Autumn 2017 ▲ Issue 90 PREP SCHOOL Reflecting the best in the prep and junior school world Perry Uniform is a full service school uniform and sports kit supplier with an extensive range Uniform of services that make us a natural choice for any school. We work alongside our schools to deliver exceptional performance to that speaks parents, tailoring our services to meet the needs of both school and parent alike. for itself. Offering the convenience of on-line, showroom and shop as a truly integrated and multi-channel shopping service is just one of the many benefits of working in partnership with Perry Uniform.

Call us on 0113 238 9520 or email [email protected] today and find out how we can work with you and your school. www.perryuniform.co.uk ISSUE 90 Contents Autumn2017 14 5 From the editor 7 30 years of Prep School magazine (editorial continued) 10 From the Editor... 11 Independence means Opportunity 12 Partnerships and politics 14 Feedback: a Sisyphean task? 18 The results are in... 20 Securing our future 22 21 Battle of the brains 22 Food for Thought 24 Growth matters 26 Music is instrumental to a child’s development 28 Handling disappointment 30 Reflections on the Independent Schools’ Examinations Board 32 Preparing young people for the world 38 34 Happy Birthday, Rugby! 36 Strike a chord 38 The five essentials for effective pastoral care 40 WoT! is your story? 43 Cardinal Wolsey 45 The valley of Ampleforth 46 Dressed to impress 49 A tale with Much Promise 420 50 Planning for the future 52 SATIPSKI results 53 Get them buzzing about maths 55 SATIPS Broadsheets: Music 62 Viewpoint

Editor ISSN: 0963 8601 Subscription Details: Paul Jackson Printed by Micropress, Reydon,Suffolk IP18 6DH The Business Managers are John Catt Educational Ltd, Managing Editor 12 Deben Mill Business Centre, Old Maltings Approach, Meena Ameen Publishers’ Notice Melton, Woodbridge, Suffolk IP12 1BL. Designer Prep School is published three times a year, in January, Tel: (01394) 389850 Fax: (01394) 386893, to whom Scott James May and September, by John Catt Educational Ltd. £25 enquiries regarding advertising, subscription order forms and correspondence about subscriptions should be sent. Advertising for a two-year subscription, post paid; discounts for bulk Gerry Cookson, [email protected] orders are available. Contributions to Prep School should be sent to the Editor, Steering Committee Opinions expressed in Prep School are not necessarily [email protected]. endorsed by satips; likewise advertisements and www.prepschoolmag.co.uk Bill Ibbetson-Price; Sarah Kirby-Smith; advertising features are printed in good faith. Their @prepschoolmag Richard Tovey MBE inclusion does not imply endorsement by satips.

PREP SCHOOL Reflecting the best in the prep & junior school world 3 ADVENTUROUS SCHOOL TRIPS

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It is always rather difficult to tell I have experienced many of them other folk in other professions just and they are beginning to be quite what has happened over the last precious events to me now that I have few weeks. The end of the Summer less of them to participate in than I Term brings that unique blend of joy did in the past. Of course, the days and exhaustion, as well as plenty of after the end of term are equally emotion as we battle through reports, unique. The school falls silent, eerily enjoy yet another social or sporting so, as if it was never meant to be gathering with colleagues, parents, empty. You can walk over the games ex pupils, re-live the plays, concerts field and it is rather surreal to see and exhibitions, passively reflect or hear nothing, when only hours on Speech Day, and keep ourselves before they were full of activity, noise, in check during the last chapel and clapping, and laughter. It is reassuring assembly with those wonderful to be able to pick up a forgotten piece words ‘God be with you till we meet of kit – and it never fails to bring a again’ encased in our minds. There smile to my face when I have correctly cannot be anything like the end of the guessed the owner. Summer Term in a school, can there? (Continues on page 7)

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PREP SCHOOL Reflecting the best in the prep & junior school world 5 Read Write Inc. Read Write Inc Excellence in literacy for every child Discover the range of Read Write Inc. programmes Read Write Inc. developed by Ruth Miskin, provides a whole-school approach to teaching literacy from Years R-8/ P1-S2. The four programmes provide a cohesive and creative approach to teaching literacy, with effective assessment to accelerate children’s progress in reading and writing. With a clear focus on partner work and building children’s confidence, Read Write Inc. has brought success to a range of schools in the UK. Comprehensive training from Ruth Miskin Training is available for all Read Write Inc. programmes to support teachers and ensure consistent practice across the whole school.

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30 years of Prep School magazine Continuing from page 5, Paul Jackson introduces the 90th issue of Prep School magazine, accompanied with articles from the very first issue of the magazine

The dust does not have long to settle, so. Also inevitably, in some areas and of death in middle-aged adults in the neither literally or metaphorically. some articles from over the past 30 western world in general and in Great Soon, lists appear, reflecting the out years, they still have resonance today Britain in particular, this is indeed with the old and in with the new. whether from debates on Common disturbing news. Form lists, house lists, duty lists, Entrance or discussions on pastoral Dr Armstrong found that not only surely not the first week’s menu, care. does the home environment provide which is still eight weeks away. I have included an article I wrote for little opportunity for children Then the holidays can truly get the Summer issue of Prep School to exercise but – perhaps more under way and our profession has magazine in 1992. alarmingly – the school day rarely a tremendous feeling of freedom, produces a heart-rate of one hundred release, and adventure. Time to spend and forty beats a minute. Children are with family and friends without a care not laying down the foundations for in the world. The beginning of term PE and the a strong heart and a healthy lifestyle. seems almost unachievable – a form Armstrong points to more sedentary of denial sets in – and this phase is ‘Sick At play such as the ‘Game-Boy’ syndrome so important, in both the mental and and the fact that fewer children now physical restorative process. Heart’ walk or cycle to school because many parents fear the dangers lurking on However, human beings, particularly Paul Jackson, Bilton Grange, Chairman the roads. He also points a warning teachers, cannot live in that state for of the Independent Schools Curriculum finger at the current Physical too long. There comes a very natural Committee for PE, Editor of the SATIPS Education programmes in schools. moment when the passion for school, Phsyical Education Broadsheet one’s subject, and all that goes with it Are we right to believe calls us back to reality. Perhaps that is A study by Dr Neil Armstrong, that children fare better in why we haved named it a ‘calling’. President elect of the P.E.A at Exeter preparatory schools, or are we University, which was recently too producing a generation Thus, a new term beckons and we shown on the Channel 4 Dispatches destined to be ‘sick at heart’? will feel suitably inspired by a new set programme ‘Sick At Heart’ has Many of our schools provide at least of subject broadsheets and the latest uncovered alarming evidence about three or four games afternoons a week edition of Prep School Magazine. A the health of primary school children and may feel that simply donning significant edition it is, too, as the in this country. magazine celebrates a glorious 30 games kit, walking into the fresh This work reveals that 95% years in publication. Naturally, as a air and taking up a position on a of the children studied in the reflection of the educational world, playing field or court is stimulating largest sample yet taken are it too has experienced change with the required activity levels. However seriously unfit and, during an the different editors that have been they may be labouring under a average week, do not raise their in post. The magazine, quite rightly, dangerously false assumption. There heart-rate to any significant or will have mirrored their views and is no doubt that those playing 7-a-side beneficial level. contacts. The design has also changed, rugby, 1st team hockey or evenly- inevitably, and must continue to do Since heart disease is a major cause matched squash between players able

PREP SCHOOL Reflecting the best in the prep & junior school world 7 Prep School at 30

to keep the ball in play are certainly Activities. Fortunately, many of our Perhaps this is where a centrally- improving their cardiovascular schools already provide this range organised Preparatory Schools fitness. But what of those who cannot of activities but those who do not Outdoor Pursuits week would be stop the ball in hockey, the less may be encouraged by National advantageous. skillful performers in full-side football Curriculum guidelines to offer a more This would keep costs and and rugby teams; those restricted to a varied programme. Schools may well staffing levels to a minimum. I particular zone in netball? begin to cover their outdoor semi- would welcome Heads’ views on I would suggest that for rather ornamental pools to provide all year the feasibility of such a scheme. round swimming opportunities. more children than we might The message from the work of Dr think, our menu of traditional However, there is little doubt that the most difficult strand for our Neil Armstrong and the National games alone is not a panacea for Curriculum Committee is very clear. physical well-being in our pupils. schools to provide is that of Outdoor Pursuits. The elements of safety, cost Health-related fitness for all our The final Report for Physical of equipment and specialised staffing children is vital and the responsibility Education in the National Curriculum would make most Heads and Bursars for it implementation in the certainly endorses this view. Games blanch. At the same time most schools independent sector rests firmly with is just one strand which should be would dearly wish to give their pupils the schools. Variety in our Physical covered at Key Stages 1 and 2. The the experience of sailing, climbing Education programmes may be not others are Swimming, Gymnastics, and canoeing that falls within this only the spice of life but the saving of Dance, Athletics and Outdoor range. life.

8 PREP SCHOOL Reflecting the best in the prep & junior school world Prep School at 30

Prep school through the years

PREP SCHOOL Reflecting the best in the prep & junior school world 9 Prep School at 30

10 PREP SCHOOL Reflecting the best in the prep & junior school world Prep School at 30

Independence means Opportunity An introductory article from the Rt. Hon. Kenneth Baker, M.P., Secretary of State for Education and Science featured in the first ever issue of Prep School magazine in 1988

Let me begin by saying a warm I think public and private welcome to PREP SCHOOL. I wish sectors can learn from each the journal well, I am happy to take other’s best practice. It is this opportunity to reaffirm, once healthy that we have pluralism more, what an important part the in the country’s education independent sector plays in education. system. The Government’s ‘Opportunity’ in fact is precisely the Reform Bill is designed to theme that I would like to begin with. extend diversity, widen One of my fundamental objectives, as choice and raise standards. Secretary of State, is to increase the We are going to introduce choice available to families when they into the maintained schools come to decide on the education of a foundation curriculum, their children. Here, the independent for children aged five to schools, both preparatory and sixteen to prepare them more secondary, make one of their main effectively for their next stage contributions to the education system. of development, whether They widen the range of opportunity, that takes the form of a whether this is through strengths in further period of education, particular subjects, through provision or whether it is in training or for artistic abilities, through provision employment. I am convinced of single sex schooling or of boarding that this curriculum will facilities, or through the different be good for the children’s kinds of ethos that they sustain. education and at the same time good for the country’s Another of my fundamental objectives future. We live in a world is to raise the quality of education for in which trade is becoming all our children. The best independent increasingly competitive and schools, of course, make a very technological progress is significant contribution in terms of becoming ever more rapid. We the quality of the education that they need today’s children to be offer. While aiming to provide a broad ready to take up the jobs of the Beer’s Working Party on the future of range of activities they are concerned future. the Common Entrance Examination. to set high standards and to define proper targets to aim at. They sustain I am sure that your readers will watch In conclusion let me say that as the what might be called traditional these developments in the maintained country’s education system enters values. Judging from the buoyant schools very closely. In saying this its most challenging era, no school, demand for places at independent I acknowledge the very positive whether maintained or independent, schools it would seem that these reaction within the preparatory can rest on its laurels. These are days values touch a chord among today’s school world already demonstrated of opportunities – the independent parents. by the responses to the work of Ian schools will want to graph them fully.

PREP SCHOOL Reflecting the best in the prep & junior school world 11 Partnerships

Partnerships and politics

Julie Robinson, a former prep school teacher and head, worked for IAPS as Education and Training Director before becoming General Secretary of ISC in 2015

Since I arrived at the Independent media and communications, political them and save the state educating half Schools Council (ISC) in 2015, lobbying work, a web presence a million pupils, which is worth £3 political work has come to the fore including parents’ school search and a billion to the taxpayer. Although there and increasingly our time is taken base in London. is a tax relief benefit of £520 million up with political pressures upon the 1300 independent schools are per year associated with charitable sector. represented by ISC and we are proud status (just under 1000 of our schools ISC represents the sector by bringing of the educational excellence across are charities), in 2016 our schools together AGBIS, GSA, HMC, IAPS, these diverse schools. We know that attributed a whopping £900 million- ISA, ISBA and Society of Heads as as a group of schools they give to worth of funding to bursary places well as BSA, COBIS, SCIS and WISC society far more than they take out. alone (Figures from Oxford Economics so that there is an overarching, For instance, ISC schools contribute report, 2014 and ISC census, 2016). national reference body. ISC protects £9.5 billion to GDP annually and Our schools are not all well-resourced and promotes the sector through provide over 227,000 jobs. Every year, with wealthy foundations and they research, data collection and analysis, they pay £3.6 billion in tax between don’t all have impressive facilities or

St Hilary’s School

12 PREP SCHOOL Reflecting the best in the prep & junior school world Partnerships

One third of pupils have fee discounts to help families access these schools because they value the education provided there enough to invest in it. spare resources yet it is clear to those few but I tend to consider us the satisfy the Charity Commission within the sector that independent helpful, friendly and well-meaning, with their public benefit activity. schools do their best to behave as responsible few. Our ISC Manifesto, We feel that we already work for the good citizens, sharing good practice 2017, speaks of a quality sector which common good voluntarily and, since with others. Many more of our values its independence and seeks to we are independent from the state, schools are involved with community serve families from all walks of life. we should not have to answer to the and school support working than are The Labour manifesto this year government over this. It is voluntary charities (so they are not behaving pledged to include our sector in work based on goodwill, positive local nicely just to protect their charitable teacher training more effectively relationships between schools and status) and there are at least 1140 but it also threatened VAT on projects according to local needs and partnerships with state schools fees. VAT exemption is currently individual strengths. Importantly, it benefitting approximately 175,000 protected through EU legislation. The is neither patronising nor a one-way state school pupils. Conservative manifesto followed an street. Independent schools cannot Many people mistakenly believe autumn consultation, ‘Schools that presume to tell state schools what to that our schools are all large public work for everyone’ in expecting at do but we can learn from each other. schools but in reality only 70 or so least 100 schools to become involved And of course independent schools ISC schools have over 1000 pupils in sponsorship of academies or in would not welcome any undermining and a typical ISC school has just founding free schools. Most prep of our independence. 165 pupils. Our schools are small, schools do not have the resource to ISC has been tackling the outdated not-for-profit businesses with a big set up a new free school and only stereotype of our sector by promoting heart. The average annual day fee Dragon School in Oxford has managed the valuable range of partnerships is not £40,000+ but under £14,000 this successfully. However, we have already undertaken by our schools. per annum. One third of pupils have been in discussion with the DfE, These are showcased on the website fee discounts to help families access which confirms that it recognises the www.schoolstogether.org and in a these schools because they value the importance of capability and capacity new ISC publication ‘Celebrating education provided there enough to (i.e. proportionality) in all this. Small Partnerships’. We are encouraging invest in it. schools can only do so much. schools to ensure that your local MP Despite all this, the sector is There is general agreement across our is aware of all the good you do in characterised in the national media sector that we support social justice your community and we are planning and by some politicians as the preserve by creating opportunities for a wide an event for Parliamentarians in of the precociously rich, full of Russian range of youngsters and doing our bit September so they can find out more Oligarchs and billionaires wearing for society. At the same time, each about the good work of our schools for top hats. In recent times we have school can only operate according society. become associated negatively with the to its means and many schools Unfortunately, good news stories privileged few and both the Labour have little resource to spare. The about our sector do not excite national and the Conservative manifestos ISC position is that we are happy to journalists so we have a long way to go included pledges to put pressure on our encourage partnerships and mutually before the public generally appreciates sector, presumably because it is seen beneficial schemes sharing resource that our sector is not an unpleasant as elite and therefore symbolic of the and expertise. At the same time, we bastion of privilege so much as a inequality of society. are adamant that a heavy-handed, positive force in education and in ISC schools make up 7% of the threatening, legislative approach society. educational picture nationally. There would in fact undermine the good If you have examples of strong cross- are 1300 ISC schools and 24,000 work being done. We know that sector partnerships to share, contact state schools so we are certainly the schools which are charities already Julie at [email protected]

PREP SCHOOL Reflecting the best in the prep & junior school world 13 Teaching

Feedback: a Sisyphean task?

