Summer 2020

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2 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] In this issue... Enjoy the holidays! This is our usual combined issue for June and the summer months. We’ll be back in September. 05 Emotional Implications for Returners helping pupils cope back at school 06 Virtual Tours & Open Days how to inspire that vital ‘emotional connection’ Teenage actor hoping 07 Virtual Classrooms to film again myriad of positive opportunities A talented young actor is hoping the next 08 Virtual Taster Days series of a popular BBC children’s television new joiners get an advanced flavour of school show will go ahead this summer. 09 Studying during Lockdown Connor Elliott, 14 and a student at Bradford what do foreign students really think of what’s on offer? Grammar School (BGS), spends most of his summers filming for the CBBC sketch 12 Strengthening Partnerships with Parents show Class Dismissed, which has just been communicate with frankness & sensitivity commissioned for a seventh series. The show follows four Year 9 pupils as they grapple with 14 Wider Re-opening everyday life with extraordinary teachers. latest research; innovative plans Connor has been acting and singing since he 20 Profile was four and secured his first part alongside in conversation with Lee Thomas theatre star Jason Donavan for the UK tour of Priscilla Queen of the Desert when he was 26 Major Financial Challenges Loom aged just seven. constant vigilance the new norm The teenager has been part of the Class Dismissed cast for two years and has also 28 Going Global CAREFREE SCHOOL MINIBUS OWNERSHIP appeared on stage with CBBC’s Mr Tumble, analysing the legal considerations where he had to deliver his performance 34 Teaching Kitchen Skills using Makaton sign language for his young chef’s innovation brings life benefits audience. He has taken part in the children’s Choose from our complete range of versatile version of the television show Gogglebox and his most recent achievement is landing a part Plus 9 - 17 Seat School Minibuses in Wakefield Theatre Royal’s production of 04 Introducing ‘Day Boarders’ Oklahoma. 10 English Language minefield for uni applicants 16 Welcome Back! - primary years settle in again Cover background 22 Sixth-formers launch home-learning platform 24 Music & Drama Focus Feature • Finance Plans To Suit All Budgets Call today to arrange a quotation 30 Adopting the new ‘Safe Boarding’ charter or free demonstration We Shall Remember... 32 VE Day 75 years on • Nationwide Service & Support Walhampton School, Hampshire, has created a 36 Pandemic in Focus - Covid 19 initiative & inspiration beautiful Remembrance Garden, with a striking 38 Changing Faces, Changing Places • D1 and B Licence Minibuses statue of a veteran talking to two children 39 Contact Us; Fee e-mag offer; Editorial Advsiory Board at its heart. Special feature on VE Day and 01202 091618 Remembrance – pages 32-33 • New & Pre-Owned Available Is Your School Mentioned? See page 39 for an A-Z listing redkite-minibuses.com • Driver Assist Options [email protected] LOOKING TO BUY OR SELL A SCHOOL OR NURSERY National SchoolTransfer For a Professional – Confidential Service VEHICLE CERTIFICATION NATIONWIDE SUPPLIERS OF PEUGEOT (RECOMMENDED), www.nationalschooltransfer.com Email: [email protected] Tel: +44 (0)1980 621251 AGENCY FORD & VAUXHALL

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 3 Bursaries for NHS key workers Reigate Grammar School, Surrey, is recognising the outstanding work of frontline staff in the NHS, care homes and the emergency services by funding 10 additional bursary places specifically for the children of key health workers.

Head Shaun Fenton, who is HMC Vice Chair, says: ‘Our school and its global community recognise the outstanding contribution the NHS key workers make to the health and wellbeing of the British people, particularly at this time of national crisis. We are in 800 PPE face awe of their commitment, passion and bravery as they protect and care for us all from their pivotal shields to frontline position on the front line.’ develop the NHS medics of the King’s Ely has been able to Patrick, who has worked at King’s The ten NHS Scholars places, future though its sixth-form make and donate more than 800 Ely for twelve years, said: “It has which will be available bursary programme. Personal Protective Equipment been extremely rewarding and a immediately, are for parents who It already has a strong reputation (PPE) face shields to frontline and huge privilege to be able to make work across the whole NHS and key workers in the region. these face shields. I feel this is just carer workforce, including nurses, for producing the medics of a small gesture for our medical paramedics, porters, and cleaners. tomorrow, with 100 percent Every single one of the protective and care services, who are all They will be means tested and of applicants getting places at shields has been made by Patrick doing a wonderful job in the local worth up to 100 percent of fees. medical school in recent years, Carberry, who is Head of Design community during what is a very and through its STEM [science, and Technology at King’s Ely. Mr Fenton said: ‘The Coronavirus challenging time.” technology, engineering and Patrick has worked tirelessly pandemic crisis has reminded us maths] bursary programme. While to make the shields since the Recipients so far include local that there are a whole host of a large number of bursary places Coronavirus lockdown began pharmacies and GP surgeries, professionals who keep hospitals are already awarded annually, the and the wider health community and, thanks to support from the local nursing homes and care school now wants to expand this running. These are the parents school’s operations team and providers, including Mihomecare provision by offering opportunities who we hope will be inspired to coverage on its social media Cambridgeshire, Love Life Care to children from disadvantaged apply for a place for their child on platforms, Patrick and the school in Ely and The Edmund Trust, backgrounds who have a passion our NHS Scholars programme .’ have been able to donate them to supermarket staff, and frontline for working in the NHS. This a whole host of frontline workers staff at Ely’s Princess of Wales The school is also launching scheme aims to produce future and organisations – often on a Hospital and Hinchingbrooke a special fund to discover and generations of key NHS workers. daily basis. Hospital in nearby Huntingdon. Introducing Day Boarders Benenden and are confident that our day Mrs Price, who has worked in of girls joining in the Lower Fifth School, Kent, is boarders will integrate seamlessly a wide range of different types (Year 9) and Six One (Year 12) introducing day into our wonderful, happy boarding of independent schools, added: to ensure they can be smoothly boarders for the community.” “Benenden has always been a integrated into Benenden. first time. boarding school – and it will The move is of significance because Day boarders will play a very large continue to be a boarding school, Headmistress Benenden is the final all-girls’ part in Benenden life. They will be Samantha Price said: “We know just with a small number of day boarding school in the UK to have joining existing boarding houses from families living locally that boarders in addition. moved away from offering ‘full and, along with their boarding there is a strong demand for girls boarding’ only, with day, weekly and “We are confident that our new peers, will be attending lessons to join us as day boarders and we flexi boarding having been widely day boarders will have a positive and sports matches on Saturdays are delighted to be able to welcome impact, with even more girls here at some of these girls to Benenden introduced across the sector in as well as major school events on weekends making the most of our for the first time next year. In many recent years. Nevertheless, the School some weekends. They will also be beautiful 250-acre site and stunning ways this is an historic moment for stressed it would always remain a encouraged to participate in some facilities.” Benenden – and a very exciting one boarding school first and foremost of the 150 co-curricular activities for the School. We have planned but that this strategic move would The School will be limiting the available outside of lesson times, this approach very carefully indeed enable it to widen access further. number of day boarders to a handful including in the evenings.

4 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Emotional implications of a return to school Schools will not be opening their doors to all pupils until the Autumn Term at the earliest. And if schools do open for all year groups then, for the vast majority it will be after an absence, from the school building if not lessons, of six months. Jane Prescott, President (2020) of the Girls’ Schools Association and Headmistress of Portsmouth High School GDST, discusses... We have all experienced a return Frequent, transparent hear her voice, I could easily have to have to be ready to show to a workplace after a prolonged communication as well as taken offence, but I knew what empathy and sensitivity to the absence. Perhaps after being ill or sharing risk assessments and new she meant and I understood that feelings of a larger body of children taking an extended holiday. There protocols with the whole school her comment was intended to be than would normally be the case is an understandable nervousness community will bring comfort to light-hearted rather than unkind. in a typical classroom. Equally, and even a sleepless night before those who may be worried about However, I make the point because, covering new themes that help us the first day. As a young teacher, I the transmission of infection. in this prolonged period of social deal with the emotional fall-out of remember disliking the stomach- Taking on board the latest advice distancing – and for some, isolation the pandemic will also help pupils, churning feeling I got at the start and making sure risk assessments – it is fair to assume that children especially younger children, come of the autumn term. I couldn’t and operational procedures are may have inadvertently upset one to terms with the changes they explain why I felt like I did and the updated constantly will be vital. another, and friendships may have have experienced. only way I could control the anxiety Safety measures are a key factor changed or drifted. Life certainly has changed was to make sure I regularly went in providing reassurance to both Online friendships may have been onto the school site during the parents and staff that schools are and for some it is irreversibly formed and broken over the course summer break. However, during the taking their ‘in loco parentis’ role different. There are worries around of the last six months and it’s coronavirus lockdown, visiting the extremely seriously. employment as well as health highly likely that there will have school grounds simply hasn’t been concerns and this will make In my own school, we have kept in been a shift in many relationships. possible for many of our staff and children nervous generally. At the touch with pupils throughout the In order to restore harmony, I children. same time, some children may have crisis by making weekly pastoral believe it is imperative to bring enjoyed the sense of constancy of It’s important that we recognise calls. We do this through one of the groups of children together either being at home and spending more that, when schools do finally online platforms we’ve been using before term starts or in the early time with their parents. They may reopen, there will be some to provide a constant connection days of reopening. Certainly, all have found they enjoy the company staff and children who will be with our school well-being team staff, not only school pastoral of siblings more than they realised. concerned, and not just about and it also means that staff have teams, will need to be super- For these children, returning to safety. Some have enjoyed their been able to react quickly to any vigilant to those fluid friendships school may not be something time at home with the comfort concerns they may have. It has been and act quickly to resolve fall-outs. they welcome. We must make it as that brings, the slower pace of life a challenge to integrate new pupils Some pupils may have experienced comfortable and easy as possible and no commuting. To go back who have joined the school during their first close bereavement and convey a feeling of the familiar to the rigour of school life and this period of ‘remote’ learning, but during their time away from place they left months previously. the demands it places on their it has been possible. For example, school and providing ‘quiet spaces’ Doing this whilst observing social time won’t appeal to everyone, we have introduced pupils to one where pupils may go if they are no matter how keen they may be another through shared projects distancing, rearranging and feeling upset may be a good idea. to see old friends. In those early and the suggestion of playing insisting on a hand-washing regime Sometimes they may need to weeks, children will be tired and, as educational games together. We’ve and different lunch time routines is simply sit and contemplate but any parent knows, that can mean also managed to ensure our normal the huge challenge that lies ahead there may be other spaces where irascible and irrational behaviour. practice of assigning a buddy to for schools. they can indicate a wish to share new pupils, making sure that they There are ways in which schools their feelings with others. With None of this will be easy. get to know one another before and parents can prepare for the bereavement in mind, staff may Successfully easing children back coming back to school physically. start of school. Much of the detail need to be sensitive to the content into a school routine in these depends, of course, on Government A former neighbour emailed the of some traditional classroom circumstances will rely on open guidelines and advice. As I write other day to say that the new topics. They may well include communication and honesty. There this article, I am presuming that, family who have moved into our difficult themes and, whilst schools are many physical steps we must by September, there will be an former home are delightful and will not want to shy away from take to ensure everyone’s safety, but easing of restrictions to allow free charming. She added that therefore tackling challenging issues, I do the emotional steps that will help movement and the use of public we were not missed at all. Without think the impact of the current ensure everyone also feels safe are transport. being able so see her face or pandemic means that we’re going just as important.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 5 Virtual Tours & Open Days: Inspiring an Emotional Connection Specialist PR consultant for the independent schools sector Natalie Sanderson discusses how to ensure your virtual open day or taster experience enlightens rather than dampens the spirits of prospective parents and students...

As schools across the country school experience is like, but all of personalities and opportunities. personal and will help students to begin to welcome more students the rules have changed. There are a couple of golden rules: connect with the school in a more back into the classroom setting, keep dialogue with parents open realistic sense. the continued safety restrictions It’s not forever and transparent and be proud of Accept and embrace that things and evolving challenges placed what is real. but it is for now are different at school right now upon the sector in line with social Maintaining that all-important Whether live or virtual, parents and in line with social distancing distancing, mean that school as we communication with the outside students want to understand what measures. Although it shouldn’t once knew it, is a distant memory; world is vital for independent school is like every day and they be the focus of the discussion for the foreseeable future, at least. schools right now. This is no time need to feel the real atmosphere because parents will be aware of Of course, there is also a great to go quiet or put promotional of the environment. There is little the current situation, don’t be deal of pressure upon independent events and activities on hold. The point reeling off one-dimensional afraid to share successes where schools at the moment, to deliver current scenario we find ourselves lists of how happy, contented, things are working well under the safe learning environments in is not forever, but it is for now, motivated and friendly the pupil new restrictions. What has the and justify their fees, while still so this is about ensuring you can community is – these are just school learned during this period, providing a first-class learning still deliver a true reflection of your words and will soon get lost on the how is it moving forwards and experience for pupils. school’s culture and personality audience. If they can see it or feel ensuring children get the best out Like many other industries, the to prospects, but in a way that it, they’ll take that message away. of their learning alongside their inspires an emotional connection independent school sector has Preparation is key as always, so if peers, from a safe distance? The (something that is far easier to been hit hard by the impact of you are keen to give live virtual topic will come up so be prepared the pandemic and many have attain in a ‘live’ scenario). tours of the school setting, keep to answer questions but keep already offered fee reductions In a live situation it is easier to things as real as possible and keep focused on the longer term too and credits to support parents sense audience mood and nuance, parent groups small. Take parents – parents will be considering the and to stay afloat. There is also in the virtual world this becomes into live assemblies and classrooms, school in the future sense as well the added pressure of bringing a greater challenge so virtual open while lessons are happening so as right now. new families and students into they can sense the atmosphere days and taster experiences need Keep the structure of your virtual the school community while of the class. Take them into the to be carefully considered. Some tour flexible. Encourage two- ensuring that registrations and playground at break time, but keep virtual presentations or pre-videoed way dialogue and questions admissions continue to grow. talking during the tour and make content can seem less personal, throughout. Parents may want to With many schools now operating sure you as the presenter are visible more preachy, glossy or boastful and meet the Head but to give a true strict distancing policies that to the viewer at regular intervals – a depending on the audience, may picture of the school your tour prohibit parents from entering friendly and welcoming face on come across as cold or off putting. should also include references to school buildings, the process screen is just as important as in other teachers for the appropriate of promoting the school’s Parents and students are more likely person. year group and members of staff ethos and its facilities is not as to be looking to discover a sense of that your child might expect to straightforward as it once was. what school is like every day, what Make it personal their child can expect and how Children are always a school’s best see around the school. Running fully immersive open they may or may not fit into that ambassadors, so why not offer days are fundamental in creating culture. If they want historic facts, prospective parents and students What is ‘normal’ a meaningful dialogue with figures and lists, these can usually the opportunity to have virtual for your school? prospective parents because these be found on the school website video interviews with other like- Try to avoid preparing a polished offer a glimpse into the true colour or in the prospectus. The virtual minded pupils so that they can ‘showcase’ of the school with and reality of school life. They are experience must go beyond this. ask their own questions and get a profiles of the most talented an effective and valuable marketing sense of what they like and don’t and gifted students or indeed tool for schools and probably the Golden rules like about school? When speaking demonstrating an ‘off the wall’ best way of truly demonstrating There are a few ways that you to prospective parents, find out event or lesson that would hardly what the school has to offer on can ensure your virtual open day ahead of time what their child ever happen. Keep insights genuine a multitude of levels. Yet schools or taster experience enlightens likes, what hobbies and interests and current, your virtual tour and now find themselves in unchartered rather than dampens the spirits of they have and try to find common open day needs to resonate with territory. They still need to provide prospective parents and students. ground amongst the pupils people in the real world so provide meaningful insight to parents and It’s important to remember school you select for interview. This a top line view into what is ‘normal’ students as to what the day-to-day is first and foremost about people, will make the experience more for your school – this will help

