‘A Riddle’ energised and inventive poems that and poetic language. The poem (Vinehall) was suitably enigmatic demanded close attention and forced in deceptively simple revealing its with good use of vocabulary, Beatrice their way into a longlist. hidden depths gradually and with M’s ‘Lost Voices’ (Vinehall) impressed Sam K’s poem ‘Snow Falls’ (Town considerable force of expression. It with its theme of loss, Hady S’s Close) won the First Prize with its is a stunning poem for someone of ‘Goal!’ (Quainton Hall) was a spirited simple statement in six couplets this age and a most worthy winner. effort in five quatrains and a couplet, with every word contributing to the Krish D’s poem, ‘Night Time Terror’ Jenson A’s ‘The Sounds of the Zoo’ (St eloquence and effects of the whole. (St Martin’s) gained the Second Prize Martin’s) conveyed a range of sounds Such precise description and economy with a highly atmospheric poem employing compact rhyme and metre where less is more shone through in written in six quatrains. Here the in four tight quatrains, and Ishan T’s this elemental and powerful poem. reader is drawn into the world of a ‘St. Peter’s Basilica’ (Quainton Hall) Anish L’s ‘The Joys of Spring’ poem terrifying storm with the inanimate was a dramatic and descriptive poem (St Martin’s) won the Second Prize objects of a derelict house bouncing in fourteen lines of rhyme and metre. with its seemingly effortless eight

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

Both teachers and students are to be commended for their efforts. I found the visual poetry striking and moving with a high amount of poetic technique involved. quatrains celebrating the vibrancy and of Nature’ Eaton House the Manor), Martin’s), cast its spell by drawing the diversity of spring. All of the rhymes Molly M (Norland Place), Rebecca reader into its world through the sheer were natural and drew the reader W (Brambletye), Joe M (Belmont), simplicity and accuracy of its language deeper into the poem’s world. Max R’s Dhrur J (Belmont) and Callum D within the exuberant world of having poem, ‘The Tempest’ (Lanesborough) (Eaton House the Manor). fun with paint. The visual poem evokes won the Third Prize with a dramatic The outstanding school was St. and invokes its theme with great rendering of a deadly storm employing Martin’s School, Northwood, who language use, red, green and blue paint a torrent of words at pace, in rhyme, narrowly eclipsed Eaton House the on a yellow turtle. Quite stunning! slant rhyme and metre, throughout. Manor Prep School. There were a number of other The following poems are Highly Years 3 & 4 outstanding submissions that deserve Commended: Wilf L’s ‘The Final The Years 3 and 4 entries conveyed special mention and are equally Straw’ (Lanesborough), employing a strong sense of the possibilities of Highly Commended. Oscar L’s poem, compact rhyme within a comic piece finding poetry in unusual sources ‘Frost & Icicles’ (Lanesborough), about a boy excessively holiday and in the diversity of its delivery. packed a punch in three short and packing, Imogen B’s ‘Left’s Meant Both teachers and students are to expertly rhymed lines; Willow G’s To Be’ (Brambletye) inventively and be commended for their efforts. I poem, ‘Maths’ (Vinehall) scattered playfully manipulates words in a found the visual poetry striking rhymes throughout her lines to thoughtful and comic way, Eva S’s and moving with a high amount of produce a memorable and fun poem, ‘From The Yard’ (Belmont) delineates poetic technique involved. I wanted Charlie P’s poem, ‘Mist’ (Vinehall) and evokes the contrasts between a to be moved by the simplicity of the concentrated on sumptuous language girl from a stable yard and the city. sentiments expressed and the use of work to evoke mist and showed Vinehall School Form 6’s ‘Precious poetic techniques. The winning poem, great potential for a Year 3 student, Memories’ unlocked memories inside ‘Mysterious Monster’ by Krishay V (St and Elisha P’s poem, ‘Magic Box’ objects in an inventive collaborative Martin’s) drew my mind’s eye and my (Felsted) impressed with a series of piece, Anish L’s ‘The Twinkle in my eyes into its world as a visual poem unpredictable lines that grabbed the Life’ (St Martin’s) commemorated and journey. The use of compacted reader’s attention. the passing of his grandma in seven alliteration throughout the body of the The best entries in this category quatrains of rhyme and metre, Luca monster combined with fiery words from a school came from St. Martin’s C’s ‘Appearance’ (Eaton House the emanating from the monster’s mouth School, Northwood. Manor) captivated with its strong on the bottom right of the page made Overall, the outstanding school in all lines and descriptive powers. I was an immediate and deep impression. particularly struck by his line ‘The the three categories was St. Martin’s Sometimes memorable lines make School, Northwood. Congratulations boats swayed silently like ballerinas poems sing in the reader’s imagination, performing on stage’, and Oscar to all the students and teachers on and that was the case in the Second their great work. W’s evocative ‘Spring Colours’ (St Prize poem. Oscar T’s ‘Bob Learns Martin’s) culminating in Demeter to Sing’ (Lanesborough), consisting Congratulations also to St Martins running to embrace Persephone. of three quatrains, combines wit and school who, as overall winners of Anish L and Oscar W from succinctness with the appropriate the competition, hold the Nexus St Martin’s School are to be and stunning rhyme of ‘learn’ and shield. Do contact Stephen at congratulated for getting two poems ‘gurn’, with the latter indicating Bob’s Bryanston regarding next year’s each in the longlist. Other notable face pulling as he finally succeeds in [email protected] entries were written by Billy G (Eaton improving his singing. In Third Place, House the Manor), Boris S (‘Beauties Rishi G’s poem, ‘Paint Is Fun’ (St

PREP SCHOOL Reflecting the best in the prep & junior school world 41 Assessment

Assessment methods Having taught in schools in the UK and internationally, Matthew Barrett, Deputy Head of Surbiton High Boys’ Preparatory School, suggests a research based model to bring clarity and efficiency to assessment methods