John Marriott, the Head of Classics and Assistant Director of Studies at Windlesham House School, considers the most effective form of feedback

I sit at my desk and prepare myself. A the depth of a teacher’s subject and written dialogue should necessarily tower of pupils’ books stands beside pedagogical knowledge that has the be preferable’. Furthermore, the me, menacing in its magnitude. My most impact on pupil progress. In Independent Teacher Workload aim was to provide constructive order to teach to the best of our ability Review Group report, Eliminating written feedback on my pupils’ – making our pupils interested in our unnecessary workload around marking, most recent work. Already, I feel like interests – we need energy. A teacher stated that there is ‘very little Sisyphus, doomed for eternity to who has been up all night marking evidence’ that writing extensive heave a monstrous boulder to the books will struggle to find that all- comments on every piece of work summit of a mountain, only for it to important enthusiasm in their lessons improves pupil outcomes, and that tumble - time after time - back to the the next day. in many cases the writing of such plain below. And, for what? Upon the return of their books, comments is a waste of teachers’ The purpose of feedback is to advance replete with helpful comments time. The most extreme example of pupil progress. Is this method – from their teacher, pupils face this, highlighted by the report, is the spending hours, often daily, writing two challenges. First, they must writing of comments on the work comments in books – the most endeavour to decipher their teacher’s of children in Early Years, who are efficient use of teachers’ time, and is it handwriting. This can be a significant unable to read. the most effective form of feedback? hurdle. It certainly is for my classes. All this seems to come down to one The burden of marking books is Secondly, once pupils have figured key issue, which is also noted by the no secret. The Workload Challenge out that that ‘g’ is in fact a ‘j’, and that Review Group as a waste of our time: Survey, conducted by the Department ‘t’ is in fact the letter ‘f’, they must the construction of ‘a written dialogue for Education in 2014, found that try to comprehend exactly what the instead of a conversation’. The report over half of teachers feel that writing words mean. As every teacher knows, concludes that written feedback has in-depth comments on pupils’ one of the most important aspects become ‘disproportionately valued by work has become an ‘excessive’ and of teaching is being able to explain schools’. ‘burdensome’ process. Some teachers a concept in a number of different So, why do we do it? According to the spend up to 20 hours a week, often ways to a number of different pupils. Workload Challenge Survey, teachers in the evenings and at weekends, However, written feedback offers just feel that inspectors, and therefore ploughing through books. This is one explanation. If a pupil has not the SMT of our schools, expect to see a staggering amount of time. It understood the feedback, he will call extensive, regular written feedback, as could be spent doing other, arguably his teacher over, and the teacher will this offers measurable evidence of the more productive, things: planning explain in a different way. I wonder, feedback process. However, Ofsted has outstanding lessons, keeping abreast then, what was the point in writing recently made two important points of recent pedagogical research, or the comment? crystal clear in its School Inspection extending our knowledge of our A 2016 study, conducted by the Handbook. This states that: subject areas. Education Endowment Foundation • ‘Ofsted does not expect to see any According to the Sutton Trust report about the impact of marking, specific frequency, type or volume (What Makes Great Teaching?) it is noted that ‘it is not clear why of marking and feedback; these are

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

for the school to decide through its assessment policy’. • ‘Ofsted does not expect to see any written record of oral feedback provided to pupils by teachers’. The message here is that it’s up to us. We can decide what feedback methods work for us in our subject. As for evidence, the quality of feedback, whatever its form, can be measured by the way in which a pupil is able to tackle subsequent work. What is the best way to feedback to pupils? In many ways, this is governed by the task, but the EEF study suggests a few fundamental aspects of feedback which make it effective: specificity, immediacy, and that it makes pupils think. If pupils do not engage with the feedback, it is unlikely that they are learning from it. With these three principles in mind, I share below an example of how I feed back to pupils almost every single lesson. A class of Year 6 pupils are translating ten English-to-Latin sentences in pairs. I am wandering around the room, chatting to pupils to see how they are getting on, when I notice that a certain pair has used the genitive singular ending instead of the genitive plural on a particular word. Without correct answer. From now on, they marking’. This is at its most dynamic saying anything, I underline the will take a little more care to check and engaging when the class is erroneous word with my green pen. whether a word is singular or plural, marking a Latin passage that the The two girls look at me quizzically too. This approach is enormously children translated for their prep. and, at that moment, I move away powerful as a learning experience. Importantly, we employ a child- to another pair. While I’m away, It adheres to the three aspects of friendly marking system invented by discussion erupts between the two effective feedback mentioned in the former pupils. If pupils get a sentence girls. EEF study: it was specific (the focus spot-on, they draw a small smiley ‘I’m sure that ‘agricola’ means farmer, was on just one word), immediate face at the end of the sentence. If so that’s not the problem,’ one says. (my feedback occurred while the a sentence contains a few minor pupils were working), and it made errors but the pupil has succeeded ‘And it’s definitely a genitive, because the children think. If the girls were it says ‘of’!’ exclaims the other. in discerning the gist of it, they not able to work out the answer, then underline the suspect words, but put ‘Wait... it’s plural!’ cries the first girl. more discussion – a conversation a tick at the end of the sentence. If I revisit the pair after a few minutes – would have followed. No written it is a disaster, then the errors are and ask them, first, why I underlined comment is required from me. underlined, and a cross is drawn at the word and, secondly, why they have Building upon this idea of a the end of the sentence. All these changed the ending of the word to discussion, one other method of symbols and lines are made with a pen the genitive plural. With enormous feedback that I find particularly different in colour to the translation, grins on their faces, they delight in effective, and that the children so that I can immediately see the describing how they recognised their really seem to enjoy, is self-marking. quality of a passage by the number of error, and how they worked out the Or, perhaps, I should call it ‘class- smiley faces, ticks and crosses.

PREP SCHOOL Reflecting the best in the prep & junior school world 15 Planning exceptional buildings and surroundings for your school

Planning Advice for Royal LUC specialises in coordinating Russell School and obtaining planning permissions including: • Preparing masterplans • Organising architectural competitions • Pre-application discussions • Heritage assessments Image by Royal Russell School • Ecological surveys and protected Planning Permission for species licensing Chigwell School • Tree surveys • Travel plans • Environmental Impact Assessments • Planning Performance Agreements • Discharging planning conditions • Community Use Agreements Image by BHM Architects For further information please contact Jon Grantham, Director of Planning Email [email protected] Tel +44 (0)20 7383 5784 Web www.landuse.co.uk Bristol | Edinburgh | Glasgow | Lancaster | London | Manchester Teaching

Not only do the children enjoy visiting each pupil, checking how they There is no need to feel like Sisyphus. marking their work in this manner, did on the passage. Their responses If written comments are not going to but they relish the discussion that during the discussion will already advance pupil progress, or if another is a part of the entire process. Pupils have given me an indication, but my method is going to be more effective, are eager to offer other variants of a chats with them during this part of then such comments do not need to translation, or to explain why another the lesson are vital. If there are any be written. pupil’s translation of a particular word serious misunderstandings, clearly We need to be selective. Some or phrase wasn’t quite right, and what highlighted by the coloured lines on pieces of work, like my three Latin they could do to improve. All this is their translation, we’ll chat about assessments per term, require done in a friendly and supportive way. them there and then. marking, but they are always returned Such is the warmth of the approach, In prep schools, we are blessed with with a conversation too. The child and that those children who have small class sizes – usually 20 children their progress must be at the centre particularly error-ridden sentences or fewer – and so this method of of every method of feedback. Within ask for clarification on certain points talking to the children almost every each method, there should be that from the group. Again, the power of lesson, appreciating where they are personal touch – a warm, helpful, conversation creates a potent method at with their understanding, and and supportive conversation, and the of feedback. Additionally, these feeding back to them, is wonderfully belief that a child can succeed. sessions are, particularly for weaker practical and effective. When it comes That is what teachers do best. pupils, a valuable learning experience, to assessments, which happen three as stronger pupils share their tips, times a term in my subject, there are tricks and knowledge with the class. very few surprises, as I know which Once we have marked the passage, aspects of Latin are a particular and while the class is cracking on strength or weakness for each of my with another task, I’ll wander around, pupils.

PREP SCHOOL Reflecting the best in the prep & junior school world 17 Competition

The results are in... Patricia Lovett introduces the winners of the 2017 National Schools’ Handwriting Competition. Congratulations to all who took part this year

At the recent All Party Parliamentary ‘It’s like putting a maths sum on the of choosing a winner and finalists Group for Art, Craft and Design in board and expecting children to be from vast numbers of excellent entries Education meeting, a number of us able to work it out themselves without from those in years seven, eight and who did not have close links with understanding numbers and their nine did not arise, but all finalists teacher training were shocked to hear relationship to one another.’ here were of a very high standard. that over the three or four years of In further conversation, I was told Points to bear in mind for next year teacher training, a number of students that in one school when they teach are that paper can be used either way, received just two hours of art, craft handwriting they are told to pass on portrait or landscape. Some poems sit and design teaching – often only a to children that all letters start on better on the page when landscape, lecture and not in any way practical – the base guideline so that they can be particularly in the own choice class. and most not much more than that. joined. So centuries of constructing It would also be helpful if teachers That teachers were then expected letter-forms have been thrown out of were able to emphasise ‘by doing’ the to put across such subjects with the window because the headteacher importance of writing carefully and confidence and enthusiasm with does not understand letter well, as almost all do. However, the so little help and support is truly construction, and a whole generation entries on paper torn (and not always staggering. One secondary teacher of children will have real problems carefully) from a pad with a serrated asked her class how much art they making their letters legible when they edge did not really send out this had done in primary school and was start to join and speed up. message to the children who had to told ‘none, because my teacher didn’t I noticed this recently with a five year write on that paper. There were three like it’. This is desperately sad but not old’s writing, who had started school prize-winners whose entries were on a surprise. How unfair for all children last September. The letter ‘m’ had no a lovely card-weight paper, but there who should be experiencing creativity, downstroke, and the letter ‘d’ went was no postcode on the back, so they and the joy of making. These practical all around the houses to get back to could not be considered. Someone in creative subjects also, of course, where it should end. The teacher had ‘Admin’ was also a winning entry, an develop hand-eye co-ordination and not corrected this. What a disservice adult, but with no postcode, so could so much more. we are doing to our children, who will not be considered. Some schools print In light of this, I was speaking to have either to work out for themselves ‘Name’ (with a gap to be filled in), ‘Age’ some young teachers recently and how to construct letters properly, or (to be filled in) and also the school’s asked them how much training they will lose marks in exams and tests postcode on the back of the paper had received in teaching handwriting. because their letter-forms are so poor used, which then avoids this problem. Their response was even more that when they speed up they will lose And I sometimes struggled to work shocking – none! Detailed training is legibility. out the children’s names on the back when the teacher had written it! given in English, maths and science, Fortunately, many of those who are but absolutely none in how to record winners and finalists in the National Overall the standard is still high and those subjects – handwriting! Schools’ Handwriting Competition it is to be hoped that those schools There are explicit curriculum will have far fewer problems because that are not serving our children well requirements at Key Stages on what their good letter formation and look at these entries and see what can children should be achieving (http:// handwriting skills already put them be achieved by the finalists in these www.teachhandwriting.co.uk/ on the front foot. The standard various age groups. national-curriculum-england.html) of the four year olds this year was but it seems that there is no guidance particularly impressive, and this for teachers in how to teach this to continued with the five and six year children. As one young teacher put it: olds. For the first time the challenges

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

Class A (4-6 year olds): Age 10: Z. I. (winner) - Blue Gate Fields Junior Skye Haughton (winner) - Shakespeare Infant School School Piya Nag (runner up) - Yarm Preparatory School Age 4: Rivka Jutia (winner) - Pilgrims Pre- Libby Royde (third place) - Eaton House The Prepatory School Manor School Gigi Matova (runner up) - Orchard House School Class D (11 - 13 year olds): Amelie Reyes (third place) - Norfolk House School T. J. (winner) - Blue Gate Fields Junior School Age 5: Emma Seymour (winner) - Kensington Age 11: Emily Saunders (winner) - Kensington Prep School Prep School Prayaan Sharma (runner up) - Homefield Sapphire W. (runner up) - Copley Junior School Preparatory School N. B. (third place) - Blue Gate Fields Junior School Robyn Searle (third place) - Ferndown First School Age 12: Zackary Gamble (winner) - Beechwood Age 6: Madeleine Gibson (winner) - High March Park School School Georgina Way (runner up) - Forres Sandle Manor Poppy Foxhall (runner up) - Bells Farm Primary Olivia Nimmo (third place) - Cargilfield E. Z. (third place) - St Joseph’s Roman Catholic Age 13: Willa Cook (winner) - Moor Park School Primary School Ross Doran (runner up) - North Bridge High Class B (7-8 year olds): School Amber Yap (winner) - North London Collegiate Thalita Melo Dos Santos (runner up) - Platanos School College Age 7: Z. M. (winner) - Blue Gate Fields Junior Class E (Staff): School Jemma Marsh (winner) - Dunraven School N. M. (runner up) - St Joseph’s Roman Catholic Primary School Nadezda Shabalina (runner up) - Hyde Park School A. T. (third place) - Dell Primary School (Academy) Jo O’Sullivan (third place) - Homefield Age 8: Afreen N. (winner) - Copley Junior School Preparatory School Aleena Shahid (runner up) - Bushmead Primary School: School Blue Gate Fields Junior School (winner) Azlan Mesen (third place) - Clifton High School Eaton House The Manor School (runner up) Class C (9-10 year olds): Kensington Prep School (third place) Krish Makhijani (winner) - St Bernard’s School Age 9: Eman Ayub (winner) - Owler Brook Primary School Timothy L. (runner up) Eva Tattersall (third place) Barlows Primary School

PREP SCHOOL Reflecting the best in the prep & junior school world 19 Partnerships

Securing our future Shaun Fenton, the Headmaster of Reigate Grammar School, considers how schools can learn and benefit through partnerships

Essentially, it is about relationships, not structures. And, importantly, the early signs are that parents recognise the advantages of formal prep and senior school links. In just a few weeks since we welcomed Chinthurst into the Reigate Grammar School fold, we have seen a 20% increase in enrolments for the next academic year. Of course, there is also place for cross-sector partnerships where independent schools work with schools in the maintained sector. I have been head of two ‘Outstanding’ state schools during my career and like to think I can Schools may be fierce competitors on academic achievement alone. Our offer valuable insight on where these the sports field and in examination students’ lives are full of drama, music relationships are particularly valuable halls, but there is one thing that we and sport and a host of other activities to both sectors. Independent schools can all agree on. There is far more that stretch and inspire them. We seek undoubtedly have a role to play in that unites us than divides us: we are to educate the whole child and set helping to raise standards in the all collaborators in a shared mission them on the path to fulfilled lives and maintained sector, especially where with moral purpose – to provide an happy adulthood. This partnership schools are struggling. exceptional education for the children is about securing the future of However, I don’t accept the premise whose parents have entrusted them to Chinthurst for the next hundred years that independent schools only do our care. That spirit of collaboration and beyond. The landscape in which good work when they look outwards, is something we can build on to forge we operate has changed significantly: beyond their own sector. After all, few partnerships between schools. smaller prep schools increasingly need could deny that we offer charitable At Reigate Grammar School, we have the resilience of being part of a larger benefit to the children in our schools recently put theory into practice by entity. and benefit the country by educating bringing a local preparatory school, A partnership with a senior school future opinion formers and wealth Chinthurst, into the RGS family of encourages them to look ‘up’ to creators. Also, at Reigate Grammar schools alongside Reigate St Mary’s the next stage in their students’ School we seek to change lives of Preparatory and Choir School. education, entering into dialogue those whose potential is greater than Chinthurst, already a successful and on a whole range of subjects that their financial means. RGS’s Changing popular school with a proud 108- will be key to their students’ future Lives Foundation has raised more year history, retains its autonomy, its success: changes to the curriculum, than three million pounds to fund staff, its traditions, its ethos and its international destinations for bursaries for disadvantaged students uniform. The gains for all of us are Higher Education, extra-curricular and more than 150 children are on considerable. activities, apprenticeships and so means-tested fee support. The three schools are an excellent fit on. A healthy partnership is about So, working with others is something in terms of ethos, achievement and is about facilitating an authentic that brings mutual benefits, it is ambition. We all subscribe to the view understanding of the whole part of our moral purpose and, most that education is about far more than educational journey on that their importantly, is good for the children students have just embarked. in our care.

