May 2020

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2 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] In this issue... 04 Living with the Land new course developed 05 New Era for Staff Retention facing up to the challenges 06 English Literature reversing the national downturn Support for NHS 08 Encouraging Political Thinking In just 36 hours Worksop College, beyond exams Nottinghamshire, raised over £5,000 worth of equipment to increase production levels of visors, thanks to the support of former students 12 Talking Point of the school. finding the learning ‘sweet-spot’ The college has been working daily to make personal protective equipment for NHS staff battling coronavirus, a project initiated by Head 24 Profile of DT Gary Duckering. It comes as a national in conversation with Richard Foster shortage of Personal Protective Equipment (PPE) for NHS staff on the front-line has resulted in many key workers suffering injury from wearing uncomfortable equipment for Plus long hours, or going without vital protective 14 Facilities & Flooring Focus Feature wear at all. The school had been funding the initiative from 20 Music, Dance & Drama Focus Feature existing materials to produce 10 – 12 protective 47 Contact Us; Editorial Advisory Board; free e-mag offer face visors a day to help local hospitals and surgeries in the UK, using an existing 3D Is Your School Mentioned? See page 47 for an A-Z listing printer. College staff invested in an additional two printers to increase production levels but put a request out for support in order to increase production levels even further. Covid-19 The school have been overwhelmed by the generosity shown by their alumni community, Reports, tributes, ideas, opinions providing an additional £5,000 worth of Including: equipment, including 13 3-D printers. And it’s not just the Old Worksopian – Independent/state partnership rises to the challenge community who are doing their bit. Year 6 – Heads flies in from China to take the helm pupil Grace Galbraith is pictured making visors using her own 3-D printer at home, after – Remote learning – how sectors compare getting in contact with the school to ask for the pattern. – A Chaplain’s response Further Covid 19 initiatives & news –Teaching re-routed & enriched – see pages 30-46 –Taking care of students who could not return home abroad – Housemistresses face life in uncharted terrain Cover background –Tens of thousands of face masks made for NHS Science Centre wins – Will the crisis mark a new dawn in education? architecture award – A vision of how ‘Phase 2’ might evolve The Tonbridge School, Kent, Barton Science – Pupils’ experiences of lockdown Centre has won a prestigious national award for architectural and design excellence. Pages 30-46 See page 15

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 3 Living with the Land Alistair McConville, Director of Learning and Innovation at Bedales School in Hampshire, describes the development of their new course... A friend of Visitors have often asked when course that revolves around the mine who is we would apply the same logic twin pillars of sustainability – a Professor to sixth form courses. We held food and shelter – building on of Education back because of a sense that the practical and theoretical shared with me his view about universities would want to see foundations of our BAC, and the future of education in a some externally validated grades retaining our principles of broad pub a couple of years ago. when awarding offers. We also assessment via portfolio, project, “Institution-led curriculum and held back from seeking OFQUAL and viva. accreditation for our BACs, since assessment”, he confided. In Having established via we wanted to retain as much other words, schools, or groups correspondence and phone call with autonomy as possible over them, of schools, agreeing a curriculum a very helpful OFQUAL case officer and have the freedom to adjust appropriate to their context, and that there was no bar in principle them year on year. Perhaps our necessary financial and governance assessing it themselves, or in to a school becoming its own most outlandish – excuse the pun structures in place to be a ‘going conjunction with trusted partners, awarding centre, Dr Matthew Yeo – course at 14-16 level has been concern’ for some time to come using their chosen assessment – Head of New Qualifications at the BAC in Outdoor Work. This is so that no students might be left methodology. I hope he is right, Bedales – and I set out to Coventry an eminently practical and farm- stranded. They probed deeply to talk through the logistics in and there are reasons to think he based course, covering a suite into our measures for managing person. We had expected some is. There is a great deal to be said of rural and farming skills, and scepticism about an independent conflicts of interests and appeals. for professional autonomy, and culminating in a major project, school seeking to badge its home They were less interested in contextual flexibility. usually undertaken in a group. grown courses with a cherished content than our means to ensure Level 3 stamp, but OFQUAL could consistent awarding year on year. not have been more open to the We are fortunate in that we have idea, and supportive. We were considered all of this before in left in no doubt that the bar for relation to our BACs, but the level success was high, and that a great of scrutiny and evidencing for deal needed to be done to fulfil OFQUAL has been ‘next level’. the criteria to become an awarding We had already committed to centre, and OFQUAL were frank in running our course with or without saying that most applications did OFQUAL accreditation, and an not meet the criteria first time, but enthusiastic cohort is all signed that reworked applications would up for September. We hope to be supported. We girded ourselves for some tenacious form filling. secure the right to accredit our Dr Yeo has borne the brunt to the first graduates with a Level 3 tune of several hundred pages. badge, and have two years to get The OFQUAL mantra of ‘validity, there. At the time of writing, our reliability, freedom from bias’ has first effort, as OFQUAL predicted, been branded forever into his has come back with red pen soul. The application process was on it, metaphorically, but with a huge undertaking. Quite rightly, constructive feedback and a My school, Bedales, has form Renovated tractors, hand-built OFQUAL want to ensure that renewed offer of support to get us on this front. Fifteen years ago verandas, round houses, and so on. an awarding institution has the over the line. we gave up most GCSE subjects, This has been a hugely popular and launched our own, in-house course, and there has always alternatives, the Bedales Assessed been a clamour for a sixth form Courses, in everything except a continuation, which we have not got around to, until now. core of English, Maths, Science and Languages. We found GCSEs So, in order to try and marry too prescriptive in content and too the desirability of external narrow in assessment methods. accreditation for final year work We grade them, and cite them to with our deeply held love of universities via UCAS. It has been a autonomy, we set out to create remarkably trouble free experiment. our own Level 3 course in ‘Living Bands of Bedalians have sallied With the Land’ as well as seeking forth clutching ‘BACs’ and have accreditation from OFQUAL in found them valuable currency. parallel. We have composed a

4 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] A New Era for Staff Retention The world of teaching has certainly changed over the years and much of this has been driven by the need to raise standards, improve pupil welfare and safeguarding, more stringent inspection regulations and also to ensure greater opportunities are provided beyond the taught curriculum. Added to this, schools now face much greater scrutiny from parents who, in their bid to ensure their children achieve the best possible results and personal success, will question and challenge the decisions made by schools as well as the daily practice (and perceived quality) of its individual teachers. Ben Evans, Headmaster at Edge Grove School, Hertfordshire, reflects... The impact of if they have school-aged children their apprenticeship before come down to personal fit or the childhood themselves. seeking or being given additional atmosphere. mental health responsibilities such as subject Recruiting teachers is a competitive crisis and pupil Biting the bullet co-ordinator, head of department, business though and all schools wellbeing agenda In a world where potential teaching head of year etc. Today though, are looking to increase the ‘bonus’ has also added candidates seem to be calling this is deemed right after only one items such as pension, private to the challenges schools now face the shots, schools often have or two years’ experience and with health care, salary sacrifice schemes in ensuring adequate provision is little choice but to acquiesce. It is it, the accompanying pay increase therefore becoming increasingly and professional development made for staff and parent training and the jump up the scale. Age and important for schools to retain opportunities. Salary scales are also as well as awareness and pupil length of service should never be their best teachers and this can important and many teachers will support. It is now freely accepted confused with competency or ability come at a cost too. Requests for ultimately accept the job that is that as a teacher in addition to but there is certainly an argument flexible working are more and more the best paid and with the most exceptional subject knowledge and for having a certain amount of prevalent, applications to cross attractive incentives – who can pedagogy, you will need to have time in the trade first, to make and the threshold are commonplace as blame them? up-to-date safeguarding knowledge, learn from one’s mistakes before are demands for certain timetable be first aid trained, have a mental seeking greater responsibility and Teaching is, and will always be, allocations and other teaching first aid qualification and be able to management positions. a vocation. This is increasingly preferences. Schools can, of course, counsel both pupils and parents on the case with the myriad take a hard line to all of these but It’s often forgotten that as teachers academic and pastoral matters. The pastoral demands that are now when the alternative is trawling of independent schools, we are paid job of a teacher does not stop when commonplace in schools. Gone through sub-standard application well for the service we provide and they have finished teaching in the are the days, thankfully, when forms and contacting expensive that we are fortunate to work in classroom. graduates were attracted into agencies, they simply have to bite very pleasant environments with teaching purely by the ‘good the bullet. supportive colleagues, generous Recruitment problems are pension’ or long holidays. Therefore, holidays and a number of other commonplace Managing expectations of new the profession will always attract Consequently, the multiple pressures employment benefits – not teachers can be a challenge too. talented practitioners who will make placed upon both experienced forgetting the free lunch and day ‘Holidays are holidays’ is something such a positive difference within teachers and NQTs today, is certainly long refreshments. I heard reported recently from a the schools they work and on the having a negative impact on young and newly qualified teacher. Although today, the expectation is children they teach. recruitment and retention. This Whilst no school should ever expect even higher with many believing combined with the ongoing battle teachers to work outside their term it is the school’s responsibility to Retention is about mutual of low pay compared with other time contracted hours, it has always provide all professional development respect not giving in graduate entry careers, increasing been an expectation that with an opportunities along with access To prepare for the future and to workloads and more recently, the average of 18 weeks of holiday a to professional coaching and ensure retention of the best staff, potential loss of the TPS (Teacher year, some school preparation work counselling. Whilst any responsible schools must (and many do) address Pension Scheme), means that even would need to be completed during and caring school places the the issue of workload. This is the the long school holidays are no this time. It is always dangerous and professional development and most important and effective way of longer a good enough incentive. often wrong to generalise, especially mental health of its staff as a top improving the retention of existing With the teaching profession about the young. priority, there must also be some teachers and attracting the best possible candidates when recruiting attracting fewer and fewer high However, in an age where level of expectation and onus new staff. Ultimately, there is a job quality graduates, all but a few ‘wellbeing’ and ‘work related on the individual to manage this to be done with certain budgetary schools are now facing problems stress’ are so often linked, there themselves. constraints and it is therefore down with recruitment. Whereas a few is an increasing tendency for Dwindling applications to governors and school leaders to years ago, an advert for a new young entrants to the profession doesn’t mean schools are balance this with ensuring all staff teacher might attract over 20 good to question their working hours, (teaching and non-teaching) have applicants, this is no longer the workloads and expectations competing Whilst the available pool of teachers manageable workloads, favourable case and the recruitment process regarding professional standards. appears to be dwindling, it does not conditions and understand that they is becoming harder by the day. This is also having an influence are demonstrably supported both Unlike years ago, the teaching on long-standing and experienced necessarily mean that all schools applicants of today are increasingly teachers too, who also want the are in competition. Every school is professionally and personally. This confident to name their salary, even same considerations. different and will therefore attract does not, however, mean giving in if this is considerably higher than different professionals for whom to every whim and demand for fear their appropriate point on the scale. Never confuse age and length there is an appeal or attraction. of losing people, but building a They will also not shy away from of service with ability That may be due to location, size, robust school community based on requesting additional responsibility Years ago, there was an expectation pupil age, reputation or the latest fairness, mutual respect and most allowances or higher fee discounts in schools that teachers served inspection report or it might simply importantly, kindness.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 5 Challenges, challenges As Head of English Automation is likely to replace Q: Turning now to your work on Q: Smaller schools which may not as much as 50% of the jobs that facilitating remote teaching and have much in the way of technical at Repton School, currently exist. The skills in creative learning in the current pandemic, resources may find it hard to and critical thinking that the study one of the most important maintain the clear structure in Derbyshire, James of Literature A Level nurture will aspects is to ensure that pupils every child’s day as they would in Wilton battled the be essential in the fastest growing continue to feel supported and ‘normal’ school. Can you suggest how this can be best achieved? national downward occupations, and McKinsey predict connected to their school, friends that 30-40% of jobs will require and teachers. How have you A: I empathise with that; we have trend in students explicit social-emotional skills. The sought to achieve this? had similar discussions with our study of Literature is the study of A: First and foremost, we made sure Prep school, who have adopted taking English social and emotional behaviours that the importance of interactivity a quite different model to ours. I and how those are communicated was in everyone’s mind as we think it is important that schools Literature at A-level. clearly and with insight; that makes planned Remote Learning, and that feel comfortable reimagining this subject more than desirable, In his current role as would be facilitated by everyone their school day rather than insist but essential to our future! Director of Digital and everything being run through on business as usual. We have Q: What steps can schools take to Microsoft Teams. Academic work been able to run our timetable Development he’s reverse the national trend? is all submitted online (regardless almost unchanged because of the emphasis on videoconferencing A: I think it does start by a change of whether it is completed by hand been working at (and it is worth saying that all our in the way schools talk about the or on a computer) and discussions pupils have their own device) but full throttle on transactional, practical aspect of about that work always leave a ‘trace’ in the form of class chat our prep school created a lot of Repton’s remote A Level choice. I also think that pre-recorded video because they schools who pare back the drudgery within their Teams. We knew that learning facilities, interactive video calls at the start knew that not every pupil could of GCSE English Language and reliably get online for a call several make as much space as humanly of lessons were about more than necessitated by just introducing the topic; they times a day. Indeed, I have worked possible for the Literature are doing with other schools in my capacity were invaluable in connecting the Coronavirus the pupils and the A Level takeup as a Microsoft Fellow who have teachers and pupils and making a favour. It is important to make placed two or three interactive lockdown... them feel part of something space in the English classroom for ‘checkins’ between academic staff Q: National statistics indicate that beyond their four walls. We make discussion of human issues that and their pupils each day to steer English Literature is becoming less sure those Teams videoconferences pertain to the texts being studied pupils through a programme of popular for sixth-formers. Why do I mentioned earlier are recorded – we can’t expect young people remote work. One thing that is you think that is? so that the overseas pupils can to see classics of literature in the definitely worth doing is surveying access them later, and we also A: Two things stand out; the way we adults might, and they the families that send kids to your schedule check-ins with online calls mundanity of the GCSE curriculum need to be trained to read people school and checking what kind of at various times so we don’t cut and a growing (highly inaccurate) as much as read the books. We access the pupils could have, then anybody off just because they are perception in society that the need the English classroom to be shaping your provision around that. in a different time zone. We have skills and insights one might gain first and foremost a place where Also, bear in mind that Microsoft also been just as active and creative from the study of Literature are we show our young people what provide their Office platform and in our use of Microsoft Teams on less ‘practically applicable’ than people are like; how and why they Teams free for educational use, so the pastoral front as we have in the those you would get in some other communicate and interact with you’d be surprised what you can classroom. We have teams setup subjects. one another in the way they do. achieve without additional cost. Every age group loves to suss out for each boarding house to keep Q: What benefits do you see for the motivations behind words and those communities connected, Q: The majority of teachers are today’s young people in the study actions – they do this constantly share news, interact via quizzes and embracing the opportunities of English Literature? amongst their peers with their challenges; we have created virtual surrounding remote learning and are enthused about delivering A: The study of English Literature he-saids and she-saids in the Chapel sermons to broadcast twice an exciting and high quality accelerates your emotional playground and the corridors. a week, and put together music education to children in their maturity and strength in empathy. Focusing on how this is portrayed concerts by having pupils submit homes; some, however, may not Though there are great and useful in great literature also does most recordings; we have interactive feel so comfortable. How can insights to be gained across the of the teaching for the Language content in a Sports team which schools assist them? rich tapestry of humanities and GCSE for you anyway. We have allows coaching to continue. Most sciences, there is no better subject made more space in the classroom crucially, we have maintained form A: Just as it is vital to make the for exploring humanity. If you for that at Repton by cutting time (via Teams videoconferencing) pupils and their families feel as open yourself up to the enormous away at the discrete time spent on and counselling provision too (via connected and supported as questions that literature both Language GCSE and giving the private channels within counselling possible, it is equally important to asks and answers, it would not be Literature and all its rich insights teams.) The upshot of all this make your staff feel that way too. overstating it to say you become a primacy from Y9 upwards. English has been that 94% of our pupils It’s worth noting that we did not better person. But it is not limited Literature A Level at Repton has say their experience of Remote have a particularly confident staff to those aspects that some might been consistently in the top two for Learning has been a good one; to start with when it came to IT, so reject as airy-fairy. Technological most popular choice at A Level, and anecdotally, a pupil told me this there was a lot of trepidation. We advances are going to alter likewise almost uniformly at the week that his teachers were more set up a dedicated Microsoft Team the warp and weft of society. top for results. contactable than ever! for staff support, and the impact