The aim of this article is to discover evidence in a planned and systematic the absence of the evidence that was where the boundaries between way in order to draw inferences about elicited.’ formative assessment and summative their pupils’ learning, based on their These definitions, although outlining assessment lie, and to explore the professional judgement, and to report key aspects of each of the assessment most suitable ways each method may at a particular time on their pupils’ types such as planning and overall be used. There is confusion among achievements.’ decision making, do not wholly both education lecturers and teachers Formative assessment is defined by cover the process by which formative regarding the definitions and, more Black & Wiliam (2009) as: ‘Practice in assessment can be used summatively importantly, applications of both a classroom is formative to the extent and vice versa. It is the relationship formative and summative assessment that evidence about pupil achievement between the two that requires (Taras, 2008, Harlen & James, 2006). is elicited, interpreted, and used by clarification. As such, it would seem apparent that teachers, learners, or their peers, to What is the use? this needs to be clarified. make decisions about the next steps The idea of formative assessment Summative assessment is defined in instruction that are likely to be feeding into the next steps of the by Harlen & Qualter (2004) as: ‘The better, or better founded, than the pupils’ learning process is apparent process by which teachers gather decisions they would have taken in but does that mean summative

Characteristics of FA Characteristics of SA Promotes learning Takes place at certain reporting intervals Acknowledges the individual Relates to progression against public criteria Incorrect answers = diagnostic information Results may be combined for various purposed Validity & usefulness are paramount Reliability & Validity are important Pupils are owners of their learning Based on evidence of full range of performance against Self & Peer assessment, shared objectives, quality feedback criteria and effective questioning is witnessed Educational Assessment Using FA summatively Using SA formatively 1. Examples must be related to accepted criteria 1. Must take into account the individual student, the 2. Must be a range of samples with which to beginning point and effort etc. culminate grades 2. Effective feedback must be provided 3. Reliability has to increase - through internal 3. Students must take ownership of the process verification/ moderation

42 PREP SCHOOL Reflecting the best in the prep & junior school world Assessment

assessments cannot be used in this to widely accepted criteria, there must The international view way? If so that seems a little restrictive be a range of formative assessment In Japan, pupils are celebrated just and, conversely does this also mean material that is used to culminate in as much for their effort levels as they that valid formative assessments the summative assessment judgement are for their attainment and this should not be used summatively? and the reliability has to increase, could be a lesson for our education Below I have created a visual to outline through internal verification, or systems (Clarke, 2005). This is not some of the main characteristics standardization. (Harlen & James, only the case in Japan, in Finland differentiating formative and 1997) pupils’ effort levels are judged to be summative assessment as indicated Harlen (2005) argues the importance a larger determinant of attainment by research (Scriven, 1967, Ramprasad of using teacher summative compared to their ability (Oakes, 1983, Harlen & James, 1997, Garrison assessments for high stakes testing 2013). The impact of assessment & Ehringhaus, 2009, Stewart 2012). as the validity will increase due to upon the motivation of pupils must Although external, summative the larger quantity of assessments not be underestimated and the use testing is deemed a requirement of available when compared with of repeated summative assessments schools by governments, there is an external testing. This holds some leading to ‘failure’ will undoubtedly argument that: ‘Teacher’s intuitive, merit, with a caveat that the tests have a marked effect on a child’s intimate and continuing knowledge of must be assessed against recognised self-efficacy. The summative use student learning is the best basis for criteria. of formative assessments therefore may hold the key to maintaining and improving and reporting on student Unfortunately, when referring to learning.’ (Brown, et al, 2010) developing a pupil’s confidence as reliability, Brookhart (2013) states: well as being a tool for reporting on Unless a pupil perceives they are ‘The results of 100 years of study attainment. successful in a range of summative of teacher judgement in the USA… assessments throughout their school in both classroom level… and large- In sum life, there is a real danger of that pupil scale summative assessment, teacher The success of developing effective becoming disinterested in education. judgement has been found to be formative assessment practices can Formative assessment exponents variable.’ be influenced by the leadership of the claim these methods have the power school, institutionalising assessment Perhaps part of the reason for for learning and arriving at agreement to motivate and give ownership of this variability is the tendency of learning to the pupil, thus helping with teachers and stakeholders teachers to include their perception regarding the benefit of this practice. teachers to provide a somewhat of the pupil’s effort and work rate in personalised learning experience. The school must be a research led summative assessments (when really establishment open to change and Historically, assessment has been is it a formative assessment feature). innovation (Dimmock 2012). predominantly used for summative It is when these factors are separated purposes and as a tool for reporting from attainment results, which may Perhaps there is the possibility and certification, resulting in a lack of increase the substance and respect of increased efficiency in the use importance being placed on the use of of teacher summative assessments of assessments, as Harlen (2005) assessment to help pupils to develop (Brookhart, 2013). states: ‘There seems to be value in (Crooks, 1998). Thankfully there has maintaining the distinction between Using summative assessments formative and summative purposes of been a large movement towards the formatively use of assessment as a tool to support assessment while seeking synergy in Summative assessment should be relation to the processes of assessment.’ pupils and not just an occasional a part of classroom testing, if it yardstick capable of demoralising. The is administered in the right way, This succinctly summarises the points key to effective formative assessment and speaks to a pupil’s intrinsic made. As practitioners we may think is the adjustment of teaching to meet motivation it can, in itself, become alternatively about assessment, using the learning needs of the pupils and useful as an incentive for studying assessment artifacts for multiple ensuring the pupils, themselves, play (Brookhart & Bronowicz, 2003). reasons whilst maintaining validity an active role in this redirection of Therefore, if the summative and reliability. their learning (Clark, 2012). assessment is given in the classroom, Whilst some summative assessment Using formative assessments with the correct processes arranged it demands are beyond our control we summatively could become a formative tool. Some can, as both teachers and leaders, Using formative assessments parameters will need to be met, such ensure our schools utilise assessment, summatively can be valid as long as as evidencing effective feedback and in all its forms, for the main function three important characteristics are ensuring the pupil takes increasing of learning (Everard et al, 2004). met. The assessments must be related ownership of their learning.