20 PREP SCHOOL Reflecting the best in the prep & junior school world Competition

Battle of the brains

Harry Paget reveals all the information, including who won, for the 2017 SATIPS General Knowledge Challenge!

What is the SATIPS challenge? great Sphinx of Giza? 4. Ayan Nandi (Dulwich Prep London) The SATIPS Challenge is a hundred Kate Richardson-Walsh led Team GB 4. Hugo Ward (Magdalen College) question General Knowledge test. to Olympic gold in which sport? 4. Rauf Malik (Westminister Under) There is a senior competition for Year What surname is shared by sisters 7. Joshua Reiniger (KCJS Wimbledon) 7 and 8 as well as a junior competition Kim, Kourtney and Khloé? for Year 5 and 6 (though we have had 7. Julia Marshall (Stephen Perse From the Senior Quiz: some very impressive Year 4 students Foundation Junior School) entering as well). Which country’s Prime Minister 9. Max Bavinton dressed up as Super Mario at the Rio Who is it for? (Alleyn’s Junior School) Olympics? It is for pupils in prep schools. 9. Shaunak Harit (Westminister What can be a country, a type of Under) Some schools enter the minimum team meat or three consecutive strikes in of 5 in each age group, others enter bowling? Senior Top 10: the whole of their top sets, while some 1. Maximillian Peel schools use it for their G&T pupils and Which gas comprises 21% of the air (Westminister Under) some enter their whole year group. that we breathe? While the challenge is meant to be Who were the winners? 2. Jamie Lambert a challenge, a number of schools are (Dulwich Prep London) Westminster Under School won the surprised at the performance of some team prize in both categories, helped 2. Brendan Bethlehem of their pupils that aren’t in the top set. by Maximilian Peel who won the (Westminister Under) Questions come from the major subject senior competition, while Rory Hayes areas as well as entertainment, music, 4. Gregor Lumsden of Aldwickbury triumphed in the sport, art and popular culture. (Dulwich Prep London) junior competition. 5. Avish Kumar How does it work? Why should my school enter? (Wesminister Under) Schools are sent the challenge Apart from giving pupils the chance electronically. They then print it off 6. Nikhil Singh to achieve glory for both your school and administer it themselves, before (Dulwich Prep) and themselves, it is a fun general sending off the papers to be marked. 6. George Payne (Kingshott) knowledge quiz that encourages How do I enter? children to develop a broad range of 6. Niklas Vainio (Westminister Under) Registration is done electronically knowledge. Schools have also used 9. Kalyan Reddy (King’s College Jr) these scores for House competitions. and is already open for 2018 via the 10. Cian O’Reagan (King’s College Jr) SATIPS website. What if I have further questions? How much does it cost? Do get in touch by emailing To enter in the 2018 challenge Entry is £2 per person, and last year [email protected] follow this link: https://docs.google. over 100 pupils received prizes! Junior Top 10: com/forms/d/e/1FAIpQLSdc25_ F1_UT1GNliWlDMYgb6Mephg Can you give us some example 1. Rory Hayes (Aldwickbury) YjDUs9uq8K8V_HSunGOQ/ questions? 2. Rafael Leon-Villapalos viewform?usp=sf_link From the Junior Quiz: (Westminister Under) In which country would you find the 3. Angus McIntyre (Ashfold)

PREP SCHOOL Reflecting the best in the prep & junior school world 21 Food for Thought

Where do we go from here?

Paul Baker, better known Mr Geography to all of us, explores the past, present and the future of geography in prep schools

We have come a long way since the progression, and measuring over assess the ability, is vital but must not very teacher-led geography that was the last 20 years since the National be just a rehashing of the present CE very present in the 1970’s when I first Curriculum helped prep schools, I geography exam. started teaching. The advances over believe has been swamped by too much The prep school geography curriculum the last 40+ years has been due to knowledge being taught at the expense however is not just about transfer into the support and the publications of of the understanding and the skills the senior school but starts as from many primary geography experts and which are what the vital component for Year 1 (or before) and therefore the the support to independent school senior schools when prep school pupils whole school geography curriculum teachers from IAPS, SATIPS, GA, and arrive with them. I have to admit as needs to be a living and topical RGS. During this time the curriculum the former senior setter of CE from the discipline at all levels throughout has changed and the introduction 1990’s into the early 2000’s, I was as the school. This should allow the of the national curriculum allowing much to blame for the content level in pupils to build up a ‘living geography’ prep schools and ISEB to use this as CE geography as others were before or that focuses on what is topical and a guideline the teaching, learning, have been since. significant for the world they live and examining of geography (and The prep school child of today in and how this will impact on other subjects I should add) has seen needs transferrable skills and the their lives. Key concepts need to be a more specific content and more contribution of geography must be introduced by Year 6 based on the importantly the development of clearly rooted in building up some following characteristics: geographical understanding and skills. knowledge, but more importantly • What is relevant to and affects The development of the geographical how to access the knowledge enquiry and more relevant fieldwork people, daily, and longer term, required. They must build up a fuller directly and indirectly has also helped prepare the prep understanding and a larger skills base school child for their senior schools. so they can continue to build on this • Regional, national, international Common Entrance has also gone as they approach and take GCSE and and global scales and how they are through many changes from the Post 16 exams in geography. linked to their lives 1970’s/1980’s where it was the pass So as the ever growing Pre Test for • Investigating environmental or fail mechanism for children going the senior schools (I believe the ISEB processes and changing to senior schools; into the 1990’s Common Pre Test is their fastest environments with sustainability where it was still looked upon as the growing test now for pupils at Year 6/7 as an important focus. Developing major entrance requirement; into the being offered places at senior schools) a critical awareness and 21st century where more and more and the need however still, to provide understanding of sustainability senior schools have used it as a setting some end of school test at Year 8, I • A curiosity through enquiry about exercise, while the Pre Test at Years believe that the development of an the world 6/7 has become a more important end of Year 8 assessment based on • A focus on what is topical and entrance requirement. geographical understanding and skills, significant and how it impacts on How much advance there has been in that will allow the senior schools to people’s lives. defining learning outcomes, defining have both subject information and to

22 PREP SCHOOL Reflecting the best in the prep & junior school world Food for Thought

If through their geographical studies using a variety of resources by Year 6, the pupils are aware of a variety of The prep school child of today geographical knowledge with a sound base of understanding and skills, the needs transferrable skills and geography teachers for Years 7 and 8 can use this as a launching pad and the contribution of geography what I believe their pupils need to have at their fingertips as they move into must be clearly rooted their next school, onto GCSE, and, hopefully, A Level geography studies. The Year 7 and 8 geography for the future: My suggestion for a curriculum for • Classification Years 7 and 8 using all the above skills The geography they learn and the • Inequality would focus on: understanding and skills they • Location develop in these two years are vital • A fieldwork project as at present • Environment allowing the pupils to develop for the senior schools. However, • Sustainability the knowledge is less vital than the planning an enquiry with the understanding and skills they develop teacher. This would be as at • Perception around the geography they learn. present sent to their schools as an • Processes – (Physical and Human) In talking to many senior school assessment at the end of Year 8 • Places heads of geography over the last 12 • A physical geography topic which • Diversity months they would like a pupil to allowed pupils to learn about the • Interdependence have understanding and geographical formation and the weathering skills to a higher level than appears at and erosional processes and to • Scale present. Geography is also split often understand these processes. • Space into physical and human topics but • An understanding of global To conclude therefore it is my belief there is a need for all pupils to identify patterns, interaction and global that there is a need for prep school the links between these different relationships, and understanding geography to change as the Pre Test aspects of geography and for them to values. (Global learning, takes over as the entry requirement for see the interconnection in them with globalisation, transport, etc.) senior schools. This will allow pupils relation to the world we all inhabit. • A land hazard and a climatic hazard the scope to develop in Years 7 and 8 the geographical understanding and Skills that pupils must develop over • Your local environment – urban or skills needed for the boys and girls these two years in their geographical rural and including sustainability studies must include: to thrive in their future geography • Geography in the news learning at their senior schools. How • Map work: map skills both The pupils you teach now are likely to we change and what an end of school interpretation and presentation live into the 22nd century. They need assessment would look like in Year using a variety of scales to be prepared to adapt and to use 8 is for the ISEB, IAPS and HMC to • Introduction to GIS and other ICT their understanding and geographical discuss but it is vital that change in skills skills with the future in mind. In the transition from one school to another • Fieldwork including, developing short term this will mean allowing is developed as the Pre Test continues hypothesis, collection, recording, themselves to develop geographical to increase as the way for pupils to gain presentation, interpretation and and skills that can be used in their a place at their senior school. analysis, numeracy, analysis, senior schools and prepare them for As Alastair Bonnet wrote The Handbook understanding, evaluation. Also the ever changing world they live in. of Secondary Geography, which was helping with risk assessments. What are the key concepts that Years published by the Geographical • Interpretation and use of 7 and 8 need could be argued about Association in 2017. Talking in his photographs for many hours but I believe that they final paragraph of chapter one in What • Enquiry skills can possibly be summarised as shown is Geography, he states the following • Numeracy below: about geography: ‘It is an essential component of a good education but it • Literacy and writing skills • Cause and Effect is more than that too, for geography is • Researching skills • Change rooted in some of our most basic and • Synoptic skills • Conflict important needs and hopes.”

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

Growth matters

Loren Macallister, the Deputy Head Academic of Shrewsbury House School in Surrey, discusses the importance of a growth mind-set

Lifelong learning is vital and has to So, how does all of this affect schools? one can manage will, and the results be part of a systemic thought process Developing ourselves to maximise will follow. This builds resilience, as in the 21st century. If today’s pupils specific ‘human’ qualities will make us Matthew Syed explains in Bounce. are being prepared for jobs that do competitive, marketable, and relevant. Painful sometimes, but the growth not yet exist, and they will reasonably Pupils will be ready and able to with that kind of challenging practice, have 15 to 20 jobs in a lifetime, surely contribute to tomorrow’s digital world. whether from pupils or teachers, is the best gift we can give them (and That means we must be prepared to significant. It is often life changing. ourselves) is to embrace change, learn learn, unlearn, relearn, and think of ‘Giving an A’, is a wonderful concept to understand ourselves, adapt, and possibilities within problems rather created by author, motivational nurture skills? We need to make sure than obstacles, or the fear of change speaker and conductor Benjamin that what we help build – whether in itself. Furthermore, we need to teach Zander in his well-known book The bricks or young minds – is sustainable pupils to ‘know what to do when Art of Possibility. Treat a child or adult and relevant. We need to plant the they don’t know what to do.’ Problem as if she is already what she could be right kinds of seeds. solving, becoming independent, and and then watch her become precisely A colleague recently asked me what competently managing ‘good stress’ that. It is a real treat to watch pupils I looked for most in interviews. will develop from that. With this in and staff who are not self-limiting. Besides the obvious qualifications mind, join me briefly as I summarise Maslow had it spot-on and understood and experience, I look for someone some of the most useful ‘growth self-actualisation and self-esteem: who has a growth mind-set, who is nuggets’ from my favourite authors… we all want to be needed and valued, flexible, not afraid of change, and can Growth mind-sets are vital to to feel our contribution is important adapt and work with both failure and resilience. A poor mark in a maths test and for someone to believe in us, to success. They are seen as resilient and could inspire greater effort together, see potential, and help us to get there. a real asset to any school. Resilient if a growth mind-set is adopted, with Especially when we might not always staff in turn foster resilience in pupils strategies to improve by ‘marginal see it ourselves. Give that ‘A’ and who grow into happy, balanced adults gains’ and appropriate achievable watch the growth that will ensue. who are capable of navigating change targets. A child with a fixed mind-set Leadership is influence. A position without fearing it. These types of staff will often not attempt anything risky in itself won’t earn us any influence and pupils have an abundance mind- in which he can’t shine, for fear of that is lasting or respected, but set (not a scarcity one) and change failure. He ‘can’t’ improve on his gifts relationships will help do that and does not paralyse them. They simply so he dare not expose them unless foster resilience too. Being part of a keep on reinventing themselves and he is sure of success. A child with a team, working together, collaborating, adapt. AI and STEM pose wonderful growth mind-set, however, according and learning to lead from any chair, opportunities, but the combination to Carol Dweck, will ‘have a go’. He nurtures growth. This is as true of will also threaten jobs in the next doesn’t see his talent as fixed, so he prefects, choirs, and sports teams ten years. With another kind of knows he can improve it. Fostering as it is of teachers; the sentiment is technological revolution already on growth mind-sets and using positive the same. Leadership, influence and our doorstep, more focus is required language, whether as pupils or growth are a choice; John C Maxwell on what is often referred to as ‘soft teachers, builds resilience. has it spot-on, in all his books, but in skills’. These skills are developing Practise purposeful training stretches. particular 360 degree leader. Outliers compassion, understanding human Doing the same thing and expecting a are in every organisation. They stand nature, valuing teams, interpersonal different result just doesn’t work but out, as they simply don’t fit a usual intelligence, interview skills, stretching oneself just beyond what profile. They have usually practised emotional intelligence, and resilience.

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

their ‘art’ for at least 10,000 hours, distinguish themselves from good Simon Sinek’s concept of according to Malcolm Gladwell, in ones, according to Jim Collins in his understanding one’s ‘why’ is priceless. his bestseller Outliers. The ‘art’ could seminal book Good to Great. How? A We all focus almost by default on our be expertise in a specific field, the simple recipe: determination, loyalty, ‘what’: what our school does; what way they think or lead people, show and ego for something much bigger our company does; what we teach; compassion, or answer in class. Don’t than oneself; humility coupled with what we do as pupils. It’s the wrong let them go before you have learned a will of iron; awareness of one single way around; we need to start with what it is they are able to teach about focus that drives everything else and ‘why’. What is our ‘why’? What is our success, failure, and ‘going the extra having the right people in the right purpose? If we get that right, and mile’, or their way of thinking. They places. Disciplined people. Disciplined we know our purpose, we can then are extraordinary. thought. Disciplined action. You want figure out our ‘what’ and deliver that Godin explores what makes some a great company? Help pupils and very, very well. If not, we create stress people linchpins, and others a cog in staff identify their talent and grow and tension for ourselves because we the workplace, in his book Linchpin. the right people in the right places for don’t really know our raison d’être. Linchpin­­s create art: Godin defines the right roles. Our role is to help pupils and staff art as “that which touches or moves Trust is about credibility and feeling understand their ‘why’ and to align the recipient.” A Linchpin could safe. When pupils and staff develop that to their values. So what next? be anyone from clerk to CE. The circles of trust, happiness levels Staff development is important and Linchpin is an artist, ‘moving’ others and resilience soars; cortisol and I cannot stress enough the value of because of the way he or she interacts adrenaline drop. Pupils and staff who solid mentoring, bespoke coaching, and inspires. Sometimes the ‘art’ learn to inspire trust will learn how and CPD. If shaping pupils is our role is compassion for which a pupil is to be trustworthy leaders; they will and a real privilege to be part of then noted, or integrity that one values and work in or own a business that has a why not see pupils and teachers as praises in a pupil or staff. Linchpins common ‘glue’. Trust fuels resilience interdependent? They do teach each are hard to replace in an organisation and it simply can’t be bought. It takes other. Growing staff grow pupils because they create art and art time and is grown through regular better; growing pupils inspire staff. just can’t be quantified. Hold onto deposits, as Covey outlined in The Growth matters. It’s that simple. Linchpins if you can. Great companies Speed of Trust.