6 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Virtual Tours & Open Days: Positive Lessons from Inspiring an Emotional Connection the Virtual Classroom From virtual assemblies, to remote house meetings, year group virtual events and clubs, one thing the virtual classroom has taught us is that there is a myriad of opportunities to bring

prospects to decide if the school students closer together (albeit from a distance) across varying age is a good fit. Clear messages are, groups and also outside of their usual friendship circles, suggests of course, important. Parents will still want reassurance and Rose Hardy, Headmistress at Habs’ Girls School, Hertfordshire... evidence that school is safe, well Remote learning schooling and increased time spent during lessons. Using cold-calling managed, structured and that has pushed with family will have a profound approaches during remote lessons it offers high quality pastoral everyone and impact on how our children learn in has also helped teachers to get all care and a range of extra and everything the future. It perhaps also reinforces students involved in discussions, co-curricular opportunities. outside of their the great value of stronger, including those that are typically Remember to keep virtual events comfort zones. collaborative relationships between quieter. Virtual classrooms have and meetings short and punchy. Arguably, it has also made keeping schools and parents in terms of also shown us that individuals There is little point in trying to up with social interactions even working together to support and respond differently depending on replicate a full live open day on more important for the young as facilitate students’ learning. the method used, so it has been important to provide immediate screen. The likelihood is, your they continue to experiment and Many schools have indicated the audience will only be ‘switched verbal feedback to ensure maximum grapple with staying in touch and disconnect between home and on’ and focused for a short progress. managing friendships from home. school life and how that gap needs period of time so pick two or As heads and teachers, we have to close. It’s likely that remote Perhaps one of the most significant three key points/areas you want quickly been tested in our agility learning will have helped to bring elements to come out of remote to get across during the tour or and our ability to come up with the two closer together. The learning is being equipped to taster experience and stick with partnership between school and teach students to think in any those. It’s better for parents new ways of thinking, new home has never been more vital environment. Whether outside on a to leave with a few targeted possibilities and avenues to retain as we move forward with social field or inside a cave, in theory you messages and fuelled with more information and different ways distancing in schools. should be able to teach regardless exploratory questions, than to to display creativity and promote of location and surroundings. The be swamped by a scattergun social camaraderie within the Maximum progress boundaries might be different of approach of every facility and school community - and all without It has been important for schools, course, but new environments can accolade, most of which they warning. Never before has the during this phase of virtual also be inspirational in many ways will forget. term ‘thinking on your feet’ been learning, to provide students and can help to further embed more relevant. Yet as we begin to with a sense of structure and These are challenging times learning. welcome students back gradually normality. That same structure for schools but parents are still into the school setting, we do it is implemented within the school looking to glean insight into In this together with a newfound appreciation for setting so it is about familiarity In many cases children have been the cultures and personalities what the virtual classroom has and routine, something students responsible for accessing their of schools. Current measures taught us. will be used to as they return. As learning and in many cases have mean we have to be flexible and adapt but the core reason with any structured process, having become more immersed in deeper Renewed creativity the right resources and giving clear learning due to the gift of time why schools run open days and and resilience tours still remains. Right now instructions from the outset ensures that lockdown gave them. We’ve learned that the ability of that students understand what is it is about being focused with The need to celebrate achievements the young to be flexible and to expected of them and how they your message and giving your has also been fundamental to the adapt to challenging circumstances should behave and interact during virtual tour a reality check – does success of virtual learning, from has been second to none. Many lessons. Replicating this strategy this paint a true picture of your virtual prize giving, to awarding children of all ages have shown while home learning has worked school, can you feel the energy house points and highlighting great resilience and renewed particularly well because it sets the and spirit amongst staff and successes in class. Kindness, creativity – something that we ground rules and the boundaries pupils and does the prospective hope and the spirit of school as advocate heavily in our day-to-day before learning can commence. parent feel welcomed and invited a community is something that teaching. The virtual classroom into that space? Remember, Hosting live discussions prior we will continue to take forward has also shown that the young virtual communication is still just to the start of the lessons, just as we re-join the physical school have a real sense of strength and another conversation between as we might have done in the setting again. This phrase that ‘we adaptability to change, even during people, so keep it open and physical class setting has also are all in this together’ has really difficult times. above all, human. been important in terms of resonated with staff and students Natalie Sanderson There are undoubtedly more lessons encouraging the principles of across the country as many have Founder of Sublime Public Relations www.sublimepr.co.uk to be learned, but it is also likely knowledge retrieval and also the overcome obstacles and challenges that the prolonged period of home management of practical tasks along the way.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 7 Getting a virtual taste of life at a new school As part of an innovative onboarding process, nineteen pupils joining the Royal Hospital School’s sixth form this September got a taste of academic life at their new school. They were able to take part in a series of remote lessons over the first part of summer term and Head of Sixth Form at RHS, Chris Graham, explains the thinking behind it and how the experience might shape future induction programmmes. Prior to 2020, the school has rethink our entire approach to in March. We realised it would be friendship groups over the summer organised a Welcome Day for teaching as well as looking at beneficial for those joining the holidays and before the term starts. school to be invited to become a new pupils before joining sixth ways to develop relationships The success of this scheme and part of this experience, especially form. As well as taking part in a with new pupils. our online learning programme children whose schools were couple of lessons in the morning, is down to the teaching staff at As an EdTech50 school, we were unable to provide any learning they would spend a few hours RHS and I have been impressed well prepared to take our lessons opportunities. As well as preparing meeting their peers during a by their creativity in making the them for sixth-form life at RHS, they team-building challenge in online, seamlessly maintaining transition to online teaching. They were able to really get to know their the afternoon. However, when continuity of education for our have pushed themselves to discover subject teachers and the different lockdown began, we had to 750 pupils when lockdown began and experiment with new ways to pupils in their classes. Similarly, bring lessons to life via a different their teachers now have a better platform and it has paid off. Our understanding of each child’s ability pupils and parents have had nothing and their approach to learning. but praise for our approach to The nineteen pupils came from remote lessons and the ability to schools local to the Royal Hospital offer an entire curriculum. School in the East of England I think there is a huge benefit for but also from other parts of the any child joining our school to UK and, indeed, the world. In spend time with their classmates. addition to their lessons, I also In normal circumstances, we offer held a tutor group for all of them. our Year 7s the chance to come By bringing them together in a along to Taster Days to get a feel single tutor group, it provided for the school and experience them with a comfortable space to different aspects of the curriculum- ask questions about the school. be it music, art, science or sailing. Furthermore, they were also However, should the need arise Leaders in all aspects invited to join their House get- for remote lessons to be put in togethers online, enabling them place once again, I think RHS will of independent education to meet different year groups as look at the option of encouraging well as the house staff who will children joining the school to be Supporting families and schools worldwide be looking after them. part of our remote experience, with impartial, expert advice. From early Whilst nothing can compare to whatever their year group. This years to higher education. the face-to-face experience of the might be particularly relevant for classroom, being a part of our remote our international pupils in the curriculum has given them an in- foreseeable future. Even when depth understanding of the school global travel restrictions are eased, and its ethos. All of them responded being able to participate in lessons positively and have less concerns and virtually visit the school prior about leaving their old school as to starting has huge benefits www.gabbitas.com China Dubai they now feel they are part of RHS. internationally and enables pupils [email protected] United Kingdom All of them have shared social media to get to know the school, the staff contact information with each other and their peers from the comfort of and will continue to develop these their own home.

8 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Studying during lockdown A Survey of Tier 4 Students and Parents

An in-depth survey has been conducted amongst international students from Thailand – and their parents – regarding how they have coped with remote teaching and learning during the lockdown. All the students involved are full-time boarders at a range of independent schools across the UK. The age ranges from Prep through to Sixth Form. The work was led by Dr. Angela M Cleary, the Education Advisor & Head of Private Students Section in The Office of Educational Affairs at The Royal Thai Embassy in London. Here she describes some of the key findings...

This survey collected the views of Table 1 Parent & student satisfaction with subject teaching Thai parents (n=70) and school- age Thai students (n=41, years Subject % Rated as ‘Good/Very Good/Excellent’ % student respondents 7-13) studying full-time at UK not studying this subject independent boarding schools Parents % Students* % during this exceptional time in English 60.79 48.65 35.14 global education. Maths 70.58 48.65 21.62 Science 58.00 51.35 35.14 Most respondents were parents of Geography /History 48.97 25.01 63.89 GCSE students (years 10-11) and Art / Design 34.00 29.74 48.65 A Level (years 12–13) (33.33% and 50.72% respectively). 56% of Modern Foreign Languages 38.77 27.03 62.16 student respondents were in years PE 24.48 16.22 78.38 12/13 and 36.59% were in years Music 16.00 10.81 78.38 10/11. 63.4% were female and 51% *Students in Years 12/13 may not have opted to study listed subjects. had been studying in UK between Table 2 Parental level of satisfaction 2-4 years. Lessons taught each weekday 96% All students had access to the All academic lessons being taught 83% internet and relevant software. Homework set for each subject 94% 50% of students used Microsoft Video links with teachers 96% Teams while 28.3% used Zoom. Video links with class groups 81% Some mentioned problems with IT Registration each day 88% support. Provision of PE lessons 34% 55% of parents were ‘Very Satisfied’ Provision of music lessons 45% with the ease of contacting their Language lessons with oral component 58% child’s teachers. Same student-teacher contact time 77% The transition to remote learning Same speed of returning corrected homework to students 76% was difficult for some students. One Same amount of homework 61% parent commented favourably on and challenging. One parent learning until the UK is safe. Other intangible, value added aspects of the experience. Another stated that commented on the reduction of concerns related to the reduction social interactions and friendships in their view remote learning was subjects covered and teacher pupil in quality of education due to loss which a UK independent boarding ‘…not suitable for child learning’. interaction. of the normal classroom experience school experience provides. with the impact on taking external 51% of students rated as ‘Good/ Only 12% of parents were ‘Very At the time of writing, there is examinations. Very Good’ their schools in Satisfied’ with opportunities to no date for reopening schools providing a relatively normal connect with other parents and 21% of parents of year 12/13 in September. Students from timetable. 19% rated it as only 19% were ‘Very Satisfied’ with students were ‘Extremely abroad face a 14-day quarantine; the level of training they received in ‘Excellent’. They valued virtual Concerned’ at the prospect of their a cause of great concern for ‘meetings’ with house staff and the use of technology employed by child not achieving a place at their parents who may need to find 47% rated as ‘Good/Very Good’ the school for remote teaching. chosen university due to not sitting alternative and expensive temporary opportunities to socialise online Some parents voiced concerns their A level exams. Parents were accommodation for their children. with school friends. about tuition fees for remote worried about the impact lockdown These concerns could be alleviated 50% of students rated ‘Poor/ learning and their children’s Tier 4 would have on their child’s Satisfactory’ the provision of live visas. development through loss of social if all schools opened their boarding interactions. Older students and houses 14 days in advance of the lessons scheduled for the Thai time 34% of parents were ‘Extremely their parents were disappointed at reopening date. zone (+6hours) Concerned’ at sending their children the absence of a formal conclusion 42% of parents were ‘Very back to their UK school prematurely This survey contributes to the pool or graduation to mark the end of Satisfied’ with the quality and while COVID-19 persists in the UK; of knowledge being accumulated their time studying in the UK. quantity of teaching resources the UK government’s approach on the impact of a modern and 35% were ‘Very Satisfied’ that to medical treatment of infected Some parents regretted that their pandemic on the global educational the work supplied was rigorous people and extending remote children were missing out on the experience. Dr Angela Cleary has many years’ experience teaching in UK independent and state sectors. She and her Office of Educational Affairs colleagues act as education guardians for Thai students studying in the UK. www.oeauk.net

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 9 Navigating the Minefield of English Language Requirements for International Sixth Form University Applications Most Heads probably For me, as a former Head of EAL, most schools have to. As a member of a CEFR aligned certificate for this was an annual headache. Some of our schools’ safe-guarding university admission. The online never spend much international parents were highly team, that certainly caused me a test, invigilated either in person or time thinking about resistant to costly EAL lessons few sleepless nights. Alternatively, remotely, can be taken any date the English language being added to their bill, often I was faced with navigating the convenient to the school and its questioning if these were necessary. acceptability of mainstream English pupil tests takers. It is designed to requirements their I am haunted, too, by memories of language GCSE qualifications be delivered without ‘teaching to international sixth international sixth form pupils who, instead and proving this to each the test’ and it costs a quarter of formers may need in an attempt to exit those lessons university our EAL pupils applied the price of other language exams as quickly as possible, endlessly to. For example, IGCSE English as a typically used for this purpose. to meet (in addition repeated IELTS exams in the hope First or as a Second Language are to their A levels or of attaining the grade demanded sometimes acceptable, but the pupil Our view is that the combined by the high ranking institution is usually required to demonstrate influence of 600 BSA schools (of IB Diploma) in order upon which they had set their their ability in all four skills which whom the UK ones alone send to secure their place hopes. Each time their performance involves asking the awarding body over 7,500 international pupils at their university of in reading, writing, speaking or for a Certifying Statement of CEFR onto top universities each year) listening would inexplicably yo- equivalence. and the existing widespread use choice. Yet, for many yo and the cycle of test taking and recognition of Password Skills Add to this the unexpected would recommence. While my among universities, will be all that international pupils, the appearance of Covid-19 and this EAL colleagues and I aimed to is necessary to push the remaining year’s international pupils have whole point of coming deliver lessons which broadly institutions to accept this BSA been hit with a triple whammy: to a UK boarding school developed academic language skills co-branded version. Our short their schools have closed, they have and supported subject learning, term aspiration is to help schools is to fulfil a long held returned home with A level or IB students like these solely focussed demonstrate to their international journeys incomplete and, while dream to study at their energy on narrow exam their school can provide reassurance parents that they are cognisant practice and our subject specialist a particular famous their academic results will allow of the additional challenges colleagues would despair at their institution. And the them to secure their conditional international sixth form pupils lack of linguistic progress. one thing stopping offer, some have not yet met that face meeting the academic and None of this was assisted by the dreaded language requirement. linguistic requirements to reach them getting there, average cost of the language exams This is where a new collaboration their university goals and fulfil this year more than that universities will accept and the between the Boarding Schools’ their potential. In the long-term any other, might be lack of flexibility in test dates which Association and Password English we hope the scheme offers Heads invidiously became the driving Language Testing aims to help. It and Bursars a means to reduce that English language force behind class participation and provides member schools with a spiralling costs which so negatively qualification. A report content. This is not to mention co-branded version of the already impact on international parents and the complexity of organising widely accepted Password Skills gives Heads of EAL the chance to by Dr Helen Wood, test takers to travel off site to a test for administration directly to be liberated from an exam-driven Head of School specified examination centre, as their international pupils in need curriculum straightjacket. Partnerships, Password Helen was formerly Head of the International Section at d’Overbroeck’s in Oxford. For nearly 20 years she supported international pupils at the school, working on curriculum design and delivery for EAL learners in English medium instruction. Helen also collaborated with the admissions English Language team on entrance assessments and was also actively involved in tracking the onward progress of international alumni. She has been a member of the British Council Accreditation Scheme Advisory Committee and a Deputy Chair of BAISIS. Testing Ltd. For more information about Password Skills for BSA Schools, email: [email protected] £3,000 for foodbanks Pupils and staff at St Benedict’s have been under huge demand School, London, have raised almost during the coronavirus crisis. £3,000 for the Trussell Trust, a All junior and senior school pupils charity which runs a network of were given a target of 1,195 miles to foodbanks in the UK. cover collectively – the distance from Children in all year groups at the Ealing to Montecassino in Italy, school, from nursery to the Sixth where St Benedict established an Form, completed sponsored runs in abbey. In fact, they far exceeded this their local neighbourhoods to raise target, covering a distance between funds to support foodbanks which them of around 2,500 miles. Pictured: Two young participants - Kaya and Mia