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

Outdoor mindfulness and nature John Arnold, Director of Mindful Mountains, talks about mindfulness as something that can be nurtured through raising awareness and fostering our connections with nature

Nature, the outdoors and physical insight and wisdom. The environment and snow; Air is found in our breath, activity provide a perfect context for is outdoors, in nature where the in the space outside of our body, learning the practice of mindfulness, elements of the natural world are through the wind and air currents in which once learned can be brought prevalent. The activities are walking, our atmosphere; Wood as explored back to the context of your school. hiking, yoga, Tai Chi, Chi Gong, through the plant life, forests and Ego-centric thinking softens in the mindful movement and meditation. moorland and Metal as an element of face of nature, which instead fosters Seeking a soothing of the integrated the rocks and stone. Whilst moving eco-centric thinking. We see the self is a natural phenomenon, one through the natural landscape we deep connections within nature and that humans have done consciously notice the elements as they are learn that we also are a part of this and often without knowing it represented to us and purposefully matrix of energy, cause and effect for thousands of years, there’s move towards them, connecting with and acceptance. Physical activity and a primordial drive to sooth and their energies and vibrations and what movement with awareness brings us recuperate. We acknowledge this and they symbolise. closer to the wonders of our body and view seeking quietness, stillness and ‘While our contemporary way of mind and we begin to appreciate that being grounded and centred as natural living separates us more and more the forces that are inherent in nature instincts. from nature (which only exacerbates are also in ourselves and influence our In nature our mistaken belief that we are daily lives. The separated self is something independent from the natural world), Combining light physical exercise and we encounter within our society the truth is that our minds and bodies sporting activities, such as hiking, today, the view that we must be area as intertwined with the moon yoga and skiing, with mindfulness independent is fundamentally at and stars as they are with the air we practices can teach us much about odds with how we live our lives breathe and the water we drink.’ – our connections with nature and within connected interdependent Mark Coleman, Awake in The Wild, the natural environment. When communities. Presently we do not 2006. these connections are purposefully live as independent beings and this Through movement nurtured health benefits follow: stress view, where it prevails, sees society’s Physical activity triggers the is reduced, the nervous system is struggling with psychological ill production of hormones, such as calmed: the body is soothed and the health. endorphins, which have a positive mind quietens. Outdoor mindfulness We seek to relate with the five influence on our sense of wellbeing has the partner of Nature, which is a essential elements of Earth, Water, and emotions. Hiking and skiing in powerful force for health and personal Air, Wood and Metal. The Earth we the mountain environment further growth. find through the mountain terrain, shapes our emotions through terrain The context is, ‘growing in our hills and land; Water in the rivers, and weather changes and physical capacities’ for awareness, compassion, streams, land and plant moisture, rain exertion. Yoga, Tai Chi, Chi Gong

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

create safe places where our bodies adopting the attitude of a beginner’s The realisation and acceptance that can move freely with no limitations mind. we are not our thoughts, that they from the environment, we experience The experience of sitting shows us shape our lives but do not need time and space to grow awareness that the mind is anything but still. to shape our identity, is often a of the body, its movement and our The contrast of the stillness of the breakthrough. The stillness of mind mental activity. body is the movement, the busyness arises from not interfering with it, not Mindful movement is moving with of the mind. We move to the breath engaging with it; instead we observe, purpose, intention and being aware and here we notice movement, the notice and witness, that which we of it. Using all our senses to witness body moves to facilitate the breath, observe, and our reactions to that the sensations of the body, whilst also the flow of air which is the breath. which we observe. observing the rhythms of the mind In seeking stillness our busy mind Physical activity done with awareness and emotions – perfect training for is illuminated and while this can brings about a realisation of entering ‘flow’ states. sometimes be uncomfortable, it is a movements, motion and muscular ‘Although we might think of emotions transition we must make to become tensions. We learn to trust our bodies, as non-physical, in fact they ripple more open and less judgmental. beginning from where we are in the throughout our body. For this reason, ‘Try to be mindful, and let things take present moment; we learn to be in our staying as close as possible to the their natural course. Then your mind moving bodies with the absence of raw sensations of the body becomes will become still in any surroundings, striving and judging. particularly important when we are like a clear forest pool. All kinds of ‘We are all like waves rising and dealing with high emotion.’ – Dr wonderful, rare animals will come to falling on the surface of the ocean, Tamara Russell, Mindfulness in drink at the pool, and you will clearly and when the wave looks deep within, Motion, 2015. see the nature of all things. You will it finds the ocean. When we do not And stillness see many strange and wonderful hold on to the past, cherish the In stillness we see movement of the things come and go, but you will be future or take hold of the present, we mind, in movement we see stillness of still.’ – Achaan Chah, A Still Forest see imperturbability.’ – Christopher the mind. The combination of physical Pool, 2008. Titmus, An Awakened Life, 2000. activity with periods of stillness With awareness To find out more about Mindful merges the boundaries of each. What Experiencing with awareness the Mountains please get in touch with we learn on the mat is applied on the nature of thoughts, that they arise, John at [email protected] mountain, trusting the process and exist and pass, is hugely liberating.

PREP SCHOOL Reflecting the best in the prep & junior school world 45 FUTURE-PROOFING > BRITAIN’S INDEPENDENT SCHOOLS

Priva UK, one of the world’s leading building controls manufacturers, launches new initiative and publication.

Future-proofing Britain’s Independent Schools provides an overview of the outcomes and benefits of control technology. It explains in clear language how Priva’s technology – in use at Marlborough College and Charterhouse School – is helping independent schools of all sizes take control of their energy use and deliver site-wide efficiencies.

Gavin Holvey, at Priva UK says: “Our guide explains how control technology can improve building efficiency, reduce emissions and deliver energy savings of up to 40%, through greater control of heating, ventilating and air- conditioning services. All achieved while maintaining a comfortable learning and working environment for pupils, staff and visitors.

“Our controls solutions are proven to meet three essential characteristics: unobtrusive; non-disruptive; and flexible, which gives the independent schools’ sector confidence in our technology for their historic and new buildings alike.”

To request a free copy of Priva’s Future-proofing Britain’s Independent Schools book, please contact the UK Sales office on: T +44 (0)1923 813 480 or [email protected]

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Become a Talent Architect Prep School magazine readers are treated to an extract from a new book by Mandy Coalter, Become a Talent Architect: How to make your school a great place to work, published by John Catt Educational

Developing resilience I am absolutely amazed that given all the evidence around teacher workload, wastage rates and young teachers leaving the profession, that personal resilience training is not a core part of the teacher training curriculum. I introduced this in my school organisation and it had a significant impact on the well- being of trainee and new teachers. I can’t think of another profession where you are expected to be ‘good’ or ‘outstanding’ after just one year of training. The expectations and scrutiny of new teachers is incredible. If you are running a school centred initial teacher training (SCITT) make this a core part of your curriculum. If you are a school taking on trainees and NQTs make sure you offer this to them as part of their CPD package. There are many good providers who can help with this and also train up your own people to deliver so it becomes no cost. Resilience training is beneficial for all groups of staff, not just trainees. Knowing how to cope when the job A great way to get everyone talking Resilience coaching gets tough and having the techniques about resilience is to use an If you have great leaders at all levels that resilient people employ is vital to external resilience tool for test this and are developing a coaching culture help you stay well. All teachers have out. Robertson Cooper has a free you will be in a strong position to bad lessons; resilient teachers seek I-resilience tool available on their start to use coaching specifically for support and help, reflect, learn and website that you can complete and get resilience. Ensuring all your middle bounce back. Those without resilience an instant report back on your own leaders are well equipped to coach will keep their feelings to themselves resilience. Every school leader ought and mentor teachers and others who and this can lead to negative thoughts to be aware of their own personal need support with workload can be about their own abilities as a teacher resilience and how to ensure they have very powerful. If you have developed and a downward spiral. the support they need. a culture where it is normal to ask

