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DISCOVER AN INSPIRATIONAL FOOD EXPERIENCE AT THE KINGSLEY SCHOOL
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Contributors Priya Lakhani, Hilary Moriarty, Marina Gardiner Legge, Hazel Kay, Val Proctor, Evan Davies, Simon Fry
Senior designer Jenny Sims [email protected] Outdoor facilities – page 55
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Key account director Fiona Cowan How much time do [email protected]
Account manager Jason Hewitt you spend outdoors? [email protected] hile it’s getting a little cold to be ecstatic about the thought of Commercial director taking lessons outdoors, it is still worth thinking about how much Craig Daykin time you and your pupils spend outside throughout the year. [email protected] W Whether it’s adventure activities like water sports, learning in an Marketing manager outdoor classroom or playing in a specially designed playground, Sophie Postma [email protected] bene ts range from academic progress to increased con dence. Val Proctor has explored these bene ts further in our Marketing consultant Debbie Luckham feature on page 55, as well as insightful research. [email protected] For example, Natural England’s Natural Connections Demonstration project found 92% of teachers surveyed said that pupils were more engaged with learning Marketing assistant Molly Cording when outdoors and 85% saw a positive impact on their behaviour. Ninety- [email protected] two percent of pupils involved in the project said they enjoyed their lessons more when outdoors, with 90% feeling happier and healthier as a result. To subscribe It even motivates sta , with 79% of teachers reporting Visit: https://mailchi.mp/ie-today/sign-up positive impacts on their teaching practice. WILDFIRE COMMS LIMITED Of course, there are practical barriers, such as the weather, that can make it Unit 2.4 Paintworks Arnos Vale di cult to get outside, but the research is overwhelmingly positive for when Bristol BS4 3EH outdoor learning can be made a priority. And it’s not just sports teachers who Tel: 0117 300 5526 should be thinking outside the box. Teachers of mostly any subject can take a www.wildfirecomms.co.uk class outdoors. Caroline Hoole, head of adventure and service at Lomond School, Wildfire Comms is an independent said music teachers could take their class out to “listen to birds singing before publisher, specialising in the education sector. Some of our other titles include: going back to write music”. How can you inspire your pupils outdoors? Independent School Sport, University Business and Education Technology.
Note: Copyright – all articles and features including illustrations and photos may not be IN THE reproduced, reprinted or posted on the internet, in part or whole without the express permission Jo Golding NEXT ISSUE: of Wildfire Comms Ltd. Editor Disclaimer: The legal responsibilities for all images ● or copy supplied to Independent Education Today Review of by third parties remain those of the third-party independent supplier. The magazine cannot be held responsible education in 2019 for copyright – or similar – infringements that may arise as a result of images or copy sent in by ● Why is a British contributors outside of Wildfire Comms Ltd. The obligation to check for such issues is the duty of education renowned the party who supplied the images or copy. Content Connect with us… around the world? supplied for print may also be used online, and vice versa, unless otherwise requested. For all the latest news and views in independent schools, visit www.ie-today.co.uk Printed in the UK on paper from a sustainable source. ISSN 2398-7995 © 2019 facebook.com/ietoday @IE_Today
@ie_today | ie-today.co.uk | 05 contents
ON THE COVER 55 OUTDOOR FACILITIES Val Proctor uncovers the benefits of getting outside for adventure, learning and play
NEWS 08 LATEST 12 APPOINTMENTS 14 INTERNATIONAL 18 CATERING 22 FACILITIES 26 SPORT 30 FINANCE
COMMENT Cover image © Lomond School 32 AI IN EDUCATION 34 AI will not replace teachers, says Priya Lakhani OBE 55 34 EXTRACURRICULAR Hilary Moriarty on the importance of trips and activities 36 GIRLS’ CONFIDENCE Marina Gardiner Legge shares her thoughts on how to encourage girls to query judgements 49 39 INTERNATIONALLYFOCUSED SCHOOLS Internationally-focused schools give flexibility and individual control to teachers, says Hazel Kay
FEATURES 44 SCHOOL SPOTLIGHT Jo Golding sees how The Glasgow Academy wants every pupil to find their passion 49 SUSTAINABLE SCHOOL DINNERS Simon Fry looks at how schools are 44 addressing the climate crisis with food 61 MITIGATING CYBERSECURITY THREATS Evan Davies discovers who is most vulnerable 67 INTERVIEW We ask John Attwater, principal of King’s Ely, how to address independent schools’ current challenges 70 TALKING HEADS Advice for supporting SEND students
EVENTS 61 74 GSA ANNUAL CONFERENCE A look at what’s in store this November 76 HMC AUTUMN CONFERENCE How heads came together to celebrate the sector
PLUS 78 STATS Independent and state school partnerships
06 | ie-today.co.uk | @ie_today NEWS 08 LATEST | 12 APPOINTMENTS | 18 CATERING | 22 FACILITIES | 26 SPORT | 30 FINANCE
INTERNATIONAL NEWS Page 14
@ie-today | ie-today.co.uk | 07 latest NuVu Innovation School to ‘resolve huge tension in education’ he education system hasn’t changed in more T than 40 years, but the world has,” said David Miller, director of the recently opened NuVu Innovation School. NuVu Innovation School is a partnership between the Glasgow independent school Kelvinside Academy and Boston innovation school NuVu. Imogen Gillan (S1) Gabrielle McKenzie (S3) It has been designed around “creativity, innovation and no viable alternative. “The design, technical and Miller said: “The current enterprise”. Instead of following “We believe this powerful meta-skills being developed system intensi es the idea that a teacher at the front of a learning model could and should and enhanced in the Innovation people leave school as a success classroom, pupils learn by doing, become mainstream and we School – together with an agile or a failure, and for some, it utilising 3D modelling so ware, hope the Innovation School mindset – are exactly what a can take many years to recover 3D printers and laser cutters, will serve as a case study for range of Scottish businesses from this binary view of the learning in open-plan studios. government and policymakers and academics are telling us world. There’s no speci c target Miller continued: “I believe of what can be achieved.” they need,” said Miller. or outcome; the NuVu model the new Innovation School Balfour Beatty built and The school hopes to present empowers children and frees will resolve a huge tension in constructed the £2.5m to the Scottish government them from the depressing education; everyone knows innovation school and have an example of what a new constraints of assessment.” the model has to change partnered with the school to national curriculum around Talks are under way to open but until now, there’s been work with the students. digital skills could look like. it to pupils at local schools.
Engineering event Habs to raise bar in pastoral care speakers revealed Haberdashers’ Aske’s School and our conference certainly young people to nd their own Tomorrow’s Engineers Week for Girls (Habs) has hosted delivered on its promise to identities outside of potentially is taking place from 4–8 its rst pastoral conference, inspire and energise all who toxic friendship groups, spotting November 2019, with schools themed around empowering attended, while equipping the signs of substance abuse, being urged to sign up to pastoral excellence. them with a wealth of practical how to help students make safer the ‘Big Assembly’, which is Close to 300 delegates information, new connections, choices around drugs and alcohol, being hosted on 6 November. attended, where headline ideas and best-practice supporting bereaved children Those speaking this year speaker Professor Tanya Byron approaches for the future.” and understanding unhealthy include Imogen Graves, a civil (child and adolescent mental Topics included helping coping strategies in young people. engineer helping protect the health psychologist and author environment, Rhodri Lewis, a of The Skeleton Cupboard), “This was an important event both for the school lifeboat systems engineer at delivered a speech on how we and our community. Never has it been more vital for RNLI, and Rebecca Shipley, are ‘raising our children in schools to support students pastorally in a complex a healthcare engineer captivity’. She encouraged the world faced with multiple and evolving challenges” helping to beat cancer. audience to remind children Rose Hardy, headmistress, Habs Beth Elgood from that failure is an experience organisers EngineeringUK and not something to fear. said: “Tomorrow’s Headmistress of Habs Rose Engineers Week provides Hardy said: “This was an an opportunity for the important event both for the engineering community to school and our community. work together to inspire the Never has it been more vital next generation of engineers.” for schools to support students Last year, 50,000 young pastorally in a complex people took part in the world faced with multiple inaugural Big Assembly. and evolving challenges. Schools can sign up at “We are passionate about www.bigassembly.org Habs hosted its first pastoral conference raising the bar in pastoral care
08 | ie-today.co.uk | @ie_today latest State and independent students encouraged to become leaders
Interactive sessions helped pupils develop communication skills The sessions were designed to build pupils’ confidence
tudents from a range enjoyed interactive sessions on design, health and wellbeing, She said: “We deliberately of Somerset state resilience and teamwork, then events management, executive created mixed school teams S and independent later developed their skills of coaching and construction. in workshops and asked that schools joined Mill eld students presentation, communication A student from Sexey’s School no students arrive in their for a day of training sessions that and the art of conversation. in Bruton said: “I really enjoyed distinguishable uniform. A er aimed to build their con dence Paul Jones, history teacher learning about the di erent understandable initial shyness, and encourage them to become at St Dunstan’s, said: “Our careers and pathways that the by lunchtime the venue was the leaders of tomorrow. students were most de nitely entrepreneurs had taken to buzzing; it was wonderful to Participants came from pushed outside their comfort get where they are now.” see those emerging adults, from Strode College, Sexey’s School, zone at times but blended in so Jeremy Niblett, head of physics many di erent backgrounds, Bridgwater and Taunton brilliantly with students from at Balcarras Academy, said: communicate and work College, Richard Huish College other schools and colleges.” “My students loved it and have together most e ectively and in Taunton, St Dunstan’s School The symposium culminated been talking about it all day, enthusiastically. Friendships in Glastonbury, and Cheltenham with a panel Q&A discussion even putting bits into action.” were certainly formed that schools Balcarras Academy and with entrepreneurs from elds Chantal Bowring, day, as was a newfound Cheltenham Ladies’ College. including European litigation Mill eld head of sixth form, con dence that continued to Throughout the day students funders, catering, global brand organised the event. develop throughout the day.”
Physical activity during class improves a ainment, UCL study finds Children who do exercise experience, helping children during class do better at to learn more e ectively.” tests than sedentary peers, Researchers looked at a UCL study has found. data from 12,663 students The meta-analysis of 42 aged between three and 14. worldwide studies, published Nearly half of the studies took in the British Journal of Sports place in the United States, Medicine, has concluded physical with seven conducted in activity during academic lessons Australia, ve in the UK and improves students’ attainment. four in the Netherlands. Movement like star jumps In one Dutch study, primary or running on the spot have In one study, students who kept active during lessons school children who took part progressed four months quicker than their peers a “large, signi cant e ect on in physically active lessons education outcomes during Norris, UCL Centre for seven or eight hours a day they three times a week over two the lesson, assessed through Behaviour Change, said: spend in classrooms. Our study years made signi cantly tests or by observing pupils’ “Physical activity is good shows that physically active better progress in spelling attention to a given task”, for children’s health, and the lessons are a useful addition and mathematics than their the researchers concluded. biggest contributor of sedentary to the curriculum. They can peers – equating to four
Image © freepik.com Lead author Dr Emma time in children’s lives is the create a memorable learning months of extra learning.
@ie_today | ie-today.co.uk | 09 latest
Wellbeing award helps Prep school introduces more than a thousand schools improve mindfulness classes mental health prep school in County Durham A has introduced mindfulness classes for under-11s. Pupils at Barnard Castle Preparatory School learn about enlightenment and wellbeing in sessions led by The award was launched two years ago headmistress Laura Turner. The scheme started as a The Wellbeing Award for voluntary programme for Schools has improved students but is now a formal part sta and student mental of the curriculum. During the health, a survey of last lesson of the day, students Headmistress Laura Turner leads the hour-long classes that feature participants has found. join Mrs Turner in sessions breathing and stretching exercises Launched in conjunction which feature movement, with the National Children’s games, stretching and breathing “Modern-day society encourages children to be older Bureau (NCB) two years exercises, relaxation stories before they are ready. We are trying to help them hold ago, the award delivered and personal a rmations. on to their childhood, creativity and imaginations for by Optimus Education has Barnard Castle Senior as long as possible” improved sta wellbeing in School has followed suit Laura Turner, headmistress, Barnard Castle Preparatory School 93% of participating schools. and now o ers hour-long More than 1,000 schools sessions in activities like chess, morning and their heads are The school said the move have completed or are languages, public speaking, like snow-globes of confusion,” was backed by research which working towards the award. sport, cooking and gardening. the headmistresses explained. suggests excessive homework Rachel Grant, director of Turner said: “Modern-day “We have designed a demands, SATS and digital awards and training, said: “It’s society encourages children to curriculum and a ra of devices have a negative impact clear from this report that the be older before they are ready. enrichment activities that allow on students’ self-esteem. Wellbeing Award for Schools We are trying to help them hold pupils to learn and ourish while “They are children and should is having a significant positive on to their childhood, creativity still enjoying their childhoods. not have to worry, feel under impact on the wellbeing of and imaginations for as long as Instead of SATS they complete pressure or su er anxiety. With pupils, sta and parents.” possible. If you can achieve the an array of fascinating projects the wellness sessions, if they do Woodhouse Grove School right balance, keeping pupils throughout year 6 to gain a feel anxious in the future, they was the first independent on an even keel, then children much more valuable, rewarding will be able to think back to school to be awarded the can be children for longer.” and relevant Achievement their lessons and restore their Wellbeing Award for Schools. “They o en wake up in the Award,” she added. calm,” Turner explained.
Brentwood School secures Steinway status Brentwood School is to Steinway factory in Hamburg, on their nuanced and astute team up with renowned where the school’s director of critique of the instruments piano makers, Steinway. music, Florian Cooper, was and thoughtful questions.” The move will see joined by ve pupils to choose The music scholars were pupils perform on the US 11 hand-cra ed pianos. encouraged to rank the pianos manufacturer’s instruments, “We had a truly magnicent according to di erent criteria: have regular masterclasses day, which far exceeded my touch and ease to play; tone with Steinway artists, and expectations and will live long colour and suitability to the opportunity to perform in our memories,” said Cooper. performance space, and range in the recital space at “[The pupils] showed of tonal colours available London’s Steinway Hall. maturity, musical talent and and to what extent they Brentwood, meanwhile, academic prowess throughout suited di erent repertoire. will become an accredited All- the day. Everyone they came The new instruments Steinway School. into contact with remarked Piano technician Val Hodgson, will be unveiled at a special The partnership got under on not just their immense music director Mr Cooper and concert in the school’s Wessex pupils in the Steinway factory way last month with a tour of the performances on the piano, but auditorium next month.
10 | ie-today.co.uk | @ie_today promotion
LEXINGTON LAUNCHES INDEPENDENT SCHOOL SERVICE Richard Glass, head of Lexington Independent Schools, says the new brand will better meet the needs of schools exington has launched a new Julia Edmonds, managing director brand: Lexington Independent of Lexington, says: “We believe now L Schools – an exciting new service is the right time to launch Lexington to better meet the needs of independent Independent Schools, as society moves schools, bringing an innovative, high-end increasingly towards food that is healthy food and service solution to the market. and delicious, sustainably sourced, It will operate as a dedicated and imaginative and o ering excellent value.” specialist division of Lexington and brings Lexington’s reputation as a provider of together the independent school clients high-quality bespoke catering services and that were previously managed by Elior, multi-award-winning food brands will: Taylor Shaw, and Edwards and Blake. Lexington Independents will allow us to ● Strengthen the o er to existing Richard Glass, head of Lexington better pull on the wide-ranging expertise independent school clients Independent Schools, says: “By bringing of our team to deliver a bespoke solution ● Support the team when approaching all our clients together in one specialist based upon a rst-class food o er. new independent school clients business dedicated to the independent “Lexington has built its reputation ● Position Lexington Independents sector – and providing them with the on excellence in food services and as leading the way in wellbeing. best resources in food o ers and service has all the right credentials to lead us Set up in 2002, Lexington is an innovation, nutrition, sourcing, training, into a new era in independent school award-winning business that works with health and safety – we will be able to catering with quality at its heart.” organisations to support them in providing contribute more to each school and its pupils. Lexington Independents will put food that ve-star food and service. The team is “Food is valued as an increasingly everyone loves at the centre of school life, passionate about creating the best hospitality important factor in the wellbeing of pupils helping clients evolve the food and services and guest experience for clients. at independent schools and the launch of that contribute to the wellbeing of pupils.