10 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Navigating the Minefield of English Language Requirements for International Sixth Form University Applications

Virtual Trip to Senior School

Around 30 pupils from Mowden on a virtual adventure round the Kate Martin, Deputy Head at Martin, who will take over as Head Hall School in Northumberland school’s 300 acre campus and the Mowden Hall School, said the of Mowden Hall in September. made a virtual visit to Glenalmond Taster Day was “absolutely nearby “Sma Glen.” The initiative follows two College, Perthshire, to take part in superb.” successful Virtual Open Days held a day of intrigue and adventure, as This exciting day for the junior “A huge amount of thought, effort by Glenalmond in May. These part of a brand new initiative. school pupils is a pilot of a Virtual and consideration by Glenalmond events, allowed families all over Taster Day experience which the The visit, the school’s first ever staff had clearly gone into the the world to enjoy a stroll through Virtual Taster Day for junior school school now plans to offer to pupils preparations for the Virtual Taster the school’s stunning 300 acres of children, saw the pupils take part in in other junior schools in Scotland, Day. It was very much appreciated – grounds (pictured) and chat live a full day of challenges, including elsewhere in the UK and around thanks so much from the Mowden with members of staff – from the breaking secret codes and heading the world. Hall pupils involved,” said Mrs comfort of their own homes.

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Advertisement Sales: 01242 259249 [email protected] Standard half page Ad April 2020.indd 1 Independent Schools 26/03/2020Magazine 17:38 11 Strengthening Partnerships with Parents a 2017 study published in the all parties. There are many know more and are available to Caroline Showell- open access journal Medicine, parents that choose denial or listen. Nip any problems before Rogers has been include quantity and quality of can take years before they truly they begin. information shared (note: this is begin understanding their child’s Keep it face to face. The listed first), followed by inter- difficulty and if we take a passive at New College ubiquitous advice of not sharing personal sensitivity shown and approach, communication will sensitive news by email is one we School, Oxford, the interest they take in hearing break down and important easily forget with the pressures parent and patient perspectives. intervention time can be lost or of being time starved and for 13 years, and Not everyone will have had the used ineffectively. After little overworked. I was once presented positive experience we did, but thought, I concluded that all acted as Learning with a very large file by another as a SENCO I learned a few tricks members of a well-oiled team will (quite stressed) SENCo, held from our son’s doctor on how to each play their part in padding up Enrichment proudly like a winner’s trophy, partner with pupil parents. the school-parent partnership and filled with a hefty collection Coordinator the SENCO should continue to From that point on I connected of over one hundred and fifty play a forthright role if not only with parents and gained emails. In her case, no one had (SENCo) for the to ensure the school meets its their confidence with a new won. Keep it simple and meet statutory duties towards young last eight. Here perspective; communicating in person as much as possible, people with SEND in England set with frankness but laced with especially when there is sensitive out in the Codes’ guidance. she offers some sensitivity. A large part of the news. SENCO’s role is sharing in the Balance this with what the Head thoughts on taking Keep minutes. I make notes as reality that their child has a can offer; a space to safely soon as a meeting is finished. different learning trajectory and express questions or worries, a a firm and honest Where I know a meeting is is struggling, and it may very well listening ear, reassuring parents going to be long or complex, I lead with parents, be for the long term. Tears, denial that concerns are warranted request another person to take and even anger are part and and solvable. They can offer minutes to free me up to think communicating parcel of many early meetings a confidence boost in times and communicate clearly. Those with parents. I have learned to of trouble. The balance of a with frankness minutes are very handy to resolve always have a tissue box on gentle Head with an assertive misunderstanding. It is not only hand. SENCOs are often the most SENCO taking action in the laced with children who can have ‘selective experienced leaders in the school background, buoyed by the hearing’. My son’s notes were the sensitivity... at recognizing problems and are school’s robust ethos and policies size of a tombstone by discharge. often left with the job of leading will prevent concerns spiralling A few years ago, my husband parents through these challenges. into complaints territory. As Be transparent. I most often write and I experienced a health scare Thankfully, outcomes are usually we learned in the hospital, the minutes as an email thanking during which we daily met with positive, far different from a parents need the balance of the the parent for attending and send our son’s doctor for news on his critical care health worker’s mixed straight-talking professional it to all individuals with a direct critical situation. Always gentle experience but from these other alongside the listening ear of interest in that child. I explain and patient, he spoke softly and child-centred professions we can friends and support staff to feel to the parent that it is important never sugar coated his updates. still pick up helpful ideas. their partnership is working. We that we are all singing from the He erred on the side of caution were fortunate enough to have same hymn sheet. It goes without My views on taking a firm and so as not to mislead us, whilst a doctor who was able to do it saying, sensitive information must honest lead with parents was coming across kind and caring. all but thankfully I don’t have be removed from shared emails. recently challenged when I heard Interpersonally, he won us over to in my job as SENCo thanks Interestingly, the study mentioned the suggestion that parents and we became partners in to a supportive team around me earlier found that transparency was should take more of the ‘lead’ in managing our son’s care. We including a Head that welcomes another important indicator of good the partnership, with the view of were calmly reassured as we parent input. relations. I fear we will inadvertently indirectly protecting the school fed off his gentle but sombre lose this with GDPR rules. from the risk of liabilities imposed After a few years of practice, here leadership which we knew was by parents unsatisfied with a are some of the lessons I took Be objective. I often hear backed by excellent skill and an school’s measures. I interpreted away from observing an excellent teachers expressing concern abundance of experience. We this as making gentle nudges paediatric doctor interacting with about a child in their class to also learned to rely on the actual and suggestions, offering small his patient and parents: me and want to involve parents. measurable improvements in our adjustments and if the parent Be proactive. Check in with This is fine in theory, but when son’s condition as much as his didn’t respond leaving it at that. I parents once or twice a term queried what evidence they will comments. wondered though, may we sit idly if you have not heard from use to support their concerns, Three benchmark criteria in behind big issues if we all take up them. A quick “How is your son further preparation is often measuring the effectiveness this advice? It also undermines doing?” in the playground or required. As a specialist assessor of a relationship a paediatric the spirit of the SEND Code of by email shows care about the alongside my job as SENCO, one doctor has with his patients Practice which was introduced to best interests of the child. It also has to ensure claims are founded and their parents, set out in improve collaboration between sends the signal that you want to on sound evidence and facts.

12 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Strengthening Partnerships with Parents Have a Plan A and Plan B. of annoyance, I quickly handed way around a staff team, like So, now that you have shared the mic to the poor mother. a quiet child tiptoeing the difficult news, what’s the plan? Thankfully, what ensued was a school corridors when you’re And if that doesn’t work, make balanced meeting with a shared not looking. They love to send sure you have more tricks up pool of ideas for setting out a emails to a number of staff and your sleeve. Share the plan with plan. work to build up a relationship parents and ensure you all agree. with one staff member, whilst And a few words dropping another when support How will you measure a (more accurately, staff patience) is difference? What will be the of caution: waning. Antidote: communicate signs of progress? What are your Whole team communication. This amongst yourselves and form a interpersonal and communication priorities? Are these measurable is a message intended for the plan. I encourage staff to “cc” skills through a balance of targets? Does it consist of a school leadership. Keep your ear all involved teachers so that the speaking and listening. Reframe set of holistic markers that low to the ground. Teachers and circus master parent learns that indicate overall well-being SENCos are busily communicating the idea of sharing bad news as they are dealing with a cohesive alongside academic attainment? away with parents and as a good news, as the situation will team, not a group of individuals. All together determine the result play a leading part in only improve if you begin from a success criteria so you are all in sowing seeds of expectation. Take care of yourself. As SENCOs, straight and frank position. The agreement at the end whether a The Leadership may be the we often have to carry the weight of ball will be in your court- you will child has made the progress you calming ear piece but you will decisions and tough conversations have started a new partnership outlined and expected. need the full story first to make on our own, especially where the that will need further nurturing. an accurate assessment of the SENCO sits outside the SLT. A Listen but speak as well. From there, work with your situation, necessary for imparting couple of years ago I began to Unfortunately for one parent Head to ensure communication wise advice. feel the weight of this and with last week, at an early morning is happening effectively with a suggestion from the school meeting she was bombarded for Parents who spin plates. There colleagues and parents across counsellor began a termly meeting ten minutes with my sleep- is always one. Driven by anxiety, your school. And good luck! with her. induced thoughts. When I finally they are used to getting what Caroline Showell-Rogers surfaced for oxygen, saw the look they want and will steer their Supporting parents involves good [email protected]

www.gopak.co.uk 0800 195 4255

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 13 Re-opening

Modelling supports cautious reopening of schools The gradual reopening of schools, Biology and Infectious Disease starting with primary schools, is Epidemiology Research (SBIDER) unlikely to lead to a second wave in collaboration with Dr Louise of infection, according to new Dyson, Dr Ed Hill, Dr Mike mathematical modelling of the Tildesley and others from the COVID-19 outbreak from University Zeeman Institute at the University of Warwick researchers, but we of Warwick. should be prepared to reintroduce Professor Keeling said: “Our work lockdown measures should there indicates that the current policy be a significant rise in the number of reception, year 1 and year 6 of new cases. children returning to school is Promoting Safety and Wellbeing A team of infectious disease likely to result in a small increase Rossall School, Lancashire, has Furthermore the School has experts from the University in the reproduction number. In created a Promoting of Safety and embedded a strong culture of social of Warwick in the UK have isolation this is unlikely to push Wellbeing brochure to provide distancing and ensured a constant investigated the impact of the R above 1 but there still remains reassurance and peace of mind to supply of PPE. re-opening of schools upon the uncertainty over the consequences all parents ahead of the School re- spread of COVID-19 in England, of other recent changes that have Thinking beyond Rossall, the School opening fully in September. and explored a range of school relaxed the lockdown.” has worked with a number of other re-opening strategies. The team The brochure details the very safety conscious schools to create The University of Warwick team use a detailed mathematical model extensive measures that the School the ‘Safe Schools UK’ movement investigated a range of school that is calibrated against data on has taken to ensure that they retain which can be found at www. the age distribution of cases, as re-opening scenarios, including the their reputation as one of the very safeschoolsuk.org . This details the well as the changing numbers current policy, as well as children safest boarding schools; both here additional precautionary measures of those being hospitalized and returning in “half-sized classes” in the UK and overseas. that they believe all boarding and dying as a result of the disease. and all primary and secondary day schools should agree to follow The researchers are then able to school children returning to full Taking full advantage of the in order to keep their communities forecast the impact of school time education. School’s self-contained position safe. All of this is detailed in the re-opening upon the reproduction Dr Hill said: “Our model indicates on the Fylde Coast, the additional brochure. number, R, and the expected that re-opening schools alone measures that they have adopted increase in the number of cases is unlikely to push R above 1; include investing in thermal Head Mr Jeremy Quartermain of COVID-19 as a result of this but other changes in the wider imaging technology (see picture) added: “I am confident that, change in policy. population can exacerbate these and the signing of an exclusive collectively, the measures that we The research is led by Professor effects so any re-opening policy testing contract with the Cambridge have put in place, serve to ensure Matt Keeling, director of the should be implemented gradually based biomedical company that our children will remain safe Zeeman Institute for Systems to mitigate risk.” Oncologica. within a caring environment.” Full-time return in August Lomond School in Helensburgh has area for each group of pupils, with pupils remaining closed initially. its boarding house in August and announced it will reopen full time teachers moving between where is currently working to ensure all The school will also implement an for all primary and secondary pupils possible. necessary regulations and guidelines increased cleaning and sanitisation at the start of next term, in line are strictly adhered to. Each year group will also be given schedule throughout the day and with current Government guidance a designated zone where they will will minimise: Once flights resume, the school will around social distancing and safety enter and exit the building and also accommodate students and • Cross-contamination of surfaces measures, with children set to access toilets and handwashing staff arriving from overseas who return on August 11. areas. • Shared use of resources, including may need to quarantine for 14 textbooks days, with online learning in place Staff are currently preparing a Pupils and staff will be asked to to resume education. The school ‘phase three timetable’ which will leave their uniform and work attire • Gatherings of pupils, staff and will continue to deliver home- focus on core learning appropriate at home, instead wearing ‘PE parents learning for international pupils for each age and stage, before the type’ casual clothing that must be • The use of paper normal timetable can resume in until boarders are able to re-join washed daily. Outdoor spaces for • The number of items that move phase four. In line with this, and classmates in Scotland. learning are to be used as much between home and school to maintain a two-metre distance as possible within the curriculum, The school is also set to host virtual • The mixing of pupils across ages within classrooms, the school will and pupils and staff must bring a information sessions for all parents and stages during the school day minimise movement around the packed lunch in a labelled container ahead of the reopening to discuss building with a base classroom and with hot food services for day Additionally, the school will reopen plans and answer any questions.