6 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] of that was huge. Very quickly overnight (from 12 active Teams that supporting material is very and organically, staff who were in the school to nearly 600!) That challenging. confident started to support those could not have happened without Q: When the current crisis is over who were not, and set up small a lot of determination from the and schools return to regular ‘practice’ teams to test things staff in the face of the daunting working with all the everyday out and support one another. task of upskilling themselves. I pressures of full classrooms, how This really required very little do wish we had had more time to can schools best keep their remote thrash out the most efficient and structuring and scaffolding, which teaching and learning alive and reliable way to mark work; there surprised me; giving the staff the kicking? right platform and responding are so many ways to do this well quickly in the opening days did and efficiently, and we are getting A: Don’t return to “regular the trick. I think that is also very there, but it is still taking the working”! Why would you? If important – if people get a quick staff longer than I would like. If schools miss the opportunity in response to their query their we had had more time, we would the immediate aftermath of this confidence grows much faster. have looked at the automation of to reflect on what online provision Teaching is a very urgent business, some marking tasks, made more really meant, how it affected so connecting as many people extensive use of rubrics within pedagogy and processes, then together who might be able to Teams to streamline the marking, they will have made a disastrous a lifetime opportunity – crazy as help ‘crowdsources’ the support and trained people in OneNote error. One thing that has really this might sound with the horrors and makes it work. to allow for easier annotation of stood out about remote learning that are going with it – to do so work. Those things are starting to is how visible everything now Q: Now that you have several many things better. As well as take off, but I would have loved is; resources, lesson recordings, weeks’ real-time experience of to refine them before we really got discussions – everything is improving the accessibility and remote teaching and learning, started. I would also have loved retained and accessible. Imagine retention of material in classes, what have you been most pleased to train teachers and pupils more the impact that would have on every day we are proving that with, and what do you wish you’d deeply in the tools that are out the learning our kids are doing; some things we took for granted had more time to get right? there to support SEN learning. how much knowledge they are as the day-to-day meat and drink A: I have been so impressed and Some of the kids who are used to creating alongside us and how of running a school are simply heartened by the willingness of a lot of support are – naturally dependably they can access it unnecessary and time consuming. the staff to get class teams up – those that are struggling the again for revision and review. This crisis is forcing everyone and running, and I’m probably most with remote learning. There That’s before we even get started to do only what is essential most pleased and humbled by is such amazing stuff out there on how collaborative and flexible and important, and think really the fact that the use of Teams to support them, but training some of the learning opportunities creatively about how to deliver has become uniform pretty much them from a distance to use are becoming. This is a once in education.

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Advertisement Sales: 01242 259249 [email protected] Standard half page Ad April 2020.indd 1 Independent Schools26/03/2020 Magazine 17:38 7 Encouraging political thinking beyond exams Rob Verdon, Head of Politics at Cranleigh School, Surrey has won a Politics Studies Association Award for Outstanding Teaching of Politics. The prize recognised his encouragement of thinking beyond examinations, as well as numerous extra curricular initiatives. He spoke with ISM in an exclusive interview... Q: Your ‘Dangerous Minds’ public and our students could not get speaking event - giving pupils just enough of it. We are incredibly eight minutes to ‘change the world’ lucky at Cranleigh to have some through their oratory - particularly amazing recording facilities and impressed the judges. What ideas colleagues that have worked in have struck you as the most music and radio production, so compelling? one Wednesday afternoon 4 pupils and I sat round a table full of A: I have been truly blown away microphones and recorded a pilot by the quality of these talks by our podcast. This was released later that future career our students go into. and what to take with more of a pupils, all of whom have managed day and we were blown away by A couple of my students from the pinch of salt. I have also tried to to learn their talks off by heart and the reaction to it from the pupils, last couple of years have gone on make each of them follow a few deliver them with the confidence staff and parents that listened to be active members of their local people on twitter that they think of seasoned professional public to it. The pupils then decided political parties and were very much they fundamentally disagree with as speakers. I am always a fan of really we should do 3 more in the run involved in the recent election a way of helping them realise that radical ideas, that seem utterly up to a debate that the school campaign. Another has gone on to there are always two or more sides bizarre at first, but the more the was hosting, and planned what be the editor of a major university to every story. idea is developed, the more you we would discuss, invited other newspaper and has also had stints Q: Who or what inspired you to start to think, well actually, what teachers to join the show and also working for major media channels. I enter the teaching profession, more if that did happen. Three that got their peers involved in surveys would not be surprised at all to see particularly the teaching of politics? stand out are firstly a scheme for and editing the content. We have a familiar face sitting on the green ending the concept of nationality since tried to record and publish benches of the House of Commons A: It was my sister who inspired and nationhood around the world one podcast per term, opening it up in the next decade or so! me to change careers from that ended up being the runner to different pupils each time. There management consulting into up in our first competition. This Q: There is widespread cynicism will certainly be a huge amount to teaching. She had done a similar year, the winning entry called for about politics and politicians who discuss once we are back to normal say one thing and mean another, thing a few years before, having the mandatory introduction of after the current crisis! doubtless exacerbated by instant, become disillusioned with the public speaking into the national often ill-informed comment on city and managed to recapture curriculum by the government, Q: If a student is thinking of social media. How can the reasoned her true passion by becoming an which is something that I would choosing politics as an A-level discussion you encourage inside amazing Biology teacher. I was definitely champion if it ever did subject, how would you describe school be more widely replicated always fascinated with Politics, even happen. However I would say my the benefits of so doing? Have any outside? back in the days when it was far personal favorite this year was the of your students gone on to forge less interesting than it is now. I solution to the Brexit crisis, which out a career in politics? A: One of the main things we try frequently bore my students by was for Britain to become the 51st A: I think the unique thing about to establish in the department telling them how lucky they are state of the USA; a totally hilarious A Level Politics is that it is the only from early in year 12 is to help with Brexit, Trump etc., where as I concept, but brilliantly delivered subject which is constantly evolving. our students understand the first started my degree in late 2002 and certainly got the whole It literally changes on a day to inherent bias that exists within the where it was all fairly mundane, audience thinking! day basis, which really does keep media and the political leanings my colleagues and I on our toes of different publications. 6th until the following year where it Q: They also liked your student-run having to consistently update what form students are still at a highly all suddenly kicked off with the political podcast. How does that we teach. It is probably the only impressionable age, so if you can invasion of Iraq. It is the subject work in practice? exam in which you could watch get them to really think through the that everyone wants to discuss and A: I came up with the idea of BBC News in the morning, and purpose of each article they read, debate, be it down the pub with putting together a podcast with use an example that you have just or fully understand why certain friends or over a roast dinner with our Politics students in the run seen as part of your analysis in an people post certain things then the family on a Sunday afternoon. up to the 2016 EU referendum. It essay you write in your exam that hopefully by the time they leave However, I feel so lucky that in my was the first time in my memory afternoon. The other main benefit school and go to university they will job I am able to do this everyday that everyone in the country was from the subject is that it really be in a far better position to have with fantastic students who have constantly debating only one does teach you how to construct more informed discussions and help a genuine desire to unpick what is subject; should we remain or leave. and rebut arguments, which is an their peers, friends and family get wrong with politics and come up It was dividing all sorts of people absolutely crucial skill whatever a better steer on what to believe with ideas to make it better.

8 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Encouraging political thinking beyond exams

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7145 Schoolblazer Online Advert.indd 4 26/03/2020 17:28 In line for teaching ‘Oscar’ Twenty-four within a society that values and “Whilst I was growing up I often trainee teachers to seriously consider year old Oliver celebrates the great work achieved struggled in school with my taking up a role like mine.” McIntyre (pictured) by teachers and leaders in education, behaviour on account of my ADHD, Oliver was nominated by his line from Hillcrest culminating in a glittering awards ADD and other issues. While in manager Benjamin Cooper, Head of Shifnal School, ceremony televised by the BBC. education I was supported by Academy Faculty, who said, “Ollie Shropshire, has fantastic teachers and Teaching The category Outstanding New has everything you want in a setting been shortlisted Assistants who inspired me to Teacher of the Year is for those in Pearson’s National Teaching be like them. Whilst studying for like ours; fantastic relationships with teachers in their first, second or Awards – the Oscars of the teaching my PGCE I realised that I most students, an engaging and unique third year of teaching who have profession – in the category enjoyed working with students who teaching style and importantly brought new ideas and enthusiasm Outstanding New Teacher of the struggled in lessons due to SEMH he’s someone who realises the to their school and an openness to Year. issues and learning difficulties and importance of working as part of a learn from those more experienced had similar behaviours to mine team. Mr McIntyre – who caught the in order to improve their skills. An when I was younger. I felt that I was eye of the judges sifting through inspiring new teacher can have an “I nominated Ollie for his work with able to make more tangible progress thousands of nominations – immeasurably positive impact on his tutor group - he’s really got with these students than some of has been teaching history and their pupils’ academic, social and them on side and it’s taken a lot the other teachers. After successfully geography at the independent emotional development. All great of work to get there. It’s clear that completing my PGCE I wanted school for boys and girls aged 5-19 teaching qualities can be gained Ollie really cares about them. Ollie to work in an environment that with Social Emotional and Mental through experience, but outstanding has an amazing teaching style – he primarily focused on students who Health (SEMH) needs for just 7 new teachers have a natural ability leads discussions on his subjects and had SEMH and learning difficulties months. and enthusiasm that shines through. almost lectures – the students love as I felt that this is where my skills it! I had to cover one of his lessons Set up to recognise and celebrate Oliver delivers a varied and engaging and experiences could be best used excellence in education across the a while back and tried to mimic humanities curriculum covering to support them in making the best country, the awards – the UK’s his style and failed miserably. Ollie tough topics and excels in engaging possible progress in a way that they most prestigious celebration of is also a real team player, apt at the school’s students – helping them can be proud of themselves. transformational teaching – are getting laughs in team meetings, is to transition smoothly to secondary run by the Teaching Awards Trust “The main aspect of the job that I open when he is struggling - which school or into a job. and supported by Pearson and the enjoy is helping the students achieve is something I’m really trying to BBC. Their purpose is to identify Commenting on his own education something. I find that they often promote – and has an openness that and honour exceptional teaching and teaching career, Oliver said, have low confidence in their own allows others to feel they can do abilities and believe that they will be the same. These things, along with unable to understand or accomplish knowing how hard Ollie struggled tasks. My favourite part is when at school due to his own SEND, they realise that they’ve got the and the progress he’s made since answer right when they thought September – he’s come on massively they were going to get it wrong and – made him a clear choice for the then celebrating and praising their award.” success. Witnessing their visible and tangible progress here is so fulfilling. The Winners will be announced next I would strongly recommend other month (June). Run for NHS A kind-hearted Houseparent and Maths teacher from Bromsgrove School, Worcestershire, has run the Leaders in all aspects equivalent of over 3 consecutive marathons to raise funds for of independent education Worcestershire NHS Trust. Matt Giles’ sponsored run of Supporting families and schools worldwide hundreds of laps around Bromsgrove with impartial, expert advice. From early School’s sports pitches (~0.95 miles per lap) consisted of 68.37 miles, years to higher education. which took Mr Giles 9 hours 42 minutes and 20 seconds. Speaking about his feat Mr Giles said “Inspired by so many back garden marathons being completed in lockdown, I thought I’d have guessed the number of laps I a go myself. The weather looked managed, in the hope of raising a www.gabbitas.com China Dubai good for the following day and as couple of hundred pounds for the [email protected] United Kingdom a last minute thought I set up a local NHS. Things soon evolved into Justgiving.com page and offered a gruelling run and far exceeded my a free takeaway for anyone who expectations of donations.”