Food is valued as an increasingly important factor in the wellbeing of pupils at independent For more information on Lexington schools and the launch of Lexington Independent Schools, visit www.lexingtonindependents.co.uk, Independents will allow us to better pull on the email [email protected] wide-ranging experience of our team or phone 020 7332 8585 appointments
Sarah Poyntz
Director of teaching Hilary Mann and learning to play significant role Sarah Poyntz has been Polwhele head to appointed director of teaching and learning at Barrow Hills School. develop educational After graduating in law from Nottingham University, Poyntz became a teaching/ and pastoral offering care assistant for a child with cerebral palsy. She then embarked on a graduate olwhele House has for children to ourish independent education scene. teaching programme where appointed its h during their formative “We look forward to she combined her work head since the school years in early education. welcoming Hilary to Polwhele P at a Nottingham primary was founded in 1981. Hilary “I am looking forward to as she spends time getting to school with day release at Mann took up the post at the working closely with sta , know the school and meeting Nottingham Trent University, Cornish preparatory school parents and the children parents, and also supporting successfully gaining her on 1 September this year. themselves to help take her in enhancing the school’s PGCE and QTS qualifications. She was formerly head of the school forward and further development during She moved as an NQT Roselyon School in Lanlivery, to further develop and the next academic year.” to Pinewood School in leading the school for eight improve on the educational The school, which is set Wiltshire where she spent years, and worked at Danes and pastoral o ering.” in 32 acres of countryside six years, escalating to Hill School in Surrey in a Richard White, chairman and woodlands outside head of middle school. range of management roles. of the managing council Truro, currently has 105 The position at Barrow Prior to teaching, she of Polwhele House, said: pupils. Pupils aged three Hills provides an opportunity worked for an industrial “We have great pleasure in to 13 are educated there for Poyntz to consolidate her training board in the hotel announcing the appointment and bene t from playing management experience in a and catering industry. of Hilary Mann as our next elds, three tennis courts, smaller school environment. Mann said: “I am delighted head. Hilary has been a an adventure playground, a She said: “I am looking to be joining such a prestigious highly respected and able walled garden and a riding forward to joining the Barrow and popular preparatory school head at another Cornish prep school, with eight ponies Hills School family where in the heart of Cornwall which school and is extremely well and one horse, where pupils I hope to play a significant o ers an idyllic environment acquainted with the local have regular riding lessons. role in influencing the powerful impact that a good education can have on our children, working not just as a Headmaster seles into new community teacher but also considering Wellington School has rugby in South Africa and the school’s strategic welcomed new headmaster, enjoys outdoor swimming. approach to delivering Eugene du Toit, who was During his rst week, he learning opportunities that previously undermaster at visited the prep school’s music deliver optimum results.” St Paul’s School and deputy fair and supported the weekend At Barrow Hills, Poyntz headmaster at Trinity School. rugby and hockey matches. will be working with new He studied business “I am very much looking head Philip Oldroyd to economics at the University of forward to the months review best practice for Witwatersrand and completed and years ahead, and learning and teaching a master’s in leadership becoming a true part of across the whole school, and his MBA at UCL. this vibrant and exciting from nursery up to year 8. Eugene du Toit He played representative community,” said du Toit.
12 | ie-today.co.uk | @ie_today
international
Bolton girls learn to be Harrow School launches responsible travellers
In order to build life skills global online sixth form including kindness and courage, 15 sixth form arrow School has Harrow added that “UK- students from Bolton School opened up its sixth based and quali ed teachers, girls’ division have embarked form to international who are subject matter experts, H on a World Challenge students with the launch will be recruited and trained expedition in Cambodia. of a new online service, in to the same levels of excellence The students said: “The collaboration with learning required by Harrow School.” workshop at the start of tools provider Pearson. Students aged 16 and over, the trip and the community Applications are already being with strong English skills, project taught us all how accepted to the coeducational who are looking for a high- lucky we are to have teachers Harrow School Online, quality British education that who actually teach us, and the which will open its virtual suits their lifestyle, are being workshop also taught us how gates next September. invited to apply to study the to be a responsible traveller.” “We live in a rapidly Pearson Edexcel International The group’s community changing world,” explained A-level examinations, with group was based in a small Heather Rhodes, Harrow an initial focus on STEM village where every pupil had School Online’s principal, “and subjects (chemistry, physics, the opportunity to both teach education must adapt to the mathematics, further and build new foundations new challenges this presents, mathematics and economics). for the library block. and re ect young people’s Heather Rhodes is Harrow The school aims to help prepare lifestyles and aspirations. School Online’s principal students for employment. “It’s a privilege to be at the Thanks to a virtual house forefront of this new chapter of lessons to be completed at their system, pupils will also be education. We are pleased to be own pace. They will also be able to join in extracurricular partnering with Pearson using given one-to-one academic activities (such as a chess club their expertise in this area to tutorials and participate in live and a student newspaper) and make it a reality. I look forward online lessons with a teacher the chance to attend a summer to welcoming our rst cohort of and other students, as well as course at Harrow School. students in September 2020.” regular coaching sessions to Pupils at the online sixth provide them with personalised To find out more, visit: The World Challenge group form will be o ered self-study support and feedback. harrowschoolonline.org at Angkor Wat
Felsted School wins ‘prestigious’ international award
Felsted School has been awarded work has rightfully earned this the British Council International prestigious award. Embedding School Award for the fourth time. an international dimension in The school welcomes students children’s education ensures that of all nationalities, regularly they are truly global citizens celebrates cultural diversity and is and helps prepare them for a member of the Round Square successful lives and careers in an organisation, which means it o ers increasingly global economy.” exchanges to and from places One aspect of Felsted’s wider such as Australia, South America, curriculum which impressed South Africa and Europe. judges was the ‘Building Felsted also hosts an Bridges – Crossing Borders’ International Summer School, project which saw pupils connect which has increased in popularity with a German school, who since it began. It recently gave visited Felsted Prep School for students from 23 nationalities the three days earlier in the year. opportunity to learn, share cultural Another activity the school experiences and make new friends organised was a wellbeing during a six-week programme. collaboration with an Indian Sir Ciarán Devane, CEO partner school, where Felsted Prep of the British Council, said: School pupils shared yoga and Felsted School hosts an International Summer School “Felsted’s fantastic international mindfulness sessions over Skype.
14 | ie-today.co.uk | @ie_today Miele. With you for the long term.
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‘Real buzz’ at official opening of Durham School for Girls Doha
The girls’ rst day in their sta selection to development was a real buzz all around the new school found them of the school programme. place as children and their completing a Harry Potter-style There will also be an parents were coming in. ‘sorting hat’ session (pictured overlap of governance. “It was incredibly rewarding le ) to determine which of the Durham School headmaster to immediately see what a ve houses – Camel, Arabian Kieran McLaughlin will wonderful part the school Horse, Gazelle, Falcon or Oryx sit as governor, while Nick will be playing in their lives. – they would become part of Millen, who is the director of “I had a combined sense of for their time at the school. international operations, will pride that Durham School had DSGD will teach a UK become chair of governors. opened in Doha, and con dence curriculum, while it says “The opening of the school in the contribution that this its pastoral care promises to was truly amazing,” said Millen. new school will make to the ollowing three years “help the girls and young He continued: “There educational landscape in Qatar.” of preparations and women develop moral strength F planning, Durham and emotional resilience, School has become the to act with responsibility, rst independent school humility and kindness, and in the north-east to open to be ready to make a positive a sister school overseas. contribution to society”. Durham School for The parent school has Girls Doha (DSGD) has been involved from start to places for more than 500 nish in devising the new pupils from Foundation institution, from academic Stage One to Year 7. shape to architecture, and
“I had a combined sense of pride that Durham School had opened in Doha, and confidence in the contribution that this new school will make to the The parent school has been constantly educational landscape in Qatar” involved in devising the new institution Nick Millen, chair of governors, DSGD
BSA to collaborate with BAISIS on international student help
In a bid to highlight and support said: “BSA and our members teachers and managers. “I am delighted our the needs of international are passionate about delivering This is primarily achieved partnership will allow both students studying in the UK, the the best quality pastoral through their formal, certi ed BAISIS and BSA to support Boarding Schools’ Association care for more than 75,000 training and development more teachers and other sta (BSA) and the British boarders at over 500 schools courses for teachers interested looking to understand better Association of Independent in the UK, including around in giving their international the needs of international Schools with International 30,000 overseas students. students the very best chance students,” said BAISIS’ general Students (BAISIS) have “Our partnership with of academic success. secretary, Caroline Nixon. announced a new collaboration. BAISIS will enable our schools Representing more than to better support international 600 boarding schools around students in our schools.” the globe, the BSA works in BSA’s new partner was elds including professional established in 1997. It looks development, government to help international students relations, communications, assimilate in UK boarding media, publications, schools in three key areas conferences and events. – academically, pastorally The organisation’s chief and culturally – via training (L to R) Caroline Nixon (BAISIS), Julian Baker (BAISIS), Robin Fletcher (BSA) and Elyse Conlon (BAISIS) executive, Robin Fletcher, and development courses for
16 | ie-today.co.uk | @ie_today promotion MAKING THE MOST OF FACILITIES Charlie Gothold, co-founder/director of SchoolHire, explains how schools can increase revenue whilst making eciency savings through advertising their facilities online
lthough schools, especially independent schools, have A excellent facilities, which they are happy to rent out to community groups and the general public, for the most part unless you know the school well, you may not know they bene t from these wonderful facilities, let alone hire them out. And even if you did come across their lettings page, it is o en hard to get information as the person dealing with lettings is o en juggling numerous other responsibilities. This was the problem I faced a few years ago when managing an amateur football team. We wanted to nd an arti cial pitch to play our league games on, as well as a sports hall for midweek training, but it proved extremely di cult to nd these facilities, let alone book them. Why should A bespoke lettings website is provided free booking school facilities be so painful? of charge, o ering greater online visibility
Surely it should be a frictionless Benefits of SchoolHire process, the same way one would book a cinema ticket or a ight? ● Lettings website: A bespoke lettings It led me to co-found SchoolHire, website is provided free of charge, which is now the market-leading oering greater online visibility. school lettings booking platform – ● Live availability: Live facility allowing schools to increase revenue availability negates the requirement whilst making e ciency savings. for constant back and forth between The system allows both existing and venues and their customers. Live facility availability negates the potential customers to see information ● Online payments: Payments are requirement for back and forth between about the school’s facilities, such as pricing, venues and customers received securely online in advance. opening hours and features, as well as live No more chasing bad debts. availability. Users send through booking We have been working with Mill Hill ● Modifications: Any required requests directly to the school, having gone School since March 2018. Adele Greaves, cancellations or amendments are through the process of uploading required director of commercial operations, said: processed through the system. documentation, answering any questions “SchoolHire ts our needs very well and Refunds and revised invoices set by the school and then agreeing to the I am still impressed with how quickly are generated automatically. school’s terms and conditions/policies. SchoolHire got us up and running! I ● Enhanced user experience: Simplifying The school can then either accept, reject have found the reporting function so the process has been proven to increase or modify the booking. This is key as it useful, as it enables me to see facility utility and generate more revenue. means the school retains control as to who trends and dips, allowing me to promote ● Reporting: A large range of financial is using their facilities. If accepted, payment spaces that are not doing as well as the and operational reports are accessible, will automatically be taken and an invoice previous month/year. It also allows me oering greater insight and visibility. generated. All further fund ows, such as to report more accurately to governors, refunds, are done through the system at the as I can lter out what I don’t need.” School feedback click of a button. At the end of the month we She was also quick to praise SchoolHire We posed three statements to schools: send through one lump sum payment along for increasing revenue at the school, ● The SchoolHire system is easy to use. with a monthly remittance report, which noting that since joining SchoolHire their ● The SchoolHire team provides includes a journal for the nance team to revenue from lettings has increased by excellent customer service. input straight into their nancial package. 15% to 20% and that the system has saved ● I would be happy to recommend Our platform is used to manage lettings her team 20 hours+ on a monthly basis. SchoolHire to another school. at about 500 secondary schools nationally, The results including independents such as AKS, Contact Charlie Gothold: 97% of respondents agreed with Chigwell School, Kingsley School, E: [email protected] statement one, 95% with statement Mill Hill School, St Augustine’s Priory, T: 0203 857 8426 two and 99% with statement three. Surbiton High School, and many schools M: 07742 506 406 within the Girls’ Day School Trust. W: www.schoolhire.co.uk catering
Truro School adopts ‘open kitchen’ trend for Sixth Form Café
Truro School was inspired by The space now has a open kitchens on the high street fresh nautical design
ruro School has with Alistair Turner as assistant lunches from scratch every for vegetarian and vegan refurbished its Sixth head. Turner and cookery day. We season it, add juices, options. As the season moves T Form Café to re ect school assistant Manuel Espejo citruses, you name it. on, dishes will move from salads high-street trends – with an both have experience as senior “As well as all these unique to stews and vegetarian bakes. open kitchen where students chefs at Rick Stein’s Padstow. dishes we will also be providing Breakfast options will can see what’s being prepared, Turner said: “There’s a trend the staple favourites. include sausage or bacon and fresh ingredients the school to start opening up kitchens, “It’s all about giving sandwiches, homemade muesli said you’d expect to nd in and in a way inviting the choice. Toasties, tray bakes, or granola with yoghurt and a “good-quality café”. customer to see what’s going on anything you’d expect to nd honey. Healthy fruit options Following extensive work and how things are prepared, in a good-quality café.” are free all day for the pupils. over the summer holidays, cooked and managed. The café will have a di erent Taylor said: “It’s a good the café has been redecorated “We are adopting this menu every week, with themes opportunity to encourage with a nautical design. trend in our Sixth Form Café including Mediterranean, students to taste a range of Maria Taylor heads up the to encourage openness. Middle Eastern and Spanish, in di erent avours, and most cookery school at Truro School, “We prepare breakfasts and response to increasing demand importantly, a range of nutrition.”
Independents by Sodexo wins Victoria College contract
Independents by Sodexo has team and their o er of been awarded a new catering healthy and nutritious food contract with Victoria for our pupils and sta . College, a day and boarding “We are really looking forward school for girls in Belfast. to seeing the new service in place, The partnership sees the growing revenues and delivering company provide catering and the quality of food expected by hospitality services to the 870 our pupils, parents and sta .” pupils at the school’s Cranmore Jeremy Alderton, managing Park and Richmond campuses. director for Independents Independents by Sodexo by Sodexo, said: “Following started introducing a range of a competitive process, we dishes in the new academic are delighted to have been Victoria College year with a focus on fresh, awarded this contract. It is nutritious and seasonal food. a testament to our team’s Food, a national promotion services at hospitals, schools, Colin Tenner, head of hard work and consistent campaign for British food. prisons, o ces and sporting corporate services at Victoria delivery of quality services.” The year-long campaign venues, with the aim of using College, said: “At all stages Parent company Sodexo is culminates in British British produce wherever of the tender process, we committed to using locally Food Fortnight, giving possible. It is also committed to were impressed with the sourced, sustainable produce and commercial bene ts to UK sourcing Red Tractor-assured professionalism of the recently reinforced this message businesses that take part. products, sustainable sh and Independents by Sodexo as a partner for Love British Sodexo provides catering products that are in season.
18 | ie-today.co.uk | @ie_today Heritage with INNOVATION
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For more information contact [email protected] or visit www.harrisoncatering.co.uk @foodwiththought harrisoncateringservices promotion A FRESH PERSPECTIVE Jo Golding visits The Kingsley School to see how its partnership with CH&CO Independent has driven forward its goals for healthy eating and environmentally-friendly catering
Gavin Stevens, chef manager of The Kingsley School
eat out a lot and I love the restaurants and café bars of I Barcelona. They’ll have interesting details, like a bike on the wall, and this is something I wanted to bring here,” Gavin Stevens, chef manager of The Kingsley School, told me during my visit. He came to the Leamington Spa independent school around two-and-a-half years ago a er CH&CO Independent came on board as caterers and approached him to join. The school has been amazed not only by his ideas for food, but also his ‘eye for detail’. When he’s not coming up with nutritious and fun food for Kingsley pupils and sta , he’s refurbishing unloved furniture for the dining room, hanging plants from the windows or picking up pumpkins and seasonal vegetables to decorate the space. These details have turned the dining room into a colourful, inviting area. “I like working with plant-based and vegan trends as they’re both healthy and colourful,” says Stevens. “Recycling is our next port of call. We’ve seen a 90% plastic reduction already, but we want to bring in permanent lunchboxes for those wishing to take food away.” The catering team of ve has been recognised nationally too; they’ve been shortlisted for the EDUcatering Independent School Caterer of the Year award, the Heartbeat Award for healthy eating, the FSM Awards and many more.