Main paper: https://warwick.ac.uk/fac/cross_fac/zeeman_institute/zeeman_research/epidemiology/humans/covid19/impactschoolreopeningenglandcovid19.pdf

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7172 Move Online Advert.indd 1 01/06/2020 12:45 Welcome back! Pupils in Reception, Year 1 and Year 6 returned to many schools on Monday 1 June, following the government’s request for these year groups to return. Preparations had included spaces being marked out on playgrounds, desks being separated, and two metre markings in queuing locations. Among those schools welcoming back pupils were: Burgess Hill Girls, Sussex: so with mature understanding The school has had to make St Dunstan’s College, London: significant changes to routines and of the situation, which was very Head of Junior School, Miss classroom arrangements to adhere Laura Whitwood said: ‘To see so impressive indeed.’ to COVID-19 social distancing many smiles and hear the familiar The junior pupils wasted no time guidelines. These include a fixed sounds of learning, laugher and getting back into the swing of school day of 8.30am to 4pm and excitement emanating from school life. After being shown the different drop-off locations for the classrooms was a treat for set up for the new school day, specific classes. Only children are all of the staff, who have been pupils experienced a range of fun allowed into the school, they bring eagerly awaiting the return of and engaging lessons. This included their own water bottles, but toys or incredibly grateful to our staff, the pupils. They settled into parents and children for their PE lessons on the field, maths books are not allowed to be brought their new routines well and did support in making it happen. challenges and outdoor learning in in. As opposed to school uniform, Seeing the girls’ happy faces as the new woodland classroom. children are wearing comfortable they get stuck into school life home clothes and shoes suitable for St Dunstan’s Headmaster, Mr again makes it all worthwhile. I am all types of activities. Nicholas Hewlett, added: ‘Whilst we now looking forward to the time have achieved so much from our Head Liz Laybourn said: “We were the whole school community will remote learning provision, nothing delighted to be able to welcome be back together, hopefully it will beats seeing the children in person back some of our pupils. I am not be long.” and for them to be able to meet with their friends again – albeit from a safe distance – has been Acts of kindness for Mental wonderful to see.” Health Awareness Week TARMACADAM EXPENSIVE? Asphalt resurfacing Due to large bulk purchasing owing to large M.O.D. contracts, we have 800 tons of 10mm and 6mm DBM asphalt suitable for school playgrounds, car parks, tennis courts, driveways, paths, Poppy in Year 2 at St Mary’s drew pictures and wrote postcards to forecourts, industrial areas. self-isolating neighbours St Mary’s Year 7 student enquiries for any size job welcome Olivia delivers shopping to Isabelle in Year 10 at We supply and lay dense bituminous macadam surfacing to elderly residents St Mary’s, litter picking British Standard thickness rolled and consolidated for only £25 per square meter. Mental Health Awareness Week, 18- 24 May was particularly important • Colours available black, red or green • offer available for 10 weeks this year with added worries about • All work guaranteed for 15 years • £10 million public liability coronavirus. Students at St Mary’s School, Essex, embraced the theme Cakes, roast dinners and afternoon of ‘kindness’ by making thoughtful teas were made and delivered in the gestures and reaching out to others community by St Mary’s students R. Gold in their communities. on maintaining a healthy mindset CONSTRUCTION LTD St Mary’s girls have been litter Mobile: 07779 99 88 66 as well as good physical health. picking, going food shopping, This is particularly prominent at this baking cakes, biscuits and pies difficult time, when many of the for elderly residents, designing HEAD OFFICE: Sandrock hill, farnham, surrey gu10 4ns Tel: 01252 308 593 girls are missing seeing family and LIPHOOK DEPT: haslemere road, liphook gu30 7al Tel: 01428 65 88 66 greetings cards and postcards CHICHESTER DEPT: drayton lane, chichester po20 2ew Tel: 01243 65 88 66 friends. In addition to the benefits for grandparents and neighbours LONDON DEPT: upper richmond road, putney, london sw1 6np Tel: 0208 625 88 66 to those being helped by these acts who are self-isolating, as well as of kindness, these initiatives can Email: [email protected] web: www.rgold.co.uk delivering afternoon teas and roast help the students create a sense company registration no. 12295108 dinners to friends who are feeling of belonging and reduce feelings lonely. of isolation, and help to reduce block paving also available only £75 Wellbeing Co-ordinator, Miss Jo stress. It can give a fresh perspective per square meter Middleditch highlighted “At St and deepens friendships as well as Mary’s, a huge emphasis is placed boosting self-esteem.”

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Advertisement Sales: 01242 259249 [email protected] Schools b.indd 3 Independent Schools02/06/2020 Magazine 21:13:07 17 Advertisement Feature IndInd Schools Schools b.indd b.indd 3 3 02/06/202002/06/2020 21:13:07 21:13:07

Ind Schools b.indd 3 02/06/2020 21:13:07 Castle Minibus launches the MCC (Minibus Compliance Course) online to make minibus safety training accessible to a wider range of school staff. As social distancing continues and the uncertainty about when and if we will ever return to ‘normal’, more companies are looking to offer online solutions where face to face has become impossible. Castle Minibus are no different and they have moved with lightning speed to take their minibus compliance training online with an interactive and engaging format. In September 2018 Castle Minibus, based former Senior Traffic Commissioner for the to improving safety and reducing the risk of an in Bicester, launched the UK’s only minibus UK comments. incident. compliance course, written especially for schools. 2. The vehicle Moving the course online in an interactive It was written in consultation with former Senior The challenges teacher-drivers face, awareness magazine-type format has allowed access to a Traffic Commissioner Beverley Bell, approved by of the vehicle’s size (it is not just a big car) much wider audience such as governors, heads RoSPA and is now available online. Castle are and limitations as well as the required checks and staff members who could not commit to a Champions of Minibus Safety and following an and safety inspections. day’s training. informal survey of 300+ schools in late 2017 Castle Minibus discovered that over 70% were 3. The driver’s responsibilities With videos, quizzes and interactive elements not aware of their obligations under the Section Drivers of minibuses need to appreciate they the online course is still structured in the four 19 Permit, some had never even heard of the are responsible for any vehicle defects on the sections detailed above but can be accessed in permit despite operating school minibuses. Castle road and the importance of completing vehicle any order and by multiple members of staff. therefore took steps to offer education and help checks and driving with the right licence. The online version is available on a subscription schools understand how to be compliant and 4. Planning journeys and emergency protocols basis for a period of 12 months with two options evidence a robust safety system. What happens when something goes wrong, for access: up to 4 people at £195 or £395 for 1. The legal framework what is the plan and what is the difference in unlimited users with the same email domain School’s obligations under a Section 19 the highway code when driving a minibus. [email protected] and all prices are excluding vat. Permit, what licences are required for different Before lockdown in March, Castle had delivered types of drivers and vehicle sizes. the course to over 450 schools throughout Chris Maynard, Castle’s Managing Director adds ‘The law in this area is complex and not locations around the UK, with an average ‘By putting the course online we hope more always easily understood by schools and feedback score of 9.5 out of 10. The course staff within schools will be able to understand their teaching staff with severe penalties itself is now so highly regarded that insurance the vital importance of minibus safety and for non-compliance – as well as the risk to companies, including James Brown and Sons, compliance. We want to make sure that schools the safety of your pupils. It is therefore vital are offering discounts to schools who have have access to and can evidence that they are that your school “gets it right”. Beverley Bell, attended because it evidences their commitment continually improving minibus safety standards.’ To learn more about the new online minibus compliance course call Castle on 01869 253744 or email [email protected] or visit castleminibus.co.uk/minibuscomplianceonline New infants building Work is underway on Derby a plant room and IT equipment Grammar School’s new infant including brand new interactive building which will cater for its white boards. youngest pupils. Dr Ruth Norris, Head Teacher, said: The school opened its doors for “We are delighted to extend the the first time to boys aged 4 to offering of Derby Grammar School 7 in autumn last year but from to infant boys. With competitive fees September 2020 they will be based that are comparable to local nursery Investing £2m in new facilities in a new, modern building on the costs, we are accessible to many site. families. Boys of all abilities join us Great Ballard School, Sussex, is the opportunity to remain at Great Expanding the school’s offer has for our high educational standards, small class sizes, extensive facilities embarking on a £2m investment Ballard for their GCSE’s, when the been part of the long-term plan for many years and a decision was taken and down-to-earth ethos.” programme to expand the school’s school will take in their first cohort last year to go ahead. The school teaching capacity by purchasing of Year 9 pupils. a nearby property, creating more caters for boys aged 4-18 and girls opportunities for classroom The continued plans for further aged 16-18. environments. The funds will also development of the school follows Demolition of the former Art block be used to redevelop existing the owners’ recent additional began in autumn 2019 and the new buildings in the school’s extensive investment of £200k for an entirely infant building which will replace it grounds. new IT infrastructure. As a result, has been craned into place. The investment comes after all pupils from years five to eight It will house three classrooms, a the boarding and day school will have the opportunity to use a kitchen area for refreshments and recently announced that, from Chromebook from the beginning of cookery classes, an entrance and September 2021, pupils will have the new term in September 2020. waiting area, toilets, storage space,

18 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] The UK’s ONLY

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Advertisement Sales: 01242 259249 [email protected]*logins must share the same email domain i.e. @examplescchool.org ProfileIn conversation with Lee Thomas

Born: Stoke-on-Trent, Staffordshire At 33, you were the youngest head of an curricular activities online such as drama, music independent all-through school in the groups and sporting challenges. In the two weeks School and university: I attended Qcountry when you were appointed to your before Easter, I wrote to the pupils every day to give an 11-16 comprehensive school current job last September. You have had to deal them ideas and to keep them motivated. and then Stoke-on-Trent Sixth with a major crisis very soon into your headship. How did you handle it? What about supporting the staff? Form College before going on to study English Literature at When you take on a headship you accept Q that it will be your responsibility to deal Somerville College, Oxford. I also As a Head you have to show unfailing with a crisis if it comes. You just hope it completed a Masters degree A optimism to the staff. Within a term and doesn’t happen, but with this year came Covid 19. in Educational Leadership and a half of headship I found myself having Headship carries huge responsibilities and you A Management. to lead a crisis situation like we have never seen are aware of carrying that every day. Whatever before, and you just have to get on with it, show First job: Teacher of English at a roles you have undertaken in school, nothing clear direction and a clear strategy (however quite prepares you for headship because it is so uncertain you might be feeling inside) to get comprehensive in Stoke-on-Trent different to everything else. As the situation with (if you don’t count my student job people behind you. That way you give people the coronavirus unfolded, we had daily SLT meetings confidence to get through it. Our staff created serving chocolates in Thornton’s!) and that involved preparing for the eventuality an online staffroom, which has been helpful in of remote operation, making sure that all pupils First management job: Head of supporting each other. I have tried to contact and staff were able to use the technology and the staff regularly with positive messages and English. My first SLT post was in preparing draft communications for parents. On appreciation. During the Easter holiday, I wrote a charge of teaching and learning at the day after the closures were announced, I spoke card to all of the teachers by hand to thank them Stafford Grammar School. to all of the staff and then the pupils in assembly for their work teaching online. Seemingly small and explained what would happen. That final gestures can go a long way in terms of keeping Appointed to current job: assembly was very emotional. There was none people united. We have an excellent deputy head September 2019 of the usual end-of-term excitement. The key who is a technical wiz and he has been creating objective was to keep everyone calm and to do video tutorials to guide the staff through online Favourite piece of music: Too everything possible to keep the school community working. many to choose from. I have an together, even though we would be working at a What about staff wellbeing generally? eclectic taste from pop to jazz to distance. We have an amazing concert band and they played us out of assembly on that Friday classical. If I want to relax then morning. It was very emotional. Q Debussy’s ‘Clair de lune.’ What strategies have you used to keep the I am currently developing the staff Favourite food: I love Italian (and school going / feeling positive? wellbeing policy but I think you have to dark chocolate but I’m trying to Q Aaccept that you will never have mastered it. Whilst it mustn’t be tokenistic, I do think that give it up!) We have been flooding social media with small gestures of appreciation are important. I Favourite drink: I rarely drink, but positive images of pupils working from think what is important is to keep staff wellbeing I do enjoy a lager or a G&T! Ahome. We have taken the opportunity on the agenda. At every management meeting to showcase some of the brilliant work that now, we ask the questions ‘How are the staff? Favourite holiday destination: our pupils have been doing. Some of our staff What can we do for them?’ Sometimes there isn’t I am not really a beach person, I have been really innovative and created videos anything tangible to do, but it might prompt a to raise everyone’s spirits. We have a fantastic quiet word with someone just to check in. At the prefer exploring cities. music department and the big band has recorded start of the year, I sent some members of staff Favourite leisure pastime: When pieces of music online, as a band. The director for training as mental health first aiders. We of music tells me that the editing is a mammoth are a place of work and we expect everyone to I have time I enjoy cooking. I enjoy task, but the outcome is brilliant and a joy to see work hard; I am never going to lower those high reading and the theatre and driving the pupils still performing together despite the expectations. But, you have to trust the staff, off to the seaside for a walk along remote operation. Social media is certainly the you have to respect their professionalism and the coast. replacement ‘word of mouth’ at the moment you have to give them time. During the summer and in addition to the positive messaging we are before I took on the headship, I read through every Favourite TV programmes: offering tours online, appointments with the head member of staff’s file and invited them to an Anything with a twist or mystery online, and we have even moved our entrance individual meeting with me, just to talk. That was assessments to an online test. really helpful and some of them said they hadn’t - Silent Witness and Waking the been in the head’s office apart from on their Dead are my kind of programmes. We check in with pupils every day, have virtual interview. I know it’s probably old-fashioned but I assemblies to maintain our sense of community write to the staff; I try to find any opportunity I can Suggested epitaph: From Tennyson: and run form periods as well as lessons online to to send a letter of appreciation and that makes a ‘To strive, to seek, to find and not enable pupils to interact with each other. Some huge difference. The staff appreciate having their to yield’ members of staff have continued to run extra- work recognised and valued.

20 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Lee Thomas is headmaster of Stafford Grammar School. He was previously Head of Senior School at the school.