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ADVPP10005 - Independent School - A4.indd 1 24/02/2020 15:51:04 The latest in our occasional series where leaders in independent TALKING POINT education are invited to comment on a hypothesis. Learning ‘sweet spot’ Scientists have identified a ‘sweet spot’ for learning information quickly. It involves ensuring that the task is challenging enough for learners to fail 15% of the time. Anyone teaching, say the boffins at the University of Arizona, should therefore try and find a ‘Goldilocks Zone’ in which lessons are not so hard to be discouraging but not so easy to become boring.

Jane Prescott, difficult it is for the educator to book. Instead pupils work within the nature of GCSE specifications Headmistress, achieve this utopia. No pupil wants a topic stretching themselves with limit academic stretch for the Portsmouth it made obvious that the task increasing difficulty of questions most able and some are not High School, using a website whilst the they have been given is the easier challenged by the material and Hampshire: learners who need to repeat basic one. Even within subjects that are finding a “Goldilocks Zone” traditionally set by ability creating questions may do so for as long as Any learner will tell you that to involves adding to the curriculum sufficient challenge is not simple. they need. stay focussed the lesson must keep which can hinder slower learners. their interest throughout. However, In the teaching of mathematics In subjects that are not set by Keeping everyone engaged is the any teacher will confirm that the at Portsmouth High School we ability in a non selective school answer to learning information differentiation of tasks within the overcome this conundrum by it is challenging to keep everyone quickly which, whilst not exactly classroom is at times quite difficult allowing the students to learn on the same learning trajectory if the slower and faster learners at their own pace within the set. but skilful teachers manage this rocket science in concept, takes are both to remain engaged. The There are no textbooks which limit by splitting tasks and sharing a talented teacher to truly deliver wider the ability range the more learning to examples within the answers, for example. However, in the classroom.

Kevin Fear, upset from her previous school 5126 prototypes before inventing It is important that we actually headmaster, because the work in Maths was the dual cyclone vacuum cleaner. celebrate failure – asking Nottingham always so easy and that what we We know it too from our own lives questions is a great way to High School: had done was to set her some Maths – the sense of satisfaction when learn and whilst some children that she had not been able to do. A couple of years you finally beat your personal best prefer to make no mistakes at The mother was thrilled because the ago, soon after a girl had joined us on a morning run or you finally all, this is actually a mistake in daughter had got so much pleasure for the Sixth Form, I had a phone work out how to navigate the TV itself. Children need to develop when she had finally cracked the call from a parent. She exclaimed: menus or the specifics of various resilience, need to value the more difficult problem. The child “You’ve done it!”. Naturally I was video-calling platforms during process as well as the end goal had gone home beaming. She knew curious to find out what I had done. lockdown. Thus, it is imperative and these problem solving skills she had joined the right school. She reminded me of a conversation in our classrooms that we allow will serve them well in the future we had had when she was We all learn best when there is a students to fail or at least to find when they are likely to be doing considering moving her daughter to degree of challenge involved. There things difficult so that they can jobs that we have yet to invent. us in which she had explained that are the famous stories like that of then derive a great sense of worth Let us celebrate failure on our her daughter had often come home James Dyson who went through from working the problem out. way to building success.

Andy Nuttall, and research has shown that whilst think and act in a predetermined missing 15% can be achieved and Deputy Head a younger brain can learn with manner that appeared with the ensuring the learner is confident in at Windlesham relative efficiency, older brains retain evolution of modern humans within their knowledge of the ‘next steps’. House School, knowledge more easily. In terms of the precarious environment of the It should not be surprising when Sussex: finding a sweet spot for learning ancient African Savannah. children opt for the ‘challenge’ information quickly one must also The process of learning has Problem solving and learning option from a set of differentiated look to the motivational factors fascinated scholars for millennia therefore comes relatively easily to behind the learning. tasks. The role of the teacher is to as we seek to understand the the young human brain if certain create the experience of success, hidden power of the human mind Humans are intrinsically a challenge conditions are met. For any aspiring reflection and future strategy which and equate our superior intellect seeking species and evolutionary teacher creating the ‘Goldilocks will sustain the learner throughout and ability to learn with the psychology suggests that whilst Zone’ has to balance the intrinsic developmental differences that you can take a person out of the and extrinsic motivations of the their life. Harnessing the natural exist between humans and other Stone Age you cannot take the learner with a level of success that inclinations of the human brain animal species. The plasticity of the Stone Age out of a person. We is rewarding. Key to learning is the is a rational consideration when childhood brain is well understood are to some degree hardwired to support in discovering how the designing educational tasks.

12 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] School’s out.

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Facilities & Flooring New classrooms begin to take shape Stroud School, Hampshire, is half offer an interactive space, where way through developing a new students and teachers can write KS2 building which is due to be together to build topic knowledge. ready in September 2020. Once the ground is ready, Following on the success of its the modular buildings will be new KS1 building a couple of constructed off-site and installed years ago, the pupils are eagerly in just weeks, minimising watching – online – the process disruption. Stroud School is of the new building in the school passionate about limiting its grounds. impact on the environment and The new building will provide a therefore external cedar cladding spacious educational environment, will help improve the overall with a very dynamic design. What sustainability of the school. should strike visitors immediately Chris Hopper, Operations on entering the building is how Manager, says: “This building light and bright it will feel: the will considerably improve existing design includes a large amount provision, and is a further of glass to allow natural light development as part of an to stream in. All classrooms will ambitious period of investment have direct access to undercover from King Edward VI School outside areas, allowing all pupils to learn outdoors in all weather. The to update facilities for future materials and colours have been generations.” chosen carefully to fit in with our Stroud has been awarded the natural woodland surroundings. ‘Council for Learning Outside The soundproof, folding walls the Classroom’ (CLOtC) Silver between teaching rooms enable Award, a national accreditation collaborative interaction across that has been endorsed by the more open and flexible spaces. Department for Education. This These have been used successfully award sits perfectly alongside in Finnish schools, which regularly the School’s ‘Eco Schools Green feature in the top five within world Flag’, which it has maintained education tables. These walls also for the past ten years.

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14 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Facilities & Flooring

architecture of the school’s It was officially opened by NASA original science building with a astronauts Dr Michael Foale CBE magnificent new extension and and Dr Steve Swanson. latest technology. Features include James Priory, Headmaster, said an interactive periodic table, a roof the school was delighted with garden and greenhouse, a TV wall, The GGB Award. “The Barton three libraries and an observation Science Centre is a world-class hive for studying bees. facility which places Tonbridge The building was named after at the forefront of teaching and former Tonbridge pupil Sir Derek learning in modern science, both Science Centre wins Barton, an organic chemist who nationally and internationally. It was awarded the Nobel Prize for also plays an important role as a architecture award Chemistry in 1969. Several of the hub in the community, hosting school’s other notable scientists primary school visits, family days, Tonbridge School, Kent, Barton extremely high quality, displaying were also honoured in the naming student conferences and public Science Centre has won a design innovation and a creative of laboratories and libraries. talks”. prestigious national award for approach to its client’s needs. architectural and design excellence. The judges noted: “At the Barton The three-storey, state-of-the-art Science Centre, a new three-storey building, which officially opened collaboration space has been carved in 2019, has been named as the out of the historic building and overall winner of The GGB Awards, a new wing added. It houses a presented annually in honour of Sir variety of labs and teaching spaces George Grenfell Baines, the founder wrapped around a social hub of international architectural which encourages interdisciplinary practice BDP. working. The judges were impressed by the creative approach to reusing In this year’s awards, 12 finalists and extending a historic building.” were selected from an initial ‘longlist’ of 20 entries across the The Barton Science Centre is a UK. Every project visited by industry blend of the old and the new, leaders was judged to be of combining much of the Victorian

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Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 15 Facilities & Flooring Building projects: Exploring/understanding the stages of work for a successful project www.architecture.com/knowledge-and-resources/resources-landing-page/riba-plan-of-work Since the mid-20th century, the decision making. Royal Institute of British Architects Once the project moves into the (RIBA) has published its Plan of later stages your design team and Work, a tool to assist with the contractor will be in the driving seat; making of buildings by breaking but following the road map you’ve St Faiths pupils: New science lab with the process into clear sections. bespoke practical and theory teaching spaces set out through the early stage The most recent incarnation was briefing process. Your design team be regularly reviewed, updated, published in 2020, reflecting the can work with you to develop a approved and reissued. changing nature of construction clear set of client requirements that by integrating aspects such as The briefing document can will produce a well-defined and firm conservation, sustainability and contain project absolutes and core St Faiths Atrium: A new teaching and foundation for a successful project: requirements, but also vaguer or social space created by enclosing an information technology. Although existing passageway between buildings developed for architects, the RIBA • A business case defining the more ephemeral aspirations. Clearly updates to the briefing document. Plan of Work represents a valuable project need, considering risks defining essentials and nice-to- This provides a clear record and tool for clients to help understand and opportunities, and defining a haves is of great value as your opportunity for the client to take the construction process and shape project budget and timescale. project team works with you in stock and make key decisions, such it to best suit their individual • A list of client requirements and a developing the design. as submission for planning approval requirements. review of options that could best The time-cost-quality triangle is a before moving on. deliver these. The Plan of Work is divided into simple but powerful tool used in With the refinement of the design, eight Work Stages from the initial • Potential site appraisals construction to help define client the client’s role in briefing becomes statement of need through to the undertaken to ensure the building priorities and shape decisions at all more technical and detailed, e.g. building in use. Robert McKinley, of is in the right place within the stages. If delivering the building as selecting audio-visual equipment, BB&C Architects Limited based in wider school context. The value early as possible is the overarching choosing furniture, confirming Cambridge, explores key elements of carrying out a high-level site factor, then a contractor-led design colours, etc. Again, it is important to that can add particular value for masterplan strategy that ties in and build approach would make consider who in the school needs to clients. with the school’s business and sense. If control over the final be involved in those decisions and educational development plan quality and appearance of the how information is communicated 0 – Strategic Definition cannot be overemphasised to building is critical, then a longer across the team. 1 – Preparation and Briefing ensure that short term benefits do programme and traditional approach At each stage, the building becomes not cause long term headaches. where everything is defined by 5 – Manufacturing and increasingly defined and the • Appropriate engagement with the client’s design team would be Construction opportunity for change becomes all stakeholders, managed with a more appropriate. Capturing these 6 – Handover increasingly restricted and costly. clear communication structure. requirements within the brief will Despite being at the heart of The first two Work Stages are We have seen internal ‘project ensure that the decisions undertaken a building project, during the therefore arguably the most critical leads’ acting as conduits for in the following work stages are the construction phase the client can in terms of client involvement and communication pay dividends on right ones. often feel a little removed from numerous educational projects. the work (other than paying the Leys External: New studio theatre and 2 – Concept Design invoices). With everything set up social space creating new courtyard These activities feed into the project 3 – Spatial Coordination with existing buildings properly in the previous phases, brief, which should be a written 4 – Technical Design (or drawn!) document that limits the project should not need much These phases see your design team opportunity for ambiguity. As the input. A live building site within a develop your brief into a building project develops, the brief should live school environment is bound design and then develop that into a to throw up challenges, seen and set of blueprints that contain all the unforeseen, and maintaining good information the contractor needs and clear communication is key to to tender for and construct your minimising difficulties and delivering building. a successful building project As with the briefing process, it is together. important to determine a series of 7 – Use milestones or checkpoints during The introduction of ‘soft-landings’ the design development. This allows and post occupancy review services the client to review and sign off by your design team and contractor on the proposals (and agree any can bring added value to your use changes) before the design team add of the new building by ensuring it is each layer of increasingly detailed as efficient as possible and assisting information. At BB+C, we produce with ironing out any teething a report at the end of each work troubles. The outcome of this work stage that combines all the design stage is a building that is used, team’s drawings, usually alongside operated and maintained efficiently Leys Internal: Theatre foyer used for gallery space for art department an updated cost report and any throughout its intended life span.