PREP SCHOOL Reflecting the best in the prep & junior school world 47 Dance Shows and Gym Displays Nativities and Pantomimes Music and Choir concerts GCSE exam recordings Plays and Musicals Prizegivings and Award Ceremonies

www.wizardvideo.co.uk/school-show-filming

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for help, which resilience training local dry cleaner or ironing service inspirational stories of how he has school wide will do, then this becomes so you can bring your clothes in to helped patients transform their lives. a great way of supporting people in school and they are done and ready in I have personally adopted the four need. school to collect end of day. Or a local pillar plan and can vouch for its effect Helping people to cope with the hairdresser or beautician comes in on my own personal well-being. I juggling act of life regularly to take appointments. know a number of headteachers who Your employees have lives outside of You don’t have to pay for these things, have done the same and are also huge work, but we can find as individuals and you may find you can negotiate fans as a result! that it is the challenges we face a great discount for your staff so not Many schools I have worked with have outside of work that impact on our only does it make life a bit easier it is kick started well-being with a ‘well- ability to cope with our weekday also cheaper for them. being week’ so that they can begin to workload. In all my years of managing Supporting employee wellbeing get staff talking about issues such as employee assistance programmes It is important that your approach to the importance of sleep and diet to I have seen that most staff access well-being is a whole school one. It their personal energy and resilience. counselling support for personal needs to be led from the top and your One school has an ‘advent calendar’ rather than work issues. SLT and governors need to be at the approach to this in December and Bereavement, relationship problems forefront of modelling and supporting makes it fun and involving. Another and money worries are just a few well-being and building it in to your school has an early finish week in things any one of us can face in our school planning and systems. December, knowing that this is a busy lives. Making sure that your staff month and that both staff and pupils In addition, you can only create a real know where to turn if it all gets too welcome some downtime, as well as culture of well-being if every individual much can be vital. The Education giving staff the chance to get to their plays their part. Creating a whole Support Network is a fantastic free own children’s Christmas play. Other school pledge is a great way to secure resource and you should make sure schools have run sessions on diet and commitment from all stakeholders. all your staff are aware of it. If your sleep or brought in fitness providers I have seen schools do this, ensuring school group or local authority buys in to deliver sessions at lunchtime or that there are clear commitments to an employee assistance programme after the school day ends. The options from governors and SLT, but also make sure this is well publicised in are endless and most are either really that individual employees show a your school. These usually provide cheap or free. commitment to manage their own expert counselling free to staff, personal well-being. The schools I have worked with that sometimes over the telephone, have started to really embed a change In today’s 24/7 world we operate in sometimes face to face and some even in well-being and workload have built conditions which are not good for our offer it to family members too. The an employee well-being group of staff health; where lack of sleep, poor diet, cost per employee is really cheap now that guides this work and creates a lack of exercise and little relaxation and well worth the investment. Some network of champions to work with take their toll on the human body and larger schools have their own on site the headteacher and the SLT. This is mind which is still primed for a world counselling support for the pupils and easy to do and can be a group that of hunting and gathering. Supporting if appropriate this can be offered to develops both pupil and staff well- your staff to understand this and staff too. being campaigns. recognise that small steps can help Helping staff to juggle the demands them look after themselves better are When you put coping with the of life is not just about the major an important part of your strategy. workload at the centre of your problems any one of us can face at approach you find there are all sorts There are loads of resources you can any time. It is also about the small of actions you can control and do access to help with this. I love and things that we have to juggle every that will have impact. I have seen the day. Dropping off and picking up the highly recommend the book The Four transformational difference this can kids; the dry cleaning, the car service, Pillar Plan by Dr Rhangan Chatterjee make to school leaders and their staff getting a haircut, getting the ironing as a really useful starting resource. In and I urge you to see the workload done. Some schools I have worked the book he sets out the four pillars: issue in this way and take action to with have liaised with local providers relaxation, sleep, exercise and diet develop a comprehensive approach to to provide easy access to local and how the secret of well-being is to employee well-being. services. So for example, a local garage ensure you have balance across the comes to collect your car from school, four pillars rather than concentrating do the annual service and MOT then on one area such as exercise. During drops the car back with keys left at his many years of GP practice he reception. Or a school brings in a has used this method and gives

PREP SCHOOL Reflecting the best in the prep & junior school world 49 Perry Uniform

A new look Redcliffe School is an independent You have recently introduced a From your perspective, how did prep school based in West London. new uniform to Redcliffe School. the process of designing a new Following the appointment of What was it that made you decide uniform work? the new head, Sarah Lemmon, in to make these changes? The process was very easy as we had September 2017, Redcliffe became We decided to change the uniform lots of meetings where we were able fully co-educational. For Sarah, following my appointment as Head to look at different design options her new role and this new era as I saw it as a real opportunity to and then think about which one was at Redcliffe created the perfect think about the way that the school right for us. We wanted to maintain opportunity to work with Perry, was moving forward, becoming a the identity of our school and give the the uniform supplier, to update co-ed school to eleven, and decided it uniform a crisp and modern twist. and enhance the uniform. Sarah was now the time to modernise our Lemmon was interviewed to discuss For the summer dress, the cloth we her vision for the new uniform and approach and freshen up the uniform. used was designed specifically for us by asked how, from her perspective, We had had our existing uniform for the garment technology department Perry helped to developed her vision about 20 years so the parents and at Perry. By keeping the same colour for the school uniform and turn it governing body also welcomed this scheme but having a new fabric it into reality. change. kept to our brief very well. We were