Are there any positives to come out of Do you still teach? How do you know has actually helped to have that background the lockdown situation, and teaching and what is really going on in your school? in the school when taking on the headship and Qlearning online? Q I hope I am right in saying that I feel that staff respect and trust me and my leadership because Our 3-year digital strategy was achieved I love teaching and have always felt at they know I work hard and care deeply about in 2 weeks! Joking aside, there is still a home in the classroom. At the moment the school. Along way to go but this period of remote AI teach a sixth form group. I have to operation has been the best staff training for admit that other things very quickly take over in Who, or what, inspired you to get into using ICT meaningfully for teaching and learning headship. As a head you are the head ‘teacher’, teaching? we could have imagined because they have been team-leader, business manager, marketer, role Q model and many other things at the same time. immersed in it every day. When we return to My subject is English and I like to tell my school, we need to make the most of the progress Next year I won’t have a group of my own but I plan to share some Year 7 English lessons to get pupils, especially Year 10 and 11, how we have made in this area and embed it properly I really did not enjoy English at school into our teaching and learning policy. I am to know the new pupils. I would be concerned A until GCSE. I considered it boring and thought that if I didn’t teach at all, I would become too really interested in using ICT meaningfully, not it was just about spelling and punctuation and distant from what my teachers are doing every to replace traditional methods but to enhance comprehension, which I found dull. When I day. I cover lessons when needed as well. I them. It’s not about how fantastic your set of started my GCSEs I had a different teacher. She want the teachers and pupils to know that I am laptops or tablet devices is, but how you use had a reputation for being terrifying (and was!) interested in everything that goes on. In school, them. ICT can never replace excellent teaching. but when she started to teach me and introduced ‘everything matters’, whether that is the quality We need excellent teachers, who can look kids me to literature, it just came alive and I found of pupils’ work, paint flaking off the walls: in the eye and enthuse them with a love of her completely inspiring. The subject took on a anything that represents a step away from your their subject. Yes, of course, children need to be whole new life and I started to see that literature vision of where you want the school to be needs able to read and write by hand and do mental was about what it means to be human. I was so to be tackled. I try to walk the whole school every arithmetic, but there is now this other skill that captivated that I wanted to share with others day (or at least several times a week) and pop they need to thrive in the workplace because that what my teacher had given to me. into lessons to see what the pupils are doing; is how we work every day. It needs to be a tool they appreciate seeing you. I am in the canteen Considering the issues of this year, for working, not an outcome in itself. The other with the pupils every break and lunch time. I are you still glad you took on the positive during this situation is that I think we stand outside the front of school every morning Qresponsibility of headship? What would have seen the best in people; the overwhelming and every afternoon to see pupils into school your advice be to others considering taking a support from pupils, staff and parents and the and see them off at the end of the day. I sit in similar step? loyalty that they have shown has been incredible. lessons, not to write anything down, just to look and listen. I look at exercise books with my Yes. It has been a tough first year but How are you preparing your pupils for a SLT and every teacher gets written feedback. I I think whether someone has been in return to school? Maybe it won’t be so ask a few pupils to come to my office regularly Aheadship for a term or a decade, there Qmuch about catching up academically with their books, I flick through them and I ask is nothing to compare to this current crisis and you just have to get on with it. I am not a person but more about helping everyone fit in again? them to tell me about what they are learning and where they might need more help. I want who looks back very much. I like to look forward Through the full programme of online them to know that I care and I am interested in and I stay motivated by planning what we will be doing next, to take the school forward, when teaching, we have kept the pupils up to everything that they do. speed with their school work and carried we come through this. Headship carries huge A Your career has been unusual in that responsibilities and I feel that responsibility out assessments online to see where they may need more support when we return. There is no all your senior posts have been at the daily; the bigger the title, the more people you doubt that being away from school has been a Qsame school. Were there any particular work for. But it is also hugely rewarding and as struggle for some pupils socially. However, the relationship challenges with former Staff Room challenging as it has been, it has been a privilege staff have made contact with them and they colleagues when you steadily moved up the to lead our school community through these have been able to see friends in online lessons ladder, and, if so, how did you deal with them? difficult times. For anyone considering headship as a next step, I would say three things. The first and form periods. As the phased return begins It is always difficult to assess how other is a piece of advice given to me when I expressed we are planning some non-contact sporting people see you. From my perspective, interest in headship and that is to have your set activities where possible so that pupils in Year I can honestly say that I have not of values and stick to them: ‘be you’, because the 10 are able to see each other and interact again, A experienced relationship difficulties to any head creates the weather in the school. Secondly, albeit socially distanced. We have a strong significant degree, despite leading changes I take the view that ‘everything matters’ – I try wellbeing programme ready to help pupils within the school. I have an excellent staff who to walk the whole school every day to see pupils reintegrate into school, the pastoral team will be are, on the whole, willing to change and adapt in lessons and also look around the site, because speaking to pupils and delivering sessions during in order to continually improve the school and anything that looks tatty or is not as good as it form periods and we are also planning an activity its provision for pupils. In all of my roles, my could be represents a step away from your vision day off-timetable (when we are able to go ahead approach has been to model old-fashioned hard of the school. Finally, Keep your sense of humour with it) to enable the pupils to socialise and have work: I have done all of the jobs and so no one and try to develop a thick skin because both will some fun! is able to say that I don’t know what it is like. It be needed!

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 21 Sixth formers launch Instagram home-learning platform With so many children currently learning at home, a group of nine Six Formers from three Manchester independent schools have collaborated to launch HomePal, @HomePal_ (www.instagram.com/homepal_/), a fun and engaging home-learning Instagram platform aimed at Years 7 to 9 (KS3), but open to anyone of any age and from any school and location who might like to try their hand at something new, such as perhaps Chinese, Spanish or Mindfulness. Sixth Formers from three Manchester schools have joined forces to launch HomePal, an engaging new home-learning programme aimed at helping younger pupils enhance and enrich their education during the current school closures. Easily accessed as a free resource through Instagram, HomePal has been developed by a group of nine volunteers from Withington Girls’ School, The Manchester Grammar School (MGS) and Manchester High School for Girls, with followers able to access short study sessions in Chinese, Geography, German, English, History, Maths, Mindfulness, Science, or Spanish. Ian McKenna, WGS Director Content is primarily targeted at school children in Years 7 to 9, but of Studies: HomePal’s contributors say their lessons are attracting users of all ages Sarah Haslam, Withington “We’re very impressed at what keen to learn a new skill or subject during the Covid-19 lockdown Girls’ School (WGS) the nine Year 13 students from period, regardless of where they are based. Feedback so far has been Headmistress: the three schools have achieved. very positive. “When we heard of the The materials are engaging HomePal was established just as schools across the country closed due HomePal initiative, it didn’t and well presented, and using Instagram as the delivery to Covid-19, when Sixth Formers from Withington, Manchester High surprise us at all that this group platform makes the lessons and MGS decided to work together on a joint educational project. of enterprising and community- accessible to both parents and Several Zoom calls later and HomePal was born. The colours blue, minded young people thought pupils. While HomePal is not burgundy and yellow run throughout the Instagram post templates and to use their passions and intended as a full teaching reflect the uniform colours of the three participating schools, while the talents at this most unsettling resource, the lessons are a name HomePal and the logo, featuring a square graduation cap set of times to do something of fun, interactive way for KS3 over a house icon, were selected to represent the concept of home- benefit to others. At a point pupils to supplement remote learning. where everything they had been learning, and might even lead working towards was thrown up Subjects were chosen according to the HomePal team members’ to them trying out a new in the air, they didn’t hesitate personal preferences and are composed based on Key Stage 3 subject. It’s a wonderful thing to channel their energies into curriculum guidance and the students’ own knowledge. Though most for these students to have done, something positive – we’re very and it’s commendable that of the topics on offer have an academic element, they are intended proud of our four students, they’ve sustained their output to be fun and interaction is actively encouraged. Mindfulness was and their contributions to this consistently throughout this included to help support mental health and wellbeing during the endeavour.” period of school closure.” lockdown period.

Elizabeth Robinson, WGS Head of women, who have always worked “Given the abrupt ending to Sixth Form: collaboratively on projects in their Upper Sixth year and school. Miranda, Maisie and the uncertainty surrounding “I’m immensely proud of Miranda, Shamae are our Deputy Head Girls the cancellation of A Level Maisie, Amelia and Shamae for this year and they have formed a examinations, it’s heart-warming being part of this initiative. When tremendous team and have been that they’ve been so proactive I heard about it, I immediately true ambassadors for our school. in setting up something that is went on to Instagram to start Amelia, too, has always been benefitting others. They’re all following HomePal and I often keen to involve herself in team supportive individuals who have a read their posts in the evening, projects and did an excellent job natural tendency to look for the which are so vibrant and as a Managing Director for one of positive in any given situation; engaging. They are four very the Young Enterprise companies they are real role models for our driven and determined young last year. younger pupils in school.”

22 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Independent Schools.pdf 1 14/05/2020 17:48:32

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Advertisement Sales: 01242 259249 [email protected] Music, Drama & Dance

Following in the footsteps of Dame Helen Mirren, Daniel Craig, Colin Firth, & Sir Daniel Day-Lewis Making the grade with the National Youth Theatre With drama high on the agenda at independent schools across the nation, a number of promising actors win places with the National Youth Theatre each year. It is a competitive business - over 6,000 young people audition annually for places which are limited to between 600-700. Here we feature successful candidates from three schools - Ashville College, Bedford School, and Exeter School. Congratulations to them - and to the others who made the grade in 2020.

Bedford School: audition for future productions Sami Humdal and Max Pearson and workshops backed by patrons such as Daniel Craig, Matt Lucas both in Year 10, and Ishaan and Dame Helen Mirren. Mukherji in the Upper Sixth, received the exciting news after The three boys join a long list of auditioning for a place in February Bedford School boys who have at the prestigious theatre group. trodden the boards at the NYT. In All three have been invited to join the last five years the boys’ school the NYT over the summer, albeit has seen at least one boy every Exeter School: business of acting as any drama remotely until social distancing year join the company and so to school’. And as Matt Smith says: restrictions are lifted, after which have three accepted onto their Upper Fifth Former (Year 11) pupil ‘The National Youth Theatre is the they will have the opportunity to books this year is outstanding. Harriet Bridgwater and Lower Sixth (Year 12) pupils Stephanie reason I’m an actor. It completely Seedhouse and Emma Bates have transformed my life, and I’m proud all been offered places. to be part of it still.”

This year, for the first time, Exeter “The NYT is highly competitive School hosted a day of workshops and therefore it is a huge and individual auditions, arranged achievement for Emma, Stephanie by Head of Drama James Brough. and Harriet, who join fellow Exeter School pupil Rachel Honeyball He said it was a huge achievement who is already a member, and we for the three pupils. “The National heartily congratulate them. It is a Youth Theatre is incredibly testament to the dramatic talent prestigious within the industry and its alumni include Dame Helen we have here at Exeter School.” Mirren, Daniel Craig, Sir Daniel The girls are now life members and Day-Lewis, Rosamund Pike, Sir Ben will take part in a training course Kingsley, Sir Derek Jacobi, Matt – via Zoom – with industry leaders Lucas, Matt Smith, Catherine Tate, and professional coaches. Once Orlando Bloom to name but a few this course is complete, they will and it can quite literally launch have access to all of the courses careers. and training the company offers, “As one of its patrons, Sir Ian as well as having the opportunity McKellen, says: ‘The NYT REP to audition for any of the company is as good a way into the productions they put on.

Ashville College: another as if they were on the set of of song, audience participation, and In her audition for the National EastEnders, which as an American, a moment of chaos or confusion! she found the most challenging Youth Theatre, sixth-former Karl Boyd, Ashville College’s Head aspect of the day. Ellie Schaiper performed Grace’s of Drama, said: “I’m absolutely monologue from ‘The Faith The final part of the group activities thrilled for Ellie. Being selected to Healer’ by Brian Friel, as well as saw Ellie and her cohort split into join the National Youth Theatre is participating in group activities, groups of six and seven to create a a wonderful achievement, and one ensemble work and an interview. five-minute performance, based on that will hopefully open many doors Part of the group work included personal stories, while incorporating for her as she explores a career in the young hopefuls yelling at one a cross, a bridge, a tower, a moment the world of acting.”

24 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Music, Drama & Dance In tune with hymn singing Engaging pupils in hymn singing is a challenge faced by schools across the country. David McKee, Director of Music at Cheltenham College, Gloucestershire, leads the school in Congregational Practice, affectionately known as ‘Congers’ which involves running through some of the hymns that are coming up in the following week, as well as having some fun with favourite tunes. Here he gives his experiences and suggestions for encouraging participation... Congregational hymn singing is a a friendly rivalry between them, tradition. It also enjoys some experience of singing together really important part of daily life so often houses or groups of that are more unusual, and some every morning as a whole at Cheltenham College. We are a houses are asked to sing sections hymns that are practically unique school in Chapel, means that co-educational day and boarding on their own. Sometimes ‘brain to College. Abide with Me, Come by the time they leave it has school for boys and girls from the teasers’ are introduced such as Thou Fount, Come My Way and become one of their favourite ages of 3-18. standing or sitting whenever the Jerusalem the Golden are all firm routines. Our alumni, known as favourites as well as the more From a young age our pupils spend word dance appears in Lord of the Old Cheltonians, regularly visit predictable independent school time singing together in Chapel as a Dance. Different combinations of College for events and tours. choices. A wide range of styles part of various services throughout singers sing line by line, standing Hymn singing is invariably one and traditions is deliberately the year. The whole of the senior or sitting for their chosen part. of their favourite memories chosen, always in keeping with school meets each day in Chapel Pink shirts vs blue shirts, boys and Chapel is the first place the Church’s liturgical year. from 8.30am. The way in which our vs girls, Upper College vs Lower they want to visit! One of the community comes together each College, Staff vs Students. Welsh Students may arrive at College many pleasures of teaching at morning in Chapel is very special. rugby supporters vs Irish rugby with little or no experience of College is seeing our pupils leave The short service always includes supporters. National favourites the English tradition of hymn Chapel each morning refreshed a hymn. Some are seasonal, and often feature around key 6 singing. The unique way in and energised for the day, others are long standing favourites. Nations fixtures such as Guide which ‘Congers’ takes place, especially on our ‘Congers’ Friday Sunday’s extended evening service me O Thou Great Redeemer, combined with the very special mornings. normally includes four hymns. Friday Londonderry Air, Jerusalem and I mornings however are different. Vow to Thee my Country. Cheltenham College has 11 Day College sings many of the and Boarding Houses and there is well-loved hymns of the English

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Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 25 independent schools mag Ad 90x135mm MAY11.indd 1 6/5/11 13:08:41 Fall in income likely The short term until next term Accountant Henry Briggs comments on the big financial challenges facing all fee paying schools...