Stevens drew inspiration from his CHALLENGING TASTES love of Barcelona cafés for the décor Rebecca Rogers, Kingsley’s assistant promotion
“One of our main goals was for more girls and sta to come through the dining room,” says Rebecca Rogers head (academic), told me about the included curry, turkey meatballs, vegetable with Japanese visitors. They are great school’s requirements when they spring rolls, the salad bar and falafels. opportunities for Stevens to get creative. partnered with CH&CO Independent: They even love meat-free Tuesday. For the entrance exam taster mornings, “The girls were eating but it wasn’t fun. The hydration station has large dispensers he made the dining experience bu et- “We wanted to educate them full of water infused with fresh ingredients style, with mini burgers and onion about food, push their boundaries such as mint and cucumber, lemon and bhajis, so the girls could mingle. and challenge their tastes – that was watermelon. A four-week menu cycle Rogers says: “It was more cost- the journey we wanted to go on. keeps things fresh and each Friday is e ective this way too, so he does keep “One of our main goals was for more themed. With Street Food Day taking an eye on the budget. He doesn’t hold girls and sta to come through the dining place during my visit, the pupils and back on avour either and the girls room. It’s compulsory for years 7, 8 and 9, sta happily tucked into chicken, sh or loved it.” Adding well-matched cheese so it had to be something they wanted to do. plant-based burgers, a huge range of salad, and bread to the parents’ wine-tasting We’ve seen the success of it because a lot of sweet potato fries or potato wedges, and event she says, “took the whole event them choose to carry it on to years 10 and pancakes for dessert with healthy toppings. up a notch in terms of sophistication”. 11, and even sixth formers come over to eat their lunch. Before you would never see a I like working with plant-based and vegan sixth former in the building, but they love it and it’s really good value for money.” trends as they’re both healthy and colourful More sta are choosing to eat in the dining room too, which Rogers says Rogers told me why the school decided The partnership between CH&CO has “made the school dining experience to up the stakes with healthy eating: “It’s a Independent and Kingsley has been much more of a community thing”. national requirement, healthy eating is on “really productive” Rogers told me. Every week Kingsley holds student the national agenda and pupils’ wellbeing is “There have been discussions going voice meetings, and any suggestions and part of the inspection regime. As a school backwards and forwards, which have ideas get fed back to the catering team. we’ve got a responsibility for the whole always been open and honest. It’s never There is also an ideas board in the dining wellbeing of the student. It’s incumbent going to be right straight away but because room where students can stick post-it notes on us to educate girls in healthy eating of the open communication channels up about what they’d like to eat. However, as issues around food are so huge.” between us, we’re really happy,” she said. the school has seen the board become The school’s next goal? Getting less used as the pupils’ relationships have GETTING CREATIVE the quantities right – looking at strengthened with the catering team – now It’s not just the day-to-day dining that which events need more food, and they’ll ask direct. “They give me a grilling, CH&CO Independent are involved with. which need less – and whether they but that’s what I’m here for,” says Stevens. Kingsley puts on regular events for pupils can go more local with their food. The school creates 300+ meals a day, and parents to enjoy including a Royal Watch this space! including breakfast, breaktime snacks and Wedding-themed picnic, garden party, lunch, but what do the pupils think? The World Challenge event, wine-tasting W: www.chandcogroup.com/ girls I spoke to said some of their favourites for new year 7 parents and a ernoon tea education facilities
Prep school opens wellbeing hut for counselling and therapy s part of its focus health problems developing. on mental health, She said: “Research has A coeducational prep shown that 70% of children school Longacre School has and young people who opened a new wellbeing have experienced a mental space for pupils and sta . health problem have not had The ‘Bear Hut’, named a er appropriate interventions at a the bear that features in the suciently early age and that school’s logo, will be used for children and young people who counselling, speech therapy experience mental illness are and occupational therapy more likely than other people with individual children and to experience mental illness in small groups. Mindfulness adulthood. Creating the right Club and art therapy will also environment for children is take place inside the hut. about creating the right physical The Bear Hut is the environment as well as the right The new facility has already proved popular with prep pupils brainchild of Longacre’s head emotional environment.” of art and head of years 5 and “We envisage it also being wellbeing issues and for children share their day.” The hut was 6, Tara Pandey. She believes used as a place for teachers to who are not able to play outside funded by the Longacre PTA. intervention at an early age is the meet with parents and children at break and lunchtime. Headmaster Matthew Bryan solution to preventing mental together to talk through any “There are still a few said: “We are really proud of nishing touches to be made Longacre’s commitment to “Research has shown that 70% of children who have but this hasn’t stopped the mental health and wellbeing and experienced a mental health problem have not had children popping in for a chat, would like to thank the PTA appropriate interventions at a sufficiently early age” some reassurance or just to for their fantastic support.”
Nursery oers Bolton community to make most ‘outstanding facilities’ New Hall has opened a new of school sports surface nursery for 2019–2020, constructed by The Stable Bolton School has opened a for just over £1m and was and increased parking. Company, which the school new all-weather sports surface completed during the school’s Bolton Hockey Club will said o ers a “nurturing and with several partnerships summer holidays. Notts Sport use it as their base, the National stimulating space” for pupils. with the local community provided design consultancy Hockey Foundation will There are rooms for arts already planned to make expertise and Cleveland Land contribute a grant of £50,000 as and crafts, dance and music, the most of the facility. Services laid the surface. they seek to ful l their mission while an outdoor learning It will be used primarily Updates include improved of improving hockey at youth environment allows pupils for lacrosse and hockey. spectator areas, separate shelters and community level and to interact with nature. Work began on 1 April for visiting teams, oodlighting England Hockey will also be Nursery manager Lynne partners in running the facility. Baines said: “We’re very Local schools will receive 100 happy to welcome new hours per annum of free usage pupils to New Hall as part and there will be 80 hours of of the school’s brand-new half-price availability for local nursery provision. The new junior hockey. The facility will nursery o ers outstanding also be hired out in the early facilities for the children evenings, weekends and holiday to discover and enjoy.” periods through BSS Leisure. The new building expands Philip Britton, headmaster the school’s provision to of the boys’ division, said: provide wraparound care, “We hope that the facility will from 8.00am until 6.00pm, make just as much di erence with extended day care on to hockey in Bolton as it will o er from 7.30am and 6.30pm. Bolton Hockey Club will use the surface as their base to hockey at Bolton School.”
22 | ie-today.co.uk | @ie_today promotion SCOTTISH SCHOOL REDESIGNS JUNIOR HALL AROUND NEW FLOORING St Columbia’s turned to Gerflor for multi-purpose flooring with a high-quality look
t Columba’s is one of Scotland’s “We therefore needed an equally all- highest-achieving schools, ranked round, multi-purpose ooring to cater for S within the top 10 independent this diversity and to replace the old and schools in Scotland. unsightly tiles which were in very poor The school’s 19th-century building is condition. As I had worked with Virginia situated in Kilmacolm, close to Glasgow. Harris of Ger or in a previous appointment, It was the need to replace the ooring I knew I could rely on both her expertise within its junior school’s multi-purpose and the reliability of Ger or’s products. hall and two corridors located within “We ascertained that Ger or’s Tara ex® the school’s 1970s building extension Multi-Use was the ooring product that has brought the refurbished most suitable for the hall renovation as areas into the 21st century. it combined the aesthetic, hardwearing Extremely high standards were a priority and safety characteristics we wanted. The hall is used for a range of activities when carrying out the two ooring “Whereas Ger or’s Mipolam Elegance including exams and parents’ evenings renovation projects under the management vinyl sheet ooring with the best abrasion of St Columba’s newly appointed facilities resistance group T rating and high stain manager. Alasdair McGregor said: “The resistance for heavy tra c use was ideal for To get more information about Gerflor hall is an all-round area that is regularly our busy corridors. We designed the whole solutions, order a free sample or speak used for activities like assemblies, exams, assembly hall around the ooring! I’m really to a specialist, call 01926 622 600, parents’ evenings and for the younger delighted with the result and everyone email contractuk@gerflor.com or pupils’ games and gymnastics lessons. who uses the school comments on it.” visit www.gerflor.co.uk
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Rydal Penrhos grounds team shortlisted for national award ydal Penrhos’ constructing a new ve-bay grounds sta have outdoor cricket net area that was R been shortlisted for opened by former teacher Mike a prestigious national award. Leach earlier this summer. The school has been In addition to the sporting shortlisted in the Independent elds, Owen and his team have School Grounds Team worked to enhance the overall category at the Institute of condition of the site, which has Groundsmanship Awards, which seen the implementation of new will take place on 30 October. owerbeds, a longer cut to bring The event will be hosted out fuller lawns and reducing by BBC TV presenter Dan nutrients in the wild owers Walker and the shortlisting that grow around the site. marks a signi cant achievement The grounds sta also for head groundsman Tony maintain the Forest School Owen and his team. area that has proven to be Despite overseeing a small an immensely bene cial team, Owen has implemented outdoor learning tool for prep a strategic ground development and pre-school children. plan around Rydal Penrhos’ 42- Senior school head Sally acre site over the last year, with Ann Harding said: “This Tony Owen the school’s facilities used by nomination is fabulous news high-pro le organisations such and one that Tony and his team come across from an education easy, with Tony and our other as Marylebone Cricket Club and can be enormously proud of. standpoint, and our sporting incredible sta working so Cricket Wales for their regional “Rydal Penrhos School facilities enhance this and hard to ensure every area of our development programmes. really is one of the most really are second to none. wonderful school is maintained Much of the work went into picturesque sites you will ever “All this does not come to an exceptional standard.”
St Margaret’s invests in pre-reception facilities ahead of major change
An independent day and St Margaret’s School has also wooden pirate ship, sand pit, boarding school in Bushey invested in a new extended construction area, ‘small world’ has unveiled its new pre- outdoor learning space with feature, den-building and reception facilities, which a staged performing arts water play facilities, as well have been designed to inspire area to encourage role play as a mud kitchen and bicycles and foster creativity in early and musical activities. and scooters to encourage years education. This comes Outside, the new pre- learning through active play. ahead of its transition to a reception area comprises a Inside, the school has coeducational school in January. bespoke playhouse, interactive access to a role-play and reading area, a creative hub, physical, social and emotional new facilities to boost ne skills they need to progress motor skills, an investigation through reception and beyond.” station and an interactive “Our interactive areas sensory exploration area. provide a range of stimulating Head of juniors at St experiences, both indoors and Margaret’s School Liz Norris outside, and as we begin our said: “We’re delighted to journey towards becoming a reveal our highly anticipated coeducational setting in January pre-reception facilities, which 2020, we are looking forward give our younger pupils a solid to welcoming both girls and foundation upon which to boys into our pre-reception to explore, play, learn and ourish bene t from the exciting new The pre-reception facilities have been designed to inspire creativity while developing the core facilities we have on o er.”
24 | ie-today.co.uk | @ie_today www.gopak.co.uk t: 0800 195 4255 e: [email protected]
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mentally_healthy_school_awards_190 x 133mm_4.indd 1 05/06/2019 17:49 sport
Burgess Hill pupil Former tennis professional selected for athletics programme thanks Millfield for Sixteen-year-old Peanut Meekings has been selected to join the British Athletics Youth Talent Programme. sport scholarship The young javelin thrower ormer British is a pupil at Burgess Hill professional tennis Girls and will join the F player Andrew Castle British Athletics 2019–21 has thanked his former Youth Talent Programme. school for awarding him It is the first stage of the a full tennis scholarship Performance Pathway for when he was 12 years old. young athletes in England Also known for his time on aged 16. With a personal best GMTV and now his own show of 40.83m, Peanut is one of on LBC Radio, Castle was the best javelin throwers in educated at Mill eld School. the country for her age. He said: “Looking back, Head Liz Laybourn said: Mill eld gave me the chance Andrew Castle (back row, second from “She is a role model to the to play and improve, and I’m right) and the Millfield tennis team in 1978 younger pupils and continues not sure where else this could to prove what a talented have happened. Mill eld was The time Castle spent playing young person she is.” the bridge from childhood to tennis at Mill eld helped him early adulthood in tennis terms. to the top of the junior game “Without Mill eld I may in the UK. He also gained not have been good enough to a sports scholarship to study continue playing – tennis is an in the United States, a er expensive sport to play and they which he turned professional gave me a chance to progress. becoming British No.1 and I will be forever grateful to playing in the Davis Cup. Colin Atkinson CBE for Headmaster of Mill eld giving me a scholarship to Gavin Horgan said: “We believe Mill eld and to Major Sam it is our purpose to make our Brancker who was the coach education available to everyone, for many years and a guiding regardless of their background Andrew Castle light for me and my family.” and nancial means.” Peanut Meekings
Half of parents concerned about mixed-gender sport
A survey of 2,000 parents still an opposition among has found that half are some parents to mixed gender unsure or opposed to their sports teams, particularly when children playing sport movements like Parents In with the opposite sex. Sport Week are aimed at helping The most common reasons all young people enjoy sport, were that they didn’t think their whatever that sport may be and child would be safe playing whatever gender they are. mixed-gender team sports, and “While no sport can children ‘should only train and be considered completely play with their own gender’. risk-free, there are several Sixty per cent are concerned ways in which the risk of about their children playing Rugby was considered the most injury can be minimised. sports, with one in ve parents dangerous sport by parents “Risk assessments are one admitting they’ve considered measure we would recommend, stopping their child playing are worried about their and broken teeth (18%). as well as having all the right certain sports due to concerns children su ering are head John Woosey, managing equipment and ensuring over the risk of injury. injuries (66%), broken bones director of Insure4Sport, said: thorough warm-ups before and The main injuries parents (47%), concussions (39%) “It’s unfortunate that there’s a er sessions or matches.”
26 | ie-today.co.uk | @ie_today School Calendar, Sport & Co-Curricular Management Systems
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Jo Morgan-Hughes Director of Sport, Millfield Prep School
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hen asked about their reasons for had arrangements in place, such as a the need to consider a di erent approach sending their children to a fee- trust, to ring-fence the fees throughout that will e ectively remove lump-sum W paying school, parents cited a variety the duration of their child’s education. payments and allow for a proactive of reasons including disillusionment with the The majority of parents, however, monthly approach to paying fees. state school system, smaller class sizes, greater haven’t made such plans, and for them, opportunities in creative subjects or even it can involve some creative solutions. PEACE OF MIND better discipline. Underpinning it all is a “We sold our Q7 straight away to fund School Fee Plan is set up in conjunction desire for our children to get the best possible the rst year. Now I am driving around with school bursars to give parents a viable start in life and to realise available in a banger on a wing and a prayer that solution to fee payment which avoids lump opportunities. it does not breakdown. But our son is sums and allows for repayments to be made There’s no doubt that the costs of paying in the rst year and now we just have in manageable monthly direct debits. for our children to attend an independent to manage things,” one parent said. While technically a nance product, school are far outweighed by the bene ts. The default among those involved in the School Fee Plan doesn’t require security But those costs can nevertheless be research was to pay fees from salary payments (where your home or other valuable assets signi cant, and there can be times where and to then maintain a budget to ensure the are used as ‘security’ against the loan) and making a large lump sum payment is availability of funds for the following term. surprised parents with its competitive APR inconvenient and can put a strain on of just 5.6%. This means that, based on a cash ow. At certain points fees can also WHAT ARE THE ALTERNATIVES? £12,000 fee, total interest payable would increase signi cantly. Many parents speak When considering alternatives, many be £358 over the year, a little under £30 of a sharp increase between primary and will turn immediately to credit cards or per month. In addition, there’s exibility secondary education, as well as the additional savings, though others revealed that they to add in the cost of excursions and trips, expense of some school excursions such would consider more radical approaches either at the beginning of term or even as ski trips or overseas exchanges. including re-mortgaging or selling part way through, simply add the cost property in order to pay for fees. of the trip to the product and spread the PART OF THE PLAN? With Brexit around the corner though cost over your remaining repayments. Only a minority of parents referenced a and the cost of lending potentially set speci c nancial plan to see their children to increase, many could see signi cant For more information call School through a fee-paying school. These parents movement in their monthly outgoings, Fee Plan on 0330 123 9720 tended to be traditionalists who, having particularly for those on tracker mortgages. *Research completed by Bdi erent Financial attended independent schools themselves, Against that backdrop, perhaps there’s Services Market Research in January 2019. finance
Parents opting for Elstree School leader state primary before private secondary gathers heads together for A study conducted by CEBR for Killik & Co shows that while the average private school day fees in 2019 charity endurance event are £15,000, this could he headmaster of Elstree increase to £24,500 in School in Berkshire has 2032 if trends continue. Torganised a Heads Up The Killik & Co Private Challenge charity initiative to Education Index shows raise awareness and funds for that the average cost of a mental health charity Place2Be, year at a day school has the Royal Patron of whom is increased by 3% since 2015. HRH Duchess of Cambridge. The investment house said Sid Inglis persuaded 20 some parents are sending other prep school heads to The endurance event saw 21 headteachers take part their children to a state school participate in an endurance before moving into a private event in Pembrokeshire at Together umbrella is Place2be, Featherstone Partners, and to secondary school, with the end of August, involving which is a fantastic charity our hosts Preseli Venture.” CEBR’s analysis showing that a 3-mile sea kayak, 50-mile that supports children’s mental He added: “Being head of a around 6,000 more children bike ride and 12-mile hike (or health, emotional resilience busy school can be a lonely job enter the independent sector run) in one day. So far, they and wellbeing. Their vision and to have the opportunity at the moment of transition have raised over £90,000. is for all children to have to spend some quality time from primary to secondary. Inglis said: “The idea and the vital support they need with like-minded people, Download the report planning for the challenge to help them build life-long while completing a challenge at www.killik.com/private- started about two years ago coping skills, and thrive. of this sort was very rewarding education-index-report-2019 in the middle of the summer “Every school has the mental and truly memorable. holidays. I did some research on health of their pupils and sta “Everyone has agreed that the Heads Together campaign, at the heart of everything they they have entered the new which aims to generate do. As heads, we know it’s academic year with renewed positive change in the national very important to tackle the energy, vigour and enthusiasm.” conversation on mental health. stigmas associated with mental I thought that I could gather health issues head on, and act You can still donate some ‘heads together’ to raise now to help provide support. at www.justgiving. money for this important cause. “We are incredibly com/companyteams/ “Sitting under the Heads grateful to our sponsors HeadsUpforPlace2Be Image © freepik.com Oakwood children present cheques to charities
Children at Chichester’s “Our links with the local Oakwood School have come community and charities up with a creative way to are very close to everyone’s raise money and awareness hearts here at Oakwood,” said for their two nominated headteacher Clare Bradbury. charities this year. “We welcome visits from They are learning to braid the charities for children to hair thanks to local salon, nd out more about their work KC Hair Boutique, at a cost and are pleased to have built of £5 each, with all proceeds strong and lasting relationships going towards The OHMI with the community. Trust, which pioneers the “This includes our friends development and adaptation at a number of local care of musical instruments for Children at Oakwood School presented cheques to three charities homes who the children o en people who are physically visit, and whose residents are disabled, and Sage House year’s three adopted nominated £2,236.71 and Hampshire’s invited to join us each year for – Dementia Support. charities. Sussex Wildlife Elizabeth House received events such as our Summer The children recently Trust and Brent Lodge Bird & £2,888.96 from proceeds of Tea Party, Harvest Festival and presented cheques to last Wildlife Trust each received the Friends of Oakwood Ball. Community Christmas.”