50 PREP SCHOOL Reflecting the best in the prep & junior school world Perry Uniform

absolutely delighted with We offer parents a name how the dresses looked when tape sew-in service. Whilst they were first worn at the we know that parents end of the last academic year. appreciate this service, What do you think the what are the advantages standout features of the to the school of offering a new Redcliffe School name taping service? uniform are? It’s really important that all Our existing blazers now uniform is named, especially have an added trim to the with such young children, and collar and lapels which look this is an invaluable service very smart. from Perry. Perry went the extra Perry emphasises the mile by offering to trim importance of being ‘Your students’ existing blazers Uniform Partner’ and over half term for a minute establishing long term cost to parents. This relationships. How do you ensured the changeover find they have done this was smooth and reinforced with your school? our message that Perry is I have built a good relationship good value for money. with Perry. I know that I How long did the can pick up the telephone process take from and discuss with my School making the decision to Relationship Manager any have a new uniform, to queries I may have and the seeing pupils wearing it response is always that we in school? will resolve them together as a team. The whole process was quite swift. My first discussions Personal touches and with the School Relationship Team It is a very quick and efficient service proactive responses like these are yet at Perry were in January 2017 and and the staff at the end of the phone, another reason why Redcliffe School by that September the pupils were or on email, are knowledgeable and has chosen Perry to be our uniform already wearing the new designs. helpful. Orders are quickly fulfilled supplier for the last fourteen years. and sent to the parents at home that What was the reaction from the Do you have any advice for other means it is a stress-free process for schools wanting to create a new pupils and parents to the new everyone. uniform? uniform? As you are aware we offer an I think the advice for any other school When we first introduced the new appointment based service to uniform, the idea was that we would would be to think about what it is measure children at schools and that you want and get in touch with start it from the bottom of the school in our showrooms. What benefit with the higher years given the option Perry. They are then very experienced do you think this had for your at helping you shape where you want to adopt it slowly over time. However, parents? everybody took on board the new to go and how you see your vision uniform immediately! Even girls Having somebody talk through the of your school going forward. I have in their final year of the school, for ordering process with prospective certainly found it to work for Redcliffe whom it was not mandatory, decided parents is really helpful, especially for extraordinarily well. to have the new uniform. families who have come from abroad. To watch the interview with Being a school in Central London, The personal touch of explaining Sarah Lemmon, go to: surrounded by shops, why do the types of uniform and how to www.perryuniform.co.uk you think Perry’s online service measure their child can also be quite To find out how Perry can work with works for your parents? reassuring for parents who have not you and your school, contact Caroline gone through the school uniform Bunting at: caroline@perryuniform. The opportunity of being able to buy process before. things online is really helpful for co.uk or call 0113 238 9520 working, busy parents.

PREP SCHOOL Reflecting the best in the prep & junior school world 51 ACTION CALENDAR - OCTOBER MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1. Make a list 2. Find an action 3. Adopt a growth 4. Be willing to 5. Avoid saying 6. Put a problem 7. Shift your mood of things that you can take mindset. Change ask for help when ‘must’ or ‘should’ to in perspective by doing something you’re looking to overcome a ‘I can’t’ into ‘I you need it today yourself today and see the bigger you really enjoy forward to problem or worry can’t… yet’ (and always) picture

8. Get the basics 9. When things 10. Reach out to 11. Look for 12. When things 13. Challenge 14. Go for walk right - eat well, get tough, say to someone you trust something positive go wrong, be negative thoughts. to clear your head exercise and go to yourself ‘this too and share your in a difficult compassionate to Find an alternative when you feel bed on time shall pass’ feelings with them situation yourself interpretation overwhelmed

15. Find fun ways 16. Set yourself 17. Use one of 18. Let go of the 19. Write worries 20. If you can’t 21. Ask yourself; to distract yourself an achievable goal your strengths small stuff and down and save change it, change ‘what’s the best from unhelpful and make it happen to overcome a focus on the things them for a specific the way you think that can happen?’ thoughts challenge today that matter ‘worry time’ about it

22. Make a 23. Remember 24. Choose to see 25. Notice when 26. Identify what 27. Write down 28. Think about list of 3 things that that all feelings something good you are feeling helped you get 3 things you’re what you can learn you feel hopeful and situations pass about what has judgemental and be through a tough grateful for (even if from a recent about in time gone wrong kind instead time in your life today was hard) challenge

29. Catch 30. Ask for help 31. Remember yourself over- from a friend, we all struggle at reacting and take a family member or times - it’s part of deep breath colleague being human SATIPS Broadsheets: Science

The SATIPS Broadsheets are a superb practical resource for schools. The editor of the Science broadsheet is Luke Busfield from Ludgrove School.

Editorial MRSciChem if you are a member of • Application of knowledge and I have spent much of this term lording the Institute of Physics or the Royal understanding over my colleagues and peers since the Society of Chemistry. • Personal responsibility arrival of a very shiny new pin badge While we are on the subject of post • Interpersonal skills which adorns my lapel - the specific nominals, ASE membership offers details of this will be revealed later on access to several other extremely • Professional practice this very page. Exciting indeed. valuable post NQT qualifications, • Professional standards It marks the beginning ow what namely those of Registered Scientist • Agree to an annual CPD review might become a qualifications arms (RSci) and Chartered Science Teacher race between schools for pupils and (CSciTeach). • Agree to the Code of Conduct of the licensed body (ASE) even possibly between candidates for **Please be aware that much of what positions in our narrow prep-school follows has been sourced from the It provides: market. ASE website itself but any inaccuracies • A pathway towards becoming Association for within are entirely my own fault and a Chartered Science Teacher Science Education (ASE) not a misrepresentation by the ASE.** (CSciTeach) Since my last meandering missive, Registered Scientist (RSci) • Recognition of your expertise, I have become a paid up member of Science teachers who have improved experience and commitment the ASE and have made good use of since entering the profession, have their numerous online resources. The QTS, and have at least two years in • A framework to support your membership comes with a whopping the role should consider applying for future career development public liability insurance that covers the Registered Scientist Award. This a • Wider recognition of your skills you for demonstrations and practical registered mark recognising excellence • A demonstration of your activities and if you are not a member of in science teaching and learning. The commitment to employers, a union and covered by their own policy, ASE is licensed by the Science Council colleagues and clients it is worth it for the peace of mind alone. to award RSci to eligible members. • A framework to create a broader Membership is definitely recommended You must: if only for their excellent magazine, and community of scientists working if you are not able to talk your school in • Be an ASE member across a huge range of sectors and to coughing up for the membership you • Hold a QCF Level 5 qualification. disciplines can claim the cost of it back against tax. For example a Foundation Degree, • A quality mark for the standard of As an added bonus, I strongly Diploma of Higher Education your professional practice suspect that as a member of the ASE (DipHE) or Higher National Chartered Science Teacher you might be able to add the post Diploma HND) (CSciTEach) nominals MASE to your alphabet • Be able to demonstrate the The ASE, like the Royal Society soup. After all, you can use MIoP or following key competencies: of Chemistry and the Institute of