PREP SCHOOL Reflecting the best in the prep & junior school world 25 Teaching

Music is instrumental to a child’s development Jane Pendry, the Head of Development at the Dragon School in Oxford, highlights the importance of music in aiding a child’s development

‘All teachers know that confidence and the young person’s wider education. reading music requires counting self-belief are key to education. Once Music involves teamwork, social notes, working out rhythms, and pupils believe they are able to succeed, skills, understanding and listening learning music theory includes many that is when the magic happens!’ skills. Working under a conductor or mathematical aspects. Studying music That is the firm belief of David musical director also requires children improves phonetic awareness, reading Smith, Head of Instrumental Music to follow instructions, to listen, and comprehension skills. It sharpens at the Dragon School. His over-riding concentrate and process information. a child’s concentration: music requires passion is to see pupils pick up a David adds, ‘Playing in an ensemble children to focus on pitch, rhythm, musical instrument and to see them requires incredible concentration, as tempo, note duration and quality of consequently flourish in all aspects of children must learn to not only listen sound. their education. to themselves, but also to the other A body of evidence indicates that sections of the group, learning to play learning an instrument may even ‘Having worked in music education in harmony and balancing the blend for over 20 years, it has been my great increase intelligence. Active music of sound. Developing concentration making increases the capacity of your privilege and joy to see thousands and listening skills has a direct of children embark on a wonderful memory and scope for creativity and impact on other aspects of children’s imagination. Music, drama and art journey which began by the simple education.’ act of taking up an instrument,’ help develop children’s imaginations David says. ‘Nothing excites me more We have all become obsessed with the and bring joy and passion to their than seeing a young person develop, instantaneous (video and computer learning. Jenny Saville, a Dragon from the early stages of making a games, TV commercials and instant parent and one of the country’s few sounds, to being able to move downloads). Practising an instrument leading portrait painters, explains audiences with their playing.’ helps children understand how to ‘Art, storytelling, drama, music work towards a long-term goal. They and dance: these are all subjects David explains that performing experience how perseverance eventually that encourage the development of both solo and with ensembles can, leads to skills and enjoyment, which imagination, flexibility of thought and should, be a rich and rewarding last a lifetime! Daniel Levitin, in This and resilience. Read any children’s experience, enabling each pupil to is your Brain on Music, defines the development guide and these three gain in confidence and self-esteem. importance of practising music: ‘Like traits are the ‘super’ traits our However, it is vital for a child to experts in mathematics, chess, or children will need to survive in a find the right instrument; otherwise sports, experts in music require lengthy changing world; in the jobs that they will not sustain their interest. periods of instruction and practice in haven’t even been invented yet.’ Children then need to practice order to acquire the skills necessary to Music not only enhances mental regularly, which requires an inner truly excel.’ discipline and personal sacrifice. agility, thinking skills, and resilience; Evidence also indicates that music it helps to develop a child’s physical Music can have a significant effect on can improve mathematical ability: skills. Coordination is key and wind

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

instruments such as the oboe, flute, an instrument. Meriel and Skev a profound and positive impact on clarinet, and trumpet require accurate Antoniou, former Dragon School children’s intellectual, emotional and and controlled use of your fingers, parents, explain how both their physical development. Learning to tongue, and breathing. children benefitted from the Dragon’s play an instrument leads to a love of Learning music also increases a approach to music and drama: music, and skills which can bring a child’s responsibility. Children need ‘Music and drama at the Dragon lifetime of joy.’ to learn to maintain and care for their developed our children as members David studied clarinet, saxophone, of their community and taught them instrument and to manage their time piano and drums as a child and went discipline. Sharing these activities effectively for practicing. Working on to study woodwind performance at this amazing school gave them towards short and long term goals, at university. Since graduating, he has great pleasure. As a result of the exams and performances. performed clarinet and saxophone encouragement our daughter, Florrie, Music is a key component of life for received at the Dragon, she is now sessions for radio and television and the Dragon. 42 specialist teachers in her third year as a member of the has performed on a number of CD’s. teach over 750 weekly instrumental National Youth Music Theatre.’ lessons each week and four out of five children at the school play David Smith concludes: ‘Music has

PREP SCHOOL Reflecting the best in the prep & junior school world 27 Leadership Handling disappointment

Jane Whittingham, Headmistress of St Hilary’s School in Godalming, discusses how to acquire a positive outcome while handling a pupil’s disappointment

According to the Oxford English of empathy for parents as they often others of his age, my eldest son Dictionary, disappointment is, ‘the feel their children’s disappointment embarked on driving lessons with sadness or displeasure caused by keenly. After all, as parents we are palpable excitement. A boy who the non-fulfilment of one’s hopes or driven to protect our children and had enjoyed considerable success in expectations’ and it is almost certainly keep them safe and to ensure they all areas of his education was not one of the most immediate emotions are happy; it is not easy to watch prepared for the shock of failing a child will experience when they feel their world fall apart in front of his driving test. Indeed, I watched they have let people close to them our eyes. Nevertheless, the irony is for the first time as he encountered down. Disappointment is a natural that disappointments are actually disappointment and his previous response to failure but, depending on beneficial for children: learning to successes did not provide him with the reactions of those around them, deal with setbacks is a key part of the platform to cope with such a children can potentially react to their their emotional, intellectual, and situation, to pick himself up and dust disappointment in a way that either social development and helps to himself down and get back on his reaps great rewards or breeds more nurture key characteristics they will feet straight away. He subsequently disappointment. need to succeed in the future. passed and that is now water under As a mother of four children, I This was brought home to me some the bridge. understand and have a huge amount time ago. At 17 years old, like many The intensity of disappointment

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

varies for a pupil, from not being long history of Oxbridge success may power ball, our pupils need to be able first in the line when going to lunch react differently to those who expect to bounce back time and time again when they are five years old, to value for money but do not have and learn that disappointment is failing to be selected to play in the A preconceived ideas about their son not always a bad thing. Without the team or securing the much coveted or daughter’s university destination ability to bounce back repeatedly, accolade of singing the solo at the when they are four years old. pupils cannot develop resilience. As Carol Service, when they are much However, it is also important to guide educators we have a responsibility older. It is clear that disappointment our parents and encourage them, not to celebrate mistakes and show our can be exasperated by those around to rub away all the rough edges and pupils how these can inform future them and parents (and grandparents) make their son’s/daughter’s journey learning in a positive way, whilst need to be guided to feel their child’s through childhood absolutely smooth maintaining there is always light at disappointment by showing empathy and to resist the temptation to wrap the end of the tunnel. and giving guidance rather than them up in cotton wool. We need being disappointed in them. Indeed, to point out that if they bend over children’s disappointment is often backwards to shield their children St Hilary’s School is an IAPS magnified due to the reaction of the from disappointment, the child will Preparatory Day School and adults around them and their ability shy away from a challenge and never Nursery in Godalming for boys to scale further hurdles is hindered take a risk. Instead, explaining that aged 2 to 7 years and girls and disappointment simply becomes keeping a clear head and keeping aged 2 to 11 years old. Further more excruciating in the future. things in perspective goes a long way information can be found on our website at www.sthilarysschool.com. Parents are aspirational for their in helping their son/daughter face children and naturally want the best disappointment. for them but this brings its own In today’s world, as educators, we are pressures. Parents of children with increasingly aware that pupils need high achieving families who have a to be mentally tough. Like a small

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

Reflections on the Independent Schools’ Examinations Board Peter Kirk, the Executive Chairman of ISEB and former Headmaster of Bilton Grange School and Bramcote Prep School, looks back upon 30 years of ISEB

1987 was a significant year in many the candidate not reach Marlborough’s Pre-Test to enable children to sit respects and I remember it well. pass mark. It turned out to be useful just a single pre-test in the familiar Various world events, some rather experience for my later involvement surroundings of their prep school, close to home, made us sit up, take with ISEB 30 years down the line. with the results shared between note and wonder if the world had Of course, there was no internet several senior schools, if appropriate. just become a less secure place. Terry in 1987 nor email facilities but we Those ISEB Common Pre-Tests are Waite, the Archbishop of Canterbury’s felt very advanced using our BBC proving increasingly popular and have envoy, was kidnapped in Lebanon B computers at school, which were brought about a change in the transfer and remained a hostage until 1991; useful for setting internal tests process from junior to senior schools. the horror of the Remembrance Day and exams, as I recall. As part of ISEB received over 8000 Common bombing in Enniskillen dominated my teaching timetable, I had been Pre-Tests registrations this year and, our television screens and the assigned Set 6 in Marlborough’s Sixth although there are mixed views on country looked on in disbelief as the Form (Year 11 students) who were not the principle, there can be little doubt Hungerford tragedy unfolded. At the the most gifted mathematicians in that pre-tests are here to stay. I ought time, I was teaching mathematics at the school, and I was doing my best to to acknowledge the administrative Marlborough College just a few miles help them make sense of GCSE maths. burden that the Common Pre-Tests along the road from Hungerford. have brought to prep schools but, as I 30 years on and Common Entrance write, IAPS, HMC and GSA, supported Immersed in a seven-day a week is still used by around 260 prep boarding school life, one can feel by ISEB, are exploring ways to make and more than 100 senior schools. this simpler. ever so slightly cut off from the ‘real’ Meanwhile ISEB has evolved into an world, at least during term. One of organisation providing many more Some people are surprised to hear the tasks occupying my mind in June assessments than just Common that Common Entrance numbers 1987 was the marking of Common Entrance, though CE at 13+ and 11+ at 13+ have remained steady over Entrance papers, tucked away for remains our core business. It was the last 20 years, which they have. a weekend with I think about 150 becoming clear that the myriad of Indeed we have seen increased scripts that had to be completed pre-tests in Years 6 and 7, designed to numbers of candidates in the last for the examiners’ meeting on the assess children in advance of Common two years and we believe that the Monday morning. I can remember Entrance, was exerting undue pressure Common Pre-Tests and Common having some difficulty adhering to the on children who were applying to Entrance are now complementary requirement not to mark the papers several senior schools. To reduce that assessments. The breadth and rigour themselves, in case they needed to be burden, ISEB developed an online, of Common Entrance, its worldwide forwarded to another school, should adaptive, auto-marked Common reputation, together with a greater

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

It seems to me that one of the benefits of Common Entrance is that its syllabuses and exams are designed and scrutinised by heads and experienced teachers in prep and senior schools.

emphasis on skills, have helped it marked assessment, which I know the services that we offer, or if you retain its popularity, as the statistics prep schools are using in different would like to comment in any way, confirm. I hope that, with a degree ways and in varying year groups as a please do get in touch. of security offered to candidates ‘stand-alone’ assessment. after successful completion of the It seems to me that one of the [email protected] Common Pre-Tests, prep schools will benefits of Common Entrance is Peter Kirk taught Mathematics at resist pressure to practise past CE that its syllabuses and exams are papers repetitively in the months designed and scrutinised by heads Marlborough and Glenalmond, where leading up to Common Entrance, but and experienced teachers in prep and he was also a Housemaster, before concentrate instead on the quality of senior schools. They possess that deep becoming Headmaster of Bramcote interactive and independent learning understanding of the independent Prep School in Scarborough in 1996 in the classroom, whilst helping their school world and appreciate the and, subsequently, Headmaster of candidates to take CE exams in their importance of the balance between Bilton Grange near Rugby. He was stride. knowledge and skills, as well as appointed to the Board of ISEB in Common Entrance has, of course, the need to encourage independent 2011 as a serving Head representing moved with the times and we learning. IAPS and Mathematics and now offer papers for candidates of Of course, ISEB is merely the provider chaired ISEB’s Maths and Sciences different levels of ability in maths, of syllabuses and assessments and Committee. After stepping down English, science, French, Spanish, it exists to serve the independent from Headship, he was appointed Greek and Latin. A completely new RS schools of the UK, as well as those Executive Chairman of ISEB in syllabus, titled ‘Theology, Philosophy overseas schools in membership of November 2013. Peter also serves as and Religion’, is soon to be introduced GSA, HMC or IAPS. We seek feedback Chairman of Governors of an IAPS and we expect this to become very and suggestions from prep and senior school and as a Governor of a state popular. It is a modern, challenging schools on a regular basis – they are Primary school in North Yorkshire. syllabus, requiring pupils to interpret your assessments – and we continue texts, reason philosophically to depend on the involvement of and understand religion in its experienced teachers and Heads on contemporary setting. These are our setting teams and on the ISEB important skills and ought to provide Board. Their contributions are hugely excellent preparation for senior school valuable and I take this opportunity at 13. ISEB also offers an online to thank them all most warmly. If you Mandarin Chinese course with auto- would like to share your thoughts on

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

Preparing young people for the world Richard Merriman, Headmaster of Foremarke Hall, Repton’s Preparatory School, discusses the need for young people to be prepared for the real world

International trade, international difficult. At Foremarke Hall, Repton’s create high quality programmes politics, and even the sharing of Preparatory School, we have identified tailored to each year group. We make cultures, is nothing new. Of course, and adopted a range of successful full use of our inspiring 55-acre we have differences, but today the ways of achieving this. location as well as organising visits to people of the world broadly rely on One of the most obvious comes as the wild areas of Britain. the same economy, the same cultural a result of us being part of a family As well as developing performance values, and similar structures of of schools with some members skills, a high priority for our government. These things define a overseas. Repton Abu Dhabi and adventure programme is to use the society, and they are emerging on a Foremarke Dubai each focus activity or environment to challenge global scale. currently on the primary age group, pupils to think about the way they It is for this reason that education and strong, practical links exist work and their attitude towards it. In needs to prepare young people for between Foremarke Hall and these addition, taking pupils out on visits being a part of, and comfortable Middle Eastern schools to ensure the – and outside on our site complete in, a global society. It is also the relationship is vibrant. These links with its own lake and woodland reason why global citizenship should currently include sports tours and, – bring both inter-personal and not be a stand-alone element of looking ahead, musical and cultural environmental learning to life. the curriculum, but an intricate exchanges are planned. So far this year, Year Two pupils part of every aspect of it. By Our boarding community plays its have been on a trip to nearby broadening experience of the world, part too. It comprises an appropriate Rosliston Forestry Centre where they communicating that everyone mix of British home landers, British learned about animal habitats and should be treated fairly and with overseas from diplomatic, military the importance of trees and to the respect, and raising environmental and entrepreneurial backgrounds, National Space Centre in Leicester, awareness, school life should be an and international pupils. We have a another favourite ‘on our doorstep’ encouragement towards informed and maximum of two of any non-English destination. responsible global citizenship. mother tongue speakers in each Members of our Greenpower group It is useful as a starting point to house. This creates a cosmopolitan regularly travel out to events where consider what makes a ‘global citizen’. environment that reflects the team work is imperative to success. Oxfam offers a useful definition: “To wider world. Our pupils learn about Made up of girls and boys in both be effective global citizens, young different cultures and how to respect Years 7 and 8, the team builds and people need to be flexible, creative them. develops vehicles for the national and proactive. They need to be able Adventure and discovery is so Greenpower Formula 24 electric car to solve problems, make decisions, important at Foremarke that races for schools programme, which think critically, communicate ideas curriculum time for Years 5 to 8 is sets out to inspire children to be our effectively and work well within teams devoted to it in the first full week future engineers. and groups.” of each school year. During this the For the young people involved it is With this in mind, one realises pupils work on independence, team very much ‘hands-on’. Our newest car that making global citizenship an building and leadership. FR-7K was assembled by a group of inherent part of the curriculum is not We work with several providers to Year 7s and, as with all our vehicles,

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

responsibility for driving and the Another important element of menus on a regular basis to provide battery changing at circuits around our curriculum are our theme pupils with tastes of the world. the country including Goodwood, sits days, which we celebrate and build Chicken korma cooked with authentic primarily with the young team. activities around. Recent examples Indian spices and creamed coconut, We also regularly bring guests in to include Egyptian Day, India Day in penne pasta wrapped with a sweet share their learning with pupils across Lower School and Chinese New Year tomato, fresh basil and mascarpone all age groups. Visitors this year have celebrations. Among comments made sauce and a comprehensive range of included former Welsh International by pupils after the summer term pizzas for a pizza day were among the Rugby star Richard Parks who was India day were: “I thought that India menu choices during the last week of invited in to our Pre-Prep department Day was the best thing in the term! term. to support their Explorers topic. He I enjoyed eating and making gulab Society needs people who recognise spoke about his adventures, including jamun – they were so tasty I ate five the importance of participation and standing on all three ‘poles’ (the North or six of them!” and “I really enjoyed of living and working together, and Pole, the South Pole and the summit it when we danced in front of the particularly people who understand of Everest) within seven months. Year 3s and when we got to dress up different cultures, but celebrate the in Indian clothes.” These illustrate commonalities of humankind. When Singer-songwriter and guitarist Blair how days look at every aspect of the Dunlop who attended Foremarke from choosing a school, ask yourself if culture concerned and immerse the it has the arrangements, facilities, 2003-2005 came in to play for us in children in related activities. advance of leaving for his “Gilded” links and approach that allow for this UK tour. The children had plenty of In the dining room, you will see also global awareness to be nurtured and opportunity to ask him questions evidence of our holistic approach. developed. We believe it is a key way about his time at Foremarke and what Our award-winning catering team to maximise future potential. his life has involved since. organises internationally themed

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

Happy Birthday, Rugby!