30 | ie-today.co.uk | @ie_today COMMENT 32 AI IN EDUCATION | 34 EXTRACURRICULAR | 36 GIRLS’ CONFIDENCE
HAZEL KAY ON INTERNATIONALLY FOCUSED SCHOOLS Page 39
@ie-today | ie-today.co.uk | 31 AI in education
‘Technology will create superteachers, not replace them’
Priya Lakhani OBE, founder CEO of CENTURY Tech, says schools can use AI to automate and improve less human-dependent tasks, so teachers can get back to what’s important – teaching
32 | ie-today.co.uk | @ie_today AI in education
n any given day, a cursory glance at the increasing role in classrooms across the world, news headlines will reveal yet more but only now are educators beginning to harness industries being ‘taken over’ by robots. the true power of advanced technologies like As I write this, the top Google News arti cial intelligence (AI), for example. results feature robots saving the coral Schools can use AI to automate and improve some Oreef, robots solving Amazon’s labour conditions woes of the less human-dependent tasks in teaching, such as and even Iran beginning to produce a robotic surgeon. most marking and planning, freeing up the teacher’s There can be no escaping from the fact that many time to focus on actually teaching and nurturing of these and similar developments will lead to a their students. At CENTURY Tech, we work with reduction in the role played by humans. In sectors from hundreds of leading schools across the world who are transport to healthcare to manufacturing, robots are each expanding the role of their human teachers by increasingly replacing humans – and this year the ONS arming them with the data and tools needed to provide predicted that 1.5 million people in England alone each child with an individual, personalised education. are at ‘high risk’ of losing their jobs to automation. From leading independent schools in England to But just as the invention of the telephone and the groups of Syrian refugees in the Middle East, AI is internet have brought humans closer together than being used to give children from all walks of life a better ever before, technology itself does not intrinsically education, amplifying the role of teachers in the process. result in a reduced role for humans – in fact, it can In Zero to One, entrepreneur Peter Thiel suggested o en mean the opposite. Technology can allow us that just as humans could never replicate many functions to perform the human-dependent tasks better and performed by technology, technology could never more frequently. Automating tasks that do not require replicate many functions performed by humans. human input allows us to maximise our time on He points out that Google’s proud announcement those that do. Technology can magnify the human of an algorithm that can identify a cat in a photo aspects of our jobs by diminishing the mechanical. is an impressive feat until you realise that toddlers Technology can also amplify the economic role across the world can do this with greater accuracy of humans by increasing demand for goods and and speed. Likewise, basic calculators can perform services produced by human-led industries. Even the Industrial Revolution, during which machines were literally destroyed by vigilante packs of anxious workers, resulted in a greater economic role There is no movement to replace teachers for humans. For example, because machines made for the simple fact that none could possibly cloth quicker and easier to produce, demand for cloth soared, resulting in even more humans employed in gain from robotising what is – if you perhaps its production. Additionally, those who previously exclude parenting – the most important laboured for hours to produce cloth by hand could now nd more lucrative and comfortable work in human-centric aspect of all of our lives cloth nishing or even tailoring. When technology automates that which is better done by technology, it paradoxically opens even more doors for us humans. mathematical functions out of the reach of even our brightest scienti c minds. Humans and technology TREASURED TEACHERS operate in di erent hemispheres and to suggest However, the most important factor in whether or not that one may replace the other is to fundamentally technology replaces, rather than augments, humans misunderstand their potential and limits. is our own will. With regards to teaching, the will of In no sector is this split more true than in education, all stakeholders involved is crystal clear – politicians, where the brilliance, warmth and love of humans educationalists, headteachers, parents and students can never, and will never, be replaced by robots. alike treasure the human aspect of teaching. Places such as China inappropriately using AI to There is no movement to replace teachers for the automate fundamentally human tasks, such as marking simple fact that none could possibly gain from robotising long essays, are facing kickback from educators and what is – if you perhaps exclude parenting – the most students alike because AI is simply not up to the task. important human-centric aspect of all of our lives. While it is good news that any attempt to misuse AI We all remember numerous teachers who were vital will ultimately back re, we must be careful not to to our development, each of them individual humans risk tarring all applications of AI with the same brush. with unique personalities and approaches, none of When used appropriately, it can augment human whom could ever have been replaced by a robot. teaching, acting as the sidekick to the superhero. While important to education, nobody’s life was ever AI has the power to improve our lives in the same changed by a blackboard or an overhead projector, and no way that technology has been doing for centuries, robot teacher would ever be able to turn around a child while at the same time enriching the level of human having a bad day at school. The ONS data backs this up: interaction in schools – a win-win for all involved. school teachers and other education professionals share the lowest probability of automation out of all sectors. CENTURY Tech was recently recognised as So what role is le for technology in education? a finalist of the Samsung Connected Society
Main image © depositphotos.com The previous decades have seen edtech play an Award at the 2019 Tech4Good Awards.
@ie-today | ie-today.co.uk | 33 extra-curricular
(Above and far right) Shrewsbury School in the Galapagos Islands ‘Extra-curricular has a name because it ma ers’
Extra-curricular activities and school trips have become even more important for raising citizens of the world, but, as Hilary Moriarty remembers, things were quite different before our risk-averse times
here’s many a perk In the great balancing scales of will you haphazard, and a very long way from our attached to teaching in or won’t you get a job, I was lucky that risk-averse times. The change has been an independent school there was enough in the ‘appoint’ scale, for the good, of course, in terms of safety (answers in rank order on a and I think that perhaps at that particular for all. But sometimes you cannot help but postcard please), but there are moment the headmistress might have think that the path through the paperwork Tresponsibilities and expectations which been slightly careless of the school’s need to ensure that you have all risks assessed and also, in our enlightened times, have been for productions and a senior member of appropriately catered for, is a perilous path in gently reduced in the state sector. sta to be prepared to organise them. its own right. It’s extra work for no extra pay. Half a lifetime ago I felt I was taking I had a history of producing plays in There is a great expanse of opportunities my future in my hands and putting previous posts, but this job was 30 miles for school trips these days – Antarctica, for it at risk when I declared at the end from home, and with four children, one anyone who cares to come, lacrosse team to of a head of department interview of whom was just nine months old, I Canada, cricket team to India, historians to that I would not do productions – knew my limitations. So there it was – I Boston for a re-enactment of the Tea Party, they might not give me the job! came at a price. And when I duly le ve geographers, well, where do you begin, Subliminally, and at the time correctly, years later, my successor had Hobson’s are they not the most intrepid and daring of I believed putting on a play every year, choice on stage before half-term. trippers? In these days, a trip to the theatre maybe even one junior and one senior, and seems tame. In my young days, organising maybe a musical in cahoots with the music CHANGE FOR THE GOOD? such a trip was relatively straightforward. department, every second year, was just part But I digress into the territory of what Could we make life easier for pupils and of the head of English job description, even teachers do and do not do, which has parents if pupils could be dropped o at their if I’d never seen it written down. It was a changed radically from my early days in homes on the way back? Course we could. given. Of course. It went without saying, the state sector, when actually much that No brainer. It saves the parent driving out which was the way of things back in the day. we did was almost random and cheerfully on a dark November night, no problem.
34 | ie-today.co.uk | @ie_today extra-curricular
Shrewsbury’s famous running club, The Hunt
And there were two routes from school to their blinking garden. Lists and lists for On a daily basis, we look a er them as Stratford, so you could pick the right bus, checking and ticking every half hour. Never today’s world demands, so we lock the each with a lead teacher in charge, and be mind increasing the safety of the children, gates, check registers, label and monitor sure you passed your place, stop the bus, on a freezing November night at midnight, visitors, count them in and count them out. be met by parent at front gate, bingo! I have never forgotten the parent leaving the But we also encourage looking up Well, almost. On my bus I ticked o school to go three miles home not knowing beyond the gates and the limitations of the early drop-o s as they went out into if her son would be there. Which he was, our own small worlds. We do it now with the dark, Mum or Dad waving cheerily, very cold, but safe on the doorstep. The a commitment to care and the welfare all well. On the other bus, my head of relief when she called to con rm all was of children probably much akin to what department cheerily waved goodbye to well – I am a long way from forgetting that. teachers always felt, but maybe had not her charges as they were dropped o at their various stops and came home with an almost empty bus. And a goodnight to all. Including the lady standing in the deserted Did the school have a protocol for running trips? No. Did it car park and quietly asking, ‘Where is my run trips? All the time. Did we have a policy? A what? Of course son?’ Neither my boss nor I had a clue. For our sins, we did not even know which not, it’s common sense, isn’t it? bus he had been on – awkward when it transpired the person in charge of his bus was my boss. Then, if not here, then where? OPENING DOORS quite articulated in the formal, insistent, Still in Stratford? At home? But he had Independent schools, and their sta and watchful way of today’s world. We have no key, and his mum had the only key parents, expect that a teacher’s job includes formal policies for what must be done and to the house, which was about three this kind of ‘outside track’ beyond the not done – no more haphazard chucking miles from school. There was no phone classroom. There is more to growing up o of buses in the middle of a winter’s (I am talking of prehistoric times). Did than studying in classrooms and passing night in the forest. We make endless the school have a protocol for running exams. It’s about opening doors to a lists, seek many permissions and check trips? No. Did it run trips? All the great big world, not holding the handle we have the EpiPen, everyone’s contact time. Did we have a policy? A what? Of and saying, ‘No’. Extra-curricular has a numbers and our phone – and a spare. course not, it’s common sense, isn’t it? name because it matters, and as schools We consult our policies, the tripper’s How I bless the day mobile phones become more and more like each other, bible, until they are dog-eared. got invented and stories such as mine are less individual in what they o er and But we still go and take children consigned to history – to the history which, what they expect of their pupils, extra- beyond their usual safety zones. To the even then, caused us to have a detailed policy curricular becomes more important. theatre, of course, but long may they in place by the end of the following week. We are raising citizens of the world. also continue to play lacrosse in Canada No more dropping people o anywhere on Many of them will go on to run the world and dig for rocks in the Bavarian Alps. the way home, even if we passed through in many di erent elds of endeavour. It’s what we do.
@ie_today | ie-today.co.uk | 35 girls’ confidence
How to encourage girls to voice their opinions Marina Gardiner Legge, headteacher of Heathfield School, shares her thoughts on how school leaders can encourage pupils, especially girls, to query judgements and engage with conflict
here is a dichotomy within the personally. It is vital that we provide those has shown that during public questioning, education system between having opportunities for all pupils, not just girls. if a woman asks the rst question, the other Tto be compliant and nurturing At Heath eld, for example, students women in the room are two-and-a-half verve and spirit. Compliance is perceived expressed that they were not keen on times more likely to ask subsequent questions as the bedrock of a harmonious school, an initiative that was proposed. than if a man kickstarts the discussion. where rules are followed, teachers are They agreed to a trial period for a week, Given this coecient, it is absolutely vital heeded and order reigns. However, verve and then gave well-considered reasons that women are asked questions rst to create and spirit reside in an inquisitive mind for their objections as well as positive the same equality of opportunity as men. – one that questions decisions, seeks and constructive suggestions as to how As educators we must recognise and alternative solutions and is self-assured. to achieve the same aims in a di erent emphasise that girls’ schools are not just These are immensely important character traits for everyone, but especially for women, to carry into the world beyond school – a world in which success may Staff provide the opportunities for safe challenge and depend on being able to query judgements engagement with conflict; this in turn builds self-confidence made by people in more senior positions, actively engage with con ict, negotiate and the circle continues pay rises and stand up for their rights. Sta provide the opportunities for safe challenge and engagement with con ict; way. A mutually acceptable solution was positive forces for women, but positive forces this in turn builds self-con dence and the reached. To understand how to engage for change. Our education system must circle continues. By modelling constructive constructively as a teenager and change prepare women for business by providing a con ict via debates or discussions in the world around one for the better is a sense of authenticity, empowerment and ‘get class, all pupils learn how to respect valuable lesson for life – not just for school. up and go’, which may mean questioning di ering viewpoints. Once a pupil feels Coeducational schools need to do this our own understanding of compliance. safe and valued, they will express their just as much, or even more, than girls’ Students who have a ‘disruptive streak’ opinions – in fact, try stopping them! schools. In coeducational schools it is really will also possess strength of will and self- Heath eld students had a unique important that young women are supported belief – critical qualities in tomorrow’s opportunity to voice their opinions and and brought forward. Academic research leaders; how can we harness it? participate in lively political debate earlier this year when our school hosted BBC Radio 4’s Any Questions? presented by Jonathan Dimbleby. It was an inspiring experience and an excellent way to foster compassion, empathy and understanding by building respect for oneself and others. It does come naturally to all pupils – provided they feel the environment is a safe one in which to express themselves; a er all, they open up to their friends every day. There are two sides to this; on the one hand it is about nding one’s own voice and putting forward one’s own opinion, but it is also really valuable for them to try out di erent, more outrageous opinions, just for the sake of it. This removes the emotion from the discussion and it is a wonderful moment when a young person realises that they can express and support the most extraordinary views and hear Heathfield School educates girls aged 11–18 arguments back which are not to be taken
36 | ie-today.co.uk | @ie_today promotion WE BELIEVE THERE IS A BETTER WAY TO MANAGE YOUR BUSINESS OVERHEADS Utilitas oer a bespoke service tailored to each school
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‘Flexibility and individual control help staff want to stay working in education’ Hazel Kay, head of marketing and admissions at ACS International Schools, says the professional culture fostered in its schools is a world away from the scrutinisation of classroom planning in more traditional British schools
n a 2019 survey of 8,600 members ABOVE: ACS International Schools is a group perhaps more traditional, school system.” of the National Education Union, of four private schools, three in England and Traditionally the preserve of expat 40% of respondents answered that one in Qatar families, local British families or long-stay they didn’t expect to remain in the residents are discovering the huge relevance teaching profession in ve years – and students and teachers and variety of cultures of an international education to their Ia startling 80% have considered leaving at an international school means I really children. Parents are increasingly valuing the profession in the past 12 months. have to stretch myself when it comes to the it above the traditional British system. “My job is no longer about children,” way I approach my teaching,” says Tasha Accessing innovative and inspirational one respondent said to The Guardian Arnold, high school learning specialist teaching gets our students ready to earlier this year. “It’s just a 60-hour at ACS International School Cobham. answer the world’s next questions. week with pressure to push children’s “There is never a one-size ts all approach “I think the main thing I enjoy achievement data through.” to teaching, but in an international about teaching at an international So, what is di erent about an school, you really are challenged. school is the ability to think outside the international school? And why are teachers “The teaching, testing and structure box when it comes to your teaching of the International Baccalaureate (IB) so of the IB has given me the opportunity style,” says Sue Wake eld, curriculum passionate about their time in the classroom? to develop much more as a teacher than I and iMake coordinator at ACS “The combined global mindset of all the would have done being in an alternative, International School Hillingdon.