PREP SCHOOL Reflecting the best in the prep & junior school world 53 SATIPS Broadsheets: Science

Physics, is empowered by the Science • Wider recognition for your skills it gave me, it also helped me reassess Council under the terms of its Royal • A quality mark and measure of your what our new entrants should be Charter to award CSciTeach to commitment to employers, parents, capable of and what they might not. eligible members. It is a chartered governors, colleagues and clients I learned some new approaches to mark recognising excellence in old topics, new (to me) behaviour science teaching and learning and is a • A framework to create a broader management, and built some Master’s level qualification. Staff who community of scientists working relationships with peers at a very have been working for a minimum of across a huge range of sectors and different type of school. disciplines four years and have taken on some If you are interested in a little responsibilities, particularly heads CSciTeach appealed to me more outreach work, either for your own of department, should definitely than the more generic Chartered professional development (it does look consider it. Teacher or Masters in Education good on your CSciTeach application) The register of Chartered Science qualifications because of four small or as part of your school’s charity Teachers is a special section of the but important factors. Firstly, it was status, start by sending a few emails Science Council’s register of Chartered affordable, so I could self-fund it. out offering your services and a few Scientists (CSci) which underpins the Secondly, it relies on work that I had dates. You never know where it could quality and equivalence of the awards. already done and so did not require lead you or what you might pick up. CSciTeach applicants must be active in an inordinate amount of additional You might even extract a small science teaching and learning in the UK work which I honestly do not have amount of money from your school in or overseas. This includes teachers in all the time to facilitate. Thirdly, because return for them recording it as part state and independent schools, colleges CSciTeach has to be maintained each of their work for charity status. Now and universities, as well as advisers, year, it will help me stay motivated to there’s a thought… inspectors, consultants and researchers. keep on top of current research and developments in our field. Finally, it is Many thanks to Mrs. Clarke, Mrs. You must: the only qualification I know of that Logan, and the rest of the team at • Be an ASE member has a badge with your post-nominals Farley Hill Primary for having me. I • Have an Honours level qualification, on it. I have convinced myself that hope I was useful to you. the common room are in awe despite with a minimum of 50% of course The termly plea a complete absence of the normal content in science If you feel the urge to contribute diagnostic symptoms (swooning etc.). • Have at least four years’ experience to our growing Science Teacher of teaching science following QTS Outreach / volunteering community please contact me on the (or equivalence) including additional As prep school teachers, it is email address supplied. Contributions responsibilities over the past two extremely easy to become isolated could include (but are not limited to) years in our little schools or even within any exciting teaching ideas, reviews our own departments. In an ongoing of equipment or events or apparatus, • A Masters level qualification in effort to prevent the fossilisation reports on active research that you education or be able to demonstrate of our teaching it is important to have carried out, or anything that you equivalence through experience look to learn from outside of our would like to share. • Meet the required competence respective bubbles and to that end I would like to finish this term by standards and be able to I did a few extremely enjoyable congratulating the science team at demonstrate your impact on science sessions at our local primary over the ISEB for the most balanced and well teaching and learning summer half term. Regular readers assembled trio of exam papers that It provides: might remember a similar escapade at around this time last year, which we have seen in a while. Theirs is not • Recognition of your expertise, proved extremely valuable. Although a role that I envy and I am extremely experience and commitment this was an unpaid investment of my glad that someone (else) does it. • A framework to support your future holiday, and aside from the enormous Luke Busfield Luke Busfield B.Sc career development feeling of wellbeing and worthiness (Hons), QTS, CSciTeach, MASE

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

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

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

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

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

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

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

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

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

Courses are• SATIPS designed is toabsolutely cover a wide concerned range of to interests. cater for Attentionstaff ranging is given to course feed-backfrom NQT which to Head helps of Department to shape our or programme. Senior Leadership School requestsTeam. for We also aim totraining cover allis particularly age ranges fromencouraged. Nursery to Key Stage 3.

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

Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on 1their classroom practice and curriculum development.1 Broadsheets are edited by Prep School teachers who, with proven track records Support and training in Prep Schools Support and training in Prep Schools SATIPS SATIPSin their field, have taken on the role of subject ambassador. WhyWhy should should my my school school be be in in membership? membership? Why should my school be in membership? • SATIPSFor offers further a breadth of training, information networking and supportive about the Broadsheets, go to http://satips.org/ and, for • SATIPS offers a breadth of training, networking and supportive • SATIPS offers a breadth of training, networking and supportive opportunities to schools in membership opportunities to schools in membership. opportunities to schools in membership. It is the ONLYsight organisation of in Britain recent which is dedicated editions, follow the links to “Specimen Broadsheets”. • It• is the ONLY organisation in Britain which is dedicated • It is the ONLY organisation in Britain which is dedicated to tothe the needs needs of of teaching teaching staffstaff inin Prepprep Schools.schools. to the needs of teaching staff in Prep Schools. • SATIPS is absolutely concerned with catering for staff ranging • SATIPS is absolutely concerned to cater for staff ranging • SATIPS is absolutely concerned to cater for staff ranging from NQT to Head of Department or Senior Leadership Team. Courses and INSETfrom NQT to Head of Department or Senior Leadership Team. fromWe alsoNQT aim to Headto cover of allDepartment age ranges fromor Senior Nursery Leadership to Key Stage Team. 3. We also aim to cover all age ranges from Nursery to Key Stage 3. We also aim to cover all age ranges from Nursery to Key Stage 3. SATIPS offers a four partSATIPS core of activities offers and support: a wide range of training courses, Conferences SATIPS offers a four-part core of activities and support: SATIPS offers a four-part core of activities and support: Broadsheets and other In-Service opportunities.Broadsheets These are published each term, Broadsheetscovering a wide range of curriculum interests as These are published each term, covering a wide range of curriculum interests, as Thesewell are as published specific concerns: each term, e.g. Senior covering Management, a wide range Special of curriculum Needs and interests,Pre-Prep. as well as specific concerns:Courses eg Senior Management, can Specialbe accessedNeeds and Pre-Prep. on the web-sitewell as at specific http://satips.org/courses/ concerns: eg Senior Management, Special Needs and Pre-Prep. 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Our aim is always to make use of SATIPS offers a wide range of training courses, conference and other in-service opportunities. Courses and INSET We can advise on and facilitate INSETCourses trainings and days INSET for schools in most areas of the country. SATIPS offers a wide range of training courses, Conferences SATIPS offers a wide range of training courses, Conferences Courses are designedknown to cover a wide rangeexperts of interests. in their field who are also first-classand other In-Service presenters.opportunities. Attention is givenand to course other feedback In-Service which opportunities. helps to shape our programme. Courses can be accessed on the web-site at http://satips.org/courses/ Courses can be accessed on the web-site at http://satips.org/courses/ School requests forMembers training is particularly schoolsencouraged. receive a substantial discount on course fees. Courses are designed to cover a wide range of interests. 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SATIPSSupport and training in Prep Schools Why should my school be in membership?