16 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Facilities & Flooring Simple flexible social- distancing floor signage For schools and educational floor tile system can be designed establishments seeking a more to reinforce social-distancing permanent solution to stickers requirements post-lockdown, as to introduce and maintain social well as meet the most stringent distancing, Broanmain Plastics Health & Safety and wellbeing offers an instant, robust, flexible requirements. Available in Schools can personalise an entire floor space that complies with European REACH regulations for flooring and cost efficient Trudec floor multiple colours and textures, tile solution for indoor areas heads, bursars and facility messages change, the tiles can and easy to disinfect, increasing and covered corridors. REACH- managers can clearly mark out be lifted, new instructions or confidence post-lockdown among compliant, schools can introduce one-way walkways and queuing directions printed and inserted, pupils and teaching staff. Being directional messages, two-metre systems. Colour zones can also and each tile re-laid. If pupils industrial-quality, the tiles are distancing measurements and be used to delineate collaborative need to be re-routed, arrows and safety warnings, which can be classroom workspaces. also resistant to staining from oils signage can even be fully rotated, easily changed as COVID-19 and industrial chemicals, as well Made from hygienic, easy clean without having to purchase an guidelines evolve. as being flame retardant. polyvinyl chloride (PVC), schools entirely new floor system. More forgiving than traditional can personalise an entire floor Sustainable eco-friendly options The use of icons and symbols also ceramic floor tiles and a versatile, space with branded leadership are available, using reground helps to ensure that culturally longer lasting alternative to epoxy messages and logos. The use plastic materials within the PVC diverse schools continue to coatings, floor paints and stickers, of interlocking translucent tiles mix that doesn’t compromise the respect multiculturalism while the bespoke interlocking Trudec means that as social distancing robustness or durability of the introducing standard protocols to tiles’ performance. Additionally, protect wellbeing. when the flooring reaches the end Ideal for canteens, school of its lifespan, the tiles are fully hallways and sheltered walkways, recyclable. the Trudec Tile System can be laid on top of existing floor A full fitting service can be surfaces, including heritage tiles arranged. and original wooden parquet For further information, please contact flooring. For science, catering, Ben Bayly on [email protected] or call 01306 885888, quoting ref: Customised layouts, directional messages, designated walkways and colour zones can and bathroom areas prone to Independent Schools Magazine/Social protect pupil and teaching staff welfare as COVID-19 lockdown measures are eased spills, the PVC tiles are hygienic Distancing Tiles.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 17 Facilities & Flooring The long-term value of a masterplan

Building projects can be a daunting The importance of an supports the values, objectives prospect for even the most architectural masterplan and ethos of the school. experienced educationalists given should not be underestimated. Buckley Gray Yeoman work in the the significant cost and complexity, Developing a school with a UK and abroad and have a wide- writes Laura O’Hagan (pictured masterplan is an assured way ranging education portfolio. Their right). For many school leaders, a to manage risk and develop a directing the reorganisation of recent completion of a six-year major building project is a once- financially robust, sustainable existing accommodation and spatial masterplan for Channing in-a-career experience. By working vision for future development. the delivery of over 25,000 sq ft with an established architect to Masterplanning is a deeply School in London provided of new facilities that include a develop a longterm estates strategy, analytical process that seeks to the school with a significant professional-standard 250-seat schools benefit from an experienced form an understanding of the upgrade to its facilities on a performing arts centre, sixth form design professional to help manage spatial requirements of a school highly constrained site within a accommodation and a four-court risks, navigate regulation and and assess them alongside conservation area. The masterplan sports hall. By considering many overcome technically complex long-term academic and pastoral served as the blueprint for this individual projects as elements processes. Moreover, the skill of a objectives. It results in an estates expansion, helping the practice within a coherent whole, the talented architect lies in identifying strategy that makes the best use demonstrate the full potential masterplan helped to deliver a design opportunities that maximise of the existing first, then guides of the project to the community transformational result that is the the success of a project. new development in a way that and planning authority, before pride of the school.

Laura O’Hagan is a Director of Buckley Gray Yeoman [email protected] www.bgy.co.uk @BGYarchitects

18 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Design for Education

THE MARTIN CENTRE FOR INNOVATION, FOREST SCHOOL, LONDON

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 19 Music, Drama & Dance

Enthusiastic about Shakespeare Actor Ralph Ineson, as seen in Game of Thrones, Harry Potter and Guardians of the Galaxy (pictured above), is going back to his roots as a drama teacher during lockdown. He has been working with Bournemouth Music scholarship opportunities Collegiate School (BCS) to encourage students to get excited Two talented musicians will get create a scholarship to help other They have been finalists in the about Shakespeare by performing the chance to continue into Sixth talented young musicians. Barnardo’s Choir of the Year Form education at Ellesmere monologues on screen to use in “We are kept up to date with competition and recent semi- College with the aid of music virtual lesson plans. our student’s achievements and finalists in the televised Songs scholarships funded by two it’s rewarding to see them make of Praise Choir of the Year Ralph’s most recent project families. progress and gain confidence to competition. sees him working with Director The Mullock Arts Scholarship and Joel Cohen and Actor Denzel take them forward to the next Recent tours, both national and the Walker Music Scholarship stage of their life.” Washington filming ‘The Tragedy international, have included – both funded by two families of Macbeth’. BCS students are The Mullock Arts Scholarship has concerts at: Notre Dame, Paris; associated with the College - are currently studying the play, supported four students through The Pantheon and St Peter’s, now looking for applications for and what motivates Macbeth’s Ellesmere so far and is presented Rome; and St George’s Chapel. September 2020. decisions in the first and second by David and Robyn Mullock who This year they had planned a tour act. Donated by two families, with a wanted their love of the Arts to be to Vienna where they would have passion for education and love of passed on to the next generation. been performing in concerts and The students will then move on the arts, these scholarships have They created a scholarship that services at St Stephen’s Cathedral, to create their own versions of the so far made it possible for seven supports students with particular Pieterkirche and the Bergkirche. Macbeth ‘If it were done when students to achieve outstanding music talents through their Sixth ‘tis done, then ‘twere well it were academic results and receive Director of music, Tony Coupe Form time at the College and done quickly’ monologue at the world-class music tutoring. said: “Music is an integral part of encourages those students from end of Act 1, submitted in audio life at Ellesmere College and we The Walker Music Scholarship all academic backgrounds to or film format taking inspiration has been presented by the Walker apply. value the talent, enthusiasm and from Ralph’s. family for the past six years after dedication displayed by all our Mr Mullock said: “We cannot Maria Coulter, Deputy Head of their daughter came through the students. tell you how much pleasure we BCS says: “We hope to invite College Sixth Form on a Music have had from funding our four “At Ellesmere, great emphasis Ralph back to critique some of Scholarship and is now a music previous ‘Mullock scholars’ – Nia, has always been placed on their monologues, quite a bit of teacher herself. Beatrice, Elan and Amber. Our on- the breadth of education. The pressure to be placed under but Tom and Margaret Walker wanted going friendship with them and curriculum choice of A Level, an exciting opportunity for the to give something back to the their families is a delight.” IB or the BTEC programme students! We also are looking College as a thank you for the The choral programme has allows us to further widen the to combine a professional actor education of their own children seen the College awarded the opportunities that exist and builds with the work of 14-year olds to – Rachael and Edward – and to Education Business Award for upon already established strengths produce Macbeth, in the future offer another student the same Music 2018, in recognition of its within the College such as our as we return to some normality. opportunities they were given. all round delivery and inclusion academic excellence, Arts, Sport We would love to see how we can Mr and Mrs Walker said: “We are of music within the College and and Leadership development, and incorporate this work into the now very pleased to be able to wider community. Global Engagement. Shakespeare School festival.”

20 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Education Business.pdf 1 06/03/2020 15:39:47

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

BGT Golden Buzzer winner sends message to school Entertainer Jon Courtenay, a Jon’s message was broadcast former pupil at Suffolk’s Royal during the School’s remote Hospital School (RHS), wowed assembly. both the audience and judges with his performance on Britain’s Got The message is one of hope and Talent last month (April). Jon makes the point that his time at RHS taught him the resilience His self-penned song not only and determination to never give won him a standing ovation, he up on his dreams. Commenting on impressed the judges so much that the message, Director of Alumni he was awarded Ant and Dec’s Relations at the Royal Hospital “Golden Buzzer,” which means School, Simon Marsh, said: he gets an automatic pass to the show’s semi-finals. “Jon’s story of positivity is an inspiration to our pupils and Following the support for Jon on the School’s social media, he alumni. His message also connects decided to record a message for deeply with current and former the current RHS pupils. Whilst the pupils with seafaring connections School remains closed following who, just like Jon and many the Covid-19 shut down, RHS thousands more, come to RHS continues to offer a complete supported by life changing School Radio launches timetable of remote lessons to bursaries. We will be backing him during lockdown pupils across 31 countries and all the way!” St Mary’s School Radio welcomed picking up some tips and learning its first listeners to the launch of about careers within radio. Until Happy Birthday, Your Majesty the breakfast show from Deputy students are back in school, Pupils, parents, teachers, alumni Director of the Essex Senior Mr Vieito is holding the fort, and governors from the Royal School, Mr Roque Vieito last broadcasting the new radio show Hospital School (RHS) in Suffolk month (April) as the Summer term from his home. got together, remotely, to record began. The school’s community of St Mary’s Principal, Mrs Hilary God Save The Queen in honour of students, parents, staff and former Vipond said “I am delighted with Her Majesty’s 94th birthday last pupils tuned in to hear Mr Vieito month (April). sharing St Mary’s news, playing a how well received our new St selection of upbeat songs whilst Mary’s School Radio has been. It Head of Academic Music, Ed announcing dedications and has helped ease students back into Allen, recorded himself playing the shout-outs sent in by listeners. the swing of home learning after backing track on school’s Chapel the Easter break, creating a real Organ. This was then sent around This new project, funded by sense of community and positivity the Globe for people to record St Mary’s PTA who purchased during these challenging times. St the first verse of Britain’s iconic the radio equipment, has been Mary’s School Radio is just one of anthem. Nearly sixty of the RHS some time in the planning, many enrichment opportunities community participated including with training and student-led available to students who are pupil and drummer Fred Felgate practice broadcasts taking place with the idea in the morning and encouraged to try something new who was responsible for the within the Senior School prior to by the end of the day, thanks to which contrasts with other activities dramatic drumroll. the pandemic and subsequent they might already be involved in.” everyone coming together virtually, Commenting on the result, temporary closure of the school. we had created this great sound. The St Mary’s School Radio The new radio station is streaming Mr Allen (pictured) said: “I am My colleague, Tim Bond, then presenters visited BBC HQ, in live Monday to Friday, between delighted with the result and London last academic year and 8am and 8.50am, prior to the girls overwhelmed by the response from edited all the audio clips together rubbed shoulders with staff from checking in with their teachers the school community who turned and it sounded like everyone was BBC Radio 1 and BBC Radio 1Xtra, online for Registration. this around in the day. I came up together singing their hearts out.”

22 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Music, Drama & Dance

“A Message to Corona”- Niamh Boyle We should not be strangers to the sink Greater heights we’ll do, we are warriors Wash your hands, they say Yeah that’s what we’ve become Cause we don’t want Covid-19 Non-essential travel has been banned I won’t let this break me down to dust Stay at home, they say Not gonna let them get me down Cause we don’t want Covid-19 For we are glorious

But I won’t let them break me down to When the biggest virus of our time dust Tries to stop the world from going round Not gonna let this get me down Stay inside, lock your doors For we are glorious Don’t go out to see your friends No Covid! When the biggest virus of our time Tries to stop the world from going round Look out germs we will win Stay inside, lock your doors We will get our world back on its feet Don’t go out to see your friends We will fight against you No Covid! We make no apologies, we will win!