@ie_today | ie-today.co.uk | 39 international
“This exibility in teaching allows for our students to feel con dent in approaching things in a new way. They might not be able to achieve the things they do if they didn’t take risks; and I don’t think as many of our students would take those risks if it wasn’t supported in school. “Our students come from lots of di erent countries and cultures so it makes sense that they would approach situations and challenges in di erent and new ways. This attitude of trying something new is celebrated and is one of the unique things about teaching at an international school. It also makes my job particularly satisfying. When students achieve something by taking a new approach that they have not tried before, it is a very rewarding moment as a teacher.” Image © freepik.com
PROFESSIONAL CULTURE We believe that it’s this exibility and Accessing innovative and inspirational teaching gets individual control of lesson plans that forms a our students ready to answer the world’s next questions key part of helping sta want to stay working in education. The culture of teaching in the UK has generally evolved to focus on progressive and challenging lessons. try di erent methods depending on the a constant scrutiny of classroom activity Exams are, of course, important here child – being able to design my approach and planning, the need to reach particular but they are not our sole focus. makes my job extremely satisfying. targets across classes of varying academic “We concentrate on working on lots of At ACS the end grades are not what is ability, and hyper-critical management from di erent things that make up our students.” important. It is about the positive impact senior leadership teams – but this is far from we can make on each student, and this is the professional culture fostered at ACS. CREATIVE TEACHING much more important than numbers.” “Here and within the IB, I have more The advantages and job satisfaction of Ultimately, the best and most relevant freedom; it gives me the possibility teaching the IB from the teacher’s perspective feedback ACS receives from teaching to work on individualisation and are centred on freedom to explore subjects methods and curriculum selections is personalisation,” explains Rob Surminski, and having more scope for creative teaching. the progress of our students and their Dutch teacher at ACS Cobham. Where once the concept of a global mindset con dence in being ready for the next stage “I love to bring my life and the things and international education may have seemed of education. “Any time I see a student that I see in my spare time into the class inaccessibly intellectual or aloof, it now have the light bulb moment where they and relate it to the di erent topics. seems like common sense to be taught how suddenly understand a process or nally “I love to challenge the students to to enjoy, thrive and respect di erent cultures, understand something that they found come up with their own interests and and to come out of school equipped with particularly challenging is always the most their own sources. What do they know the skills to live and work successfully. rewarding part of my job,” says Wake eld. and what can they teach each other?” It is being trusted to teach this “Quite oen students surprise me As part of the critical thinking skills common-sense approach independently by developing their own approach to a developed in the IB, students do not just take that o ers a more appealing role to challenge, in a way I would never have their teachers’ word for things. They want modern teachers when compared to thought of. Moments like that make to see the proof and they want to understand the traditional British school system – me think ‘Yes! This is why I teach!’” the process of things. They really push whether that’s a state or private school. It just goes to show, for those 40% back at their teachers, and this ensures the “I think the most noticeable di erence of teachers who feel that their job isn’t teaching is executed at a much higher level. I’ve experienced at an international school about the children anymore, or that they “I am at a school that allows me the is the willingness to try new approaches,” won’t still be in the teaching profession freedom and autonomy to design the way says Arnold. “At ACS, I am trusted as a in ve years – there is another way. I choose to educate,” says Leanne Larkin, teacher to use my knowledge and experience A forward-thinking global education high school principal at ACS Egham. to treat each individual student’s case as where the teachers are granted the freedom “This freedom is not something you I think best. In other schooling systems, to teach in the best possible way for each experience in other school systems. At ACS, there is a structured outlined approach student does exist. ACS o ers families an we are engaged in thinking about how we to every scenario and to go in a di erent international education in a school that helps teach, alternative ways of assessing, authentic direction you need to be prepared to write teachers actively look for those ‘Eureka!’ learning experiences, and approaches to a dissertation explaining your reasoning. moments in the classroom – a hugely improve students’ happiness, and helps them “At ACS, you are encouraged to think rewarding attitude to teaching, which gives to be ready to succeed in and out of school. outside the box as a teacher, and that is children the advantage in their approach “We are able to focus on designing something I really value as it allows me to to learning for many years to come.
40 | ie-today.co.uk | @ie_today promotion IS PERSONAL SUCCESS ON YOUR MENU? Tracy Shand, founder of Simply Boarding, invites you for a dinner like no other
oday, I am so pleased you have joined me for dinner at an amazing café. The menu here is amazing, so deliciously real and plenty of food for thought. Enough of my raving, let us T take a seat. What is your choice?
What a menu. Yes, you may not order TERRIFIC TERRIBLE I WISH DAY it, but are you living it. Your key to success is in how you act and react with the ingredients that you are given. In STARTER STARTER STARTER terms of success, the raw ingredients Regular exercise, Breakfast on the run, No wake up call don’t change much. It is the unique no email, ping-ping email blend of those ingredients and the time to be you MAIN correct application of a process that MAIN All about you, can produce a positive experience. MAIN No thank you’s, time to plan, What if you were to write a menu of Feeling valued, you-work-work-you, time to smile your day? Would you be drinking cups moving forward, hurried of positivi-tea or ordering a Depresso work-rest-play-laugh DESSERT due to the culture you step into at work? DESSERT Breakthrough to the real you, Today, I am drinking a cup of creative-tea DESSERT Stop, sleep like a baby with a slice of inspiration on the side. If Journal, stress, you were to step outside of the education sleep like a baby stop, treadmill and order something to make poor sleep you feel better, what would it be? How can you get there? Successful people take the raw ingredients of life and create them Your key to success is in how you act and into a personal menu of success? Now, react with the ingredients that you are given what is your order? Let’s start cooking.
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www.gabbitas.com China School [email protected] Dubai Assessment +44 (0) 207 734 0161 United Kingdom promotion RESILIENCE AND R.E.S.T. Malcolm Mckinlay, headmaster of Parkgate House School and co-author of Jigsaw R.E.S.T. explains how the school has measured its pupils’ resilience
t Parkgate House School we have always been aware of the strong A link between pupils being resilient and performing to the maximum of their ability. This awareness strengthened my desire to proactively build this in our pupils. The most natural way to achieve this, I felt, was to come up with a simple way of measuring resilience, in all its di erent facets, that teachers could use to monitor the children in their class. I started researching resilience and engagement scales and felt that by combining parts of a few of them, I could come up with a manageable way for teachers to assess pupils.
USING THE SCALE The scale we now use, although not scienti cally standardised, works well for us. It has 10 descriptors where pupils score from one to ve against each one. Each pupil in the school therefore has a Pic Credit © depositphotos.com score for their resilience and engagement that life won’t always be straightforward? While researching the possibilities, I was from a minimum of 10 to a maximum of Or try celebrating the progress they fortunate enough to be put in touch with Jan 50. An example of one of the descriptors have made by reviewing their work and Lever at Jigsaw PSHE and we joined forces is ‘the pupil is usually optimistic by highlighting the di culties they have and put together a resource called Jigsaw nature, they expect to overcome overcome? As a result of this work, teachers R.E.S.T. (Resilience and Engagement Scale di culties and see them as temporary’. at the school have become more aware of and Toolkit), which comprises the scale, When starting to work with the scale, the levels of resilience in their pupils and training materials, assemblies and a set of the most immediate impact was teachers also the steps they can take to help build suggested interventions for each descriptor re ecting on their own resilience and it, day in and day out. Teachers are able to and each year group. This is now being used how they are modelling resilience to use the information to open conversations in schools across the UK and internationally. their pupils. How do they react to small with parents about any area of a child’s At Parkgate House, we also began using the Jigsaw PSHE programme and the combination of the work we do to build Teachers at the school have become resilience and this comprehensive PSHE more aware of the levels of resilience in curriculum has been hugely bene cial to our pupils. They are con dent, self-aware and their pupils and also the steps they can take ready to face challenges. The mindfulness to help build it, day in and day out thread that underpins Jigsaw has helped them build skills for keeping calm and things like the interactive whiteboard resilience they are trying to strengthen. to self-regulate. Using a combination of playing up? What message does that Working with parents like this is a vital Jigsaw, the mindful approach to PSHE, send to their class? Teachers quickly part of the triangle – school, parent and and Jigsaw R.E.S.T. has taken the personal became aware of the powerful e ect child – trying to strengthen resilience development of Parkgate House pupils to a of being a ‘resilience role-model’. and engagement and improve outcomes level where they are con dent, resilient and Previously, when pupils were described for pupils. Parent sessions are part of this extremely well prepared for their future and as ‘not very resilient’, it was very di cult work. Older pupils (years ve and six) are any challenges that will come their way. for teachers to know what they could do also able to use the scale to self-assess and to help as we were unable to pinpoint the re ect on their own areas for development building blocks of resilience and thereby and on those which are a strength. It is know where to start with interventions. amazing to see how much the pupils relish The teachers at Parkgate House therefore this opportunity for self-improvement. worked to put together a bank of ideas for building resilience against each of the 10 HELPING OTHER SCHOOLS descriptors. So, if a child is not ‘optimistic by About six months into using the scale, we nature’, how could we as teachers build that? had a visit from an Ofsted inspector to the Could we try sharing stories of people school who looked at the work we were who have overcome obstacles, so they know doing and suggested it should be published. W: www.jigsawpshe.com FEATURES 44 THE GLASGOW ACADEMY | 49 SUSTAINABLE FOOD | 61 CYBERATTACKS | 67 JOHN ATTWATER
OUTDOOR FACILITIES Page 55
@ie_today | ie-today.co.uk | 43 school spotlight
The Saunders Centre includes 15 science labs and a food technology department
44 | ie-today.co.uk | @ie_today school spotlight
WANT TO PUT YOUR SCHOOL IN THE SPOTLIGHT? Email jo.golding@ wildfi recomms.co.uk
There are 1,523 pupils at The Glasgow Academy Finding their passion Jo Golding fi nds out how The Glasgow Academy has created an inclusive environment where pupils feel safe to discover their interests
hile The Glasgow while bringing together prep and senior Academy has a very children at Kelvinbridge helps the younger modern feel, its pupils prepare for their upcoming years. history goes all the Pearce joined The Glasgow Academy way back to 1845. in August 2015 as deputy rector and ItW has been through several major changes, said the four years have helped him get for instance, in 1981 girls could apply for to know the school and its community the rst time and 10 years later the school before taking on the lead role. “We’ve also merged with Westbourne School for Girls. bene ted from the fact that I’ve appointed The school has three sites: Newlands a deputy rector who I have worked with (nursery to P4), Milngavie (nursery to and trust, but he is also still new enough P4) and Kelvinbridge (nursery to S6). to bring that fresh perspective.” The Kelvinbridge site educates prep Having previously worked in the state schoolers in years P5, P6 and P7 before sector, Pearce highlights the “bigger they make the transition into the senior operation” of an independent school as school located at the same site. Rector new to him. He says: “To a large extent Matthew Pearce tells me multiple sites help in the state sector, the children live the school serve di erent parts of Glasgow, locally and there are some clubs to take part in but it’s incomparable to the co- Five numbers curricular, and now the super-curricular provision, that we’ve got here. Founding year: 1845 “Our children start coming from seven Pupils: 1,523 o’clock in the morning and the school Female/male pupils: 732 female, 791 male is open to them on a regular day until Sta : 258 seven o’clock at night. The amount of Sites: 3 co-curricular, the trips that are going on, the sporting programme – it’s a
@ie_today | ie-today.co.uk | 45 school spotlight
lot bigger than I was used to in the state sector. You read about it, but you only really understand when you’re in the midst of it. We try and give our pupils almost a boarding experience even as a day school.”
TOMORROW’S BUSINESS LEADERS One of the areas where The Glasgow Academy is particularly strong is in pupil leadership. Pearce tells me a lot of the students are active in wanting to make a change, not just to the local community but with bigger, global issues. As a WildHearts partner, the school receives support and training for social, ethical enterprise. Many of the pupils take part in WildHearts’ entrepreneurial training programme Micro-Tyco, which enables them to practice The Saunders Centre business behaviour in a smaller environment. They’re given £1 which they must grow into feel really passionate about at least one and providing the very best for our as much money as possible over one month. particular subject or aspect of their children. We don’t perceive ourselves “They’re trying to empower young learning. It’s an enjoyment and thirst to be perfect. We’re good at identifying people to help solve global issues. Since, for learning that helps people get those areas for improvement. There’s a real we’ve had young people speaking in our quali cations. It’s this learning and striving commitment throughout the whole sta that we want from pupils, rather than to work with other people and learn from the need for quali cations, in a way.” them. There’s this sense of community However, pupils with a particular that’s warm, supportive and inclusive.” We want every young interest in science and technology are in person to feel really luck because the school opened a new facility, The Saunders Centre, in 2016 passionate about at least one that’s proving popular. It features 15 particular subject or aspect science labs, a 166-seat auditorium, a food technology department, meeting rooms of their learning and a range of study and social facilities.
NATIONAL RECOGNITION assemblies to their peers about how to The Glasgow Academy has been recognised protect the environment and there was also for its work with a number of awards – most a 500-person petition put to me for us to recently with the Rights Respecting Schools stop having single-use plastics bottles in the Award from Unicef. The prep school has Five facts school. A er the October break, we will the gold award and the senior school has just no longer allow single-use plastic bottles.” been awarded silver. The award recognises 1. In 1981, The Glasgow Academy An area the academy is developing at the school’s achievement in creating safe admitted girls for the first time the moment is its super-curriculum and and inspiring places to learn and embedding . In 1991, it merged with Pearce says pupil-led societies are on the those values in daily school life. The award Westbourne School for Girls rise. The school is also enjoying Friday uses the United Nations Convention on lunchtime lectures, where teachers speak the Rights of the Child as a guide. . The Glasgow Academy was the about topics of interest – a bene t to The school has also been awarded the first school in Scotland to achieve both the students and the teachers. Platinum award from Investors in People, The Diana Award Gold Standard Pearce adds: “For the rst time we’ve and its prep school was the rst school in . The Saunders Centre, the taken signi cant part in the Extended Scotland to achieve The Diana Award school’s technology and science Project Quali cation. The aim of all of Gold Standard for its anti-bullying work. hub, has a 166-seat auditorium this is to really engage pupils in learning I asked Pearce what makes the school which is available to hire and help them better prepare for life a success and while he admits “we’re not a er the academy so they’re choosing perfect”, he highlights the commitment . Matthew Pearce started at the employment or education in areas that to improvement as a standout factor. school in 2015 as deputy rector they have a real deep-rooted interest in. “I think it’s the shared commitment but became rector this year “We want every young person to we have to continuous improvement
46 | ie-today.co.uk | @ie_today promotion DISABILITY DISCRIMINATION AND EXCLUSION AVOIDING THE PITFALLS Chris Barnett, senior associate solicitor at Sinclairslaw, advises schools to consider the requirements of the Equality Act
ike all schools, independent schools are subject to the Equality L Act 2010, and so are prohibited from discriminating against pupils who are disabled. When a disciplinary issue arises in relation to a disabled pupil it is, therefore, always advisable to give particular consideration to the requirements of the act, in order to minimise the risk of a discrimination claim.
DISCRIMINATION CLAIMS Parents of a disabled pupil (or the pupil, if they are over 16) can bring a complaint of disability discrimination to the independent First-tier Tribunal (Special Educational Needs and Disability). While the tribunal does not have the power to award compensation, it can grant any other remedy it considers appropriate. The courts have recently con rmed with its obligations under the Act. consideration should be given to the steps that this can include the tribunal ordering In considering whether to exclude that the school can reasonably take for them. an exclusion to be reversed, and for a a disabled pupil, the school may not Adjustments may include putting in place pupil to be reinstated at the school, in discriminate by placing them at a additional support, strategies or equipment, order to remedy the discriminatory detriment because of something arising where reasonable. However, it might also e ect of exclusion. In addition, failure ‘in consequence of’ their disability. It is mean, at least in the rst instance, seeking to comply with an order of the tribunal therefore important to consider whether further advice, either directly from relevant may be considered a contempt of court, the pupil’s conduct arose, wholly or partly, professionals (such as an educational which can lead to further sanctions due to their disability. While the fact that a psychologist), or through the parents or (in principle up to imprisonment pupil is disabled does not necessarily mean potentially the local authority, in order to of the proprietor of the school). that all of their conduct will arise from their consider what other support can be arranged. disability, in the case of some impairments WHEN THE ACT APPLIES (for example autism) that is highly likely MY TIP The Equality Act applies in relation to to be the case, and particular care should Ensuring that your processes take into pupils who have a ‘disability’, as de ned be taken before concluding that there is account the requirements of the Equality in the act. The de nition covers mental no link. If it did, then in order to exclude Act and considering the school’s obligations and physical impairments which have a a pupil, the school would need to be able under the act before any decision is made long-term and adverse e ect on a pupil’s to show that doing so was a proportionate may take a little longer, particularly if ability to carry out normal day-to-day means of achieving a legitimate aim. reasonable adjustments need to be made. activities. It is not necessary for a pupil to However, taking the time to consider this have a medical diagnosis (or any particular PROPORTIONATE AND LEGITIMATE at the outset, and being able to show that diagnosis) for them to be disabled, if it There will generally be a legitimate aim to that has been done, can signi cantly reduce is clear that they have an impairment. disciplinary action (such as implementing the risk of having a claim brought, and While schools are not expected to the school rules, or protecting the safety also improve the prospects of successfully diagnose conditions, if a pupil’s conduct and welfare of others). Showing that defending a claim (as well as potentially repeatedly causes concerns over a exclusion is proportionate for a disabled avoiding the need for exclusions). period of time, then the possibility pupil requires also showing that there was that this arises from an underlying not a less serious alternative to exclusion. disability should be considered as In particular, the Act requires that part of any disciplinary process. schools make reasonable adjustments to avoid disabled pupils being placed at a Contact Sinclairslaw and whatever your DISCIPLINARY PROCEDURE substantial disadvantage, and if a school need, our expert team of solicitors can All schools are required to have a pupil has not done so then it may be di cult to help with straightforward advice that behaviour policy, and it would always show that an exclusion is proportionate. you can trust. be advisable for this to address disability What is required by way of adjustments will issues expressly and set out how the depend on the pupil’s particular needs, but T: 02088 914 488
Pic Credit © freepiks.com school will ensure that it complies if a disabled pupil is having di culties then W: www.sinclairslaw.co.uk Individually designed spaces for learning
High quality eco-friendly classrooms in weeks
“We were more than happy with the final space; the children love it, it is light and airy and fantastically warm. It’s created a fantastic teaching space that we are really pleased with it. It’s a lovely, bright area for teaching and we’ll get really good use out of it, especially the bi-fold doors that give the children direct access to the learning space outside.” Alison Burton - Head Teacher Sawley Junior School - Nottinghamshire
0800 334 5570 www.green-modular.com For a brochure contact [email protected] www.green-studios.com special report Food for thought The UK’s independent schools are taking the fight against climate change to the kitchen and dining table, writes Simon Fry Image © freepik.com
@ie_today | ie-today.co.uk | 49 special report
he University of Cambridge was in the news in September with a report highlighting a 10.5% overall carbon emissions reduction since implementation of its Sustainable Food Journey. Top imageTop © freepiks.com TThe initiative included reducing meat consumption, particularly that of ruminant meat – beef and lamb. Similar developments across the independent education sector – some prompted by student demand – are evidence of an appetite for change among pupils.