Managing the immediate short recent years, private schools have from a school this September. But term impact on the provision struggled to recover earlier higher that does not mean that others, of education has been the levels, with some fluctuations. not yet committed, or with the necessary and inevitable focus of Bigger policy matters, such as the option to finish schooling earlier, Senior management teams and demise of direct grant grammar might well do so. Home schooling Governors, as they enter the last schools and assisted places has been a surprise success and half term of this academic year. have had a far bigger effect on provides another choice. All But some of the challenges in the numbers than the Economic cycle. schools must be feeling aware of new school year are becoming Forecasting may not be informed the threat to their fee income next pressing. Not least, the likely fall by history, but it is of crucial term. in income. importance to the survival of For finance managers, the payment period beyond that of private schools. In addition, the end of what sensible solid policies of schooling; but this must carry a government support may have The reactions of schools to the constantly revising predictions health warning, both from a credit been used, such as the furlough present troubles has been as and monitoring cash flow are compliance and control viewpoint. scheme, will be coming to an end, varied as the schools themselves; essential. This is nothing new, The state of a school’s reserves and lockdown will have reduced with forward fee discounts, but needs to be more frequent, will make a big difference to the available reserves. rebates on extras, hardship funds with Best/Likely/Worst case consideration of strategy; a policy and delayed payment schemes scenarios all on the table. There Looking ahead, one wonders what discussion governors should have being employed as a means of is an opportunity to rigorously may be more useful; the trends annually, but may have often responding to parents’ demands review costs – staff recruitment, of history, or the works of science been put to one side. This needs for recompense. restructuring of teaching and fiction? None of us know how to to be part of the mix and could support staff; review of benefits anticipate an uncharted future. All parents are facing uncertain significantly affect decisions that like TPS membership and fee Trends are difficult to interpret futures, whether funding fees need to be taken now. in the sector. Comparisons of from their earned or unearned remissions. All of this is against our economic future to the income, or from family capital; a backdrop of strong unions and There are, of course, other great depression of the nineteen all sources seem far less certain the need to keep the best staff, if options. These may be radical, thirties, is of no help, as records than at the start of 2020. At least independents are to be the best such as a change in the pupil mix relating to private schools in their decisions are unlikely to be schools. Raising income would or year groups being catered for, the UK at that time are sparse. too immediate; they will be aware normally be integral to the review, or merging with other schools We can go back as far as 1963 of their children’s reactions to a but where the paying customers’ or joining larger groups. It is when, according to the House of sudden change in their schooling income is falling, this becomes best to keep well informed with Commons library, the proportion more than a change in their more of a climb. Making payment up to date cash monitoring and of pupils in the private sector was circumstances and, with most easier is always worth another flexible forecasting to ensure that at an all- time high of 8% of the schools on a term’s notice basis, look – whether by Direct debits, the short term, before and after population, falling to near 5% in they would need to be in a very composition fees or bursary next term, does not force schools 1978 and returning to a steadier tight corner indeed to make a appeals. Some discussions have into losing control of their own 7.5% in the 1980’s onwards. In snap decision to remove a child centred around extension of the destiny. Henry Briggs is a partner at the Birmingham office of chartered accountants Haines Watts and a former school governor with expertise in advising and supporting both independent and state schools.

t | 07985 700 017 e | [email protected] w | www.beverleybellconsulting.com COPING WITH COVID? Schools & Charity Work School Transport Best Strategic Development Practice & Compliance Governance & Bespoke HR & Corporate Restructuring Tailored Training

26 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Recognised as a champion for school governance Bryanston School, Dorset, has become the first independent school to be recognised as a School Governor Champion by Inspiring Governance, a national and charitable organisation supported and funded by the Department for Education. The move will see Bryanston “Any major employer has a “This initiative is entirely in school to sign our School Governor encouraging and supporting its staff responsibility to its surrounding keeping with our corporate Champion Charter”, says Eileen to work with Inspiring Governance community and local centres of social responsibilities and our Brocklehurst, Inspiring Governance and make an active contribution education and, as one of the commitment to work with and Regional Manager (South West). as school governors of other local largest employers in the area with help support local communities “Staff from across the School are schools. More than ten members a workforce of over 600, we are and schools across the area. registering their interest and many of staff have already signed up to no different,” says Bryanston’s Significantly, as well as applying have already been appointed to become governors of local primary, Charlotte Willis-Clarke, who is co- their own skills and experience schools in Dorset and Wiltshire. to support the development and secondary and FE Colleges as a ordinating the School’s work with This is an important initiative vitality of a local school, being result of the programme. Inspiring Governance. and Bryanston’s support is a a governor also provides a great perfect example of the state and opportunity for individuals to independent education sectors develop new personal skills and working together for the benefit of gain new insight and experience young people.” that will also benefit their work here at Bryanston. It really is a win- Anyone wanting further win for all parties and I’m delighted information about becoming so many members of the School’s a school governor can visit the teaching and support staff, with Inspiring Governance’s website such a diverse range of skills and – www.inspiringgovernance.org – expertise, have really embraced the where there is detailed information idea with such enthusiasm.” about the role and where anyone “We’re thrilled that Bryanston who is interested can register to has become the first independent find a position. Pictured: Eileen Brocklehurst (fourth from left), the Inspiring Governance Regional Manager (South West), presents Bryanston’s Charlotte Willis-Clarke (third from right) with the School Governor Champion certificate for Bryanston School

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 27 International Expansion in the Education Sector Legal challenges of going global Making the choice to expand your school brand identity internationally is an exciting and fulfilling opportunity but, as expected, there are some key regulatory and legal hurdles, which you should consider before entering into any agreements. A report by Gordon Drakes and David Bond of law firm Field Fisher (www.fieldfisher.com) Pre-contractual “franchising”, but a number of jurisdictions will view the protection relationship through that prism and Before the parties sign the licence consequently schools need to be agreement, they will inevitably aware of what this entails. These exchange sensitive information. laws regulate the franchise sales Schools should only disclose this process, the content of the licence information under the protection of agreement and some require that a robust confidentiality agreement. the documentation be filed on a However, the best way to protect public register. These compliance confidential information is to keep issues can impact on commercial disclosure to a minimum until timelines for doing deals and the parties have entered into the opening sites should be identified at licence agreement. The Manual is the planning stage. the “crown jewels” of any school, David Bond, Co-Head Of Franchising and Gordon Drakes, Co-Head Of Franchising and Regulation of the Sales Process Commercial - [email protected] Commercial - [email protected] and this document should not Countries such as the USA, be disclosed until the licence whilst others require registration early stage to ensure that a deal Canada, Australia and a number agreement has been signed. of all the documentation. In can be structured appropriately. of Asian countries require set form developing markets, this is to enable Common regulatory issues include: In addition, it is the school which pre-contractual disclosure. Key the government to monitor schools (a) Restrictions on the percentage of will incur legal costs leading disclosure issues include the how operating in the market whilst in the student intake which can be up to the signing of the licence and when the disclosure must more developed economies it is to from the national population. agreement, so at the stage of be made, mandatory cooling off ensure transparency and maintain a (b) Requirements for national either signing the confidentiality periods before the deal can be certain level of quality. agreement or agreeing heads of finalised and the scope of the representation on the board of terms, the school should request content of the sales and disclosure In some countries, there are multiple governors. registration requirements. For a deposit, which will be deducted documentation. (c) Restrictions on foreign for any upfront fee under the example, schools in China who The consequences of a failure to ownership. agreement or, in the absence of an sell franchises in just one province, comply with disclosure requirements (d) Controls over school fees. agreement, it is refunded less the must file the information at the vary. Non-compliance generally local office of the MOFCOM of that (e) Initial and ongoing obligations school’s costs. entitles the franchisee to walk province, whereas for cross-province to obtain and maintain licences. away from the agreement without International regulation franchising the papers have to be restrictions provided it acts within a One of the key selling points for filed with MOFCOM itself. of licensing – beware reasonable period of entering into British independent schools is of the “F” word the agreement. The partner can The Impact of General Commercial how revered the UK educational system is, especially for those The licence agreement to operate a also sue the school for damages. Laws on Franchising independent schools that have school should comprise of a licence Some jurisdictions also impose fines Franchising is also regulated by a developed a strong recognisable to use trade marks, know-how, for failure to comply. variety of general laws such as the brand. Therefore, if we must stress and describe an operational system Regulation of Contractual terms duty of good faith, anti-trust law, one thing, the key takeaway for for establishing and operating the Franchise specific laws in certain unfair competition law, agency law independent schools is to protect school. It will of course cover a countries impose mandatory and consumer law, which must be your brand identity and sensitive number of other important legal contractual terms in the licence taken into account. information. As mentioned and commercial elements, but agreement. These often include above, these two elements are the the point being that this type of Education specific a minimum term, a duty of good ‘crown jewels’ of a school and relationship bears the hallmarks faith, restrictions on termination regulation once exposed without the proper of a “franchise”. Franchising is and restrictions on post-termination Education is a highly regulated arrangements, can be very tricky regulated in a significant number non-competition clauses and so on. sector in the vast majority of foreign to prevent other schools from their of countries that have franchise These mandatory provisions may jurisdiction, as one would expect use. Therefore, the best way to specific laws, whilst others impose impact on the proposed business given the importance of educating protect your brand is to have clear a complex and challenging model and change the terms of the the future workforce. It is therefore agreements in place, which cover regulatory environment through commercial deal on offer. crucial that the school’s principal the responsibilities of all involved more general commercial laws. Registration Requirements international legal advisor has a parties from pre-engagement, right Schools may or may not identify Some jurisdictions require the school network of local legal specialists up to the time the franchisee school their international activities as to register only relevant details which can identify the issues at an is up and running.

28 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Evolution of learning during the Coronavirus

Amidst the real hardship of limited computers for multiple with teachers in smaller seminars. the coronavirus crisis there is a children, parents’ own working Our priorities are two-fold: firstly, wonderful opportunity for schools from home requirements, and to ensure the ongoing effectiveness to learn about learning and it is different time zones for our boarders of learning and, secondly, that one we dare not miss. At Blundell’s from around the world all made pupils sustain sound mental health. we have embraced the change with an alternative schedule desirable. We have created a comprehensive ingenuity and creativity. Breaking the day into 45-minute ‘Engagement and Enrichment’ lessons whilst sitting behind a screen We abandoned the concept of programme to encourage pupils to engaging in a live lesson through sticking to a timetable. Normally a try new things and to be involved Zoom or Microsoft Teams has timetable makes good educational in the school community through limited educational value. Bart Wielenga, Head of Blundell’s School sense, but we felt that we needed things like a ‘Recipe of the Week’, to challenge our assumptions as What we are now doing, at both 10-minute mindfulness sessions, motivation and a love of learning we moved to a remote learning the Senior and the Prep School, is Live Yoga and a ‘Grow Your Own’ for its own sake are all by products programme. There are numerous to ensure that there is flexibility challenge. of working from home. I suspect elements that made a regular built in the programme with various We are confident that pupils are that the pupils who take advantage timetable impractical for many life sessions, pre-recorded ones and making excellent progress in their of this moment in time to acquire families; variable internet access, opportunities for pupils to meet learning. Personal initiative, self- those skills will be streets ahead.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 29 Generous slice Safe boarding Dauntsey’s School, Wiltshire, Sixth Former Amber, and her brother, a student at Trinity College, Dublin have been busy during lock-down making Neapolitan pizzas for NHS staff and vulnerable adults. charter Using locally milled flour, San Marzano tomatoes, Fior di Latte mozzarella, Stonar School, Wiltshire, is one of the early adopters of the Boarding and basil grown in their garden, they have become experts in making their Schools’ Association’s (BSA) COVID-SAFE Charter. favourite food and giving it away to those who very much deserve a treat. This is a voluntary code to which schools can adhere and aims to give Said Amber: “We have hired a mobile wood-fired pizza oven and are confidence to everyone that the School is following all appropriate transporting it around the area to make fresh pizzas to order. The oven measures to ensure that boarding is a safe environment for pupils: gets so hot, cooking each pizza takes only a minute so we can cook three at once. We are aiming to make more than 100 pizzas per day”. Prior to reopening schools will: • Conduct a deep-clean of all school For international pupils At school The duo donated more than 160 pizzas in one week, including making 60 upon arrival in the country indoor environments, including • Require appropriate social classr • Ensur as a surprise for care home workers in Melksham and more for the Devizes ooms, bedrooms, kitchens and e the pupil is met by a distancing in all areas of school bathrooms named person, which could be • Guarantee availability of soap and and Chippenham homeless shelters. • Decide on any r a guardian, who is awar egular testing e of, and disposable paper towels in all follows, appr procedures and advise pupils and opriate social washing areas parents accor distancing guidance dingly. Support • Require regular hand washing b Co • y vid-19 testing wherever possible Ensure that the named person pupils and staff • Evaluate and adapt any medical wears a face covering at all • Provide hand sanitiser1 procedur times when in pr stations at es to ensure compliance oximity to the key points in the house and with the r student in enclosed ar ecommendations of public eas, around the campus health bodies especially in vehicles unless scr • Provide pupils and staff with the • eens are provided Ensure that staff do not work (or have • opportunity to raise any concerns contact with pupils) if the Ensure that the journey to y have • Ensure laundry pr symptoms, have tested positive or school is direct, that the vehicle ocedures are clear and safe for staff and pupils have been in contact (within the last contains sanitiser and suitable wipes, and that any r • 14 days) with anyone who has equired Ensure appropriate PPE for any toilet stops ar staff performing r • Provide a suitable isolation ar e conducted in oles which will ea to accordance with r requir 2 care for pupils who sho elevant safety e it w symptoms guidelines and/or test positive • Implement enhanced daily • Depending on the length of cleaning pr • Train staff in the safe management of ocedures in the journey, pr boar boarding houses under ne ovide the student ding houses and school and w guidance with suitable food and drink ensur and school pr e all relevant staff have ocedures and in Covid- and ensure that packets, bottles appropriate PPE 19 nursing for appropriate staff and containers are sanitised • Allow pupils and staff to wear • Advise parents, guar dians and agents before use. masks or face co of the school’s policies on contact verings (other than for activities wher sports, trips and external matches, e this is not advised)3 school assemblies and the pr ovision For all pupils upon arrival • Display clear notices e of boarding during exeats and at school xplaining October half-term holiday new procedures . • Ensure all changes to r outines • Ensure safe occupancy le and all ne vels of all w safety facilities and ar arrangements, which eas, including Before departure fr have been classrooms, dining r om home previously notified in writing, ooms, • Contact each pupil and their family bedrooms and bathr , are fully explained to pupils, ooms through their guar • Explain clearly any measur dian if appropriate, with full induction for any pupils es to explain arr requir angements and answer new to the school ed when pupils are allowed any questions to leave site • Encourage the pupil to contact • Provide written information on arrival • Ensur home shortly after arrival e equipment is not shared procedures, including r between pupils, other than when estrictions on • Explain the ne MOTIVATIONAL, ASPIRATIONAL, ENCOURAGING parents entering the buildings w fire evacuation appropriate cleaning has tak procedures and conduct a drill en place • For international pupils, confirm the soon after arrival arrangements for collecting the pupil • Allocate appr • Ensure the pupil has an opriate recreation YOUR CHOICE, from the point of arrival in the areas (inside and outside) for use opportunity to discuss their country, transport to school and by design ANY SIZE, fears, worries and concerns ated boarders and quarantine procedur ensure the SHAPE, STYLE, es with a trusted adult. y are aware of any new • Provide each international pupil and procedures and safe occupancy FRAMING parent with a letter on school-headed levels paper confirming those arr • Conduct r OR COLOUR! angements egular temperature in line with sponsor r equirements checks of all pupils and staff and of any visitors, including par • Provide international pupils and ents parents with emergency contact • Be very clear that any bullying details which includes a 24hr out-of- related to the pandemic will not be hours service while any pupils ar toler e ated. travelling. 1 Schools are advised to follo w public health advice on the suitability and chemical pr operties of such products 2 Schools must take care to ensur www the tasks concerned and that staffe h tahvee e bqeueipnm trent is suitable for .boarding.org.uk ained in safe use 3 Use of face coverings should be risk-assessed if pupils ar e undertaking any strenuous activity

Artwork fit for an Ambassador Talented Year 11 artist, Bella Churchward, has her artwork on display in the residence of the UK Ambassador to the USA.