Look out germs we will win Oh-oh-oh-oh We will get our world back on its feet Oh-oh-oh-oh We will fight against you Oh-oh-oh-oh We make no apologies, we will win! Oh-oh-oh-oh Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh Oh-oh-oh-oh Oh-oh-oh-oh We will win Oh-oh-oh-oh Oh-oh-oh-oh And we’d like to thank our NHS Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh They truly are amazing When the biggest virus of our time Another online school day has begun Tries to stop the world from going round Oh how I miss my friends, and all the Stay inside, lock your doors things we usually do Don’t go out to see your friends “This Is Me” given reboot But beating this and moving on to We will win One of the most popular anthems The 17-year-old, who is studying ever to feature in a Hollywood music at A-Level, said: “Over the musical has been given a last few weeks, everyone’s lives coronavirus reboot by an Ashville have changed beyond recognition College, Yorkshire, sixth former. because of coronavirus. Home schooling is putting added Year 12 pupil Niamh Boyle, who pressure on pupils and parents has performed The Greatest alike, and not being able to see Showman’s This is Me in public friends and family is a very hard on numerous occasions, has now ask. re-written the lyrics following her recent experiences – calling her “This is Me is one of the most uplifting and inspiring songs song A Message to Corona. of recent times. It’s a song I For all your The song now includes references love listening to and it’s one I to thanking the NHS, staying in, absolutely love singing. music education washing hands, home schooling “I’ve written new lyrics to reflect and missing her independent equipment the times we are now living & performance school classmates. in, and I believe A Message to Two years ago, Niamh, from Corona will resonate with many Music Stands, Harrogate, performed the song people. FREEPHONE Lights & Accessories at a fundraising concert she Music Folders “It reinforces the key messages 0800 072 7799 Music Chairs & Accessories organised and staged at the of ‘stay at home’ and ‘wash your to join the Instrument & Sheet town’s St Wilfrid’s Church, which hands’, and it pays tribute to NHS Music Storage raised more than £12,000 for education discount Conductor’s staff. It also has hope, as it says Equipment national cancer charity Macmillan programme and by abiding by this advice, which save money on Staging & Risers Cancer Support. includes not seeing friends, we Theatre Products your purchases! Acoustic Products The same year, she played a lead will ultimately beat coronavirus.” in the school play – The Greatest A video of Niamh performing Matilda Mashup – which featured her version of A Message to songs from both The Greatest Corona can be found at https:// Showman and Matilda, where This www.ashville.co.uk/niamh-boyle- www.blackcatmusic.co.uk is Me featured prominently. message-to-corona/10021630.html

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 23 independent schools mag Ad 90x135mm MAY11.indd 1 6/5/11 13:08:41 ProfileIn conversation with Richard Foster

Born: 1956 (Leap Year baby) Your first headship was in Kenya, where evolved to strike a particular chord with today’s you led Pembroke House School for nine young people? Married? to Rachel in December Qyears from 1985. This was just over twenty years since the country gained independence from Leaving St. Anselm’s was very hard 1981, with three children Caragh Britain, and a period when political turbulence because we were extremely happy and 36, Patrick 33 and Sam 30 followed the declaration of a one-party state. This Afelt very possessive of the school, just must have been a difficult time for the country as we had at Pembroke. Another challenge and Schools and University and for education. What - if anything - had another opportunity to run a bigger and a ‘top prepared you for the challenges you faced as a of the tree school’ was an exciting prospect. We Attended: Kenton College, 28-year-old head in such circumstances? recognised Windlesham House ticked most, Nairobi; Clifton College; if not all of our boxes. It was well established I believe one of the reasons why I was with an excellent reputation, a very strong St. Luke’s college; Exeter appointed to lead Pembroke House was boarding ethos, renowned for being child centred University Abecause I had a good knowledge and and forward-thinking with a very welcoming love of the country. Partly because I was born and atmosphere. It had all of the human resources to First job: Ballymaloe House brought up in East Africa, but also because I had ensure the children had the opportunity to reach decided to go back and begin my teaching career their academic potential, whilst also discovering Co. Cork 1974 at St. Andrews Turi another well-established IAPS their individual strengths and talents. It embraced school in Kenya. At that time it was also helpful to every sphere of school life with a very broad First management job: be able to speak Swahili (I was almost fluent at the curriculum – Art, Drama, DT, ICT, Music, team Ballymaloe 1975 time). I was educated at Kenton College in Nairobi sports as well as all of the individual sports. but also attended Clifton College in Bristol so I had a sound knowledge of the English Independent Windlesham House embraced everything that First job in education: system which was vital. The third advantage I had Rachel and I felt was important and we both felt St Andrews Turi Kenya 1978 over other candidates was the fact that a large we could make our mark and enhance all of the number of Pembroke House parents had sent their qualities further. I was renowned for demanding Appointed to current job: daughters to St Andrews Turi so they knew me high standards of good manners and respect for personally, not just by reputation. each other. I knew I could embed this into the September 2007 culture of the school alongside my mantra of Be You returned to the UK as head of St. kind, Be Kind, Be Kind. Favourite piece of music: Anselm’s, Derbyshire, in 1994. Why did you Qdecide to leave Africa? Windlesham House has around 350 pupils Hymn Abide with Me between 4 and 13, with boarding from After 9 years at Pembroke House, Rachel QYear 4. You are known as an advocate Favourite food: and I were extremely established at the of boarding and believe it helps in developing school and it was flourishing, having emotional intelligence. Can you expand on that? Seafood/Thai A opened our doors to girls. It was an extremely hard decision to make, but with three children of I would never suggest that boarding is Favourite drink: our own we had to think of their future education. right for every child or indeed every family, but as a parent I was acutely aware that Red wine We also believed if we didn’t make the decision A then, we would still be there now. Such was there comes a time in a child’s development when the lifestyle in those days that it was very easy they learn more from their peers than their parents. Favourite holiday destination: to get too comfortable. We realised there was It is hard for some parents to accept this but those Kenya another world to explore. I was also given some who do often become the biggest advocates of great advice by the then Headmaster of Oundle boarding. Rachel once said to me that you really Favourite leisure pastime: David McMurray, he said “Make sure you move have to love your children to board them, as it is on before you need or want to, move when things for their gain not the parents. She is absolutely Golf are really going well.” I have taken this advice on right. Today’s boarding is completely different to board in all sorts of situations but especially in my five years ago let alone ten years ago. With all the Favourite TV or radio major career decisions. modern-day communications parents and children can be in touch as much as they like or need to be. programme/series: After 15 years in Derbyshire, you moved Sport/ Wildlife/Desert Island south to Sussex and Windlesham House, I do a huge amount of interview practice with Qwhich holds the double distinction of children and the ISEB pre-test means this has Discs being one of the country’s oldest prep schools to be taken in year 6. When I ask a boarder what and becoming, in 1967, the first co-ed school they enjoy most about boarding they invariably Suggested epitaph: in the Independent Association of Prep Schools say it is like an extended sleep over. When I then Love of family, love of life and ( IAPS). By then you had become certain that say what are the benefits of boarding, they happy children do well, and your mantra became: invariably say it gives them more independence love of children ‘Be kind, be kind, be kind’. Has that philosophy and helps them appreciate others’ differences

24 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Richard Foster retires from the headship of Windlesham House School, Sussex, at the end of this academic year, after 105 terms at the helm of schools in the UK and Africa.

and to recognise their own strengths and market to move to you, flourishing schools like Your three children have all gone into weaknesses. This is, in my opinion the most Windlesham need to move to the market. careers in the prep school world. What’s natural way to develop emotional intelligence Qy our prediction for how the independent and resilience, which are becoming the two most Your wife Rachel is Head of Pastoral education sector will evolve for them and others and Safeguarding Lead at Windlesham. important attributes any young person needs to in the next ten years? develop; the earlier the better. QShe will know that school marketeers across the land invariably describe their pastoral It meant a great deal to Rachel and I Never before have social skills been more provision in glowing terms, but how can heads that our children followed us both into essential than they are today. The ability to ensure on an everyday basis that the reality the teaching profession and that in each understand, support, encourage and appreciate matches the promise, that issues will be nipped A case their spouses/partners are also teachers. other people are the soft skills necessary for in the bud before they became major problems? We must have done something right in bringing young people to succeed and derive satisfaction them up. The greatest concern looking ahead has both in their work and their personal lives. The My wife Rachel has played a pivotal role ever since I became a head. She is to be affordability. The independent sector has kind of environment Windlesham is, makes it the priced itself out of the market for the majority ideal place to give every child the opportunities extremely approachable and has always A of the middle range earners. I do not have to acquire all of these life skills at a young age, been on hand for children, staff and parents. the answers, but something needs to change which will give them a head start in life. Pastoral care is always a key focus. Every child in the school is allocated to a house and one of my otherwise our schools will just be for the super- You were a pupil at Clifton College, crucial appointments is that of the houseparent. rich living in the country or abroad. It would help Bristol. Did you board? What would you A full timetable and female member of staff who if the media and the government recognised and Qpick out as the main difference in the has that all-important quality of empathy and supported the independent education sector boarding experience now compared to then? giving of their time. They are then supported for the huge amount of respect it generates by the rest of the staff who are allocated to the around the world, the revenue it generates for I boarded at my prep school and at houses and become a tutor. Each tutor will have our economy, the influence on our tourism and Clifton College. Looking back on the between 8-10 tutees who they monitor very experience I was very lucky because the global interaction that we cater for. It is after A closely. We also have 12 children who are trained all, a global world that the current generation are I loved sport and was good at many of them. as peer listeners and children often turn to the going to have to face and adapt to in the future. Quite frankly that was all that mattered. older children who have been very carefully Boarding in that era was very much take it selected because of their emotional intelligence. Who, or what, inspired you to get into or leave it, sink or swim. The level of pastoral teaching? care was poor to put it mildly and there was Programmes for reducing staff stress Q little accountability. The reverse is now true levels are also higher on the agenda than and not just because of the incredible impact Qthey were. Is the job getting harder, or From a very early age I had an empathy of safeguarding. Schools are generally warm are staff less prepared to ‘get on and cope’ than with younger children and during my and friendly places, teaching standards are they were? Do you detect that fewer talented teenage years would often be found people are now prepared to take on the rigours A vastly improved and there is scrutiny and entertaining children at birthday parties and accountability from every area. Boarding of headship? such like gatherings. I distinctly remember at standards are on a different level and health There is no doubt the rigours of a the age of 17 knowing that teaching was the and safety is of paramount importance. Instant profession I wanted to join. I realised it would communication is probably the main difference headship have increased year on year and the role has inevitably become never make me rich, but I knew it would be and transparency is essential. A extremely satisfying and rewarding in so many considerably more demanding. For all of the You have retained Saturday morning reasons already mentioned, transparency, ways. With my love of sport, I also knew it was a school when many others have dropped safeguarding, health and safety, risk lifestyle that would suit me. Teaching is all about Qit. What’s your thinking behind this? assessments, GDPR and social media to name dealing with people and giving oneself to help but a few of the overriding responsibilities. others and I knew this would suit my personality. The demise of Saturday school is of Parents’ expectations and demands continue to I loved organising and having responsibility course not going to change and a stand- increase and while I am not suggesting that the had always sat easily on my shoulders so I was Aalone Prep school like Windlesham level of trust and respect are diminishing, there always confident that I had the skill set to make cannot hold out if all around them are changing. is no doubt that this is now a customer service a difference to young people. As years have gone The impact on families, the inability to have industry. by I believe I have also helped the vast majority inter-school fixtures and events will make of parents whose off spring have been under my it impossible to hold out. Being a bastion of It is interesting that the online learning provision boarding, Windlesham will need to have a two- that every school in the country has had to tutelage. tier provision because the boarders will need deliver recently has only highlighted what Your final term can hardly be working to be looked after. It presents the opportunity schools and heads have known for some time, out as you might have expected, thanks to be a lot more creative and offer activities that comparisons are being made all of the time Qto Covid19. What have been the greatest at a different level. Whilst I will be sad to see and add into the equation parent WhatsApp challenges of lockdown for you as a headmaster, it change, there is no getting away from the groups within year groups and you have a mine and you as a private citizen? fact that today’s family time is based around field of opinions flying around. It makes the car the weekends and rather than expecting the park gossip of yesteryear pale into insignificance! Continued >

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 25 ProfileIn conversation More photography awards Three King’s Ely students have with Richard Foster (continued) snapped their way to victory in a national photography competition. It goes without saying very challenging and upsetting. There were more than 1,500 that no one could see I long to be able to hug people images submitted in this year’s Awhat was coming. I again and socialise with everyone Beyond the Frame student often think back to New Year’s who knows us. photography competition, on the Eve and the incredible sense that theme ‘Through my Eyes’. The a difficult year was behind us. What are you planning do to after you retire? contest is organised by Norwich You only have to recall all the University of the Arts (NUA) and uncertainty of Brexit to know Q attracts entries from across the UK. what I mean. Covid 19 has of It will come as no surprise course ripped up everything we to those that know Rachel King’s Ely Senior student, Emily were planning and this is the Parsons, who is in Year 11, won and myself that we will Pictured: Emily’s ‘Through My Eyes’ case for everyone in the world, so A the top prize in the competition’s spend more time with our family, winning image it is quite easy to be philosophical Under 16’s category. King’s Ely Sixth we will travel a lot and I will make the winner of this year’s ILFORD about what should have been/ up for all the weeks and months Form students, Lydia Goff and Paige PHOTO UK Student Photography could have been. Being ever the I have not been able to play golf. Newell, who are both in Year 12, optimist I am confident we will We are very active people and we also won Judges’ Choice Awards. Competition with a different be able to make up for what has will definitely keep ourselves busy. image to the photo she won with been lost or should I say has I really intend to utilise my lifetime Lydia’s image was chosen by Julia in Beyond the Frame. In 2018, Belgutay, Acting FE Director at been denied to us. The greatest experience of helping parents King’s Ely Sixth Form student, the Times Education Supplement challenge for me as a headmaster and children identify their future Gaia Giardinelli, also won the and as a private citizen is the (TES). Paige’s image was chosen schools and the right path for Beyond the Frame contest. realisation that I am such a people their lives. I am confident I will be by professional photographer person and not being able to see involved in various different ways Kane Layland, fashion and portrait As well as Emily, Paige and Lydia my family and friends and of to make this happen and I want to photographer who graduated from winning awards in Beyond the course, everyone who makes up keep earning enough to ensure we NUA in 2018 and now works with Frame, King’s Ely students Alice the Windlesham community is can enjoy ourselves to the full. brands including Vidal Sassoon, Edwards, Lisa Lyu, Mia Wang, Armani Exchange and Jimmy Choo. Tabitha Udy and Luna Guo also The trio’s success comes just had their work shortlisted in the weeks after Paige was crowned contest. MOTIVATIONAL, ASPIRATIONAL, ENCOURAGING