YOU CAN HAVE SOME MORE! Su ce to say the move to make catering more eco- friendly can bring enrichment beyond nutrition, through the wholesome experience of eating home- grown food. HawleyHurst School is currently growing a designated ‘soup patch’ whereby vegetables in a bed will be used to make a soup come harvest time but, already, home-grown potatoes, garlic and runner beans have been served onsite, with children informed of these ingredients’ provenance. In general, to reduce food waste, “Pupils are served smaller portions, with a culture that welcomes children returning for seconds,” says Andy McCoy, head of sustainability. Helen Bonner, catering and cleaning manager, runs cooking lessons focusing on no waste by, for example, practising vegetable cuts to ensure the entire plant is used. She is also looking to reduce use of foodstu s containing palm oil by 10%. The school runs sustainability classes and has started taster sessions for senior pupils to try new foods, to waste less.
SMOOTHIE CHANGE GOES SMOOTHLY Ian Holliday, head of commercial development at
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Pelican Procurement, is seeing caterers seeking suppliers best placed to achieve a particular goal. He says: “Sustainability has become an ever-higher priority for all hospitality sectors due to the highly publicised environmental impact the food industry has on the planet. The pressure for change is on!” Pelican have responded by supporting clients to reduce their plastic waste by, for example, moving away from disposable packaging to reusable crates when buying fresh produce. Simple but eye-catching initiatives have made massive progress at Pelican client Thomas’ London Day School, where Mark Newman is general catering manager. He says: “We asked parents to supply their children with a reusable bottle they can re ll. That alone has helped us remove 50,000 plastic bottles per year!” As one of its pudding options, the school was using 2,500 carton smoothies (with straws) weekly, before the decision was taken to make their own. “It was a bit of a game-changer,” says Newman. “We’ve got better at it and once people make it a routine it gets easier.” The move has reduced food waste, as fruit not used during the breakfast serving nds its way into smoothies. Yoghurt previously served in 2,500 individual cartons is now bought in ve-gallon containers and decanted into bowls, while the school has also moved from disposables to greener products made from recycled or compostable materials, such as the Vegware range. The introduction of classroom food waste bins sees their contents disposed for composting while a menu change has seen the “When cod Season well! school go ‘meat-free’ one day weekly, reducing meat was removed consumption by around 200 kilograms per week. recently By Deborah Homshaw, managing from the director of CH&CO Independent HOT WATER WITHOUT GLOBAL WARMING sustainability Dishwashing at High eld and Brookham Schools is a list, it was The seasons give chefs an clean operation in more ways than one. Sophie Baber, removed abundance of fresh, delicious headteacher of Brookham School, says: “We have a immediately produce to work with and a whole responsibility to prepare our children for the future. from heap of inspiration. Menus that reflect the seasons There is absolutely no question that climate change Greenbank’s are not just ‘on trend’, they also make a lot of sense. is the most signi cant crisis we have ever faced.” menu” Firstly, there’s the sustainability benefit. Using At High eld and Brookham Schools, the largest seasonal British produce, wherever possible, project to help with this kickstarted in 2013 with automatically reduces the distance produce has construction of two 350kW state-of-the-art to travel to reach our schools, which has a positive woodchip-fuelled biomass boilers, heating all of impact on our carbon footprint. The more local the the hot water throughout the schools, including better, we say! It also enables us to support local the kitchen. This has led to the removal of 20 oil- enterprises and make a positive contribution to the red boilers, a massive saving of 140,000 litres of oil communities where we work. Building relationships annually and an estimated annual saving of 288 tons with local producers help us understand more about of carbon dioxide, saving 5,760 tons over 20 years. the ingredients we’re working with and share our Environmental good practice is rmly rooted learnings with the inquisitive pupils we feed. throughout, with children taught about food in lessons Seasonal produce often costs less too. As well and growing their own vegetables in a kitchen garden as having less distance to travel, food in season before taking on the role of chefs and making their own is usually in abundance, which, just as consumers delicious homemade soup. “The children who represent experience in the supermarkets, makes it cheaper. their peers on Eco Councils will be meeting throughout Ripe, seasonal produce simply tastes fantastic. the year to ensure we keep our environmental It’s no coincidence, for example, that strawberries responsibility at the top of our school agenda,” says Baber. picked in season have more flavour than those found Additionally, all children are given the opportunity to out of season! It’s also at its optimum nutrient level. compost their fruit snack waste in compost bins. As of Our chefs have been busy developing delicious next term, yoghurt will no longer be o ered in individual LEFT AND ABOVE: and nutritious menus that celebrate this season’s pots as a pudding option; instead, the schools will either Brookham School bounty, including kohlrabi, pumpkins, butternut reception children buy in bulk and decant or make something else instead. squash, sweet potato, curly kale, broccoli, grow their own Signi cant changes made by the catering department vegetables and cauliflower, potatoes, apples and pears. are helping to eliminate single-use plastics, with fully make soup
@ie_today | ie-today.co.uk | 51 special report
CH&CO chefs at Greenbank Preparatory School use a butcher and grocer within two miles of the school to reduce food miles. Vegetables are grown onsite, and for November’s Thanksgiving dinner, as many vegetables as possible will come directly from the school’s grounds, compostable cutlery made from 100% renewable “Across our including pumpkins, cabbages, potatoes and carrots. resources. The schools will be replacing white plastic schools we Greenbank makes its own biscuits to avoid using palm disposable cups with a clear Bioware cup made of corn champion oil and uses only sh local to the British Isles; when starch which is compostable and biodegradable. In the a holistic cod was removed recently from the sustainability list, it kitchen, once the schools’ current stock of black plastic was removed immediately from Greenbank’s menu. approach to bags are used they will be replaced with biodegradable “Across our schools we champion a holistic approach ones. Paper baguette bags, rather than cling lm, are our menus, to our menus, ensuring our pupils are exposed to a used for packed lunches and the schools will move to ensuring varied, balanced diet. More plant-based options are covering tables with linen cloths, rather than cling lm. our pupils providing delicious alternatives to meat, with meat- The schools are increasingly aware of the ingredients are exposed free Monday proving popular,” says Homshaw. to avoid and, where possible, avoid products containing to a varied, ingredients such as palm oil. More vegetarian options balanced diet” SIXTH FORMERS DITCH are being o ered than ever before due to demand SINGLEUSE PLASTICS from sta and pupils – year-on-year High eld and Mill eld School’s in-house caterer, Chartwells, works Brookham Schools are nding more people are with the UK’s largest food waste charity, FareShare, wanting to reduce the amount of meat they are which redistributes surplus food to charities nationally, eating or opting to be fully vegetarian or vegan. turned into meals for those in need. The school recycles its used cooking oil into biodiesel, supports BURSTING WITH SUSTAINABILITY National Stop Food Waste Day and its catering CH&CO Independent holds the top-level three-star manager, Denis Verrier, became the Environmental rating from the Sustainable Restaurant Association for its Champion in Chartwell’s independent sector in 2018. commitment to operating responsibly and sustainably. Mill eld uses 4,031.5 litres of milk weekly “Across our schools we focus on seasonal, from Midway Farm Dairy, 15 miles away in local produce and reducing food waste, meat on Radstock, their entire supplier for the last 20 the menu and single-use disposable products,” years. Apples and blackberries from the school’s says managing director Deborah Homshaw. orchard are harvested by Mill eld Prep boarding “We also educate pupils on the impact houses for making into juice and jam. food choices have on the environment. The school’s single-use plastic initiative was entirely “Our Good Food Works programme helps pupil-led, with eco-committee members and upper them understand where food comes from as well sixth pupils Imara-Bella Thorpe and Emma Harvey as the bene ts it has on our bodies and minds.” leading the charge. In the autumn 2018 term, use At Copthill School CH&CO Independent chefs across Mill eld and Mill eld Prep was down by 22,000 use seasonal produce from local suppliers whenever bottles, with zero plastic bottles used at Mill eld possible. The school keeps chicken and pigs and has from spring until the end of the summer term. a vegetable garden and land for foraging. The garden The UK’s independent schools are blazing a trail for is a great place for pupils to learn about food, from environmentally-friendly catering. On menus and in seeds and the growing process through to harvesting, dining halls, in the curriculum and in the classroom cooking and eating, supported through a cookery club. or outside in school grounds, the need to protect our Food waste is recycled as compost for the school precious planet while producing delicious, healthy food is garden, and fruit and vegetable peelings make instilling lifelong good habits and conscientious thinking excellent fodder for the chicken and pigs. The use ABOVE: Millfield into pupils who will expect similar credentials of their of disposable goods has been minimised through School’s caterer chosen university. Beyond the statistics of reduced food removing them or buying compostable options, Chartwells works miles and smaller carbon footprints, less quanti able with FareShare to the chefs swapping single-use plastic bags for food redistribute surplus bene ts are accruing, as children nurture an appreciation prep in favour of washable, reusable tubs. food to charities of food and the process by which it came to their plate.
52 | ie-today.co.uk | @ie_today promotion ACHIEVE MAXIMUM SAVINGS WITH A FAIR, TRANSPARENT AND ETHICAL PROCUREMENT PROCESS
Ian Holliday, head of commercial development at Pelican, explains how schools can achieve best value through professional catering tendering
hen it comes to the tendering of quality of products you require – again, via a gives equal opportunity to every supplier. catering purchases, many schools tender you have the opportunity to evaluate W are unsure how to achieve the product quality, as well as service and price. TRANSPARENCY maximum savings without reducing quality The procurement process or service, while still following a fair, ethical COMPETITIVE VALUE adopted is open to scrutiny. and transparent procurement process. As a number of suppliers compete Pelican’s expertise in foodservice for the business on o er, the tender NONDISCRIMINATION purchasing and professional tendering process delivers the most competitive Ensuring suppliers are not treated unfairly. is unique in the marketplace. value from the marketplace. Together we’re supporting people who PROPORTIONALITY care about working in the right way when MARKET AWARENESS Ensuring that smaller or local suppliers are it comes to procurement. We have a team It assists companies in maintaining not disadvantaged by lengthy procedures. with CIPS-quali ed procurement experts an understanding of what alternatives who manage all aspects of formal food are available in the market. MUTUAL RECOGNITION Ensuring that every suitable supplier has the right to bid for the business. Going to tender is the best way to test
your pricing against market pricing The benefit of adopting these practices are: ● Compliance with legal and and non-food tendering on behalf of our CONTROL financial obligations clients, adhering to procurement legislation It not only helps to keep current suppliers ● Achieving financial savings that can and the highest standards of professional mindful regarding their terms of service, then be re-invested in frontline services tendering and supply chain practice. pricing and quality of products, but ● Ensuring that all goods or services Ian Holliday, head of commercial it means suppliers submit proposals purchased are fit for purpose development at Pelican, explains how based on your speci c requirements, ● Ensuring that suppliers deliver professional tendering helps schools and not on their own terms. as agreed and stipulated within a to achieve the best value from the Service Level Agreement (SLA) market in the most ethical way. BEST FIT Going to tender is the best way to test What are the benefits of your pricing against market pricing. What does a professional tender Q professional tendering? Plus, you can invite best t suppliers for Q do to show you savings? There are many advantages in using various categories, whether the need is The professional tender process can the professional tender process as your for national supply or you use local or include consolidation; at present you procurement method of choice for regional suppliers to suit your business. could be buying your products from lots approaching the market – these include: of suppliers. By purchasing from multiple SET DETAILED SERVICE LEVEL AGREEMENTS suppliers, the value of your purchases to DUE DILIGENCE You establish your key performance each may be relatively small, and as such It can help to provide the best indicators, quality standards and service you may not necessarily be bene ting possible value-for-money outcome levels at the outset, meaning you are in a from the best purchasing value. The tender from procurement activity. better position to negotiate terms as suppliers process consolidates your purchases, can see what your needs are from day one. leveraging total scale on a sole supplier or SERVICE a few suppliers that best t your needs. While generating nancial savings is What are the overall In addition to nancial savings, there important for all schools, this shouldn’t Q benefits of adopting are two other important criteria to make be at the detriment of service levels – by professional tender practices? the process holistic: service and quality. incorporating speci c service KPIs in the We follow professional procurement practices To summarise, the three key areas that tender documentation, suppliers will be which enable schools to demonstrate that are being evaluated in all tenders are price aware of the standards you wish to achieve. their processes and practices a ecting (the commercials), service (to ensure goods suppliers are professional with respect to: are delivered at the right time, to the right QUALITY place as agreed) and quality (value for When requesting the market to respond to EQUAL TREATMENT money) – to ensure you are purchasing your tender, it is important to stipulate the Ensuring that the procurement process the right product, at the right cost. promotion PLAYRITE CASE STUDY: EDENHURST PREPARATORY SCHOOL Playrite explains how they guided a prep school through the process of choosing and installing a new sports surface here are so many things to consider when choosing a new synthetic T sports surface. Durability, performance, maintenance; it can get confusing and becomes very easy to make a wrong decision. We try to guide our customers in choosing the best surface for their requirements, which is what we did when headteacher of Edenhurst Preparatory School Nick Copestick contacted us to upgrade the school’s tired macadam sports surface. The Newcastle-under-Lyme school’s ethos is on nurturing, inspiring and Edenhurst Preparatory School’s Matchplay 2 surface helping the students achieve. The school wants the best for its including its low-maintenance appeal. 2 has been a great bene t in enhancing pupils and was keen to introduce a new Bradley Surfacing Systems, which works the school’s outdoor play facilities. surface for its sporting requirements. alongside us on a number of projects, One of Copestick’s in uencing decisions The surface needed to cover a wide was then introduced to Copestick, and was the fact he could source the surface from variety of sports to be played on but carried out the installation through a UK manufacturer, with a local installation remain low maintenance. Our Matchplay to completion in autumn 2016. team that can be on hand at short notice. 2 was the obvious choice although Having recently received an update from Another great example of ‘Made in Britain’. Copestick required further convincing the school which con rmed the facility is by our Rob Rhodes, who demonstrated being used on a daily basis and that the new For more information call the unique playing characteristics along surface has added an extra dimension to 01924 412 488, with all the bene ts that Matchplay 2 the range of external facilities that they are visit www.playrite.co.uk or has to o er in a high-level sports surface, now able to o er to their pupils, Matchplay email [email protected]
Gold Standard Testing for Independent Schools Gold Standard Testing Aboutfor Password Independent SchoolsJoin our growing network of partner schools: Password provides more than 250 schools, colleges and Most recent adoptees include Ackworth, universities assessing international students in 120 countries Christ College Brecon, Clayesmore, Gresham’s, worldwide with “gold standard” English language and Maths tests. King’s Schools Taunton, Milton Abbey, Oundle, Designed by experts and controlled by our partner schools’ own Pocklington, Prior Park and The King’s School Canterbury, staff, Password Pupil tests are secure and simply managed online. International College to name but a few! They deliver fast, accurate and reliable results, either for assisting with international pupil admissions decisions or for class setting Discover why schools are adopting Password Pupil tests here: on arrival. British Boarding Schools’ Workshop What our partner schools say: 7th – 9th November 2019. Radisson Blu Edwardian, Heathrow. “Password Pupil has given King’s Ely a single platform testing AMCIS Admissions Conference management system for years 6 – 13 for all our international 21st November 2019. The Holiday Inn, Bloomsbury. applicants. The content is rigorous, valid and randomly Password Independent Schools’ Workshop generated and managing the system has proved simple with 16th January 2020. Society of Antiquaries, London. excellent customer support from the Password team. ” TES Independent Schools’ Awards Matthew Norbury, Academic Director of International 7th February 2020. Grosvenor House Hotel, London. Programmes, King’s Ely, Cambridgeshire British Boarding Schools’ Workshop “Password provides us with an efficient and reliable way of 5th – 7th March 2020. Radisson Blu Edwardian, Heathrow. assessing the Maths ability of international students on BSA/AEGIS/BAISIS Marketing Admissions Guardianship application, allowing us to accurately assess their suitability for International Conference a particular course and advise them accordingly.” 10th – 11th March 2020. RIBA, London. Mike Campbell, Head of Maths, Felsted School, Essex.
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Gold Standard half page Ad Oct 2019.indd 1 26/09/2019 18:23 focus
An outdoor adventure Research has proved that pupils who spend time outdoors – both for learning and for playing – are happier and healthier all round. Val Proctor looks at some of the benefits of outdoor learning and play, and speaks to the independent schools embracing this way of teaching
here is a large and rapidly ABOVE: Pupils at Lomond School are She continues: “Whether they are on an growing body of evidence encouraged to go on outdoor adventures, adventure up Ben Nevis, canoeing on Loch about the bene ts of whether it is canoeing, cycling or hiking Lomond or completing the Great Glen outdoor learning and play, Cycle Route, pupils can come to life during including improved language involving children in 125 schools in all types of outdoor pursuits and in turn, Tand communication skills, motivation, the south of England, Natural England we see how the skills they have taken on independence, con dence and self-esteem, found that 92% of pupils enjoyed their translate into their performance in class.” concentration, self-evaluation, creativity lessons more when outdoors, with 90% Hoole says barriers such as consent forms and openness to new perspectives. feeling happier and healthier as a result. and paperwork can stop teachers moving their Education Endowment Trust research Caroline Hoole, head of adventure and class outdoors, but believes weekend day trips suggests that, on average, pupils who regularly service at Lomond School in Scotland, and school holidays should not be the only participate in outdoor learning appear to says: “Outdoor education is one of the chance children are given to explore outside. make approximately four months’ additional core experiences any child should have “Unless you have easily accessible green academic progress as a result of these bene ts. regularly. This is especially relevant in terms space near the school, proper outdoor In a recent four-year research study of contributing to mental wellbeing.” lessons would have to be planned.