As Rugby School celebrates its 450th year, Headmaster Peter Green reflects on the origins of the school as well as what the future may hold

Founded by a grocer in 1567, albeit We are not the oldest independent one’s neighbour as well as the wider one who supplied the household of school in England but few have community. the young Princess Elizabeth, Rugby had such a lasting influence on the I have to say I did wonder about School was originally a ‘free grammar principles of an all-round education. marking our 450th birthday. Should school for local boys’ in Lawrence Dr Thomas Arnold was arguably we not just get on with the job of Sheriff’s hometown. 450 years later, it England’s most famous Victorian educating and preparing children for is an independent, co-educational day headmaster. His aim for the school their futures rather than reflecting and boarding school with more than was to instil two things in the on the past? But as we come to the 800 students. What would Mr Sheriff boys in his care: “firstly, religious end of the year, I am confident that have made of its transformation and and moral principles; secondly, the events have created or reinforced endurance? He would have needed gentlemanly conduct; thirdly, joyful links between Old Rugbeians, smelling salts at the sight of all those intellectual ability.” In the 21st made the school proud of its ethos girls, that’s for sure. century, we continue to pursue that and traditions, and given us a Anniversaries encourage reflection. code: good behaviour, hard work, wonderful opportunity to showcase and recognition of the needs of the whole point of a Rugby education:

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

to encourage the development of a We are also committed to the arts and some cases 100% of their fees have whole person. this year expanded our annual arts been waived. There are 35 boys and Sport is an important part of life at festival into a five-day spectacular girls in the school right now who are Rugby. It builds leadership and team of music, dance, and drama. As well benefitting from the terms of Sheriff’s spirit, and helps to deal graciously as performances from A-list stars, will. To me, this is a crucial part of with success and disappointment. That we organised theatre, concerts, what we do at Rugby. Our charitable approach inspired Pierre de Courbertin film premieres, dance shows, art ethos is central to our daily routine to found the modern Olympic Games. exhibitions, and poetry readings (with and to all our decisions. We will We could not let the year pass without opportunities for our students and conclude the year with a thanksgiving a reminder that the school created the those from local schools to perform service in the school chapel, a fitting game of rugby football. Two former on stage) as well as free creative end to a long birthday party. Has it Rugby schoolboys came up with the workshops for more than 600 children been worthwhile? Most emphatically. idea (inspired by the passing of the from local primary and secondary Acknowledging the school’s history Olympic torch in 2012) of having one schools. As our patron Dame Judi has reinforced the vibrancy of the rugby ball, starting its journey on our Dench said, “The way to get young school community, past and present, historic playing field, the Close, passed people involved and interested in and encouraged us to reflect on the between Rugbeians, 450 times across the theatre and the arts is to provide abiding strength of the School’s ethos. the world. It’s been plunged into a pot exciting works for them to see”. Like any great institution that has of pasta in Florence, bounced into a We also held a street festival in earned its spurs, Rugby School should French vineyard, visited the South Pole London. Back in 1567 Sheriff made honour its past but not be a slave and sat in the cockpit of a flight bound a shrewd investment in Bloomsbury to it. So, as we move into 2018 and for the Kremlin. and bequeathed eight acres of what deeper into the 21st century, we will We also staged an international was then pastureland outside the continue to provide new opportunities schools rugby sevens tournament City of London to his new school in for a balanced and stimulating with teams from Japan, Canada, Rugby. The income from that legacy education that cultivates academic, South Africa, and Australia. This was funds bursaries and scholarships that spiritual, physical, cultural, and social live-streamed and watched by more have allowed thousands of children development. Preparing children for than 300,000 people across the world. to attend Rugby School who might life – that’s what a school is for. otherwise not have been able to. In And, that includes birthday parties!

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

Strike a chord

Alun Jones, the Head of Chetham’s School of Music in Greater Manchester, outlines his first year at the specialist music school

Having told the headhunter, quite in the heart of Manchester. In April at its very best. emphatically, that whilst I was this year we opened The Stoller So, after 16 incredibly happy years as flattered to be asked, I could not Hall, a stunning new Concert Hall Principal of St Gabriel’s, Newbury and possibly consider a move to Chetham’s for Chetham’s and a new, flexible a wonderful year serving as President School of Music, I find myself having performance space for the people of of the Girls Schools’ Association just finished my first year as the Manchester. (GSA), I made the move north whilst headteacher of this quite incredible Our close relationship with The my wife remained in her role as Head school in Manchester. Bridgewater Hall, the Royal Northern of Lower School at Downe House, Chetham’s, or ‘Chets’ as it is College of Music (RNCM) and the a girls’ boarding and day school in affectionately known, is a truly Manchester Camerata, Hallé and BBC Berkshire. Needless to say, we enjoy remarkable school. The largest Philharmonic Orchestras enables our holidays and we have come to specialist Music School in the UK, us to play our part in this vibrant know the M6 roadworks very well! Chetham’s offers a world renowned city and ensures its national and Chetham’s is remarkable because and intensive music education international ranking as the most our students are admitted solely on for talented young musicians in a highly desirable place for musicians their musical potential and not their combination of medieval and brand to study and train, sustain a career in ability to pay school fees. 90% of our new state-of-the-art facilities right the industry and hear classical music

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

students receive up to full financial support thanks to the Government’s Music & Dance Scheme (MDS) and our own bursary provision. The ‘MDS’ is the Government’s main vehicle for supporting exceptionally talented young musicians and dancers, regardless of their background and financial circumstances. Thanks to successive Education Ministers’ far- sightedness and support, the scheme continues to flourish enabling many young people to access the very best training available and, consequently, set them on a path to self-sustaining careers. There’s an important lesson to be learned here I think! Yes, an intensive musical training maybe, but Chetham’s students also enjoy excellent public examination results. With 83% of A Level grades at A*-B and 70% of GCSE results at A*-A, the students move on to their next stage of education with confidence. Whilst most students invariably secure places at the finest conservatoires in the world, often with a major scholarship, others opt into the courtyard and sang ‘Don’t about ‘joining the dots’ between for one of the leading universities Look Back in Anger’, originally by the home and school and will continue to in the country. This year, students Mancunian rock band Oasis. I will ensure the students’ safety, welfare, will study a variety of subjects other remember the moment forever; it had and wellbeing is at the heart of all I than music such as biochemistry, been their very own spontaneous and do as headteacher; I certainly want law, medicine, physics and veterinary personal response as young people. their musical, academic, and personal medicine to name but a few. It went viral and was used by the progress to grow in equal measure. Other than the students’ genuine BBC on Newsnight. It was raw but Invariably, no two days are the passion for music, what has struck incredibly sincere. They have since same and we close each term with a me more than anything is the level re-recorded a special arrangement as a period we refer to as ‘Music Course’. of engagement and focus these young fundraiser for the Red Cross Appeal – Academic lessons are suspended and people show in all aspects of their I can ask no more of them as outward all students are involved in rehearsals lives. Their academic curriculum is looking, altruistic youngsters! for numerous ensembles, choirs, delivered in just two-thirds of the Chetham’s is a truly international and orchestras for outreach, recitals, time one would expect and they community with students coming concerts, and concert tours. As I spend, on average, three and a half from all over the world and every write, the Big Band, Haydn’s Creation hours making music a day... not corner of the UK. I am staggered at and the music of Richard Rodgers is including hours of private practice! the lengths parents will go to ensure wafting through the windows into my They are fearless, exciting musicians, their children get the very best study. natural leaders, and show great musical training. It is humbling to Wonderful, talented students and initiative. Following the atrocities of see the huge family sacrifices parents a staff team absolutely committed the terrorist attack earlier this year, are willing to make, especially as to training gifted musicians for an due to our proximity to Manchester they are entering a world that many industry that makes such a valuable Arena, I assembled the students admit they know so little about. Like contribution to the UK’s economy and together to inform them that I had to all 21st century boarding schools, we wellbeing. This is certainly more of send them home early for half term. must do all we can to ensure Chets a privilege than a job – even the M6 They gathered themselves and a few really is an extension of the family pales into insignificance! instruments together, went outside home. I talk regularly with parents

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

The five essentials for effective pastoral care

Will Silk, Deputy Head (Pastoral) at Perrott Hill Prep School in Somerset, offers insight into why things have changed in pastoral care and the basics that every school should offer

Over the past 20 years, two factors afforded by modern technology available and proactive in keeping have impinged on that most precious and the expectation of an instant them in touch with their child’s commodity for those involved in response. progress. Empathy and optimism delivering effective pastoral care – Taken together, these two factors are key ingredients vital in any walk time. One has been the rising tide of mean that time management is of life but especially so with the inspection-led paperwork, which has absolutely crucial to effective pastoral constantly shifting sands of a child’s made pastoral care a decidedly more care – but it is, of course, only one emotional life. The pastoral role of the desk-driven exercise than what was piece of the jigsaw. Here are my five Form Tutor is key and regular contact the case in yesteryear (a school, like essentials to pastoral care in today’s with parents or guardians help to any commercial organisation, has to ever-changing world. ensure the needs of the child are met. be accountable for how it operates and Internal communication is every bit Government-driven criteria on how Communication as vital and at Perrott Hill, weekly schools should be judged give parents Good communication lies at the heart staff meetings allow for every child the peace of mind to know that their of effective pastoral care. Being in loco to be discussed when the occasion ‘investment’ is in safe hands). The parentis, we teachers need to earn demands. other is the ease of communication the trust of parents by being readily

38 PREP SCHOOL Reflecting the best in the prep & junior school world Pastoral care

The home from home known and valued and need to be have regular debates that are open Schools offering boarding such as trained to ensure they are confident to children to participate in, as are ours need to create an environment at passing on any concerns they may informal concerts, public speaking in which children can feel properly at have concerning a child’s welfare. and a myriad of other engagements home with their surroundings at the It is vitally important that every aimed at challenging, provoking and tail end of the day. Effective pastoral child must feel there is someone on inspiring. care in this instance needs to observe the staff body he or she can turn to Valuing achievement the separation between night and should the need arise. At Perrott Hill, we attach great importance to our We all thrive on praise and one of day so that a child’s issues in a school the most effective means of building day do not follow them upstairs to ‘circle of care’ available to children night and day. a child’s confidence and self-worth the dormitory. Furnishings help to whilst inspiring their peers is to create that homely touch but nothing Breadth of opportunity recognise their achievements. This can replace a House parent who takes I like to think of a school as a seedbed can come through any number of the trouble to understand his or her where talents can be nourished by means, a chance meeting in a corridor charges’ needs and, not only that, but diligent and sustained husbandry. As or on the rostrum at speech day. is prepared to ensure that they are a keen gardener, it’s a metaphor that Each creates a memory and a well for met. appeals to me and, as I see it, good children to draw from in overcoming A friend in need schools should offer a real breadth of the challenges that life poses. Perhaps Effective pastoral care recognises the opportunity that can play to a child’s I am an unduly sentimental school impression that the entire staff body strengths, be it a varied range of master, but witnessing a child receive can make on a child’s experience activities or a programme of events recognition at the end of their time of school from reception staff and open to willing volunteers. Each at Prep school - and the spring it puts bus drivers to groundsmen. All play provides a chance for a child to realise into their step - never fails to move their part in making children feel a talent whilst gaining confidence me. After all, it’s what we are here for. in their ability. For example, we

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

WoT! is your story? Ian Morris, the Chaplain at Bishop’s Stortford College, presents an assembly on how to approach the most sensitive of subjects

Let’s be honest, coming up with https://reflectionary.org/ (I love the new, we expect items to be in perfect something new, interesting or relevant author’s use of science, maths and condition. You could open something for an assembly is an onerous task. I creativity to make excellent points) new and show the guarantee or point know I am in a minority of staff who All of the above sites offer their the guarantee that is printed on food actually enjoy having the chance of content free of charge, though labels. having their say to the assembled donations are appreciated. 2. Since the advent of the digital throng, but it does mean that one Whilst I often like to be energetic in age, the mental health of girls has can rarely switch off. My antenna for deteriorated alarmingly. Computer potential assembly material is always my delivery, in this past year I found that stillness and simplicity packed a generated, doctored images means we switched on; whether at home or on have a media obsessed with bodily holiday I’m always on the lookout powerful punch. Here are a couple of outlines that you may like to squirrel perfection – boys and girls now strive for a spark that can be fanned into a for this even though it is impossible flaming good assembly. away and work on developing as and when the situation arises: to reach. People are not products. Of course there are ‘ready made’ We are all in our own way, perfectly assemblies out there, although I Imperfection Guaranteed imperfect. don’t believe a good assembly can be Guarantee (Noun) 3. Ask the children to be still and taken straight off the peg. Just as we A formal assurance (typically in listen to the recording of Keith tell the children, when undertaking writing) that certain conditions will Jarrett’s Cologne Concert (it’s available research, that you have to make the be fulfilled, especially that a product on YouTube: https://www.youtube. information your own to be truly will be repaired or replaced if not of a com/watch?v=WSP9Na2ozWM) for as authentic, so we owe it to them to specified quality: long as you think they can handle it adapt the assemblies we make use then tell the story behind the music. of. Three sites I’ve found to be very “We offer a 10-year guarantee against helpful are: rustling” Keith Jarrett was a jazz improviser at the height of his fame in the early Synonyms: warranty - warrant - http://www.assemblies.org.uk/ 1970’s touring Europe. Before he was contract - covenant - bond https://www.truetube.co.uk/ (you just due to play in Cologne he hadn’t slept need to register to download their 1. Explain that we live in a world in for 24 hours and had hardly eaten. materials) and which we want guarantees. Buying So when he arrived at the venue to

Last summer term, the terror attacks that hit Manchester and London left us wondering how we ought to respond to these atrocities.

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

discover that the piano he was due to play was out of tune, broken and too small for the concert venue, he had an almighty a hissy fit! He refused to play and walked out. The promoter begged him to stay and play – the gig was sold out and so reluctantly, Keith agreed. A piano tuner was summoned and did his best but the duff keys remained. These imperfect keys pushed Keith out of his comfort zone - rather than doing what he usually did, he had to accept the piano’s imperfections and work with them. He had to change to suit the piano and whilst Keith expected the concert to be a disaster, instead, the recording of the Cologne concert became one of the bestselling jazz albums of all time. 4. Explain how the children today are assaulted by straplines and ads that repeatedly tell them they’re not good enough, thin enough, pretty enough, strong enough, tall enough… and yet all the time the whisper of 2. A pre-warned volunteer slowly it is so unusual we can become fixated God tells us that you are fearfully makes their way to the photo and on the evil and this can make us and wonderfully made. They are menacingly walks up to the photo and fearful. His children; accepted and loved takes great delight in ripping it apart, 6. Ask what happened next and let unconditionally. Life is about learning scattering the pieces on the stage and to live with and love each other’s the audience tell you that many amongst those in the front rows of the people came together to help put the imperfections, for those imperfections audience. bring out the best in us. picture back together. Explain that 3. You (or a briefed volunteer) when bad things happen it is natural When Terror Strikes enter and are heartbroken at the for us to overlook the good. The one Last summer term, the terror attacks devastation. Seeing some tape on the bad individual becomes locked in our that hit Manchester and London left stage you begin to stick the pieces mind and we lose sight of the many us wondering how we ought to respond back together. Then beckon those good people who worked hard to help to these atrocities. Like many schools, with other pieces of the picture to join those who were hurt and offer support we debated whether we should say you on stage and piece the picture to those who were scared and upset. something or nothing, deciding in the together. Keep working until you 7. Show images if they are available of end that it was better to address the have all (or most) of the picture back the emergency services and passers- issue rather than avoid it. together. Put the picture back on the by helping. Encourage the children music stand for all to see and walk off Owing to the gravity of the issue, I that when bad things happen not to stage. didn’t start the assembly with the ask themselves the unanswerable usual song and dance routine; it 4. Allow for a moments reflection question of ‘why’ did this happen but seemed inappropriate and instead then come back on stage and ask the instead to ask themselves, ‘what’ can I we had a sombre start, music gently audience what happened – what do do to help? It might be that there is an playing in the background. they remember most about the mime? opportunity to give money, or write to someone involved and of course they 1. Have an A3 photocopy of smiling, 5. The first response will be to say can always pray, asking God to help happy children placed on a music that so and so came in and ripped up those in need. stand in the centre of the stage. Ask the picture. Explain that when bad the children to just carefully watch things happen, we usually remember Wishing you all the best for the term the mime that happens next. the horror of what happened. Because ahead.