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26 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] University offers free Mayflower Marathon In recognition of the journey made Not only does this give the school online training for teachers by the Pilgrim Fathers in 1620, a chance to celebrate the 400th Plymouth College pupils and staff anniversary of the Mayflower to support the delivery of a are seeking to collectively travel setting sail from Plymouth, the 2,750 miles from Plymouth but also encourages the whole digital curriculum to Cape Cod. The Mayflower community to look after their Marathon is a challenge designed Teachers in the Tees Valley Through the programme they physical well-being and show to keep the wider Plymouth and County Durham are now will also get a six-week lesson what can be achieved when College community physically able to sign up to free digital plan to take back to school people pull together during these active during lockdown as well as skills training – technical and and deliver immediately to challenging times. celebrating the history of the great creative – following some their pupils. maritime city of Plymouth. Everyone is encouraged to record quick thinking by Teesside “Given the unprecedented their activities and a daily total University as part of its Mr Mutlow, Director of Sport, situation we have adapted is updated and shared on social comprehensive response to who came up with the idea, said; our project for the immediate media using the hashtags - Covid-19. ‘I wanted to do something that short-term and changed #PlymouthCollegeMayflower400 the whole school community The Digital Skills for Growth and #MayflowerMarathon. the way we are going to could get involved with and to programme was due to run be delivering some of also mark the importance of 2020 Virtual badges and certificates as physical events but is now our accredited courses so for the city of Plymouth. We only are being awarded for reaching being offered as a series of that everything is online,” launched the marathon a week milestones such as 1 mile, 5 miles online accredited courses explained Siobhan Fenton, ago and we’ve already reached and 10 miles. Mr Mutlow added; for primary and secondary the School’s Associate Dean the halfway point so it looks like ‘I am hoping these little awards school teachers – as well as (Enterprise and Business we’ll make the journey a fair bit will be something our pupils and non-teaching staff – until Engagement). quicker than the Pilgrim Fathers staff can look back on in years to 24th June. The eight different did! We’ve had pupils doing laps come and remember fondly how “Whilst we understand courses span a combination of their gardens on roller skates they contributed to this one-of- that teachers are extremely of half-day and full-day and clocking up the miles by park a-kind marathon. I’m so proud of focused at this time, the sessions meaning that teachers trips on their scooters– the more the spirit shown by everyone to bespoke training will help and other school staff can inventive the better!’ get involved and have some fun’. immediately sharpen up their to address the digital skills professional development gaps and teacher training in areas such as coding, needs in the region that were digital marketing, and arts identified by schools and we for games and film. There wanted to deliver against are also courses available in our original promise to help data visualisation, developing them. The programme presents personalised business a fantastic opportunity for intelligence solutions with teachers to future-proof their Microsoft POWER BI, making digital skills at this time. sense of digital business, and Importantly there is no charge web production. for the courses.

The programme is part- “The world in which we funded by the European work, live and play is clearly Social Fund and delivered changing and we need to by the University’s School keep up with technology COPING WITH COVID? of Computing, Engineering in all aspects of our lives. and Digital Technologies. Digital technology, particularly For fast, realistic, reliable and expert advice on the implications University colleagues at artificial intelligence and for you call Beverley Bell Consulting today. DigitalCity, funded from data analytics, has introduced the European Regional revolutionary changes in every www.beverleybellconsulting.com Development Fund across sector to enhance efficiency, Email: [email protected] Tees Valley, will also provide increase productivity and Phone: 07985 700 017 a mentoring service to Tees reduce costs. Arguably Valley learners to help their this is going to be even employers gain maximum more important once the Schools & Charity Work benefits for their upskilling. coronavirus pandemic has Governance & Corporate Restructuring passed.” Teachers who complete the Bespoke HR & Training short accredited courses will For more information please School Transport Best Practice & Compliance receive a University Certificate email digitalskillsforgrowth@ in Professional Development tees.ac.uk or call 01642 Strategic Development in Digital Skills Qualification. 738701/07917 473992.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 27 Who says teachers need a D1 to drive a minibus? Chris Maynard, Managing Director of Castle Minibus discusses the advice from various sources on whether teachers need a D1 entitlement to drive a minibus. Why the law changed in 1997 they understand the weights of their vehicles, advice on this point is contradictory, except in The UK was the only EU country that made their allowances and what payload will take them Northern Ireland. over weight. exceptions to needing a D1 to drive a minibus The NASUWT strongly asserts that, particularly when the law was changed in 1997, following Are teachers/school staff driving but not exclusively due to the ambiguity around a tragic school minibus accident in 1993 that minibuses doing so for no payment or the hire/reward status, the full D1 licence is killed 11 pupils and their teacher. D1 entitlement other consideration? the minimum requirement, and a car licence is was no-longer included on a licence issued after One of the conditions under the Section 19 insufficient in all circumstances. If schools wish 1 January 1997. The UK made an exception to Permit for driving on a category B licence (as well to train minibus drivers to D1 level, the costs of needing D1 entitlement to ‘protect’ the voluntary as vehicle weight) is ‘they receive no payment or any training and testing for the D1 licence must sector and introduced the Section 19 Permit, to other consideration for driving’ be covered in full by the employer.’ regulate this sector. Are teachers/school staff who are driving www.nasuwt.org.uk/advice/health-safety/minibus- Organisations, including schools, that have minibuses doing so for ‘no payment or other guidance.html charitable status or are not-for-profit and run consideration’. The government gives no their minibus operation at cost, can apply for a Northern Ireland require teachers to hold definitive answer on this matter. This is the a D1 and DQC (Driver Qualification Card) Section 19 Permit which means they don’t have issue that schools driving minibuses on a B car In April 2018 Northern Ireland published its to have an Operator’s Licence and drivers aren’t licence need to be aware of, and seek advice for guidance on licence requirements for minibuses, required to have the full D1 entitlement and CPC clarification. to drive, even though they can be paid to drive. ‘to explain the law as it is intended’. The UK has Who says teachers need a D1? not followed suit, but it is an indication that Some drivers will have the inherited D1 (101) Castle Minibus, have investigated this issue with when the issue is examined properly by the UK entitlement but drivers who passed their test various governing bodies and county councils government the outcome is likely to be the same. after 1 January 1997 will not, they will hold what and sought legal advice based on our research is known as the standard category B car licence. detailed below, we therefore recommend that ‘Drivers who drive buses as an incidental part of their employment, drivers such as teachers, To allow the voluntary sector to drive minibuses teachers and school staff do not drive without D1 health workers, and caretakers who drive buses without a D1 entitlement, the Section 19 Permit entitlement. as part of their employment are deemed to guidelines state ‘Category B entitles them to County Councils who have sought be paid drivers. These drivers need a full D1 drive a small bus but only if all of the following specialist legal advice require teachers to licence. This requirement applies whether or not conditions are met: have a D1 entitlement they are full time drivers or casual drivers. In 1. they have held a full category B car licence for Hertfordshire County Council states: all likelihood anyone driving during their hours at least 2 years of employment, for their employer, where they ‘If you drive for your employer, your licence must are responsible for the passengers in their care 2. they receive no payment or other consideration include category D1. for driving other than out-of-pocket expenses and subject to disciplinary procedures would This includes teachers and school staff, during 3. the vehicle has a maximum gross weight not be viewed as driving as a consequence of their the school day or out of hours. That’s because exceeding 3.5 tonnes (4.25 tonnes including employment.’ you’re at work, being paid and your journeys are specialised equipment for the carriage of www.nidirect.gov.uk/sites/default/files/publications/ official business. disabled passengers) Driver-Licensing-Requirements-for-Minibuses- April-2018.PDF 4. for drivers aged 70 or over, that they don’t There is an exemption for volunteers without D1 have any medical conditions which would on their licence. However, our legal advice is that In Summary disqualify them from eligibility for a D1 licence this exemption does not apply to teachers and This issue, concludes Chris, has never been tested school staff.’ in court and there is ambiguity surrounding 5. no trailer is being towed www.hertfordshire.gov.uk/services/highways-roads- teacher’s status as volunteer drivers, driving 6. where the driver’s licence only authorises and-pavements/speed-awareness-and-driver-training/ without reward, payment or other consideration. the driving of vehicles with automatic minibuses-in-hertfordshire/minibuses-in-hertfordshire. transmission, that only a vehicle with aspx#DynamicJumpMenuManager_1_Anchor_4 As a business we are doing what we can to automatic transmission is used’ educate schools on minibus compliance with Northumberland County Council online and face to face training so they are aware (www.gov.uk/government/publications/section-19-and- ‘We insist that all drivers employed by of the issues and can make informed decisions. 22-permits-not-for-profit-passenger-transport/section- Northumberland County Council hold category It has never been more important for schools to 19-and-22-permits-not-for-profit-passenger-transport) D1 minibus entitlement on their driving licence. create a robust safety system for their minibuses, Although there are circumstances where the law Vehicles under 3500kg as increasingly we are hearing about the DVSA There are minibuses on the market that are allows drivers in the voluntary sector to drive on and police pulling minibuses over to check under 3500kg. They are commonly known as a car licence (category B), the Freight Transport permits, licences and vehicles. light-weight minibuses. These vehicles leave Association advise that the exemption does the factory as a van and are converted into not apply to school teachers nor anyone else I urge schools to check their permits are valid, minibuses. Schools need to be aware that to keep driving in the course of their paid employment. that they are fulfilling all their obligations under the weights down some safety features such as This is regardless of whether their contract of the Section 19 Permit and that they are confident side impact bars and more robust seats may have employment requires them to drive. their drivers are holding the right licences. been excluded. There is no 17-seater minibus http://northumberlandeducation.co.uk/wp-content/ Our best practice recommendation is that, that leaves the factory as a minibus that is under uploads/2019/06/School-Minibus-Advice-and- regardless of minibus weights, all school 3500kg. These vehicles appeared on the market Guidance-1.pdf staff driving 8 or more passengers need so schools could avoid putting their staff through NASWUT National Union of Teachers D1 entitlement. But, please do not rely on a D1 licence. ‘Whether a teacher may be deemed to be driving commercial advice; if there is any doubt then Relying on the weight of the vehicle to drive on a a minibus for hire and reward because they are either adopt best practice to eliminate all risk or standard B licence means schools need to be sure being paid a salary as a teacher is unclear, and seek specialist legal advice. E: [email protected] T: 01869 253744 www.castleminibus.co.uk

28 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Introducing STRIDA ASTRID free app to helpA schools record SCHOOL TRANSPORT RECORD & andINSPECTION manage DASHBOARD minibus & APP checks from CASTLE MINIBUS

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FOR MORE INFORMATION GO TO www.castleminibus.co.uk [email protected] 01869 253744 STRIDA SCHOOL TRANSPORT RECORD & INSPECTION DASHBOARD & APP Advertisement Sales: 01242 259249 [email protected] Covid-19 Taking the helm during lockdown Mr Simon Ruscoe-Price became Headmaster of Abbotsholme School, Staffordshire, at the beginning of the summer term, immediately after experiencing the leadership challenges of lockdown schools in China...

It seems like it was in a different sound policies and practices to pandemic and the associated is working from home and yet now era that I was appointed as the complement our all-inclusive robust risks of an early exit from the feel very much a welcome part of next Headmaster at Abbotsholme e-learning environment. lockdown compound the pressure the community. School back in December 2019. on households. It is usual for this to During this period of prolonged I have been struck by the positivity I flew over from the hustle and take its toll on us, and to this end lockdown, we will remain faithful of our community, and as we bustle of Shanghai to a progressive to Abbotsholme’s tradition as a we recognise the need to provide school nestled in the heart of commemorated VE day, it was progressive school which develops online pastoral support, a time for the English countryside. I was heartening to see that we are able the whole pupil, centred on pupils to interact and guidance for struck by the polite, eloquent to unite and adapt in the darkest educational practice to encourage groups of pupils to enable them and well-rounded pupils who and most challenging times. I independence, confidence and to keep up to speed with their asked searching questions with want to thank staff, parents and academic success while also learning and their friends. I would self-confidence and a sense of pupils for their leap of faith in the ensuring that pupils’ wellbeing and argue strongly that at this time, we humour. I immediately felt both e-learning strategy. Abbotsholme engagement remain at the heart of must equip our school community a pedagogical and philosophical what we do. To this end, we have with an understanding of wellbeing pupils will continue to be inspired fit with Abbotsholme. It was with adopted a threefold strategy. along with the skills and adeptness to develop intellectually, physically, great enthusiasm that I spent to manage uncertainty and to be spiritually and emotionally. I am Firstly to reinforce our current the following month preparing mutually supportive. thrilled to have the opportunity e-learning platform and structure for my first term in post, with a of leading this excellent school of the school day. We ensured As a new Headmaster I am smooth handover from the previous in its next exciting chapter as a that we continued to use the heartened by how quickly the Headmaster followed by a plethora progressive school in a fantastic of activities aimed at getting to applications to assign, collect, and school has embraced change and setting, built upon British family know the school, the staff and the review pupil work and aligned the salute the courage of the staff, values driven by excellence for community and enabling them to structure of our virtual school day parents and pupils in adapting not every child in his or her chosen get to know me. to the physical one. only to the new ways of working but also to a new school leader. domain. I remain firmly committed Secondly to meet individual Three months later, I am starting I would never have imagined it to upholding the Abbotsholme learning needs through machine my tenure as the Head at possible to be able to take the helm values of honesty, integrity, respect, learning, often mistakenly referred Abbotsholme at a time when of a school when almost everyone humility and courage. close to four billion people are to by the more exciting term of under some form of intense social artificial intelligence, where online distancing to prevent the spread of software can analyse and draw on the COVID-19 virus. Much, if not vast data to provide just-in-time all, of our summer term learning, learning to pupils. will be remote and online, and we The third approach is to introduce have had to adapt to a new way of a safe and robust live learning working. However, having spent platform where the virtual the last three months supporting classroom draws on multimedia to schools on lockdown in China, I generate and share deep learning. have experienced first-hand how It also allows for effective pastoral well-structured e-learning and provision and a time for children to strong pastoral support facilitate be in the moment with their peers. excellent learning outcomes. We explored and implemented ways The first INSET day in April was to strengthen communication and conducted online. It felt somewhat introduced protocols that allowed peculiar addressing a new team us to provide safe small group live through the lens of a small camera interactions through MS Teams. on the top of my laptop, with no We recognise that pupils have way of gauging how the message now spent a long time in isolation was being received. The meeting with their siblings, parents or centred on introductions, the usual guardians, and actively engage in housekeeping followed by an their daily school routine through outline of the e-learning approach Simon Ruscoe-Price at Abbotsholme School. He served nine years as Director of Specialism e-learning. Many parents are focusing on language, culture and diversity at a high school in Suffolk, before taking his for the weeks ahead. I thanked my working from home, maintaining first step into international education as Deputy Director of a national school improvement programme for the government of the United Arab Emirates. Mr Ruscoe-Price then moved new colleagues for their resilience the house, keeping a close watch to India to implement a specialist international curriculum delivering academic excellence and courage and highlighted on the health and learning of all in across a group of schools. how we would move prudently, their care. Moreover, the economic In 2014, Mr Ruscoe-Price took on his first UK Headship and set up a new free school in Sussex. He was then tempted back overseas by Wellington College who employed him as a yet swiftly to enrich and embed uncertainty brought through the Director with responsibility for the academic aspects of their six schools in China.