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

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

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

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

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

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

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Courses• areSATIPS designed is absolutely to cover concerneda wide range to of cater interests. for staff Attention ranging is given to coursefrom feed-back NQT to which Head helpsof Department to shape our or Senior programme. Leadership School Team. requests for We also aim to covertraining all ageis particularly ranges from encouraged. Nursery to Key Stage 3.

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

Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their12 classroom practice and curriculum development. Broadsheets are edited by Prep School teachers who, with proven track records Support and training in Prep Schools SATIPSSupport and training in Prep Schools SATIPSin their field, have taken on the role of subject ambassador. Why should my school be in membership? Competitions,Competitions, Exhibitions andand eventsevents for for pupils pupils SATIPSSATIPS• SATIPS offersFor offers a offers variety further a variety a breadthof pupil-focussedof pupil-focused of training,information events. networking Over Over many many and yearssupportive years about schools Schools have have the Broadsheets, go to http://satips.org/ and, for enjoyedenjoyed entering enteringopportunities their theirpupils pupils in to events inschools events that inthat hold membership. how a nation-widea nationwide attractionattraction with • It is the highONLYwithsight standards. organisation high standards. Currently,of in recent TheseBritain these events which events include: iseditions, dedicated are: follow the links to “Specimen Broadsheets”. to the needs of teaching staff in Prep Schools. • SATIPS• SATIPS Challenge Challenge Annual (annual Generalgeneral knowledge Knowledge quiz) quiz • SATIPS• National is absolutely Handwriting• National concerned Handwriting Competition, to Competitioncater held for in staff conjunction ranging from NQT to Headwith of CambridgeDepartment• Poetry Competition University or Senior PressLeadership Team. Courses and INSET We also aim to cover all• agePoetry ranges• SATIPSKI Competition from Nursery to Key Stage 3. • SATIPSKI• Annual the annual Art Exhibition Ski competition SATIPS offers• Challengeheld a at four-part Hemel HarrySATIPS PagetHempstead core ([email protected]) of activities indoor offers ski and centre support: a wide range of training courses, Conferences • Annual Art Exhibition • National Handwriting Competition Paul Jackson ([email protected]) • Poetry CompetitionBroadsheets Stephen Davies ([email protected])and other In-Service opportunities. Full details of all these events are at http://satips.org/competitions/ These are published• SATIPSKIeach term, Gillian covering Gilyead a wide ([email protected]) range of curriculum interests, as well as specific• Annual Artconcerns: ExhibitionCourses eg SeniorAlayne ParsleyManagement, can ([email protected]) be Special accessed Needs and Pre-Prep. on the web-site at http://satips.org/courses/ “Prep School” Magazine Full details of all these events are at http://satips.org/competitions Broadsheet“Prep School” articles is published are usually three written times by a practisingyear. It offers Prep readers School in teachers Prep Schools with a broad range of authoritative articles on educational matters with an emphasis occasional contributions fromPrep leaders School in their Magazine field. This ensures that, whatever the article is about, theon reader issues canthat be concern certain all that Prep he Schools. or she will not only share ‘Prep School’ is published three times a year. It offers readers in prep schools a subject and age-groupCourses relevance are but also designed cultural assumptions: to eg parentalcover a wide range of interests. Attention is given to broad range of authoritative articles on educational issues. expectationsWhat or next? what Joining “works”. Satips Writing or articles seeking for thefurther Broadsheets information? encourages staffWe are to proudreflectcourse of on what their SATIPS classroom feed-back offers. practice With alland Council curriculum which members development. and helps Officers to shape our programme. School requests for stillWhat working next? in Prep Joining Schools SATIPS we believe or seeking we understand further the information? demands on staff BroadsheetsWe are are proud editedworking of what by in PrepSATIPS schools School offers. and teachers are With here all who, Councilto support with members proven trainingthem. and track Officers records is particularly encouraged. stillin working their field, in prep have schools taken we onbelieve the rolewe understand of subject theambassador. demands on staff For further informationPlease workingdo contact about in schoolthe us Broadsheets,if youand arewould here like goto supportto more http://satips.org/ information them. and, for sight of recent editions,or if wefollow can the be oflinks any to assistance. “Specimen Broadsheets”. Chairman CourseCourses presentersDavidChairman and Kendall INSET are very carefully vetted. Our aim is always to make use of SATIPS offers a wide [email protected] of Newbould training courses, Conferences and otherknown [email protected] opportunities. experts in their field who are also first-class presenters. Courses can be accessed onDirector the web-site of Education at http://satips.org/courses/ MembersDirectorPaul of Jackson Education schools receive a substantial discount on course fees. Courses are designed to cover [email protected] widePaul range Jackson of interests. Attention is given to course feed-back which [email protected] to shape our programme. School requests for training isDirector particularly of Training encouraged. Director of Training Sarah Kirby-Smith Sarah Kirby-Smith Course presenters are very [email protected] vetted. Our aim is always to make use of known experts in their [email protected] who are also first-class presenters. Members schools receive a substantial discount on course fees. GeneralGeneral SecretarySecretary BillAlec Ibbetson-Price Synge [email protected]@satips.org 1

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

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

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

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

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

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

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

• SATIPS offers a breadthCourses of training, and networkingINSET and supportive SATIPS opportunitiesoffers a wide range to schools of training in membership. courses, Conferences • It is the ONLYand organisation other In-Service in Britain opportunities. which is dedicated Courses canto be the accessed needs of on teaching the web-site staff in at Prep http://satips.org/courses/ Schools.