PREP SCHOOL Reflecting the best in the prep & junior school world 41 Outstanding boarding and day school for boys and girls, 4 to 13 years The Dragon School, Oxford “Exceptional” “The quality of children’s achievement and learning is exceptional”

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Cardinal Wolsey Martin Valentine, former Head of Art at Millfield and Sedbergh, discusses a recent commission he completed for Christ Church Cathedral School in Oxford

I completed a painting for Christ The school has been having a I have tried to keep as closely as Church Cathedral School in Oxford, refurbishment programme and possible to the original and in the just before Christmas 2016, which decided they wanted a portrait of original size. Tudor portraits were is a version of the famous portrait Cardinal Wolsey for the entrance hall. often copied to be sent to various of Cardinal Wolsey in the National Christchurch was originally ‘Cardinal institutions in the same way that Portrait Gallery. College’ founded by Wolsey before it photographs would be today, so this ‘Pupils are inspired by the was taken over by Henry VIII. I have painting can be seen as a 21st century historic environment’ - ISI often copied paintings of various version of a well-known portrait. Report 2017 types, in order to understand how I have very much enjoyed doing it they are made and to understand and learned a great deal about the In 1546, when Henry VIII founded technique in the process. Christ Church and its Cathedral, he the technique better. The original made provision for a number of boy picture is painted in oils on an oak There has been an article, which you Choristers and a Schoolmaster. From panel and is rounded at the top. Mine may have seen, in the April edition of this royal beginning, it has grown to is similarly on an oak panel, but as Tatler that includes a photograph of the present school, which has taken you can see from the picture, it is my portrait of Cardinal Wolsey with its current shape from the building of rectangular and I have added Wolsey’s a comprehensive article about the 3 Brewer Street, under Dean Liddell coat of arms as Cardinal on the left refurbishment. (father of the Alice immortalised by and as Archbishop of York on the Lewis Carroll). right.

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The valley of Ampleforth

David Moses, Head of School at St Martin’s Ampleforth, discusses community and a sense of family at his school

The strongest bond that is formed when they have suffered a loss or little distinction between self and between humans is within the family. disappointment, and do so to ‘touch environment... or between past, The essential network of familial base’ and to be enfolded once again by present, and future. I explained that relationships helps to nurture this community. this is why things associated with the the young, support the weak, and Our students and families return to family and with childhood, such as challenge those with untapped talent. the valley because there is a feeling play, should not be thrown too easily The Rule of St Benedict understands of being spiritually uplifted, healed, away. I explained why childhood itself this and places most emphasis on understood and loved which comes is so important and not to be rushed the creation of a community that from the outstanding beauty of through. Perhaps we are in a bubble echoes the bond of the family. The the landscape and the unwavering in this beautiful valley. Perhaps we abbot is the father, and through him stability and calm prayer of our can continue to protect our children, both discipline and caring regard for community of monks in the Abbey and nurture their very childhood. Let each individual fosters a sense of Church. The Ampleforth family is your children be children, surrounded belonging, service, and love within the given its ‘spiritual north’ by these by the care for the family. Perhaps we community. deep connections. may, for that little bit longer than the modern world would allow us to do, At St Martin’s Ampleforth we follow I recently spoke and wrote about the hold on to it. the monastic pattern and the adults psychology term ‘flow’. I asked St involved in pastoral and academic Martin’s Ampleforth pupils to think care set clear boundaries and form about when they have been on the Steered by a moral ‘Compass for Life’ influential relationships with their beach, making sand castles, or in play, nurtured by the Benedictine ethos, charges, so that students can grow and became deeply involved with children are taught at co-educational up here feeling safe, and feeling that what they were doing. We have to feel Preparatory School St Martin’s their teachers understand them, and relaxed and secure, but if we are then Ampleforth (3-13) and Ampleforth help them to make the most of their in that state we lose track of time, College (13-18). Ampleforth also own talents. our minds wander, and our thoughts runs a Permanent Private Hall in the University of Oxford, St Benet’s Hall. As a wider family the valley of flow without our being self-aware, or Ampleforth cradles a community trying to control them. When in that that seeks to engender a comfort and state we are not consciously asking warmth, lasting ties that last well into questions, or purposefully thinking. the students’ life. We are not aware of our self, even. For a time, we just are. We regularly have returning students who feel that the relationships they Modern life does not afford us formed here were important enough many such opportunities to find that they want to share significant this complete concentration and life events with us. They return absorption in which our egos with partners and new families, or fall away, and in which there is

PREP SCHOOL Reflecting the best in the prep & junior school world 45 Perry Uniform

Dressed to impress Louise Anderson, a School Relationship Manager at Perry Uniform, reveals all on what goes into designing school uniforms

Falkner House, West London, is an independent school for girls from 4-11 years with a nursery for 2-4 year olds. The school was opened in 1954 by Flavia Nunes and continues to be family owned, with second and third generation family members managing the school today. Building on its’ success, this September sees the opening of Falkner House Boys School in Penywern Road. Perry Uniform has been supplying the girl’s school uniform for the last ten years and we were excited to be given the opportunity to design and supply the new boys’ uniform and sports kit. The task of creating a uniform and sports kit can be daunting, so we’ve spoken to Louise, a School Relationship Manager at Perry Uniform, to find out more about what is involved. Before designing the uniform what was the brief the school gave you? When it comes to designing a new or enhancing an existing uniform and sports kit, it’s important to understand the school’s brand and identity. Falkner House wanted their uniform to reflect their vision, which is to provide an outstanding academic education in a family atmosphere. As they say on their website ‘We are Londoners through and through, embracing the best of British values in the most dynamic and diverse of cities’. Two important design details of their existing uniform are the flashes of red and the school crest, the falcon, both of which are prominent in the girl’s uniform and are synonymous with the Falkner House brand. Where

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

It’s rare that a school will have a totally clear understanding of the possibilities available to them, so it’s important not to be concerned about what you are looking for.

possible, they wanted to use British just as distinctive as the girl’s cloak. How long does it take to design a woven cloth and to have British How does the process of uniform and to have it available manufactured garments. designing a new uniform work? for parents to order? Was the existing Falkner House We begin with an initial meeting to Ideally the process to design a new girls’ uniform an influence? determine the brief and understand uniform begins during the summer From the outset, it was considered what the school believes its brand term prior to launch during the important that the boys’ uniform values to be. summer term 12 months ahead; would complement the girls’ uniform, at Falkner House Boys the process We enjoy suggesting possibilities not began in the Spring of 2016 and was presenting a cohesive brand identity previously considered to challenge across both schools. To ensure complete in Spring the following year pre conceived ideas. Often the school ready for introduction at Easter for continuity between the two schools, may not be aware of the options the school decided to take the new starters in September. Perry has available to them. This enables us to been known to design and deliver a opportunity to enhance the girl’s understand the school’s vision and uniform at the same time. uniform in less than six months – so begin to interpret their ideas. there are no hard and fast rules! Ideas were discussed about how to We follow up with Computer Aided Do you have any advice for other include the falcon crest - the girl’s Design (CAD) drawings of potential uniform has two falcons embroidered schools wanting to create a new uniform options, to help the school uniform? on the collars of the blouse. To reflect to visualise the product. Alongside this in the boy’s uniform a tie was these drawings we provide swatches It’s rare that a school will have a designed with the falcon printed of fabric so the school can really totally clear understanding of the across it. A subtle but effective way understand the quality of the possibilities available to them, so to ensure there is continuity between materials we are proposing. it’s important not to be concerned both uniforms while maintaining an about what you are looking for. That’s individual look for each school. Having presented initial ideas, the our job! We can help with the whole school will give feedback on their likes What do you think are the process, from interpreting your ideas, or dislikes which enable us to refine giving you suggestions for ideas standout features of the Falkner designs to approval before we make House uniform? you may not have considered and initial samples. Sample garments are delivering a uniform and sports kit The girl’s uniform has a unique and the culmination of the design process that exceeds your expectations! distinctive cloak and so we were all and are the result of us honing down keen to create something equally eye a school’s ideas to practical garments. Contact Caroline Bunting at caroline@ catching for the boys. We designed These samples enable the school to perryuniform.co.uk or call 0113 238 a warm classic double-breasted wool visualise their uniform and ensure 9520 to find out how Perry Uniform coat with a striking red lining and they are happy with the proposed can work with you and your school. flashes of red underneath the collar look. and pocket flaps. These details will be

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Parkour & Wall Bouldering.indd 1 24/03/2017 16:15 Book Review

A tale with Much Promise Paul Jackson discusses Barnaby Lenon’s book Much Promise: Successful Schools in England

When someone such as David fully prepared to give his own weighty part of a good system, a good school.’ Cameron says that a book is ‘A must- views and comments to the findings. The case studies of successful schools read for teachers, parents, policy- A couple of simple examples spring were fascinating. The rise and makers and anyone interested in to mind on the myth that if you rise of Brighton College under Sir making sure that children are able to know something, you can teach it, Anthony Seldon struck a chord for me, reach their potential’, then it would Mr Lenon firmly kicks that one into personally – and every conceivable appear to be sacrilege for anyone who touch with ‘No, you have to know how aspect of school life is considered – calls themselves a teacher not to at to teach a subject’. Subject knowledge including stress and mindfulness. My least pick it up. I did, and not only is not enough. Then, on the question only disappointment was that the found it difficult to put down but I of single or double desks where many author mentioned Common Entrance will also keep it close to hand because less able or lazy children are able to but didn’t discuss it, sadly. it will be invaluable in answering so conceal their weakness by copying That notwithstanding, I found this many questions about education, such provides the reason why it is better a compulsive and cathartic read! as ‘why do we do this’, ‘when did we to buy single desks and, if you must, In so many aspects of this book, I start doing it’ and ‘is it any good’ – the push them together. found confirmation of the raison sort of questions which come to mind I enjoyed the book on several levels d’etre of why I have enjoyed being for me on an almost daily basis. and, having given due and honest in our schools and why I continue to Andy Buck of Leadership Matters credit to both author and content, my desire to be involved with education reviews the book: ‘A tour de force! following comments are not meant to in particular and schools in general. A thorough summary of evidence, demean in any way. As I read it, with I sincerely hope that you will feel research and analysis combined pencil in hand, I was reminded of the similarly inspired. with eminently accessible practical joy of ticking boxes in an I Spy book or Finally, I found a quote which sums examples. Really got me thinking…’ – underlining numbers of engines in an up for me, in part, the essence of and it certainly did the same for me. Ian Allan Book of Steam. It was that SATIPS. It is based on an Ofsted Of course, it helps a great deal when wonderful feeling of sharing a passion report on The London Challenge: the author has been there, done it and thinking ‘yes, I do that’, ‘I couldn’t ‘Working with teachers from other and wears tee shirts emblazoned agree more’, ‘I’ve seen that happen’, schools with similar challenges, with ‘educated at Oxford, and taught ‘yes, I was never sure about that’, outside the confines of their home at Eton, Sherborne, Highgate and ‘mmm, don’t agree with that’ and so school, enabled frank discussions of Holland Park Comp’. If heads wore on. I rejoiced and put a big tick in the strengths and weaknesses in their blazers, Barnaby Lenon’s would have margin when whole class teaching own teaching […] This taught teachers the badges of Trinity, Croydon and was applauded: the best teachers to become reflective practitioners and Harrow on it whilst his Green Jacket are passionate about teaching and they began to share that skill with would signify his position as Chair learning, positive relationships with their colleagues…’ children, classroom management. of the Independent Schools Council. Thank you, Barnaby. This is, indeed, an impressive CV I really empathised with the author; and this is an impressive book too. ‘I loved the acting element. Every Much Promise: Successful Schools Superbly written and researched, of lesson could be a show. I loved the in England by Barnaby Lenon that there is no doubt, but the value fact that I could make a difference… is available to order now from added for me is that the author is Finally, I loved the fact that I was the John Catt Bookshop

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

Planning for the future

Jon Grantham, a Director of Planning at LUC, discusses the future of school buildings

Believe it or not, planning is there to pupils in high quality buildings and what type of development is required, make things happen. The National surroundings. This creates a demand where it should be located, when and Planning Policy Framework (NPPF), for new buildings and facilities why it is needed. advises local planning authorities which can be marketed as being in Royal Russell School faced many of to give great weight to the need the vanguard of innovative learning. these issues a few years ago when it to create, expand or alter schools. Similarly, there is a requirement to embarked on a significant series of Published in March 2012, this was maintain important historic buildings, developments aimed at enhancing a direct response to the growing which so often feature prominently in provision for performing arts, crisis in school place provision schools’ marketing. dining, outdoor sport and residential across the country and based on Planning constraints can sometimes accommodation. LUC has worked with the premise that positive planning thwart these ambitions if not handled the school to help bring these projects could help solve the problem. This correctly. There are restrictions on to fruition. The new performing arts has shifted the debate about schools the area of land that can be developed centre, dining and sports facilities promoting development projects, (Green Belt, flood plain, etc); loss are already in use, and two new viewing increasing numbers as a of playing fields may be opposed by residential houses will follow in positive thing, rather than something Sport England; protected trees, bats, September this year. about which to be defensive. In my badgers or newts can get in the way; view, this is part of a wider shift The ambitious programme of or the impact on a listed building may completed development is the result of to a more positive approach to the be judged unacceptable. town planning process from which a clear masterplan, formulated by the independent schools can benefit. The most effective way of overcoming senior management team at the school, planning issues of this sort is a assisted by its professional advisers. Governors, headteachers and bursars school masterplan. These are simple Although simple in conception, the are ambitious, rightly seeking to documents which give expression to masterplan sets out the sequence provide an excellent education for all the aspirations of a school, showing of development required to fulfil

Royal Russell aerial view - Royal Russell School

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

the school’s ambitions, so it is easily should recognise that heritage being an architectural statement in understood by the local planning assets are an irreplaceable resource its own right while fully respecting authority, in this case Croydon and conserve them in a manner the sensitive historic environment Council. The entire school estate is appropriate to their significance. within which it sits. The dining hall within ‘Green Belt’ where there is a Translating this to the school extension is due to be built this presumption against ‘inappropriate environment, any intervention into summer. development’, unless ‘very special the historic fabric must be supported In my experience, the days when circumstances’ can be demonstrated. by a proportionate analysis of the councils were hostile to the Inappropriate development is anything asset being affected. This is the aspirations of independent schools that is not ancillary to outdoor sport basis upon which judgements are are drawing to a close. If time and recreation. made about harm to the historic and effort is spent explaining the The masterplan enabled the environment. A Heritage Assessment nature of educational provision, and school to demonstrate very special is the means by which significance especially demonstrating why new circumstances by showing an is documented and how this will be development is required, successful interlinked series of schemes, the affected by the proposed development. planning applications usually follow. net effect of which had no overall Ultimately it should set out the impact on the openness of the Green argument why, on balance, a scheme Belt, a key policy test. The council should be given planning permission. agreed that the creation of the new LUC has been planning adviser to accommodation would help to meet Chigwell School for over a decade. the pressing need for school places The school is the centrepiece of in the borough, in accordance with Chigwell Village Conservation Area, the policy guidance in the NPPF, which was designated in recognition citing it as one of the very special of the survival of a coherent and circumstances. In the final reckoning, harmonious group of historic the Chair of Croydon’s Planning buildings with fabric dating from the Committee commended the school for 12th century. In 2016, the school the approach taken. The masterplan embarked on its latest project. Having was the vehicle by which council successfully built new sports and members were taken through the grounds maintenance facilities, a new process, supported by comprehensive pre-prep school and a new Sixth Form evidence and endorsement from New dining hall for Chigwell ILLUSTRATIVE ONLY: centre, there was a pressing need toConcept model: Bird’s eye view from west REFER TO DETAIL School – Ed Toovey Architects DRAWINGS the public consultation exercise increase dining capacity. The preferred undertaken by the school. option is a modern extension to the While the system is not perfect and Revision: is increasingly hampered by lack It is apparent, therefore, that there existing dining hall, which occupies Ed Toovey Architects Studio 401 Royle Building 31 Wenlock Road London N1 7SH of staff due to funding shortages, Tel: 07880 725763 is a positive planning climate within a site in the most sensitive part of Email: [email protected] Project its raison d’être is to allow the right Chigwell School which independent schools can bring the grounds, lying as it does within Dining Hall Project forward development schemes, but the the curtilage of the original core development in the right place. If Drawing title schemes are well thought through, Concept model views rush to create new places and expand building, a Grade II listed building Drwg. No. supported by sufficient evidence, and 1152_V_002 Rev. choice in education should not come and designated heritage asset of the Scale NTS Concept model: Interior view within extension well presented, they generally receive Date April 2016 Status For information For tender For construction at the expense of quality in design. highest significance. Do not scale. All dimensions to be confirmed on site. Information contained in this drawing is the sole copyright of Ed Toovey Architects. and is not to be reproduced without permission. Planning authorities rightly place planning consent. The importance LUC, working with Ed Toovey74.38 significant emphasis on good design, placed on planning for choice in Architects, undertook extensive school places by the Government and should refuse schemes which fall pre-application consultation with below the required standards. Also, we in the NPPF adds another layer of Epping Forest District Council’s encouragement for those considering all want our children to learn in well- Conservation Officer and Historic designed, stimulating surroundings. the next stage of development at England, the Government’s statutory their school. The time is right to press One particular aspect of design that adviser on heritage, during the site ahead with your scheme. resonates in many schools is respect selection process and subsequent for the historic environment. Schools design. This ensured that Historic Jon Grantham MRTPI, is a Director are the custodians of a rich heritage, England supported the scheme when of Planning at LUC. With over 30 keeping buildings and grounds in it was considered by the planning years’ experience in planning, Jon has good fettle for future generations. committee in January 2017. It was guided many independent schools Alongside places and choice, the NPPF judged that the new extension through the planning process to states that local planning authorities struck the right balance between enable them to build new facilities.