Bella, who is a boarder at Bruton School for Girls, Somerset, lives in the USA with her family. She The UK Ambassador to the USA, recently entered a competition Dame Karen Pierce, saw Bella’s Goldtree Bespoke, 9 Huffwood Manor Trading Estate, for Earth Day organised by the painting and offered to buy the Partridge Green, West Sussex, RH13 8AU British Embassy in Washington and work for her residence. Bella has submitted a painting of Great Falls instead made a gift of the painting For further info and your questions answered: QUALITY & Park – a small national park near her Tel: 0345 260 2350 or 01403 711553 BESPOKE to Ambassador Pierce, in return for Email: [email protected] SERVICE home which has beautiful waterfalls a donation to ‘One Tree Planted’ – and won the competition in her a charity that Bella has chosen to www.goldtreebespoke.co.uk age category (13-17 years). support in honour of Earth Day.

30 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Covid-19 – three steps that help protect parent trust Schools are making tremendous efforts to create Covid-19 secure environments to allow pupils and staff to return to classrooms – and to prepare for a new school year that is approaching fast. Social distancing and improved It makes no sense to cut corners First, we carry out a conventional infection control are key elements when responding to the Covid-19 deep clean. The second step is to of back to school plans, as are pandemic. Our response at treat and protect surfaces with an efforts to communicate effectively SafeGroup has been to develop advanced broad-spectrum microbial with parents and staff, and the a certified three-stage protection disinfectant. families of prospective pupils. programme called Back to School Clean and Safe. The non-toxic and food-safe Combining the most effective treatment is greater than 99.99% Covid-19 protection with measures The response has been positive. that enhance the wellbeing of Typical is Headteacher Paula Coppins effective against Covid-19 and pupils and staff and reassure who says the service is “helping us delivered with an electrostatic spray parents will be crucial for the have more confidence in opening to system that maximises coverage foreseeable future. a wider group of pupils”. and surface bonding.

Most importantly, it remains active against the virus for up to 30 days, even after repeated cleaning. This protection can be maintained through repeated application for as A certificate is issued on completion long as necessary. of service that can be used to verify a school’s response to Covid-19. Step 3 is testing. We have This is helping our clients market developed a rapid testing regime their schools to parents, confident with an international laboratory in the knowledge that they can that allows us to take samples from demonstrate that all that can be multiple sites and show that there is done to tackle the Covid-19 is no Covid-19 present. being done.

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Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 31 75 years on from VE Day – we shall remember Bringing history alive with an Arnhem connection For more than a decade, Titus Mills, Headmaster of Walhampton Prep school Hampshire, has been on something of a mission. With lots of passion and some urgency, he has been enabling pupils to hear, first hand, the compelling stories of the last veterans of World War 2.

Recently, Walhampton welcomed Every September, a group of reflective voice: “Seventy-five the centenarian Jack Lyon to Walhampton pupils and parents years ago, I remember crouching the school. Jack sat in a comfy travel to the battlefield to meet behind this low wall. Bullets were chair, in the theatre, relaying his the veterans at the annual ricocheting around my head. I memories of ‘The Great Escape’ reunion. Over a three-day tour, was nineteen. Not much older - the mass breakout from the Titus shares many moving stories than you. At that moment, I prisoner of war camp in Poland in from the battle. “We don’t remember feeling real fear.” 1944. The children hung on his get bogged down in complex In these touching connections, every word. The very last survivor military matters. We focus on pupils are struck by the power of that epic tale relayed personal the human experience of the of real-life story telling. “These stories that were vivid and battle. The horrors of fighting aren’t remote history lessons from dramatic. Jack brought history to are unavoidable and we learn of a book,” Titus observes. “These life in a new way. “I wish every humanity at its most brutal. But stories feel close. They draw in history lesson could be like that,” we also hear stories of humanity audiences. They leave an indelible to attend an outdoor service a Year 7 pupil shared with the at its best; powerful stories of mark.” in its Remembrance Garden. veteran, as they shook hands after courage, kindness, faith and the event. love.” Walhampton has built up Hundreds of people attend. Pupils strong bonds with many of the read poems and sing anthems. In recent years, Walhampton has The highlight of these trips is remaining Arnhem veterans. But It is always a very moving event. been developing a particularly the interaction between pupils it is a dwindling number. Titus The service concludes with the strong link with the veterans who and veterans. It is a profound explained “When I attended the children presenting each Arnhem fought at the Battle of Arnhem, experience witnessing a ninety- 65th anniversary of the battle, veteran with a stone on which in Holland, in 1944. The raid at nine year old, with medals there were over two hundred they’ve written the simple but Arnhem was part of an ambitious hanging from his blazer, place a veterans gathered there. When we Allied plan called ‘Operation Market frail hand on the shoulder of a fitting words: ‘We are grateful.’ attended the 75th anniversary, Garden’. Despite the legendary ten year old and relay poignant Titus concluded “It has been last year, there were less than courage of the British Airborne stories from long ago. These a privilege building bridges twenty. These first-hand stories troops, Arnhem was a disaster. It stories are often told on the exact between generations. Since are dangling on a delicate was famously depicted in the classic spot where they took place. The our pupils are quite young, film ‘A Bridge Too Far.’ children huddle around a quiet, thread.” it’s difficult for them to fully With this in mind, Walhampton appreciate how fortunate they are has been organising its own hearing these remarkable stories annual event, for veterans, within first hand. It’s a precious thing. its grounds. School families who But I believe these experiences travelled to Holland wanted to will remain with them. In fact, create a permanent monument they’ll probably resonate as marking the unique relationship they grow older. It will be quite between their school and Arnhem. Funds were raised to something for them to say to build a beautiful Remembrance their own grandchildren: “I recall, Garden. In its centre stands as a child, standing on a World a striking statue of a veteran War 2 battlefield, shaking hands talking to two children. For the with a veteran who actually last four years, Walhampton has fought there.” That’s a powerful invited veterans and their families connection with the past.

32 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] 75 years on from VE Day – we shall remember Series of online ‘specials’ Letters & Pictures Ashville College, Yorkshire, about VE Day and pupils across was among the independent the College were encouraged to of Kindness schools who had planned make bunting for Friday’s bank Pupils at St. Margaret’s School, ago. The assembly highlighted to commemmorate the 75th holiday. anniversary of VE Day with a Hertfordshire, wrote heartfelt the significance of VE day to Former pupil Max Dutton, who number of live events, and then letters of kindness with pictures the schools’ pupils while also is a historian working for the switched to online due to the for the residents of a local care sharing some real life, individual Commonwealth War Graves Covid-19 restrictions. home. memories recorded with some of Commission, recorded a special the residents at Beaumont House Ashville’s Director of Music, At a time when family visits VE Day virtual lecture for Ashville care home, who lived through Miss Anna Wilby, worked on were restricted and care home pupils, which examined a number the second world war. two VE Day-themed musical of key themes including: why residents faced a prolonged performances, which were shared it’s important we remember VE period of separation from their Ms Péchard explained: “Our Year with the residents and staff of Day and honour the memory of loved ones, Beaumont House has 7’s have been writing some really local care homes and on the those who fought and died in the received caring correspondence wonderful and thoughtful letters school’s social media platforms. Second World War, the impact from the school’s children. of kindness to the local residents at Beaumont House. It’s really One of the projects that Miss the war had on Ashville and those St Margaret’s School held a important that we reach out to Wilby developed was a special casualties from the school, and special ‘remote assembly’, our more vulnerable community recording of the wartime classic, the significance of the war graves chaired by Head Lara Péchard, right now, to show them we are We’ll Meet Again, featuring the located in Harrogate’s Stonefall in the lead up to VE day in thinking about them in their voices of a large number of pupils, Cemetery. celebration of Europe’s historic time of need and also around VE staff and even parents singing the Max also informed his audience victory of Nazi Germany’s day to celebrate the significance chorus. about the virtual wall of surrender at the end of the of this event and the role they Year 9 pupils used their creative remembrance that the CWGC Second World War 75 years played in that victory.” writing lessons to pen pieces launched.

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Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 33 Hands-on food education makes for fitter, more resourceful, calmer students Teaching kitchen skills for life Former professional chef Peter Harvey is now Head of Food Technology at Bloxham School, Oxfordshire.

Q: What level of take-up have you students that haven’t done so I also introduced a PSHE lesson for girls! I have refrained from telling found amongst pupils in Food well in the traditional exam based the Upper 6th year group which the students that when I took the Technology i) as an interest, and format of schools. meant that all students in their subject I was one of 3 boys in a final year do a 6 week cooking class of 25 and it started with the ii) as a subject in which to seek a They know what marks they are session where they learn to cook name domestic science and when qualification? getting throughout the qualification healthy, tasty but essentially, quick I passed my O’level it was called A: When I arrived at Bloxham and hard work is rewarded. They meals so that they were ready for Home Economics! Luckily the last School in September 2018 I believe get to be creative and also show independent living when they left 30+ years has seen some progress. that there hadn’t been a food their ability in practical ways as school for their next adventure. GCSE group for over a year so well as in written assignments. Q: What do you feel are the life- Some had never had to cook for my first 4th form class was just 5 All this whilst still earning UCAS benefits of the subjects? How do themselves before and the parents people and my lower 6th group points and keeping all doors open you measure your success? to them from employment to were grateful in the same way that was 7 that went up to 9. The A: The life benefits are obvious apprenticeships to university. the students have been. challenge set to me was to make it to me. The basics are that each (Note 1st Form = Year 7, 2nd a topic and subject that attracted In terms of social activity groups student should be able to produce Form = Year 8 etc.) people to want to do it. they are all full and have had to be a tasty meal and have a variety I took the syllabus for 1st to split to allow all who want to join Q: Have you found greater of dishes they can cook with a 3rd form and made it practical in the opportunity to do so. One enthusiasm amongst boys or girls? degree of confidence. Learning class has now been split into lower, centred where there was a lot And in which year groups? through making the food along middle and upper school options to with recognising the need to make of making and sampling but A: The enthusiasm has been accommodate the interest. healthy decisions will result in with fresh produce. The 2019 even across all genders and year Bloxham students being fitter and options brought a dilemma that During the enforced school closure groups. Initially the older boys more resourceful. the SLT hadn’t had to deal with in March we have introduced an were just happy to eat but when before then. We had too many online activity where we do a live they realised that they were able to Self confidence is another area it people wanting to choose food cooking session at 5pm where cook a tasty dish themselves they can really enhance. It is a skill that as an option for GCSE! A full students at home cook for their were the first to get to class or an all levels of people respect and complement of 18 students are in families alongside (virtually) me activity and have their aprons on! admire from PhD graduates to a class for GCSE food! The impact and my family. 1/8th of the school sports star! Creating multi-sensory learning is a little slower to show at 6th has taken it up. of food where the children are It is also a great stress reliever – by form level as there hasn’t been a We are at maximum capacity in handling ingredients, smelling concentrating on the food the GCSE food group complete until less than 2 years so I hope that it the aromas that they are anxiety of the day can evaporate. this year. That said there are 16 is viewed as a success. creating, hearing the noises of students that have provisionally Q: Where did you work as a chef? Above all though I measure my something cooking, seeing the chosen BTEC Hospitality as one Alongside any well-known names? success on what is eaten and food success through the oven door of their 6th form options for the Are there any standout memories is either being eaten as they leave as something rises to obviously September 2020 academic year. of the events or people you the class and there is rarely any tasting what THEY have produced personally cooked for? The BTEC qualification in left behind and the complaint has meant that this subject is Hospitality is a slightly different from parents when I meet them available to all. I am sure that A: I trained down in sunny approach to most schools at 6th is that they only ever hear of the seeing a male teacher delivering it Cornwall before coming to live form. It is an assignment based food their children have made as it has broken down the out of date first in the Midlands and then in qualification and has suited never reaches them at home! perception that it is a subject for London. I have worked for Rick Stein, and the Roux Brothers, and the stand out memory is that it was a 100mph working lifestyle. When I moved into the teaching world it was hospitality catering students in catering colleges. I used the contacts I had made in my industry life to make the learning as close to real life as I could. This took me to working in hospitality events in Sir Andrew Lloyd Webber’s back garden, I say garden, it had 2 polo pitches and Princes Harry and William were part of one of the teams! I took students to work in Mayfair hotels the highlight for them being the

34 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Trio take on own version of Ironman Triathlon Teaching kitchen skills for life Three Bishop’s Stortford College Senior School teachers have raised over £1,100 for the Transforming Lives for Good (TLG) charity by taking on their own version of an Ironman triathlon relay. Chosen as the Bishop’s Stortford College charity of the year for 2019-20, Transforming Lives for Good works to support the most vulnerable children in society. Recently, the charity has been working round the clock to ensure children who would usually receive free meals in school, are still being fed during the pandemic. The trio felt it was particularly important to support this charity as the usual fundraising that would have taken place on campus had been shelved due to lockdown. With a fundraising target of £1,000 the three Senior School staff, Mr Oliver Murley (English), Mr Angelo Crolla (Mathematics) and Miss Lucie Michell MTV creator’s retirement party. differences I guess are that kitchen at Bloxham has been that I get (Geography) decided to tackle an Not because they knew him but life is in the evening and every to be out working on the rugby amended version of an Ironman because the room was full of ‘A working day has a conclusion. pitch or supervising cricket nets, Triathlon relay during the half list’ celebrities! You can’t get to 10pm at night in addition to teaching the love term break. and go out to the restaurant and As a memory of my time as a chef of food. say ‘I finish now. So come back An Ironman triathlon is a series it would be that chefs all have a Q: If one of your pupils expressed of long-distance races usually particular thing that is important tomorrow and I will provide you an interest in being a chef as a consisting of a 2.4 mile swim, to them: Albert Roux’s was eggs with your dessert.’ Teaching is a career, what would you advise as followed by a 112 mile cycle and when you did a breakfast slower process of building layers of the pluses and minuses of such a and then a 26.22 mile run. It shift he would often stand at knowledge over a long period of choice? is considered one of the most the pass (place where food goes time. In Bloxham I will produce a difficult one-day sporting events through to get to the restaurant) student that has taken 7 years to A: I have already had 2 students and check every egg was at his develop. who have applied and got places in the world. high and exacting standards! The other difference would be on hospitality courses in Higher Adhering to social distancing Education and they have made Q: Who or what inspired you when you are in a kitchen you throughout their training and that after seeking advice from me. to get into teaching? What are pretty much thinking for just during the ‘event’, the trio took differences did you need to make yourself as are all the other chefs You need to be ready for a fast on the challenge individually, to your working style when you because they are trained and know paced life that can be incredibly safely and through a combination transferred from managing a what is expected. In teaching you rewarding but also long and of indoor and outdoor exercise. kitchen team to running lessons? have to think about the basics for tiring. Whilst Mr Murley and Mr Crolla everyone because they don’t have tackled their challenges on A: When I was running kitchens the experience to know what is Kitchen teams are very loyal and Monday 25th May; Mr Crolla I always held in high importance expected and you should never they will feel part of a family in enduring an 80km cycle followed the training and development assume anything. much the same way as they will by a 10km run and Mr Murley of the chefs working for me. At have felt at their schools. tackling a 50km cycle and a this point I was looking for the The transferable skills that opportunity to live a life that was absolutely apply in Independent You get to finish and have a sense 20km run. Miss Michell followed on the same timetable as the rest schools, is having the stamina to of achievement every single day. on Saturday 30th May with a be consistent in everything you 64km cycle and an 18km run. of the world (hospitality people It is a great laugh and you have a do from first thing in the morning To make up for not being able have a wonderfully social time but set of skills that not everyone has to the moment you shut a pupil’s to participate in the swimming it is always after everyone else had but most wish they did have! finished their evenings!). I walked book that you are marking before section of the triathlon, the into the local college where they bedtime. Also you have to be And finally you get to make a team, who called themselves trained chefs and volunteered prepared to wear multiple hats and lot of people happy with your BSCIronClan, had added a little myself for free and 3 months work for the good of the whole food, you can be creative and extra to their running stages of later I was offered a full time job school not just your subject. One experimental, all whilst being paid the challenge. as a trainee teacher. The biggest of the many attractions of working to do it!