Courses• areSATIPS designed is absolutely to cover concerneda wide range to of cater interests. for staff Attention ranging is given to coursefrom feed-back NQT to which Head helpsof Department to shape our or Senior programme. Leadership School Team. requests for We also aim to covertraining all ageis particularly ranges from encouraged. Nursery to Key Stage 3.

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

Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their classroom practiceSATIPS and courses curriculum and directory development. Officers Chairman David Kendall Finance Director Stephen Coverdale [email protected] [email protected] Broadsheets are edited by Prep School teachersVice Presidents who, Trevor with Mulryne & Richardproven Tovey MBE Director track of Training recordsSarah Kirby-Smith [email protected] General Secretary Bill Ibbetson-Price Director of Education Paul Jackson in their field, have taken on the role of [email protected] ambassador. [email protected]

For further information about the Broadsheets,Members go of to Council http://satips.org/ and, for Lisa Newbould ([email protected]) Mark Middleton ([email protected]) sight of recent editions, follow the linksEmma to Goodbourn “Specimen ([email protected]) Broadsheets”.Alayne Parsley ([email protected]) Jason Hyatt ([email protected] ) Anna Wheatley ([email protected]) Brenda Marshall ([email protected]) Paul Baker ([email protected]) Julie Keyes ([email protected])

Courses and INSETSATIPS Broadsheet editors Art Jan Miller, Moreton Hall ([email protected]) SATIPS offers a wide range of trainingClassics courses,Emiliana Conferences Damiani, Pinewood School ([email protected]) Nicholas Richards, Christ Church College ([email protected]) and other In-Service opportunities.Design Technology Vacant Drama Gabriel French, Ludgrove School ([email protected]) English Charlotte Weatherley, Knighton House ([email protected]) Courses can be accessed on the web-siteGeography at http://satips.org/courses/Ben Mono, Eagle House ([email protected]) History Matthew Howorth, Twickenham Prep ([email protected]) ICT Mark Templeman, Brockhurst and Marlston House Schools ([email protected]) Mathematics Matthew Reames ([email protected]) Modern Foreign Languages Richard Smith ([email protected]) Courses are designed to cover a wide rangeMusic of interests.Claire Tomsett,Attention Edge Grove ([email protected]) is given to Mark Penrose, Bilton Grange ([email protected]) Physical Education & Games Liz Myers ([email protected]) course feed-back which helps to shape ourPastoral programme. Development & PSHCE Tim Pitman, School Westbourne House ([email protected])requests for RE Richard Lock, Northwood School ([email protected] ) training is particularly Scienceencouraged. Luke Busfield, Ludgrove ([email protected]) Special Needs/Learning Development Abigail Farndon, Bilton Grange ([email protected]) Classroom Management Mark Philpott, The Elms, Trent College ([email protected]) Course presenters are very carefully vetted.Courses Our and aim events is always to make use of A selection of forthcoming courses from Autumn 2018 onwards: 24/09/18 Stretch and Challenge London known experts in their field who are25/09/18 also Leading Prepfirst-class School Music to Outstanding presenters. London 27/09/18 GDPR – Getting to Grips London 05/10/18 Differentiating the Learning Experience London Members schools receive a substantial08/10/18 discount Librarian Refresher Course on course fees. London 06/11/18 The Inspection Ready Leader: ISI Compliance (including Boarding) How to do your own audit London 07/11/18 Learning Observation and Performance Management London 13/11/18 Critical Thinking London 14/11/18 Raising Achievement London 15/11/18 Common Entrance English at 13+ London 15/11/18 Pastoral Care Conference London 15/11/18 Developing Teaching and Learning in Maths for more able pupils London

These courses will run as training days in London, Bristol, Birmingham or York. The cost of the day courses includes follow- up project based work and one to one feedback. They are also available as inset days. Bespoke training packages for schools are available with discount for more than one course booked. For more information please email the team on [email protected] or telephone 07584 862263.

PREP SCHOOL Reflecting the best in the prep & junior school world 57 StrapViewpoint Line

On headship…

Sometimes the job of being a headteacher is presented as centring around high level strategy. Well I suppose that it does to some extent, but if that is all it is about then something is missing. The reality of school life is that the day to day normally has to be resolved before there is space to move on to the strategic level. Like all secondary heads, I have had to learn the hard way what I can and cannot do. If for example I spent all of my time teaching I would be letting down my colleagues, since they have a reasonable expectation that whilst they are focused on their pupils I am dealing with the school’s wider interests to make sure that LSS gets the best possible deal in areas such as budget and other resources. However, it is still my job to monitor what goes on in the classroom and for every one of my 18 years as headteacher I have done at least some teaching. In a similar way, whilst not directly involved in other, less high profile aspects of the day to day running of LSS, I recognise their importance and the need to make sure that we have systems that operate efficiently to ensure the smooth running of the school. An example of such process would be lost property. There are no circumstances in which I am able personally to look for items that have been lost, but I do want to ensure that we have clear processes in place. I would like to remind you of our arrangements for dealing with lost property. Enquiries should first be made to the Staff Room, at break or at the start/end of lunchtime when pupils should ask for Billie Green who will carry the key for lost property and will always help in finding their equipment. Other items of value which are necessary to studies (eg musical instruments) should be stored in a secure place by arrangement with the appropriate member of staff. If items are left at Hart Field then they are kept for boys to collect next time they are there. However, if an item is needed urgently such as a coat or shoes and enough information is provided (e.g a description and the name is in the item) then it might be possible to arrange transfer (though we do not have the resources to promise that this will happen immediately). However, just saying ‘black shoes’ have been lost isn’t enough of a description for us to find them. Our overall advice would be: • Have all items named (including shoes). • Encourage students to check for themselves – supposedly ‘lost’ items are often found where they were left (e.g. coat still on back of chair in classroom) having not yet made it to the lost property area. • Encourage your son to be responsible for his own items. I would also like to remind you about the school’s mobile phone policy, which informs parents that the school advises students in Years 7-11 not to bring mobile phones/MP3/ music players/gaming devices into school and that if such equipment is brought in against the advice of the school we accept no responsibility for their safekeeping. Let us know what you think of Dr Peter Kent’s views – get in touch with us at [email protected]

58 PREP SCHOOL Reflecting the best in the prep & junior school world Is something missing in your MIS?

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