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ABOVE: In 2017, St Swithun’s invested in an outdoor classroom with a canopy roof BELOW: Holy Cross Prep have invested in space for pupils to play and do sports RIGHT: St Margaret’s School’s interactive wooden pirate ship
“One way to do this is a local adventure play equipment and zones Lyons-Smith says St Swithun’s’ consent form that covers a variety of to encourage imaginative play. outdoor classroom can be used in much locations lled out at the start of the “We wanted an outdoor teaching space the same way as a traditional classroom, year, giving annual permission for a that could be used year round, to help us but the children rarely spend too long range of class trips,” she advises. take advantage of our beautiful school in there before being sent o to explore, St Swithun’s in Winchester is grounds on the edge of the South Downs play, complete a task or practise a lucky enough to have su cient and to encourage teachers to seek out skill in the outdoor environment. outdoor space for its pupils. opportunities to increase our outdoor “In primary and early years settings, learning and play are so intertwined that it is hard to di erentiate between All curriculum areas can be supported by outdoor learning the two, and children will nd a way to play anywhere,” says Lyons-Smith. and we are lucky that our school grounds provide a variety of She continues: “While playing on environments with the space and freedom for a type of learning a favourite low branch in our Forest School area, the children are stimulating that cannot be replicated indoors their vestibular system and learning to orientate themselves in the world. “The development of this system and the In 2017, the school invested in an learning provision,” explains headmistress associated bene ts is why climbing frames outdoor classroom with a canopy roof of the prep, Rebecca Lyons-Smith. are important play facilities, particularly for that can be put up and taken down when She continues: “All curriculum areas children who are less able to access natural necessary, and this year it has begun an can be supported by outdoor learning environments and the natural climbing extensive outdoor play project to redevelop and we are lucky that our school grounds equipment within them, such as trees.” the pre-prep playground and create provide a variety of environments with the Another good example of developing exciting play spaces for the children. space and freedom for a type of learning existing premises comes from Holy Cross It includes an outdoor amphitheatre, that cannot be replicated indoors.” Prep in Kingston Upon Thames, which had
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a piece of land that was always waterlogged and therefore unusable for most of the year. The school converted the area into a new facility that provides a space for pupils to play and carry out most sports all year round. The pupils now have access to two all- weather surfaces, cricket nets and a pavilion building which all provide new and exciting learning spaces that are highly adaptable for di erent lessons. The school’s bursar, Russell Hanna, says more lessons can now be taught outside the classroom which, in turn, “expands pupils’ knowledge and learning”.
A NEW DIMENSION TO PLAYTIME As part of a strategy to increase opportunities for imaginative play within school, St Margaret’s School in Hertfordshire opened a new playground in 2018, aimed at bringing a new dimension to play times for pupils. The playground is designed to o er safe but enhanced opportunities for physical challenge as well as to encourage imaginative and cooperative play as the pupils continue to learn about goals, perseverance and resilience. ABOVE: Pupils at Holy Cross Prep now have access to two all-weather surfaces
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ABOVE: St Margaret’s School opened a new playground in 2018
“When you are looking at developing activities, a bespoke playhouse, interactive it is to the physical wellbeing of children. a play area in your school grounds, you wooden pirate ship, sand pit and Chris Pickles, managing director of need to be sure that anything you do construction area, as well as a mud kitchen Playrite, believes that sport teaches complements the current surroundings and and range of bicycles and scooters. teamwork, responsibility to teammates, takes into account the local environment and supporting others: “A play facility and wildlife,” explains Liz Norris, LEARNING AS YOU GO allows the child’s mind to explore head of juniors at St Margaret’s. Norris says: “Play is an area of life and imagine with no boundaries.” With lots of woodland and surrounding that doesn’t have to have the learning elds, it was important during the planning objectives or success criteria that children THE ROLE OF THE TEACHER stages to ensure that the playground would are so used to seeing in the classroom. But does the responsibility of the teacher t into the local surroundings and showcase Without doubt, the personal health and change when learning and play move the school’s beautiful countryside setting. wellbeing bene ts of play are evident outdoors? Lyons-Smith believes the teacher’s role is o en more hands-o than in the traditional classroom, becoming one of observer and facilitator while the When you are looking at developing a play area in your children are encouraged to take the lead school grounds, you need to be sure that anything you do in teaching themselves and each other. “It is amazing how much you can learn complements the current surroundings and takes into account about the children by doing this, and the local environment and wildlife how much they can learn,” she adds. “The teacher may have an idea as to how a child will respond to a situation or how The playground is now used by children in every school across the country. they would use a piece of equipment but in reception through to year 6, and the Children need opportunities outside children always surprise us,” she says. space boasts an array of exciting physical of the classroom to rise to non-academic Most teachers believe playtime is more experiences from a three-towered ‘cook challenges. The playground is o en shared than simply a part of the day for children multi-play unit’ with a large platform, by children across a wide range of ages, too, to let o steam. While all children need to a re ghter’s pole, a climbing wall and therefore gives them an opportunity to to have regular breaks from the focus with scramble net, a jungle swing trail aspire to succeed in games and activities as expected in the classroom, play gives them and multiple slides and tunnels. they witness the abilities and achievements of an additional way to discover and take risks. St Margaret’s School has also others around them – learning as they go.” It is only through play that children begin invested in an extended outdoor Skills developed during playtime to learn more about who they are, and the learning space for pre-reception. can also transfer to the classroom and added bene t of taking the lesson outdoors There is a staged performing arts can lead to greater con dence. provides a multitude of bene ts that will aid area to encourage roleplay and musical Sport is just as important to learning as children throughout the rest of their lives.
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E: [email protected] W: www.westcountrygroup.com T: 0330 030 0330 insight ONLINE BEHAVIOUR: the key to battling cyberthreats Two independent schools tell Evan Davies about the cybersecurity threats they have faced from the darker side of the internet this year, shedding light on what methods aackers use, who is most vulnerable and how they are mitigating risk Image © freepiks.com
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ooking through a lens at what challenges independent schools face today, cybersecurity, increasingly, comes into focus. The number of reports Lof well-known schools making the headlines for security breaches alongside their business counterparts is increasing. Threats have evolved from being visible only to technical support sta , to now include pupils and teachers who are not only targets, but vehicles for delivery. Understanding what risks schools face and how to work together to stop them has never been so important. Tony Whelton, IT director at Wellington College, explains in more detail how defences and the focus of attacks have changed in recent years: “It was very much more the traditional preventative defences, as in protect your front of house and basically monitor that, to the extent that is required, whereas now the threat is de nitely nowhere near as strong for that data.” In this traditional landscape, a would- be attacker’s primary objective is to force a way through the ‘front of house’ to access internal systems and data, but now attackers seek so er targets – teachers children’s school fees early in exchange ABOVE: Digital and pupils – using the tactics of old, for a discount. O en, it appears, that safety should be and new, to achieve their objectives. international parents are most vulnerable. woven into the curriculum. Pictured: “Now, the brute force attacks are on the The biggest challenge schools are a Wellington College users’ accounts and that goes hand in hand facing with this style of attack is that the pupil using a tablet with the phishing campaigns,” says Whelton. attacker’s emails look extremely realistic. Phishing is when a cybercriminal will They are created manually, using publicly send an email encouraging the recipient to available information such as fees and click a link within it. O en the objective is logos, and written in a tone that will feel to harvest user credentials, deliver a virus like that of the school’s normal language. or lure the receiver to another website In order to eradicate these risks, where a payment will be requested. There Wellington College have implemented the are still brute force attacks but targeting latest in cyber defences; their infrastructure pupils’ accounts in order to harvest email now rivals that of a large enterprise. addresses of the pupils’ parents. Those parents would then be the targets of phishing REMAIN VIGILANT attacks trying to entice them to pay their Royal Hospital School (RHS), located
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data before contacting the data owner and How many independent schools face cyber-attacks? asking for money for it to be unencrypted. Davison explains the logistics of the attack: A report by Endsleigh Insurance Services, ‘Independent, but “The nance department clicked a link in an insecure? The growing cyber security risks facing the independent education sector’, unveiled some interesting statistics email. The virus was new and punched a hole straight through the defences and encrypted a shared drive. The rst we knew of it was ● 61% of independent schools have reported experiencing a report someone couldn’t access les.” a cyber-attack within the last five years. RHS take security extremely seriously ● 39% considered their school to be a target for cybercriminals. and have invested heavily in many layers of ● 73% considered themselves to be fully protected from advanced technology for defence from attacks, cybersecurity threats. but due to the speed in which new threats are ● 1% admitted to feeling highly vulnerable. created today, they could not stop this incident. ● 75% indicated they have a dedicated plan in place to respond Fortunately, however, because of the to a cyber-attack. fundamental, technical basics that they do ● 38% monitor their cybersecurity policy monthly. well, they were able to roll back systems to avoid losing their data and paying the ransom. In the report, John Murphie, chief operating ocer of the The main style of attack that Davison is Independent Schools’ Bursars Association, says: “A top-down seeing is what he calls an ‘escalation attack’. approach is one of the most eective ways of providing a robust He explains: “This is where people come response to rising cyberthreats, all those involved in the direction in and they will attack broadly across the and running of a school are made aware of their responsibilities, site by any email account, so it is usually the developing threats, and the necessary countermeasures. a phishing attack. They try to get you to “By increasing awareness and taking an active, and occasionally click on a link and put your credentials anticipative approach to mitigating the risks, schools can start to in and once you have done that they will very eectively manage existing and emerging cyberthreats.” then use those credentials to log into your account and send further emails. “Obviously hitting a pupil account isn’t what they are a er but once they have got into a pupil account they tend to email a sta Risk-wise, the school is member or whatever people [are in their only as good as the behaviours address book] and they are more likely to click because the legitimacy of those emails is of the children and they have higher than a random email from the outside.” to understand that Davison went on to explain that the objective of these attacks o en isn’t clear, so it cements the need for everyone at on a rural peninsula of East Anglia, have the school to remain aware, vigilant and also been the target of phishing campaigns responsible for their daily digital lives. but with a very di erent outcome. I spoke with Adam Davison, IS manager, DIGITAL LICENCE about an incident earlier this year that The responsibility of the students in involved phishing to deliver a ransomware this context at RHS falls to the head of attack. A ransomware attack is a virus that digital learning, Hamish McKenzie.
Header image © freepik.com gets into the network and encrypts important He explains that he wants every child to
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be an “active participant in security and safety, and to understand that their behaviour can undermine anything that we have from a network infrastructure point of view”. To implement this, McKenzie and the school have pioneered an innovative program, where students need to earn, and maintain, their right to access digital systems through acquisition of a ‘digital license’ at the start of each term. McKenzie says: “Risk-wise, the school is only as good as the behaviours of the children and they have to understand that, and we do that via their digital licenses and their digital handbooks. “The digital handbook is, essentially, an acceptable usage policy, which is turned into child-friendly language and given some design elements. They are given three weeks to understand it before they have coverage and a di erent population. ABOVE: Teachers to sit a test to show that they understand “Threats change very quickly and should be kept it and what we expect of them.” can be national or regional. So, risk up to date with technology. In those three weeks to understand has to be analysed in the nature of Pictured: a teacher their handbooks, students are given tutor the landscape and the context.” training session time and various lessons to support it. McKenzie recommends key things that at Royal Hospital But it is not just a case of a license being all schools should do to maintain digital School granted and then forgotten about until next integrity: “Engage all stakeholders – that is term, behaviour outside of what is acceptable governors, management, sta , pupils and can result in access being revoked for a pupil, parents. You have got to look at it from a helping to ensure ongoing compliance. holistic point of view rather than just seeing Critically to the success of this it as just the kids. I think you need to keep initiative, and the integrity of the school’s abreast of the changing natures of threats, network, this isn’t an isolated exercise; for example ransomware. You also need to security and digital safety is woven in at a o er lots of training opportunities to allow curriculum level where appropriate also. people the chance to learn and I think most importantly you need to make sure your HOLISTIC APPROACH policies are t for purpose and you need to When thinking about these initiatives, make sure they are understood by people.” McKenzie explains that there is Ultimately, the nature of the landscape in no one-size- ts-all answer. which schools sit from a cybersecurity point He explains: “Our approach works of view has evolved dramatically in recent well for a rural boarding school with day years and will continue to do so. This calls students coming in but it would not be for a coordinated and cohesive response that appropriate for a state school down the focuses on the online behaviour of everyone
road or an urban school with full network at the school – pupils, sta and teachers. Header image © freepiks.com
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A FRESH APPROACH TO FACILITIES HIRE Co-founder and director of School Lettings Solutions, Scott Warrington, is working with independent schools to unlock potential from unused facilities
orking with independent schools aspiration – participation in team sports and 24/7 and accessed in real-time, which such as St George’s School in other leisure activities encourages that. allows cancellations and amendments. W Ascot, and The Godolphin and With hiring groups including England We are hugely excited as a business Latymer School in London, we see the Netball and Badminton England, we about the impact this will have – we are potential that can be unlocked from unused believe the calibre of these organisations already seeing a positive response from facilities out-of-hours, making them and the links with our partner schools the schools and hiring groups we work available to more people to encourage makes an attractive proposition for with. Since we launched in 2011, we’ve community engagement and leisure activity. attracting new students and young talent been able to deliver well over £13 million Overcoming sta ng issues and taking with an interest in a range of activities. of revenue back into the schools we work away the burden of opening the doors to Being active has many bene ts as we with and we feel we’re just getting started. allow local clubs and groups to hire their know, supporting both our both physical We understand the pressures faced facilities for sports, leisure and holiday and mental wellbeing. It also has the ability by educators in today’s climate and the clubs, has multifaceted bene ts. to break down barriers in society and bring di erence a professional approach to lettings Around 40% of sports facilities in the people together. Whether this is through can make. Now our o ering is underpinned UK sit behind the school gates; an obvious participation, volunteering or spectating, by new technology, we’re looking ahead to rolling out to more schools and connecting with more community groups across the With hiring groups including England country and welcome the opportunity Netball and Badminton England, we believe to engage with more independent the calibre of these organisations and the links schools on their lettings programmes. with our partner schools makes an attractive Founded in 2012 by Scott Warrington and Paul Andrews, School Lettings Solutions proposition for attracting new students (SLS) provide a full lettings solution for more than 300 schools across the UK to solution being to open up those gates to we believe it is extremely valuable asset for maximise the use of their facilities to local the public. We appreciate this isn’t a simple communities to have schools that are able to communities during evenings, weekends and task – schools have to think about the facilitate groups and encourage participation. school holidays. The fast-growing enterprise sta ng of the facilities, the safeguarding of We have access to fantastic spaces and now employs over 1,000 people across the those using the facilities and the associated it’s our aim to connect to the communities UK, as well as welcoming nearly 10,000 costs with opening the building daily to they are within. One of the ways we’re community groups into facilities every year. name a few, but that’s where SLS is able approaching this is by making booking to relieve schools of these pressures and more accessible. We’ve made a signi cant deliver e ective lettings management. investment to develop an innovative We know for a lot of schools, while the online booking system. The new system additional revenue that’s generated through provides numerous bene ts for partner facilities hire is important, the priority is schools and hiring groups, allowing building links with their local community. people to search, book and pay online, as The schools we work with are passionate well as SLS then managing the lettings For more information please visit not just about pupil attainment, but about onsite. Bookings can be managed easily schoollettings.org promotion PASSWORD TESTING: PROUD SILVER SPONSOR OF BBSW Dr Helen Wood, head of school partnerships at Password Testing, explains why admissions and marketing sta in independent schools should attend the British Boarding Schools’ Workshop very year in early November the admissions and marketing sta of E around 90 independent schools from across the UK, along with approximately 100 educational agents from around the world, migrate to Heathrow for one of the best ‘speed dating’ events available in our sector – the British Boarding Schools’ Workshop (BBSW). It is an event Password are proud to be part of because the values it represents are ones that chime with our mission to be a world- leading educational service provider of online admissions testing, with partnership at the very heart of our activities and a global outlook. So, for the uninitiated, what are BBSW events and why are they so good? First and foremost, they are a well- organised and cost-e ective way for schools, agents and a select number of educational service providers to meet. Simply put, they are fantastic networking opportunities. Last year, over the course of the two events in November and March, I met with 16 of our existing Password partner schools to gather feedback on how Password Pupil tests “They are fantastic networking opportunities,” says Dr Helen Wood were working for them and update them on upcoming developments and consultation pastries and snacks. By the end of the attending BBSW are signed up to a Code opportunities. What is more, I had the chance academic year 2018–19, the conversations of Conduct based on transparency, to spend quality time talking to many more our attendance at BBSW events generated professionalism, fair and ethical practice. prospective clients about how Password Pupil had led to a further 14 British Boarding They have been interviewed and triple tests could help streamline and professionalise Schools’ Network members adopting our tests reference-checked by the BBSN team their admissions assessment processes, too. and there are many more in the pipeline. before schools get to meet them. Thus, by The second reason I am a fan of BBSW As a result, this November, 20 of our partner default, working with schools that attend is the feeling of community that directors schools will be at the event and I’ve expanded BBSW gives us reassurance that their agents will maintain the integrity of our tests by running them e ectively and securely. It is an event Password are proud to be Of course, nding out more about Password Pupil tests is not dependent on your school part of because the values it represents attending BBSW. We will be at other high- are ones that chime with our mission to pro le upcoming events such as the AMCIS be a world-leading educational service Admissions Conference this month and the new joint conference of BSA, BAISIS and provider of online admissions testing AEGIS which takes place next March. We organise conferences and workshops Suzanne and Anthony Rowse go out of my networking operations to include agents under our own auspices as well. In mid- their way to foster. Mutual respect, trust and as well. We will be running training and January we have one such event lined up genuine friendship underpin these occasions information sessions to both sets of users prior for admissions and EAL sta interested in and lend them an almost celebratory feeling to the main BBSW programme of seminars. English language testing in the transition – as if one big family is having a get together. This brings me to my third motive for between prep-school and senior school. And, if I am honest, that also means a lot of being quite so gushy about what BBSW and Like BBSN, we always provide excellent my work promoting Password Pupil tests is the British Boarding Schools’ Network has refreshments to keep your mind fed and spirits actually done by our lovely partner school to o er – the high quality of the agents that up. If you are interested in participating or representatives who informally recommend participate. Password Pupil tests are mostly nding out more, then please do get in touch. us in chats with neighbouring schools in the delivered overseas by our school partners’ exhibition halls or over co ee breaks and trusted representatives who are, by and large, E: [email protected] the seemingly endless supply of delicious educational agents. We know that the ones W: www.englishlanguagetesting.co.uk interview
‘It’s a great pleasure and privilege’ John Awater might have started school mastering as something to do while he figured out his next step, but it was the challenge and inspiration he found that made him stay. Now principal of King’s Ely, he tells Jo Golding how he plans to address independent schools’ biggest current challenge
Can you sum up your career history? ABOVE: Education really considered doing anything else (which is why I Lucky! I started out at Wells Cathedral School must be ‘relevant call myself lucky) – and now it’s probably too late! Q to each individual’, as assistant housemaster and teaching a bit of religious says Attwater studies and history, and a er a year or two became What are the best things about being a head of religious studies and housemaster of one of Q principal, and the biggest challenges? the senior boys’ boarding houses, as well as taking The best things so far have been the opportunity to pastoral responsibility for the boy choristers at Wells get to know a complex environment and begin to Cathedral. A er almost 10 years there, we moved to explore how an overall vision for holistic education Sevenoaks where I was deputy head in charge of the co- can be expressed coherently at each age and stage of curriculum, and then moved to King Edward’s Witley a child’s educational experience, in di erent parts of as headmaster at the beginning of 2010. In August 2019, the school and through our outreach and public face. we came to King’s Ely where I am now principal. These are exciting times to be looking at strategy as the educational and political landscape shi s, but also What inspired you to go into education? in the context of economic expansion in the region, Q I don’t think I was particularly inspired; like especially the outskirts of Cambridge. In particular, it many, I was literally dragged screaming into education has been wonderful to have inherited such a fantastic at around the age of four and never really le ! team of leaders, teachers and support sta , and To start with, school mastering in a boarding school working with them is a great pleasure and privilege. was something to do and somewhere to live while I As principal, I have also had the opportunity worked out what to do with my life, but I have found to work with our partners in the Cambridgeshire myself constantly inspired, challenged and provoked Education Partnership, which now numbers 12 by what happens in school to the point I have never primary and secondary schools and the County Music
@ie_today | ie-today.co.uk | 67 interview
and outlook, and its outstanding resources for pastoral care and individual personal development, to provide a genuinely distinctive academic, creative, sporting and co-curricular education. I believe that we are well placed now people are beginning to recognise that a proper preparation for life in the mid-21st century means being excited about innovation and challenge, able to balance learning, leisure and work, and skilled at meeting and relating to people from di erent backgrounds, disciplines and cultures. King’s Ely can do that almost uniquely well in our two to 18 day and boarding community which encompasses 42 nationalities, safe and phenomenally beautiful surroundings, proximity to Cambridge and rootedness in our local community. I just have to get the message out there!