30 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Covid-19 Learning science at home - independent and state school partnerships rise to the challenge Abingdon School, Oxfordshire, prides itself on the value placed on engaging with the local community and other schools in the area through Abingdon School in Partnership (ASiP) initiatives. The strong, professional relationships built up over a number of years is paying dividends during the COVID-19 crisis, particularly for ASiP’s Abingdon Science Partnership (ASP), which works with science coordinators from over 30 local schools through established networks in the area. A report by Jeremy Thomas, Science Partnership Coordinator at Abingdon School. The ASP supports many science- to strong bonds of professional time-saving support to teachers have benefited from the practical related opportunities for the local respect and friendship between and parents suddenly coping with activities that have been suggested community. A programme of staff and pupils at all the schools new demands and the flood of and have had lots of fun.’ uncoordinated, online resources primary science workshops, designed involved. The online platform, in addition being offered to them. specifically for the KS1 and KS2 When it became apparent that the to membership of the Schools science curriculum, is run in a response to the COVID-19 pandemic Our partners instantly engaged with Together network, also facilitated bespoke science lab in the School’s would involve restriction of public the idea, particularly Holly Irving, collaboration with the Oundle, Yang Science Centre and support gatherings and school closures, Science Co-ordinator at Caldecott Peterborough and East Northants for the British Science Association’s Partnership activities became an Primary School, and Ruth Barnett, Learning Partnership (OPEN) based CREST Award scheme leads to immediate casualty with visits at Sunningwell Primary School, who at Oundle School and directed by hundreds of local children obtaining between schools prohibited even contributed ideas for generic lesson Gordon Montgomery. Gordon’s the award each year. Workshops and before closures began. However, it plans and then reviewed resources colleague, Stephen Adams, activities, such as GCSE Astronomy, was also obvious that this was an using their specialist, primary science coordinates OPEN’s STEM activities are offered at secondary level and opportunity to adapt existing ASP knowledge. This generous support and was able to share their own home science resources, developed ASP is a main supporter of the resources and collaborations to new was very welcome, especially as both were also involved in teaching key through collaboration with Imperial annual Abingdon ATOM Festival of and challenging circumstances. The workers’ children at school as well College London, via the ASP’s Science and Technology, with the aim of ASP became to try to provide as delivering work packs and even website. Resources continue to be school providing venues for many meaningful science education for basic writing materials to children developed for the ASP/OPEN Science key events. Such activities have led children at home, but also to provide without access to online platforms at Home platform throughout the or resources at home. Working closure period, including remote together with these colleagues, ASP GCSE Astronomy lessons for pupils Coordinator Jeremy Thomas, was from four schools, and contributions able to design tailored lesson plans from ASP’s team of student Science for school or home, adapted for use Ambassadors who had been with minimal resources, and to share disappointed by not being able to these freely via the ASP’s website. run their weekly Science Club for Having such a platform, run by primary school children during the the ASP Assistant Megan Milarski, summer term. Instead, they turned proved essential in this case as it their efforts to planning a weekly provided a fast and secure way to science at home session for sharing share resources with users outside with Year 5 and 6 children. the School’s own ICT network. As The ability to develop and share an end user of the resources, Ruth resources in such a short space Barnett, at Sunningwell Primary, of time and in extraordinary commented: circumstances has been yet another ‘The support and ideas that ASP demonstration of the power of has provided have been extremely sustained partnerships for all helpful in supporting our staff in involved in these initiatives, both at this time of lockdown. They have Abingdon and its partner schools. carefully thought through how Lessons are looking to be learnt they can be adapted for use both from the experience of Abingdon at home, with parents, as well as Science Partnership to help broaden in school with a wide age range of the range of support available Key Worker children. The children beyond science in the future.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 31 Covid-19 The challenges for independent schools in responding to COVID-19 A report by the Sutton Trust published last month (April) revealed that a third of pupils are taking part in online lessons since schools closed, but that independent schools are twice as likely as state school pupils to participate in daily remote learning*. This is not surprising; many schools in both sectors were significantly challenged when the UK government directive to close came with little warning just weeks before the end of the spring term, writes Jenny Neild of the Stephen Perse Foundation (SPF)... At SPF we embarked on an because of extensive flooding 7-13 were able to access the full Once the remote teaching had expansive digital strategy eight allowed us to work through what curriculum through live teaching been effectively set up and properly years ago to underpin our vision for we would do if the sites closed in their normal school timetable. resourced, we turned our attention learning, ensuring that all students suddenly. This was invaluable in In the Senior School this was to the financial side of the gain the skills and education they determining our actions in the run highly effective with high levels equation and fees in particular. The need for their future. Rolling out up to lockdown. The difference of engagement in terms of classes coronavirus pandemic was found to iPads on a 1:1 basis to staff and being we had a few weeks to plan attended and the work achieved. invalidate our business interruption students in our Senior School and for COVID-19, not a matter of 99% of students reported being insurance and the Governors Sixth Form, with iPads available hours. engaged in online learning after decided early on not to declare for class use in our Junior and lockdown started. Across the As a result of the digital strategy a force majeure. Boarding and pre-prep schools, SPF was one of Foundation, recent analysis by and the emergency planning, nursery fees could not be charged the first schools awarded Apple SPF’s IT team revealed an average the transition to remote learning during closure and we extended Distinguished School status in of just under 950 active Google was not only possible but also the hardship provision to those in the UK. Now one of 470 schools classes per teaching day since successful. As we followed the financial distress. Working closely recognised by Apple as “centres lockdown and over 1400 individual unfolding crisis in the weeks with Governors we determined the of leadership and excellence” in Google Classroom users since before lockdown, we were able savings that could be made and the use of Apple technology for Easter. As SPF has c1400 students to anticipate the need for a returned those to parents. These learning, we also use Google Apps these statistics demonstrate the remote learning policy and the have been limited as the costs for Education extensively too. extent of online engagement. required procedures for effective of full remote teaching are high We have always believed that the implementation and spent two Our approach to the continued and we are still incurring many use of technology should be part weeks rehearsing with students and education of our younger students of our physical site costs. Whilst of a multiple tools approach used staff. has been to minimise the additional most parents have congratulated by teachers and students, alongside support needed from busy parents, Training staff and ongoing support the Stephen Perse on the remote books and more traditional now trying to juggle jobs and has been critical to our success. teaching programme, there are methods of teaching and learning. childcare. Our young learners (from Many staff members had already some looking to the fee discounts It’s not a choice of either books Kindergarten upwards) are very taught lessons remotely, either with offered by other schools and have or screens; the best outcomes comfortable with the technology; our maintained sector partners drawn unfair comparisons. They for students in today’s highly however they do need more or for reasons of practicality and do not appreciate the relative connected world are achieved by support to be able to access it. A delivered training sessions both amount of teaching and learning using both. stepped approach has worked and, before and after the lockdown. delivered, or the extra work required following the very successful trial in SPF’s digital strategy, investing There is also support for staff by staff to deliver work remotely, the older year groups, all students and firmly establishing a robust wellbeing as they transition to this or understand the nuances of from Year 1 upwards are now technological infrastructure over a virtual world. learning in accordance with their school finances and the differing long period, meant that we have Very quickly a broad aim was normal summer term timetable, reserve levels across the sector. We been able to promote a high level agreed: that all students, whatever with the school providing iPads recognise that this is not an easy of confidence in staff to be able their age or stage of education to all students from Year 3. Our time for many families who may to actively teach, and students to should have access to the learning youngest Early Years students are be facing financial challenges of learn in new ways. and pastoral support they need to working with their teachers in their own so some pushback on The use of technology has always ensure their education continues recorded lessons and activities that discounts is inevitable. However been a key strand in our critical through this unprecedented they can access when convenient to we remain resolute that the incident planning. Last summer a time. Continuity and structure their parents. It is not all screen- prioritisation of the wellbeing and full emergency planning exercise are paramount to their wellbeing. based there are many physical education of our students through involving a scenario where the From the first Monday after activities, even music and singing these unprecedented times is majority of our sites were closed schools’ closures students in Years lessons. paramount.

Jenny Neild is Executive Director of the Stephen Perse Foundation which runs seven schools (including two nurseries) located in Cambridgeshire and Essex • Dame Bradbury’s Junior School • Rosedale House Junior School and Madingley • Stephen Perse Senior School • Stephen Perse Sixth Form • Two Stephen Perse Nurseries *https://www.suttontrust.com/news-opinion/all-news-opinion/independent-school-pupils-twice-as-likely-to-get-online-lessons-every-day/.

32 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Covid-19 Covid 19 – A Chaplain’s Response Alongside the personal concerns that people have for the health and safety of their loved ones, the current crisis caused by Covid 19 has brought with it enormous disruption to the life of our schools both in this country and around the world. The normal rhythms of school life have been suspended, public exams have been cancelled, teachers and pupils alike are having to learn how to study online, and the normal school conventions and rituals associated with the Summer Term look like they will not take place. It is particularly hard for those leaving School this year, for whom it seems, at the moment, there may not be any proper sense of closure. Simultaneously, the Covid 19 emergency has also resulted in questions that challenge people of religious faith and perhaps harden further the views of people of no religious faith. At the core of this challenge, is the question of “where is God in all this”? To this could be added the supplementary questions, “has God abandoned his people” and even, “is Covid 19 God’s doing”? Reverend Brian Cunningham (pictured) , Senior Chaplain at Oundle School, Northamptonshire, discusses... These questions have been clipped the wings of the young must inform the pastoral approach prayer requests, and to contact a raised many times before when but also perhaps undermined we adopt in our contact with pupils School Chaplain. There is also the considering the extent of human confidence in the perceived stability and staff alike. It lies in the ability opportunity for Staff to be part of suffering and tragedy in the of the world around them. Potential to communicate and reassure an online prayer group. Secondly, aftermath of natural disasters like questions surrounding personal people. In the words of St Paul to we are making use of Microsoft the recent volcano eruptions in wellbeing and faith develop the Romans we need to emphasise, Teams, as many schools are, in order “that neither death, not life, nor the Philippines or on White Island naturally from this. to post in the School channels, a angels, nor rulers, nor things in New Zealand, the Tsunami in For Chaplains, when faced with midweek spiritual reflection and present, nor things to come, nor Indonesia or, going much further questions of this nature within a powers, nor height, nor depth, nor an abridged “Sunday Service”. Our back, the Spanish Flu pandemic School environment, a pastoral anything else in all creation, will be future plans include seeking more at the end of the First World War response is called for, not a able to separate us from the love of pupil involvement online and also 1918-20. The difference now philosophical one. It is important God in Christ Jesus our Lord.” arranging “meetings” with those for many in our schools is that initially to acknowledge the gravity pupils who would normally attend this is perhaps the first time they of the situation, there is a sense How does this work out in practical our Christian discussion group and have been at the sharp end of of “exile” about where we are. terms when a School is physically Bible study. In these strange and such a crisis, where everybody’s Although we are not physically closed? At Oundle, we have relied, testing times, it is more important individual response matters hugely. separated from our homes, firstly, on the Chaplaincy Pages than ever that we encourage people Consequently, the need to observe quite the contrary actually, we on the School intranet. Here, in their faith, and to seek the the protocols of social distancing are separated from our School pupils and staff are able to access daily Biblical readings, submit support of our loving God. and confinement will not just have communities and the regular rhythms of life. We have become hugely reliant on the “virtual” world rather than the “real” world Scrub hub and there is a sense of alienation The WGHS Scrub Hub was launched at Wakefield Girls’ High School in about this. response to demand for critical personal protective equipment to keep NHS workers safe during the coronavirus. Four teachers of DT, Textiles In these circumstances, we need to and Languages – Elizabeth Maher, Natalie Phillips, Emma Critch and return to the fundamentals of our faith. We need to remember that we Sandy George – are putting their skills to valuable use, making scrubs believe in a loving God who neither for frontline workers at Pinderfields Hospital, Wakefield. wills nor orchestrates the suffering With guidance from Volunteer Manager Gwen Shackleton at of his people; indeed, we believe Pinderfield Hospital, teacher Mrs Maher has been able to download the opposite to be true. We have and convert a pattern for producing scrubs. With many healthcare just celebrated the great Christian professionals among the school’s parents and alumni, The WGHS festival of Easter, although with Scrub Hub has been able to consult and adapt the pattern to ensure the Churches being closed, in a the scrubs being made are identifical to the ones the NHS use. radically different way. Nevertheless, The WGHS Scrub Hub have pre-washed and dried the fabric to allow as we followed the events of Holy Week towards Easter Day itself, we for shrinkage. Each set of scrubs are then being made reversible so are shown that our God does not that wearers or laundry staff don’t have to turn them the right way abandon us to the suffering and round before or after washing. In order to make them reversible, The challenging situations we confront WGHS Scrub Hub make the scrubs with flat felled seams throughout. in life. On the contrary, the Passion One Year 13 pupil, Ruby Allen, has risen to the challenge and and Crucifixion of Jesus show us amazingly produced 32 scrub bags to an exceptional standard already. that God knows exactly what it Headteacher Heidi-Jayne Boyes, commented “I am extremely proud of means to suffer and, so is able to everyone in our community. It is always important to make the best stand alongside and support us in use of our resources and I am delighted to see how this is currently One of the windows on the School Chapel at times of personal and national crisis. Oundle School - It is called “Resurrection” happening at Wakefield Girls’ High School.” and was designed by Mark Angus. These are the roots of our faith and

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 33 Covid-19 Rerouting to remote learning Andrew McCleave, Headmaster at Ballard School, a co-educational, day school for children aged 2-16 in Hampshire, shares his insights on the challenge of quickly becoming a ‘remote school’...