PREP SCHOOL Reflecting the best in the prep & junior school world 51 Competition

SATIPSKI results Below are the winners for the 2017 SATIPSKI! Congratulations to all who participated...

Individual results: Under-11 Boys Second place: Juliette Walsh, Danes William Wilson, Jasper Walter, First place: Ben Bate-Aldridge, Hill, Time – 34.68 Patrick Mackie, Louis Elder Cranmore, Time – 25.70 Third place: Rose Jovanovich, Danes Under-11 Girls Second place: George Wilson, Hill, Time – 34.95 1. Chesham Prep ­– 1:35.69 Aldwickbury, Time – 27.50 Team results: Nicole Bateman, Daniella Bateman, Third place: Lucas Osman, Under-11 Boys Jemimah Donn, Amelia Booth Aldwickbury, Time – 27.76 1. Cranmore – 1:26.35 2. Abbot’s Hill Prep –­ 1:48.21 Under-14 Boys Ben Bate-Aldridge, Henery Williams, Matilda Bell, Charlotte Gillham, First place: Calver Barnes, Cranmore, Archie Bowles, Grant Messinger Cassandre Peters, Isabella Hipson- Time – 26.44 2. Aldwickbury – 1:26.82 Holder Second place: Jonty Dawes, George Wilson, Lucas Osman, Ben 3. St Hugh’s ­– 1:51.27 Aldwickbury, Time – 26.97 Mealey, Thomas Bates Sophia Rosenfeld, Georgia Walker, Third place: Harry Hine, 3. Danes Hill – 1:26.94 Tashy Back, Alys Lutterell-Hunt Aldwickbury, Time – 27.04 Jack Weeks, Henry Grace, Luca Under-14 Girls Under-11 Girls Jovanovich, Matthew Gillett 1. Danes Hill – 1:37.92 First place: Nicole Bateman, Under-14 Boys Ophelia Vesely, Rose Jovanovich, Chesham Prep, Time – 28.99 1. Aldwickbury – 1:23.43 Olivia Roger, Juliette Walsh Second place: Daniella Bateman, 2. Lancing Prep – Chesham Prep, Time – 29.68 Jonty Dawes, Harry Hine, Max Kilpatrick, Alistair Cree Tallulah Redman, Freya Waterworth, Third place: Matilda Bell, Abbott’s Madi Banks, Kitty Chadwick-Healey Hill Prep, Time –­ 34.08 2. Cranmore – 1:26.07 Under-14 Girls Calver Barnes, George Williams, Edward Pearson, Archie Soley First place: Ophelia Vesely, Danes Hill, Time – 28.58 3. Aldwickbury B – 1:33.08

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52 PREP SCHOOL Reflecting the best in the prep & junior school world Primary Mathematics Challenge

Get them buzzing about maths The Primary Mathematics Challenge, introduced in 1999, is a fun and exciting mathematical brain teaser that saw over a million children enter in the competition in November 2016

How do you prepare your look forward to. For the school, What did you enjoy most about pupils for the PMC? it’s a mark of us making maths taking part? All the teachers asked used the important and giving our pupils ‘Only a few people around the PMC book series ‘Challenge Your the opportunity to compete against world got to take part; it made Pupils’, and additionally they used other able mathematicians across us feel very proud’ – Hargun and the PMC Past papers and the online the country’ – Dustin Carere, Olivia Chislehurst CE Primary paper. ‘I enjoyed going over the questions, ‘We try and use PMC style We asked whether PMC helped and looking at the patterns of questions as part of our approach pupils develop their reasoning numbers, and doing it all with my to teaching Maths throughout the skills? The answer was a friends.’ – Eleanor resounding yes! school. We firmly believe in placing What do you enjoy doing in ‘real’ problem solving at the heart ‘Definitely. There are even some your maths lessons? of our Maths learning’ – Rachael questions which really lend Vaughan, Bute House Prep School themselves to methods of teaching ‘I enjoy doing investigations because my teacher always makes ‘We do a past paper collaboratively, that are really current, for example bar modelling’ – Dustin Carere sure that they are challenging, and in pairs the week before and discuss when they get frustrating, we all types of questions and approaches ‘Absolutely. Reasoning is a key work together and it feels amazing such as process of elimination’ – element in the PMC – even if it’s when we finally find the answer’ – Joyce Lydford, Balgowan Primary just a question of reasoning why Molly School you should not circle the obvious Would you recommend taking What do you consider to be the answer without thinking!’ Debra Higginson, Nascot Wood Junior part in the PMC to other advantages to a) pupils and b) children? the school? School ‘Yes! We loved the questions and ‘For the pupils it helps to build We also asked about PMC and mastery… the challenge. We want others their confidence and challenges to feel the pride we felt when we them in a mathematical context ‘Mastery is deepening and received our awards’ – Adithya and which is different from classwork. broadening understanding Toby For the school it raises the profile and knowledge and PMC is an of maths and it is great to have outstanding opportunity to do just ‘Yes! Even though you may not be that sense of achievement’ – Laura that’ Debra Higginson. able to work out all the problems Venn, Tubbenden Primary School – which we couldn’t – you can still We asked some of the try it and enjoy it’ – Olivia and ‘For the pupils it’s a chance for February 2017 Bonus Round Hargun the brightest mathematicians to participants to give us an idea shine, and for more able children of what the PMC meant to to have an annual challenge to them:

PREP SCHOOL Reflecting the best in the prep & junior school world 53 NEW TITLES FROM JOHN CATT EDUCATIONAL

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The SATIPS Broadsheets are a superb practical resource for schools. Each issue, we intend to highlight a different subject area.

SATIPS goes from strength to strength and is becoming, Bartok appears to mock the Shostakovich Theme from once again, a very successful organisation. However, I know the Leningrad Symphony. This section could easily come that many of you have not been receiving Broadsheets over from a cartoon and so we watch some ‘Tom and Jerry’ the last few years, since the decision to only offer them as cartoons with the sound track and then without. This an email attachment. Often they are not sent around to the really emphasises the power of the music and the ability of various departments and for those who have spent time the music to carry the story. Lots of technical vocabulary sending in articles and ideas, this has been a frustration. can be used as part of this study: Woodwind, brass, strings, So the next few Broadsheets will be again sent as paper accompaniment, pizzicato, concerto, cadenza, unison, harmony, major, minor, modal, trill, glissando. copies, and hopefully those of you beavering away in music departments up and down the land might once again start We use the Mozart Horn Concerto from the BBC ‘Ten Pieces’ to peruse them from time to time and hopefully find some DVD and Haydn’s Trumpet Concerto from ‘Ten Pieces II’ to useful ideas contained within the pages. learn the meaning of the word ‘Concerto’ and this prompts the conversation about how can it be possible to have a So for this term I have decided to paste together the last ‘concerto for an orchestra’ if a concerto is mostly about a solo two copies of the Broadsheet, one with various lesson ideas instrument accompanied by the orchestra. There is lots of and another with short clips to inspire your classes. scope for history with Bartok moving to the USA to avoid In the Spring Term, I asked you all to send me ideas for life in a Europe overrun by Hitler and about how Europe was music modules based around a particular musician. Many changing from being mainly agricultural to being industrial thanks for all your replies. Some of you went into great which caused the movement of people from rural to urban detail and sent me whole schemes of work. I have included areas with the resulting breakdown in the extended family everything on the basis that any information might be and the consequent loss of folk traditions. The book on useful to other music teachers around the country. Many which I have based by skeleton score is very old (Projects in thanks to all those who got in touch. If you would like to be Music Book 2, Published in 1967(!) by Longmans). added to my (occasional) emails, please message me. There is lots of scope for extending knowledge of folk song Tim Frost – Music Broadsheet Editor and talking about how important it was across Europe for Perrott Hill School folk songs to be collected before they were lost. Learning to sing lots of folk songs is of course a part of what we do and Year 6 if you use some British Folk Songs you can tick the box for My Year 6 enjoy studying the fourth movement of ‘British Values’. ‘Concerto for Orchestra’ by Bartok. I use a skeleton score There is also lots of opportunity for composition and our which they become very good at following. There are a children enjoy using the rhythm of the first theme to number of very good performances of this work available improvise a melody on their keyboard. on YouTube. We look at how Theme A and Theme B contrast (Theme A is mostly woodwind and staccato and Year 3 quite high, compared to Theme B which is mostly strings This year I have been teaching music to Year 3 for the first and legato). They enjoy looking at Theme C in which time. We had a great series of lessons (two each week) when

PREP SCHOOL Reflecting the best in the prep & junior school world 55 SATIPS Broadsheet: Music

the theme was ‘The Sea’. We listened to lots of music about Festival on 1st July. Sir Neville had been the President the sea and learned lots of songs about the sea including of the festival for many years. We will perform a variety lots of songs about pirates. Lin Marsh’s book, ‘Earth, Sea of music which will include Will Todd’s ‘Call of Wisdom’ and Sky’ was an invaluable resource. For one lesson we which our children love, Howard Goodall’s setting of ‘Love even dressed up as pirates and at some point in each lesson divine all loves excelling’ and Malcolm Archer’s ‘Rejoice! we watched an episode of Captain Pugwash. Each episode The Lord is king’. One of our young flute players will only lasts for about 4 minutes and we discovered that one perform a flute sonata by the English baroque composer of teachers at Perrott Hill had been an artist on the show John Stanley in whose music I have had an interest for and had done many of the original drawings. many years and our String Orchestra will perform a section Year 3 also enjoyed making and recording a radio from Vivaldi’s ‘Four Seasons’ which was a great success for programme. All the children took part in the songs we sang Sir Neville and the Academy of St Martin’s in the Field. We and a few performed a solo. Some children read a story hope that the concert will feature in the local media and it and others were interviewed about things they enjoyed. may even be reported nationally. They all had a go at composing a jingle for the station. We love taking choir trips and at Perrott Hill in the last few It is amazing how the presence of a microphone makes years we have been to Rome, Prague and most recently to everyone really focus. We hope to put the final product on Venice. They have all been really successful but Venice was line and to send it to parents. by far the most challenging and not to be recommended for To raise money for our new building lots of academic staff a Prep School choir. Too much water, too many people and learned to play an instrument and to take Grade 1. This too many narrow streets! has been great fun and a big talking point in the Common Our Year 2 Violin Scheme which we started 5 years ago has Room, especially as the date for the dreaded Grade 1 really begun to bear fruit and we now have lots of children in examination loomed ever closer. Lots of colleagues felt Years 5 and 6 heading towards grade 4 and grade 5. We have that it was very humbling to go back to being a learner an inspirational teacher for this scheme but it is still hard once again. Many felt that the struggles they had mirrored work. The school invested heavily in instruments and whilst the hurdles that they saw in children trying to overcome parents initially thought it strange that everyone learned to in their own lessons. I believe that being a good teacher play the violin Year 2 it is now simply part of the culture. can only be helped by being regularly reminded in a really Trevor G Barr, Perrott Hill School, Crewekerne, Somerset practical way about how it feels to be an active learner once again – especially if you are out of your comfort zone. Crosfields School New Music School Composer: Edward Elgar During the summer a new Music School was constructed Pieces studied: Enigma Variations at Perrott Hill. It was built by a company called Green Lesson/ module outline: Music and Character is the topic. Modular and we are delighted with the finished product. Starting with Elgar’s musical portraits leading to leitmotif We have a classroom, a recital room and six practice rooms in films. Mixing old and new music is always a winner. plus two loos. The green roof and the cedar cladding fit in Elgar’s original theme is used in the Matrix! well with the landscape of South Somerset. Any other info: Pupils use the note letters in their We were delighted that Sir Neville Marriner came to open name to create a piece. Can use flats and sharps too for the building. Sir Neville and Lady Marriner had a house differentiation. fairly close to school and they are friends of one of our YEAR 7 UNIT: Music and Character most supportive families. Sir Neville was marvellous with About the unit: This unit is based around how composers, the children when he came to school. He spoke and they in particular Elgar in his Enigma Variations, have written performed at the opening ceremony. We were all deeply for different characters. The concept of the leitmotif sadden by Sir Neville’s death just a few weeks later. There is introduced as pupils discover how the inter related is to be a memorial concert as part of the Beaminster Arts dimensions are used to illustrate the personality and the

56 PREP SCHOOL Reflecting the best in the prep & junior school world SATIPS Broadsheet: Music

traits of these characters. Pupils will be involved in the music with patterns, rhythm and structure; play a variety composing of character based pieces. Pupils will also learn of leitmotifs with accuracy of notes and mostly correct to play a variety of well known and current leitmotifs. They rhythms; compose their own theme for a character with will have an opportunity to create their own score for a music that is appropriate with good melodic or rhythmic Wallace and Gromit short. content; contribute well to Wallace and Gromit task Prior learning: Some children will not have made so much progress and will write It is helpful if children have: some good answers for the easier characters but their work • written more detailed answers before will lack relevance and detail; use their notes in their name • some knowledge of the leitmotif music simply to create repetitive music; play one of the leitmotifs Vocabulary: with accuracy; compose their own theme for a character Leitmotif with music that has some use of melody or rhythm; compose Theme and variations mostly sound effects for the Wallace and Gromit task Resources: Some children will have progressed further and will write Enigma Variations; A selection of leitmotif listening impressive answers which are descriptive, detailed and materials; Leitmotif music sheets; Wallace and Gromit “A relevant to the music; use their notes in their name to create Matter of Loaf and Death”; Movie Maker imaginative and catchy music with patterns, rhythm and structure; play most of the leitmotifs with accuracy and Expectations: will attempt to provide suitable accompaniments for them; At the end of this unit: compose their own theme for a character with music that is Most children will write good answers which are descriptive well conceived with clever use of melody, harmony or rhythm; and relevant to the music but will miss some of the provide individual music for the Wallace and Gromit score. important detail; use their notes in their name to create Richard Adams, Crosfields School, Reading LEARNING OBJECTIVES TEACHING ACTIVITIES Children should learn how Elgar created music to fit Introduce the concept behind the Enigma Variations. Listen to six examples. Pupils work out with people’s personalities what the person is like – gender, relationship to Elgar and personality. to compose a piece of music using Each pupil writes out their full name and then separates the musical letters to create a pattern the note letters in their name of notes. Pupils can only use these notes in their piece to describe themselves. Once short pieces have been composed then record. Try playing more than one piece at the same time. Use pitched instruments only about leitmotifs and their Explain what a leitmotif is and why they are used in film? Ask the class who would need a importance in films leitmotif? to comment on how a composer Listen to five leitmotifs Pupils discuss how the composers have brought these characters to life? has captured the personality of a character to play a number of well known Pupils can use keyboards, pitched percussion or their own instruments to perform this task. leitmotifs Learn at least one in its entirety, Higher ability pupils can add an accompaniment to each one to compose their own leitmotif Pupils need to choose a character and write a short theme to describe their personality. Brainstorm some of the possibilities: Superhero, Villain, Spy, Princess, Cool Kid. Could work with a partner or alone and then the class could make up a scenario involving all the characters to provide a score for a Wallace A Matter of Loaf and Death features an array of characters, incidents which need music. and Gromit animation Pupils can choose which aspect of the film they wish to represent. Use percussion or melodic instruments

PREP SCHOOL Reflecting the best in the prep & junior school world 57 1

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

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

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

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

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

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

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

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

Courses are• SATIPS designed is absolutely to cover a concernedwide range to of cater interests. for staff Attention ranging is given to course fromfeed-back NQT towhich Head helps of Department to shape our or programme. Senior Leadership School Team. requests for We also aim totraining cover all is age particularly ranges from encouraged. Nursery to Key Stage 3.