What is the biggest challenge Q facing independent schools and how can we overcome it? The independent sector’s biggest challenge is how to regain the social capital it has lost through largely Service, which has been a brilliant experience of “Unless our pricing itself out of its natural market, failing to genuine collaboration for the sake of the children we schools are seen di erentiate the educational values it espouses from the all serve. The biggest challenges of the role are how to be relevant mainstream, and feeding into a narrow understanding to keep in touch with the experience of children in and a useful of success which too o en does not remember the school, and working out how to use what skills and contributor to duty of privilege to serve others less fortunate. experience I can bring to bear while allowing others the educational Unless our schools are seen to be relevant and a useful to lead their own parts of the school community. landscape contributor to the educational landscape as a whole as a whole and the local communities in which we operate, we can’t expect to be understood or welcomed. What issue in education are you and the local Q most passionate about? So that’s the answer too: we must engage with I hate the idea that only what is easily measurable communities our local communities and make them proud to is valuable, which leads to a world of constant in which we have us in their midst, and make absolutely sure that assessment, league tables, lack of trust in teachers to operate, we everyone of any background is likely to know someone inspire, boring educational experiences and minimum can’t expect to who has been to one of our schools, and is proud standards narrowly de ned and rarely exceeded. be understood to know that person because of their humility and If we are to make education accessible to all, it has to or welcomed” commitment to making the world a better place. be relevant to each individual, which means allowing and empowering teachers to return to relationship- If you weren’t in education, what would building as the basis for inspiring curiosity, creativity, Q you do instead? challenge and personal responsibility for progress. Probably watch far too much Netix.
What was your favourite subject at school? Q I didn’t have one. I was fortunate to be easily enthused so ended up rather a Jack of all trades, except for PE and modern languages, both of which I was always hopeless at. I love philosophy and theology and was introduced to that by a brilliantly controversial teacher at school, Paul A T Smith.
What is your favourite book? Q That’s too hard a question; possibly Three Men in a Boat.
What do you enjoy doing in your spare time? Q Choral singing and researching things out of idle curiosity.
What direction will you be taking King’s Ely? Q Onwards and upwards! I want to harness all the strengths of King’s Ely: its intellectual, creative and spiritual heritage, diversity of talent, nationality TOP: The annual hoop trundle ABOVE: King’s Ely educates pupils from two to 18
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At Bredon School we What is your advice know that a pupil’s learning for supporting journey is just as important as the destination. Exam results SEND students? and academic success are just one part of a We asked the experts how any school can best support child’s journey and we students with special educational needs and disabilities look at what each child is good at in order to grow their self-esteem and confidence. This means When offering provision to support students with we find ways to celebrate SEND, consider whole school adaptations and approaches. individual successes in Integrating strategies, as common practice, that are used whatever form they may to support students with challenges such as processing take. Once this solid, speed, working memory, executive functioning, social positive foundation has communication and anxiety, will not negatively impact on been established, our neurotypical students’ progress, and in many cases will provide them with quality-first teaching additional beneficial skills. While this won’t negate the need for additional means academic individualised interventions, a whole-school SEND-friendly approach to successes will follow. teaching will support staff in further developing their knowledge and Nick Oldham, skills and instill a truly inclusive approach to education for all. headmaster, Bredon School Tanya Moran, headteacher, Abingdon House School
It is important Get to know that each child with the student and SEND is seen as understand his or her an individual with strengths, preferences their own unique and interests – this abilities and needs. is key to building Accurate identification of needs positive, trusting relationships is essential so appropriate and will enable the support and support can be provided. learning environment to be tailored However, many children in care to meet their personal, academic will also have ACEs (adverse and pastoral needs. Place the child childhood experiences) and at the centre of all support plans. experienced trauma and Consistency, continuity and stability attachment issues, which impact are crucial so make sure the support the developing brain. They may teams – staff, therapists, parents and behave quite dierently from carers – share a common approach their peers showing diculties and communicate effectively. Use with self-regulation, flipping into positive reinforcement. Bespoke survival mode when they feel reward schemes and reminders of threatened and needing much good behaviour can work well whilst adult reassurance. Relationships negative behaviours can be managed with adults are vital for their using meaningful consequences. recovery and independent schools are well placed to meet Ciaran Walsh, executive headteacher, Hillingdon Manor School these relational needs. Sheila Mulvenney, director, Attuned Education
70 | ie-today.co.uk | @ie_today promotion INCLUSION IS MORE THAN A WORD Stuart Whitfi eld, professional development lead at The International Leadership Academy, The British School in the Netherlands, discusses how we can move towards genuine inclusion
nclusion, without de nition interventions but these e orts are in danger to the “standardized requirements of consensus, is a di cult term to of marginalising individuals rather than such institutions” (de Bruin, K, 2019)? I apply. Governments have signed up strengthening access to the shared “goods of In order to move towards genuine to treaties and pledged commitment to mainstream education” (Cigman, 2007). inclusion, as opposed to integration, clear inclusive education leaving schools to In an increasingly competitive market, it is understanding of what this looks like for interpret what it means in their settings and common for inclusion to appear throughout students and a determined, sustained, critically, what impact it has on young people school literature and on school websites to in-practice drive to get there, is crucial. and their learning journeys. assure the community that all students are We need practitioners to feel equipped School leaders talk earnestly about included. However, far less evidenced is how and empowered to support the needs placing the child at the centre of support embedded whole school inclusive ethos is. of all their students because ”teachers plans, tailoring programmes and niche Over 50% of independent international prepared to work e ectively with a schools report they are diverse range of learners’ needs can act non-selective and “94% as multipliers for inclusive education” admit students with (European Agency for Development disabilities or disorders in in Special Needs Education, 2012). reading, writing or maths” As school leaders, we can ensure that (ISC Research, 2017). practitioners have supportive networks, But does the mere fact of access to e ective CPD and solid leadership. non-selection guarantee We need schools to be truly inclusive inclusive practice? Or do in every sense of the word. Let’s start short-term interventions, with the end in mind; universal design, in the name of “student celebration of individual success and robust integration” (UN, 2016), systems to ensure barriers to learning masquerade as inclusion; are removed for a truly “inclusive and where the student adjusts equitable quality education” (UN, 2019).
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‘Clarity of vision and understanding has never been more important’ The Girls’ Schools Association has invited heads of its member schools to Bristol this November for an event that will focus on encouraging girls to cut through fi ction to see what’s important
his November, 150 headteachers news reporter and foreign correspondent Yousafzai, who attended GSA school and specially invited guests will Jonathan Charles, who will explore the Edgbaston High a er moving to the UK. Tmeet for the 2019 Girls’ Schools importance of Britain staying engaged with The conference will also include a Association (GSA) annual conference. the wider world and why multilateral action choice of interactive seminars on topics With the theme ‘20:20 Vision’, this is crucial to tackle global priorities. He is as diverse as international expansion and year’s conference is all about helping now managing director (communications) managing the impact of the menopause children, and teachers, to develop the for the European Bank for Reconstruction – as well as sessions on scholarships and critical faculties they need to cut through and Development, an international treaty how to support young people in achieving the sheer volume of information modern organisation, but he will no doubt bring a sustainable future for our planet. life entails in order to determine, to bear his extensive experience reporting and focus on, what is important. on some of the biggest stories of the day, The GSA conference runs from It’s no surprise, then, that the not least European Union integration 18–19 November at Bristol Marriott programme includes a panel of journalists and many wars across many continents. City Centre Hotel. to debate the topic: ‘The currency of truth Tracy Edwards MBE will share her – helping today’s young people recognise motivational story. Captain of the rst fake news’. Panellists will include a political all-female crew to sail around the world in journalist, a regional BBC TV home the 1989/90 Whitbread Round the World a airs presenter, TES editor Ann Mroz Race, Edwards went on to become the and the deputy editor of Newsround. rst woman in its 34-year history to be The GSA’s 2019 president, Sue Hincks, awarded the Yachtsman of the Year trophy.
GSA headteachers are trusted by parents to ensure that their daughters are well-informed and have the analytical skills to process what they know and draw rational conclusions from their knowledge
says: “As we reach the end of the second More recently, she rescued and renovated decade of the 21st century, it seems to me the yacht they sailed in – The Maiden – and that clarity of vision and understanding it’s now on a two-year world tour to raise has never been more important. funds for Edwards’ charity, The Maiden “There are all sorts of people and Factor Foundation. The Foundation in uences which seek to cloud our supports charitable projects that contribute judgement. GSA headteachers are to girls’ education around the world. trusted by parents to ensure that their The winner of the GSA’s inaugural daughters are well-informed and have Women of the Year Award will be the analytical skills to process what they announced during the conference. know and draw rational conclusions Earlier this year, girls from GSA schools from their knowledge. Children are nominated a number of women in the public GSA president Sue Hincks bombarded with a phenomenal amount eye and the nal votes will be counted and is also headmistress of of information via media of all kinds a winner announced. In the running are Bolton School Girls’ Division and, sadly, not all of it is correct and top British fashion model Adwoah Aboah; some of it is deliberately misleading. American computer scientist Dr Katie “We need to help young people to Bouman; BBC Blue Planet II producer Former BBC foreign think clearly, to exercise their critical Orla Doherty; journalist and documentary correspondent Jonathan judgement and to make decisions based maker Stacey Dooley; philanthropist Katie Charles will be a keynote on fact rather than fake news.” Piper; Swedish climate change activist Greta speaker Keynote presentations will include ‘A er Thunberg; professional tennis champion Brexit – seeing the future’, an incisive Serena Williams; and Nobel Peace Prize critique and analysis by former BBC co-recipient, the education activist Malala
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hmc autumn conference
‘We are fighting with each other in the pursuit of fairness’ HMC’s conference highlighted now as the time to inspire harmony and acceptance, Jo Golding writes
t was my second time attending the Headmasters’ and Headmistresses’ I Conference (HMC) Autumn Conference but this time, I knew there were di erent conversations to be had. Whilst challenges are always present in any industry, independent schools have come under re recently; just one week before the conference, the Labour Party committed to dissolving the independent school sector if it wins power. Executive director of HMC, Mike Buchanan, said “The political threat is real,” and advised independent schools to build on the partnerships they have with state schools, demonstrating locally and nationally the positive impact they have. He also reached out to the nearly 300 independent school heads in attendance to Fiona Boulton, chair of HMC and ask them what more they’d like HMC to be head of Guildford High School, doing for them, encouraging them to share made a passionate opening speech any concerns they have with the association. Fiona Boulton, chair of HMC Only one in ve (18%) disagreed with China, India, Lagos and Sierra Leone. and head of Guildford High School, the idea. He said children in these schools made a passionate opening speech that Boulton spoke of how proud she was to outperform those in state schools resulted in a huge round of applause. be chair in the association’s 150th year, as yet the schools are a ordable even to She said: “As a child educated by the HMC schools continue to produce some of those on the poverty breadline. state in the ’70s, as part of that guinea pig the most able students at universities – HMC The school Tooley set up with former generation for every new idea that could schools have educated a third of all doctors. principal Chris Gray, The Independent Grammar School: Durham, has yearly fees of £2,995. He said a secondary school model would be more challenging and We have environments where it is cool to be clever and the expensive, but they’ll still be able to do it “for a reasonable sum”. He expects to see the norm to be different low-cost private education sector growing. There were also revelations about mental health at the conference, in be thrown into the mix, I have strong I particularly liked this comment particular, the rise of ‘sad shing’ and views on this. And so, let me be quite she made on HMC schools: “We have the rise in support in schools for parents clear. Children need bedrock, children environments where it is cool to be whose children have mental health need stability. Children should not be clever and the norm to be di erent.” issues. The conference helped the heads treated like guinea pigs – you cannot in how to deal with these situations. subject the children of this country to Do low-cost private schools work? Attendees also heard from Professor years of shi ing sands and uncertainty. The current political debate does raise Robert Plomin about how genotyping “This is a time for inclusion, acceptance, questions about nance, and the rising (determining di erences in genetic make- friendship and a time to inspire harmony. cost of school fees, and heads heard from up by examining DNA) could be used We are not, as is o en perceived, ghting University of Buckingham professor James to predict children’s academic ability at against each other, we are ghting with Tooley at the conference, who spoke about birth. An interesting idea and one, Plomin each other in the pursuit of fairness and a the value of low-cost private education. said, that could lead to personalised privileged childhood for all as our goal.” “Even in the most deprived places learning like we’ve never seen. She revealed results of a poll by ComRes: in the world, you’ll nd low-cost While there are no quick xes to current two thirds (68%) of the public think parents private schools,” Tooley said. challenges, the conference made it clear should be able to pay for their children’s He called it an “extraordinary that HMC and its schools will continue its education if they can a ord it – this phenomenon” that there are low-cost important work in delivering high-quality includes over half (56%) of Labour voters. private schools in places like Kenya, rural education and putting children rst.
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