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 35 Pandemic In Focus

Elana Cook, a student at Burgess the news and social media ever Hill Girls, Sussex, shaved her head since the lockdown began, and to raise over £700 for the NHS. how the country had been keeping Like most Sussex residents, spirits high. Obviously Colonel seventeen year old Elana Cook Tom Moore had begun raising is immensely grateful to all the millions of pounds for the NHS, NHS staff and volunteers who are and many people were following in working hard to keep the country his footsteps, I felt inspired to do safe. She decided to take action something myself. It has brought to show her gratitude and shave me so much joy to be able to her head to raise funds for the give something back, and to have NHS Charities Together COVID-19 surpassed my original goal of £250 Urgent Appeal. Since removing her by this much is incredible.” locks on Saturday 2nd May, Elana Elana has now set her sights on has already raised £725, almost raising over £1000. You can donate £500 over her original £250 target. here: https://www.justgiving.com/ Elana said: “I had been watching fundraising/elana-cook

Lockers Park School, Hertfordshire, pre-prep pupils kicked off the Summer Term by taking a closer look at the classic English fairy tale, Jack and the Beanstalk. As well as writing a detailed book review as part of their English work, Year 1 pupils were tasked with creating their very own magic beanstalk at home. The activity produced some impressive efforts.

Cobham Hall School, Kent, pupil Martha Hyde took matters upon herself at the start of lockdown to make sure her community stayed united. Creating a newspaper for her neighbours, Martha also got local primary school pupils involved to write articles. Packed full of puzzles and interesting articles, the weekly newspaper was well received by residents as a way of keeping a Felsted School, Essex, nurses, been looking after Covid-19 sense of community. But Martha Maria Hinchcliffe and Karen Kirk, patients in the Intensive Care Unit didn’t stop there, covering a have joined the many healthcare at Colchester Hospital. This has walkway with the adopted symbol of lockdown – a rainbow. Threading professionals across the country meant wearing the full PPE with yarn between her garden fence and volunteering their skills to the mask and visor for the duration of a neighbour’s the rainbow-coloured NHS. The two women have been her shift. working out of their comfort walkway puts a smile on the faces zones and facing their fears every Kate Cunnah, who retired last year of those who walk beneath it. single day of this pandemic. from Felsted after many years as a Martha is producing the Maria is based on the wards at school nurse, has also been called newspaper whilst still taking part Lister Hospital whilst Karen has back to the NHS. in lessons remotely.

The face shields initiative from Leighton Park with younger children. Although the shields are School, Berkshire, partnership hub, Safer Vision, transparent and the wearer’s face is clearly visible, it has discovered Covid-19 PPE can also be fun and may be that some pupils would find them unusual friendly! With a recent flurry of orders from prep additions to their teachers’ wardrobes. By adding a and primary schools preparing for the return of their brightly-coloured, laminated face shield topper to the pupils in Reception, Year 1 and Year 6 this month headband, the face shield becomes a fun feature, akin (June), the latest inspiration to hit the team in the to dressing up, an activity which many children adore! DT workshop has been face shields toppers. The face shields team are sharing the link http://tiny. The group were conscious that many of those seeking cc/shieldtoppers with schools interested in adding face shields for their staff were schools working the toppers to their PPE collections. Pictured: Lewis Bailey, volunteer face shields worker and furloughed member of Leighton Park School staff, modelling face shield topper

36 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] A flavour of some of the initiatives and activities involving independent school staff, pupils, and their local communities

A team based out of the Design continued to rise and has now hit and Technology department at the 10,000 mark with the much- Ellesmere College, Shropshire, needed protective equipment being initially self-funded and donated shipped out to front-line workers all 200 shields for local care homes over the country. and front line staff, but were kept The face shields, composed of busy as requests for more shields an acetate visor and headbands kept coming in. made from polypropylene, were In a matter of weeks the number produced using the school’s laser of face shields made by the team cutter and 3D printers. They have been delivered to hospitals, care homes, GP practices and First Line Responders. Jonathan Haycock, Teacher of Design & Technology at Ellesmere College, who spearheaded the volunteer effort said: “It’s been an incredible journey and we could never have imagined at the outset As some pupils returned to pupils to return. The handwashing that we were going to end up St Peter’s School, York, social stations have been designed using making 10,000 face shields. distancing was the new normal old classroom benches which were Pictured: Volunteer Jake Redshaw, a year 13 student in both the classroom and the held in storage at the school. playground, and new handwashing Tom Swales, the school’s plumber, King’s Ely Sixth Form student stations have been installed to (pictured) installed the new sinks Molly Whymark has raised almost ensure the safety of staff and pupils. with contactless taps, to reduce £600 for a cause close to her heart the areas that need to be touched by putting her best foot forward There are three outdoor to operate them. Each tap has a during lockdown. handwashing have been installed temperature control valve, so the by the school’s Estates team, who Molly, 17, decided to complete temperature can be set depending a ‘Two Point Six Challenge’, not worked hard behind the scenes to on the age group of the children only to raise funds for The Duke ensure that the school was ready for who are using the sink. of Edinburgh’s (DofE) Award, but to also try and make the most of Lt Col Wilson Turkington is a Senior Management Team of NHS the lockdown restrictions, which, at teacher and Head of Department Forth Valley. Each Health Board the time, included only an hour of at Edinburgh Academy, but he is across Scotland has two MLOs, outdoor exercise each day. also an Army Reservist, working many of them Army Reservists, The Two Point Six Challenge is a Molly, who is a DofE Award for 498 Labour Support Unit, a who bring specific knowledge fundraising initiative spearheaded Ambassador for Central England, Royal Logistics Corps nationally and experience to advise the last month by the organisers of the decided to walk 2.6km every recruited unit based in Grantham, local NHS implementing their London Marathon to raise funds day for two weeks and six days. Lincolnshire as part of 104 response. There are also a number for UK charities in light of the She completed her challenge on Logistic Brigade. working directly with the Scottish COVID-19 pandemic and the huge May 13th and, thanks to lots of Government and NHS Scotland, number of fundraising events which generous donations, has raised all providing support and a direct have had to be cancelled. £590 for the charity. link to the military, sometimes these lead to a Military Assistance Despite the lockdown, Stroud creating outdoors, getting involved to the Civil Authority (MACA) Task School, Hampshire, pupils enjoyed in even more sport. All pupils have where soldiers are asked to directly what should have been Outdoor been involved, from Early Years to help by reinforcing capability or Classroom Day – virtually. Year 8, from creating Nature super magnifying an effect. Outdoor Classroom Day is a global heroes, to reading in outdoor places. movement to inspire and celebrate Stroud School has lots of reason Lt Col Turkington feels that he outdoor play and learning, at to celebrate the great outdoors has been able to deliver useful home and at school. On Outdoor and before lockdown continuously support to NHS Forth Valley and Classroom Day itself, which has two encouraged learning outside the has helped bring his experiences dates each year, teachers usually and knowledge to reinforce the organise a special day outdoors classroom by taking its lessons into key work that the NHS and other for their class. In response to the fabulous grounds. emergency services are providing. coronavirus crisis, the movement Normally his Army service takes looked a bit different. place in his spare time, but he When thinking about what he is one of a number of people will take away from this role he As the coronavirus crisis continued, said “My key learning points children around the world are whose skills were seen as vital from this deployment are that the spending more time indoors and in and he was mobilised to join front of screens. Stroud pupils have the Defence support to the fight range of skills and the mindset been encouraged to be outside as against COVID-19. He is currently that you develop in the military much as possible, and have shown working as part of a two-person over time have the flexibility to their love of outdoor learning by Military Liaison Officer (MLO) team make a positive impact across very embracing their gardens, reading and supporting the Chief Executive and different environments.”

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 37 Changing FACES... Changing Places... Richard Ribeiro has Loughborough University, Richard Great Ballard headship at Pennthorpe School, joined Bradford started his career in IT service School, Sussex, where his parents still reside. He Grammar Junior management before making the will have Mr graduated with a degree in history School from his transition to teaching. He has Matthew King as from Nottingham University position as deputy taught in a range of settings, from their new Head and now has almost 30 years of from September head at Wakefield a state primary to an independent experience working in Prep Schools. boys’ school. A keen sportsman, 2020. He has been a Head in the Girls’ High School Junior School, Richard represented GB Students Independent sector now for ten He began his career in Dorset where and has now taken over from acting Rugby League at university and is years and joins from Framlingham he was Head of History, Drama headmistress Jane Disley. keen to champion sport and music College Prep School in Suffolk. and Computing at the age of 22. A geography graduate from at the junior school. Matthew grew up in the area, A keen sportsman, football fan, attending Hurstpierpoint College, playwright, musician, swimmer and The Governors of Headmaster of two independent played cricket for Sussex Under hiker, Matthew is an enthusiastic all Westholme School, HMC schools, St. Bede’s in 19s and enjoyed his first taste of rounder and an ISI inspector. Lancashire, have Manchester and Woodbridge in OLD announced the Suffolk. GSA Announces New Chief Executive appointment of Dr He has also worked as an ISI The Girls’ Schools Association (GSA) Richard Robson as Inspector for over ten years, has appointed Donna Stevens as its Principal, commencing the role in served on national committees new Chief Executive, effective from January 2021. and completed a Doctorate in January 2021. Donna will replace Dr Robson was previously the Education. Vivienne Durham who announced last autumn that she has decided to Mr Peter as a Geography teacher and retire at the end of this year, after Thomas will be was quickly appointed as a day three and a half years in post. Headmaster of housemaster, before subsequently Donna Stevens is currently Head Reading Blue Coat running a boys’ boarding house. of Research for the Independent School, Berkshire, Fully involved in rugby, football Schools Council, where she is from September and cricket coaching, Pete was also responsible for overseeing a wide 2020. He is currently Second Master-in-Charge of the Devizes to range of projects each year, such Master. Westminster canoe race, known as as the ISC Annual Census, the educational and social research economic impact of independent Graduating in Geological Sciences the ‘Canoeists’ Everest’, which he from UCL. Outside of work, she schools on the UK economy, and from the University of Durham, has completed twice. runs a successful performing arts the impact of independent-state Pete then began his career as In his time at Blue Coat, Pete has weekend school, with the help of school partnerships. a police officer, before moving been responsible for the day-to- six teachers, which caters for 100 into teaching Geography at The day running of the School, having Donna has a degree in mathematics pupils including Donna’s own three Judd School in Kent. In 2003, a significant impact on all areas of from the University of Oxford children. She also enjoys jogging he joined Dauntsey’s School school life. and a post graduate diploma in and spending time with her family.

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38 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] October 2019

February 2020 online

Chair Head Bursar Registrar Staffroom School Office ...the professional journal for Management & Staff Chair Head Bursar Registrar Staffroom School Office This magazine, and back issues, are available 24/7 to read or download, visit: ...the professional journal for Management & Staff www.independentschoolsmagazine.co.uk/view-issues.html You can receive notification of future issues immediately they are published – simply register your email address here: www.independentschoolsmagazine.co.uk (Your email address will never be sold on or otherwise made available to third parties and you can cancel at any time) There is no charge for these online e-magazines, thanks to the support of:

Schools featured in this issue include: Ashville College Ellesmere College Portsmouth High School GDST St. Mary’s School Bedford School Exeter School Reading Blue Coat School St. Peter’s School Benenden School Felsted School Reigate Grammar School Stafford Grammar School Bishop’s Stortford College Glenalmond College Rossall School Stonar School Bloxham School Great Ballard School Royal Hospital School Stroud School Blundell’s School Habs’ Girls’ School St. Benedict’s School Walhampton School Bradford Grammar School King’s Ely St. Dunstan’s College Westholme School Bruton School for Girls Leighton Park School St. Margaret’s School Withington Girls’ School Bryanston School Lockers Park School Burgess Hill Girls Cheltenham College Lomond School Cobham Hall School Manchester Grammar School The Editor welcomes news of your school Dauntsey’s School Manchester High School for Girls and suggestions for feature articles. Derby Grammar School Mowden Hall School Please email to: [email protected] Edinburgh Academy New College School

The Independent Schools Magazine is read by decision-makers – Governors, Heads, Bursars, Departmental Managers – and reflects news, ideas, influences, and opinions in the independent education sector. A personal copy is mailed to heads and other key personnel in fee-paying independent schools plus opinion formers in governments, political parties and educational Vires per Verum – Strength through Truth associations. It is also available on the internet. Editorial Advisory Board The publishers are grateful for the interest, advice and support of a distinguished Editorial Advisory Board whose members currently include: Richard Brown: Head, Handcross Park School, Sussex Henry Briggs: Senior Partner, HW, Chartered Accountants Birmingham and a Tory Gillingham: Managing Director of AMCIS – Association for Admissions, former school Governor Marketing and Communications in Independent Schools Alex Beynon: Former Head of Press Relations, Independent Schools Council (ISC) Elisabeth Lewis-Jones: a governor of Bloxham School, Oxfordshire; 2008 Kevin Fear: Head, Nottingham High School President of the Chartered Institute of Public Relations and Director of Liquid Deborah Leek-Bailey OBE: Director of DLB Leadership Associates Ltd., Public Relations, a consultancy with expertise within the education sector former head of Babington House School, Kent Emily Roberts: Communications Officer, Independent Schools Council Helen Davies: Bursar, Tormead School, Surrey

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Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 39 UNIFORM & SERVICE THAT STANDS OUT Experts in creating distinctive designs using quality fabrics for the UK’s leading schools. Tailored sales channels for a first class customer service experience.

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