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

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

Broadsheets are edited by Prep School teachers who, with proven track records

LEARNING OUTCOMES TEACHING NOTES in their field, have taken on the role of subject ambassador. Children are introduced to the Enigma Play the theme as the piece is theme and variations. This part of the music is used in the film, For further information about the Broadsheets, go to http://satips.org/ and, for Variations the Matrix – gauge their reaction. Listening task is harder because the pupils do not have the answers on a plate. compose their own unique piece There are many restrictions with this task but many rhythms can be used, forward and sight of recent editions, follow the links to “Specimen Broadsheets”. backward melodic patterns. Pieces fit well together if selected carefully. More advanced can use flats and sharps understand about leitmotifs Pupils will probably know characters that have leitmotifs gain an insight into how the Answers must be descriptive, detailed but more importantly relevant to the music. Specific elements are used to paint a instruments should be mentioned to explain the character’s traits Courses and INSET portrait of a person play a variety of leitmotifs The music is quite challenging but rewarding because the pupils know the music, they want SATIPS offers a wide range of training courses, Conferences to learn it. In each piece there is a pattern/idea/accomp that they can all play. James Bond is always popular compose their own leitmotif Try and encourage pupils to compose music which they have not explored before. Dark, heroic and other In-Service opportunities. and mystery characters are easier and have been covered at some point in their Year 6/7 topics. produce a score for a short film Higher ability pupils will compose a theme for Piella and will steer away from purely sound Courses can be accessed on the web-site at http://satips.org/courses/ effects. It is exciting when their score is fitted around the film.

Malvern College – The Downs Any other info: Year 4 topic Musician Focus Vienna Guy, Maltman’s Green School, Gerrard’s Cross, Composer: Pachelbel Buckinghamshire Courses are designed to cover a wide range of interests. Attention is given to Pieces studied: Canon in D (although I re wrote in to C to Wycliffe College Prep make it slightly easier to play) Musician Name: Steve Reich course feed-back which helps to shape our programme. School requests for Module Outline: Introduce Canon form; learn to play Pieces studied: Clapping Music Ground Bass plus at least first three melodies; play as a class ensemble; Lesson/ module outline: Yr 5 Minimalism training is particularly encouraged. Discuss arranging; listen to arrangements based on Canon; Any other info:​ We study Minimalism for a term in Year 5 in groups compose an arrangement using Pachelbel’s (35 mins per week). The performing element of this topic ‘Canon’ as the theme. involves children learn the opening theme of ‘Tubular Bells’ (which they love!) and then have a go at ‘Clapping Any other info: I use songs by ‘The Farm’ and ‘Coolio’ as Music’. We imagine it being like a computer game, with Course presenters are very carefully vetted. Our aim is always to make use of examples. each successful line performed being like getting to the Lesley Hunter, Malvern College – The Downs next level. The children get really competitive and get quite known experts in their field who are also first-class presenters. creative finding ways to stay in time together. I have even Maltman’s Green School heard some of them trying it out at break times! Musician Name: Prokofiev Rosie Taylor, Wycliffe College Prep School, Stonehouse, Members schools receive a substantial discount on course fees. Piece Studied: Cinderella Suite Gloucestershire Lesson/ module outline: Listen to extracts, pupils then work in small groups to compose and perform their own versions (focusing on time signatures and other specific elements e.g clock ticking, chimes etc).

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

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

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

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

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

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

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

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

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

Courses are• SATIPS designed is absolutely to cover a concernedwide range to of cater interests. for staff Attention ranging is given to course fromfeed-back NQT towhich Head helps of Department to shape our or programme. Senior Leadership School Team. requests for We also aim totraining cover all is age particularly ranges from encouraged. Nursery to Key Stage 3.

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

Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their11 classroom practice and curriculum development. Broadsheets are edited by Prep School teachers who, with proven track records SATIPSSupportSATIPSSupport and and training training in inPrep Prep Schools Schools in their field, have taken on the role of subject ambassador. WhyWhy should shouldshould my mymy school schoolschool be be be in in in membership? membership? membership? 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SATIPSSupport and training in Prep Schools Why should my school be in membership?

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

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

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

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

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

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

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

Courses are• SATIPS designed is absolutely to cover a concernedwide range to of cater interests. for staff Attention ranging is given to course fromfeed-back NQT towhich Head helps of Department to shape our or programme. Senior Leadership School Team. requests for We also aim totraining cover all is age particularly ranges from encouraged. Nursery to Key Stage 3.

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Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their classroom practice and curriculum development.12 Broadsheets are edited by Prep School teachers who, with proven track records in their field, have taken on the roleSATIPS SupportSATIPSSupportof andsubject and training training in inPrep Prep Schools Schoolsambassador. Competitions,Competitions,Why should my Exhibitions school be andinand membership? events events for for pupils pupils For further information about the Broadsheets,SATIPS SATIPSgo offers to offers a varietyhttp://satips.org/ a variety of pupil-focussedof pupil-focussed events.events. OverOver manymany and, years years schools Schools for have have enjoyed• SATIPSenjoyed entering entering offers their a their breadthpupils pupils in of events intraining, events that that networking hold how a nation-widea nation-wide and supportive attraction with sight of recent editions, follow the links to “Specimenopportunitieshighwith standards. high standards.Broadsheets”. to Currently,schools These in thesemembership. events events include: are: • It is the ONLY organisation in Britain which is dedicated • SATIPSto• SATIPSthe needs Challenge Challenge of teaching Annual (annual staff General general in Prep knowledge Knowledge Schools. quiz) quiz • National Handwriting• National Handwriting Competition, Competition held in conjunction • SATIPS is absolutelywith Cambridge• concernedPoetry Competition University to cater Pressfor staff ranging Courses and INSETfrom NQT to Head of Department or Senior Leadership Team. • Poetry• SATIPSKI Competition We also aim to cover all age ranges from Nursery to Key Stage 3. • SATIPSKI• Annual the annual Art Exhibition Ski competition held at Hemel Hempstead indoor ski centre SATIPS offers a wide range of training courses,• Challenge Conferences Harry Paget ([email protected]) SATIPS offers a four-part• Annual core Art ofExhibition activities and support: • National Handwriting Competition Emma McCrea ([email protected]) and other In-Service opportunities.• Poetry Competition Stephen Davies ([email protected]) Full details of all these eventsBroadsheets are at http://satips.org/competitions/ These are published• SATIPSKIeach term, Gillian covering Gilyead a wide ([email protected]) range of curriculum interests, as • Annual Art Exhibition Alayne Parsley ([email protected]) Courses can be accessed on the web-site wellat as http://satips.org/courses/ specific concerns: eg “Prep Senior School” Management, Magazine Special Needs and Pre-Prep. “Prep School”Full detailsis published of all these three events times are a year.at http://satips.org/competitions It offers readers in Prep Schools a Broadsheetbroad range articles of authoritative are usually articleswritten onby educationalpractising Prep matters School with teachers an emphasis with occasional contributionson issuesfromPrep leaders that School concern in their Magazine all field. Prep Schools.This ensures that, whatever Courses are designed to cover a wide range ofthe article interests.“Prep is School” about, is the published reader Attention three can betimes certain a year. that It offers ishe or givenreaders she will in notprep onlyto schools share a subjectWhat and age-group next?broad Joiningrange relevance of authoritative Satips but or also seekingarticles cultural on further educational assumptions: information? issues. eg parental course feed-back which helps to shape our programme.expectationsWe are proud or what of what “works”. SATIPS School Writing offers. articles With all requestsfor Council the Broadsheets members for encouragesand Officers stillstaffWhat working to reflect next? in Prepon Joining their Schools classroom SATIPS we believe practice or seekingwe understandand curriculum further the information? demandsdevelopment. on staff training is particularly encouraged.We are proudworking of what in SATIPS schools offers. and are With here all Councilto support members them. and Officers Broadsheetsstill working are edited in prep by schoolsPrep School we believe teachers we understand who, with the proven demands track on recordsstaff in theirPlease field, workingdo contacthave in taken school us if on youand the wouldare role here likeof to subject support more informationambassador. them. For further information aboutor if we the can Broadsheets, be of any assistance. go to http://satips.org/ and, for sight of recent editions, follow theChairman links to “Specimen Broadsheets”. Course presenters are very carefully vetted. Our aim is alwaysDavidChairman toKendall make use of [email protected] Newbouldand INSET known experts in their field who are alsoSATIPS first-class offers a wide [email protected] ofpresenters. training courses, Conferences and other In-Service opportunities. Director of Education Courses can be accessed on the web-site at http://satips.org/courses/ Members schools receive a substantial discount onDirector coursePaul of Jackson Education fees. [email protected] Jackson Courses are designed to [email protected] a wide range of interests. Attention is given to course feed-back which helps to shape our programme. School requests for Director of Training training Directoris particularly of Training encouraged. Sarah Kirby-Smith Sarah Kirby-Smith [email protected] Course presenters are very [email protected] vetted. Our aim is always to make use of known experts in their field who are also first-class presenters. Members schools receiveGeneralGeneral a substantial SecretarySecretary discount on course fees. BillAlec Ibbetson-Price Synge [email protected]@satips.org 1

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

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

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

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

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

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

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

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

Courses are• SATIPS designed is absolutely to cover a concernedwide range to of cater interests. for staff Attention ranging is given to course fromfeed-back NQT towhich Head helps of Department to shape our or programme. Senior Leadership School Team. requests for We also aim totraining cover all is age particularly ranges from encouraged. Nursery to Key Stage 3.

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

Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages Strap Line staff to reflect on their classroom practice and curriculum development. SATIPS courses and directory Officers Chairman David Kendall Finance Director Christine Bilton [email protected] [email protected] Vice Presidents Trevor Mulryne & Richard Tovey MBE Director of Training Sarah Kirby-Smith Broadsheets are edited by Prep School teachers who, with proven track records [email protected] General Secretary Bill Ibbetson-Price Director of Education Paul Jackson in their field, have taken on the role of subject ambassador. [email protected] [email protected] For further information about the Broadsheets, go to http://satips.org/ and, for Members of Council Lisa Newbould ([email protected]) Mark Middleton ([email protected]) Emma Goodbourn ([email protected]) Alayne Parsley ([email protected]) sight of recent editions, follow the links to “Specimen Broadsheets”. Jason Hyatt ([email protected] ) Tom Savill ([email protected]) Brenda Marshall ([email protected]) Anna Wheatley ([email protected]) Julie Keyes ([email protected]) Paul Baker ([email protected])

Courses and INSET SATIPS Broadsheet editors Art Jan Miller, Moreton Hall ([email protected]) SATIPS offers a wide range of training courses, Conferences Classics Ed Clarke, Highfield School ([email protected]) Design Technology Gary Brown, The Chorister School ([email protected]) and other In-Service opportunities. Mark Tovey, Bilton Grange ([email protected]) Drama Gabriel French, Ludgrove School ([email protected]) English Charlotte Weatherley, Knighton House ([email protected]) Courses can be accessed on the web-site at http://satips.org/courses/ Geography Ben Mono, Eagle House ([email protected]) History Matthew Howorth, Twickenham Prep ([email protected]) ICT Patrick Florance, Hallfield School ([email protected]) Mathematics Matthew Reames ([email protected]) Modern Foreign Languages Richard Smith ([email protected]) Courses are designed to cover a wide range of interests. Attention is given to Music Tim Frost, The Junior King’s School ([email protected]) Physical Education & Games Liz Myers ([email protected]) Pastoral Development & PSHCE Tim Pitman, Westbourne House ([email protected]) course feed-back which helps to shape our programme. School requests for RE Richard Lock, Northwood School ([email protected] ) Science Luke Busfield, Ludgrove ([email protected]) training is particularly encouraged. Special Needs/Learning Development Abigail Farndon, Bilton Grange ([email protected]) Classroom Management Mark Philpott, The Elms, Trent College ([email protected])

Courses and events

Course presenters are very carefully vetted. Our aim is always to make use of A selection of forthcoming courses for Autumn 2017: known experts in their field who are also first-class presenters. 25/09/17 English CE at 11+ London 02/10/17 Digital Strategy Conference Taunton School 06/10/17 Preparing for Art Scholarship London Members schools receive a substantial discount on course fees. 09/10/17 Leading Music to Outstanding in the Prep School London 13/10/17 Moving to Pastoral Leadership London 13/10/17 Staff Wellbeing and Pastoral Care London 16/10/17 Preparing for ISI Compliance Inspection London 20/10/17 Digital Art London 02/11/17 Bringing Coding and Computing to Life KSI London 14/11/17 Improving Pupil Performance through Assessment for Learning and Differentiation London 20/11/17 ISI Outstanding Outcomes for all Students London 23/11/17 Highly Effective Techniques to Develop Creativity and Imagination in the Classroom London 24/11/17 Emotional Health and Resilience London 27/11/17 Lesson Observation and Performance Management London 04/12/17 Using Critical Thinking and Problem Solving to Encourage Outstanding Learning London

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

PREP SCHOOL Reflecting the best in the prep & junior school world 61 StrapViewpoint Line

Viewpoint...

When I was President of the Association of School and College Leaders in 2015, dealing with media enquiries was an accepted part of the job. The topic I was most commonly asked about was term time absence, though when I told journalists that I did not believe in fining parents their interest seemed to quickly dissipate. However, the topic I was actually most anxious to talk about was school funding. When I was asked by a journalist for a comment on David Cameron’s announcement of a ‘flat cash’ settlement for schools during the run up to the 2015 General Election, I found myself saying “We can’t make bricks without straw”. I fear I was not in the best of moods having spent some months responding to rhetoric from all sides about ‘waging war on mediocrity’ and suggestions that school leaders should be hired and fired in a way that made the treatment of most football managers look a model of long-term stability. Viewing matters from the perspective of 2017, little seems to have changed. Inevitably ‘flat cash’ funding has meant that schools have experienced a real terms cut once inflation is taken into account. Wikipedia defines ‘bricks without straw’ as being ‘a phrase which refers to a task which must be done without appropriate resources’. Looking at the original bible story, one of the things that strikes me is that when those making the bricks complained they did not have what they needed, they were told to be more efficient, stop complaining and to get on with the job. Some things never change! In the same policy announcement in 2015, Mr Cameron’s urged all those working in education to “make Britain the best country in the world for developing maths, science and computing skills”. Whilst political leaders change, that aim still seems a pretty good one, though I think I would want to add a whole list of other subjects to those he identified. I hope that the new session of Parliament brings with it a realisation from all parties that the days of bricks without straw have to be over. It is amazing that educational standards have consistently improved for so long against a backdrop of consistent cuts for so many schools. I hope that over the coming months all parties can agree on the fact that adequate funding of education is always the best way to invest in a prosperous future for our nation.

Dr Peter Kent is the headmaster of Lawrence Sheriff School, Rugby Let us know what you think of Dr Peter Kent’s views, get in touch with us at [email protected]

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