At Ballard, we take pride in our tasked with getting their colleagues to ‘attend’. We have asked that bespoke education and have up to speed. they complete work, wherever been able to support some of our possible, during normal lesson This process involved the staff pupils remotely for some time, for time, and conduct themselves as not only getting to grips with a example our international skiers they would in the classroom – that new platform, but also delivering who spend three months a year means being punctual, dressing their lessons in a completely new training in Europe or the States. To way. We were aware it could be appropriately, meeting deadlines, do this for the whole school, from overwhelming, especially given the remaining attentive and interacting the ages of 4-16, was an incredible challenges staff were inevitably respectfully. challenge. progress. With that in mind, form facing in their personal lives. The Parental feedback Ballard leadership team offered tutors are holding twice weekly Looking back, one of the most Whilst not surprised, I am full of personal and professional support, Teams meetings with their classes, important things we did was to admiration for all the staff who and we made sure there were plenty as well as individual catch-ups to begin our preparations early. In the have shown enormous resilience, of opportunities for questions and check children are OK. Our SENCo, two weeks before the closure, we supporting each other throughout were in constant communication feedback. Department of Enhanced Learning this time. The parents have been staff, and the pastoral team with parents, governors, staff and With the learning curve steep for extremely positive and I have have continued their 1:1 support pupils, laying the groundwork for some, we facilitated a phased received countless messages of sessions remotely, and are putting what we felt was sure to come. introduction. Our aim in that first thanks and support. The rapid out a weekly wellness bulletin with We took key decisions about our week was for all lessons to be set turn-around was key; putting in resources and ideas. approach and began practical with resources via My School Portal, place that structure from the very preparations. Teachers began saving a communications platform we start set expectations for home Ballard School has already learned work into folders they could access were already familiar with. Those schooling and gave pupils a sense an enormous amount about how remotely for example, and students that were confident to do so began of stability, continuity and ongoing to deliver its education remotely were asked to start taking their live lessons on Microsoft Teams connection. Parents appreciated to pupils of all ages; we will books home. straight away, while others were the clear leadership and flow of continue to improve and develop Training and support given time to build their familiarity consistent communication from the our use of technology in creative and confidence. From the start of We knew we wanted to provide a School, as well as the abiding sense and imaginative ways. Our Arts the Summer Term, all live lessons fully-functioning remote school of mutual support and community. Department, for example, has are being recorded for those pupils with “live” whole-class lessons Many parents have highlighted a launched a virtual choir project who may not be able to access in order to maintain the group sense of a deepening of the Ballard across the Ballard community, and them live, for those pupils who may discussions and participatory Family values we hold so dear. we are using social media to stay wish to revisit parts of a lesson and learning which are fundamental to connected and keep the Ballard in order to share best practice. Moving forward Ballard’s educational approach. spirit alive. I feel we have set the firm Having opted for Microsoft Familiar rules, new foundations we need to continue This is a time of intense challenge, Teams, we stayed ‘closed’ on the applications to work in this way for as long but also of innovation and growth. first Monday and Tuesday of It is so important that pupils as it is necessary, but inevitably Even when normality returns, I am nationwide school closures for see ballard@home as a natural there will be more challenges to sure we will use these experiences two full days of staff training, also extension of Ballard School. To come. Moving forward our focus and new pedagogical techniques to delivered remotely. School laptops that end, teachers are keeping a is as much on pastoral care and improve our provision. Education were loaned to teachers if required, daily register, and parents are still supporting children’s emotional at Ballard will never look the same and those among the staff already required to notify their child’s and mental wellbeing as it is again, and that is a very exciting familiar with the software were Head of Section if they are unable on maintaining their academic prospect in the long term. Music pupils remake 1940s classic A Level music pupils from Yorkshire’s Ashville College recorded a They were sent the sheet music and words for them to practice along vintage song from 70 years ago to mark the opening of Harrogate’s with the piano accompaniment and, once sufficiently comfortable with NHS Nightingale Hospital. the task ahead, the teenagers recorded themselves either playing or The seven, under the direction of Anna Wilby, the College’s Director of singing. Music, have come together ‘separately’ to sing and play A Nightingale Pupils emailed their individual performances back to their teacher Sang In Berkeley Square, which was made famous by Dame Vera Lynn to be collated via an online track-mixing platform, enabling pupils during the opening years of the Second World War. to continue to work together on group projects despite the current When the school virtually returned from its Easter break, Miss Wilby restrictions. discussed her idea for a musical tribute to the NHS with the Lower Sixth and Upper Sixth pupils - four instrumentalists and three vocalists Ashville College’s version of A Nightingale Sang In Berkeley Square can – who readily agreed to the challenge ahead. be viewed on its website at https://bit.ly/2Vq79h4

34 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Covid-19 When foreign students couldn’t get back home... Thirteen international students at Felsted School, Essex, were unable to get home when the Coronavirus lockdown came into force, due to restrictions in their home countries, cancelled flights or no flights at all. Felsted’s duty of care to these students put them at the front of any decision making process by the School, at a stressful time when the students were very concerned for their own families and just wanted to be at home. Headmaster, Chris Townsend (pictured above), decided to make Follyfield House, one of Felsted’s senior girls’ boarding houses, home to the 13 boys and girls aged 14 to 18 years of age who were unable to travel home to Bermuda, China, Italy, Malawi and Russia. Three experienced members of the Felsted staff made up the House staff team; Caolan Wukics, Lewis Mann and Isobel Nicholson. Here, Mr Townsend describes what was involved... 1. How did you go about making 2. Were there any staffing the virus at home. In particular, a couple of these vacation-time arrangements? or financial considerations? students from Northern Italy have seen their It became clear as early as February that there We have provided additional boarding staff to families under lockdown for more than six were going to be some issues with some pupils look after this group, with three members of weeks, and the impact of the virus on local getting home for the Easter break. We had staff committing to supporting the boarders. We communities has been very significant. For already made arrangements for students from also needed to make sure that we had sufficient those from China, the UK has seemed a more Hong Kong and China to remain in the UK over senior staff available as back up, medical team dangerous place than home, and parents have half term, because of the risk of being put into on call, safeguarding lead available, and catering wanted to bring their children back, but have quarantine, so began our planning relatively staff, to help with looking after the group. not been able to do so. early. However, the situation was quickly moving, Clearly, all of these things do come with some Fortunately, communication now is so much with Italy going into lockdown (we have 16 cost, but we took the decision early on that we easier, and all the students have had lots of Italians studying at Felsted currently), and then were not going to charge for this time, because access to video calls to speak to family and the rest of Europe imposing various travel bans we wanted to help the families who were faced friends. In addition, the relatively small number (we have another 50 students from various with such a challenging situation. I am sure that has meant that staff have been able to provide countries across Europe). this was the right approach, and it has been a individual support, focusing on wellbeing, social Our initial expectation was that students who privilege to be able to provide the additional care. interaction, physical health, and educational had public examinations in the summer would enrichment. We are fortunate to live in a rural need to stay, to prepare for those exams, and 3. How do you see it part of the world, with 80 acres of school avoid being put into self isolation for a period panning out in the summer? grounds, so they have been able to get outside of 14 days, which could have been disastrous for The situation is very hard to predict at the and enjoy the good weather. As a group, they them. That all changed suddenly on Wednesday moment. It seems unlikely that schools will have played games, cooked for one another, and 18th March, when it was announced that there reopen before half term, but a phased return spent time together, in some cases making new would be no public exams, and so rather than after 1st June does look possible. With various friendships. measures to limit social distancing, I would also hosting a group of highly motivated students, For those who have found it difficult, we have anticipate that there will be limits placed on with a lot of work on their hands, we were faced run wellbeing sessions, yoga and pilates, and our with a much smaller group of students, without travel, which means that we will continue to wellbeing centre and staff have been available the certainty of what they would face. provide remote learning for those who cannot via phone and email. get to school, alongside some on site teaching, Therefore, from 18th March, our initial priority perhaps aimed at Year 10 and Year 12 students, In all cases, we have reinforced the positive was to support as many students as possible in who are facing disruption in the middle of their messages about doing something special, doing getting home. A number of staff put in a lot exam courses. something important in keeping others safe, and of hours helping in talking to agents, airlines, building memories of this most unusual time as guardians, and parents to try to help these 4. What pastoral support did the young well. This struck home when an adjacent boarding students get home, and in the end, we managed people need being long-term separated house was used for Paramedic Students, who to reduce the number of those who could not from their homes and families? were training locally to work with the East of get home to 17 students, from Germany, Russia, This has provided significant demands. For England Ambulance service, and our students China, Italy, Bermuda, USA, Switzerland and some of the young people, they have had were delighted to see the school supporting such Luxembourg. significant concerns about the danger of important work.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 35 Covid-19 Bespoke Bridging and Enrichment Programme Bruton School for Girls, Somerset, has designed a Bridging and Enrichment programme for Year 11 and Upper Sixth cohorts who suddenly found themselves stripped of a Summer of examinations, as staff members Claire Peach and Xaviere Harvey reflect... We wanted to give the girls a solid applying our bespoke approach Touch-Typing or Sign Language. academic foundation for their to their chosen degree courses So far, the Food Hygiene Certificate next stage and so looked at what seemed apt. They are working on is proving the most popular of all skills we needed to develop in each a research project linked to the the courses on offer! Developing cohort, so they could begin their current Covid-19 pandemic, which responsible citizens who are well next chapter well prepared and offers the opportunity to delve equipped to thrive in the outside confident. In Year 11, an hour a into their subjects with a member world is part of our mission and to week per chosen A Level subject of staff most closely related to this end, we have also provided girls is dedicated to some introductory their undergraduate field of study. with the chance to take sessions teaching; additionally, linguists The students are benefitting from in cooking for life, finance and have sessions with our language expert advice from their mentors tax, as well as a Psychology course assistant, scientists are spending who, in turn, are able to share which we hope will give them a Pictured: Xaviere Harvey, Head of Sixth Form and Head of MFL time with specialists developing their passion for their subjects greater understanding of the basics skills necessary for success at in an unexpected way. Exciting of human psychology. Tutorials One of the biggest challenges A level, and statistics has been projects are afoot, ranging from in writing CVs, performing well in setting up the whole project timetabled for all girls aiming to topics as diverse as Public Health at interview, as well as navigating was balancing carefully the pursue A levels in subjects such Planning, Care Homes in Distress the various practical aspects of needs to inform our staff of the tricky transition to university, as geography and psychology. or Life in Lockdown, to name substantial changes whilst but a few, and developing skills are allowing us to supplement For those not going on to A respecting the holiday period. such as complex data handling, our already extensive Careers and level, however, we have tailored With planning completed over scientific reporting, coding, PSHEE offering. things further, with students keen the Easter break, our – remote sketching, scriptwriting, etc. to pursue courses in childcare Much as in ‘normal’ – CPD day at the start of term amongst others. The girls are attending sessions with our Nursery circumstances, both programmes allowed for the programme to really enthused by their projects Manager for some initial training. are underpinned by our ongoing be shared, questions to be asked and judging them should prove a pastoral support system, whereby and some of the details to be With our entire Upper Sixth cohort tricky task for the Headmistress! each Year 11 girl has been fine-tuned. Our staff have been bound for university in September, The amount of effort the students assigned a mentor overseeing truly remarkable adapting not are putting in cannot fail to be her programme, emulating the only to teaching through Teams, noticed and we are planning to pastoral system they are to expect but also planning, delivering reward them accordingly. These in our Sixth Form, and leading to and supervising these new projects should certainly be a greater feeling of independence, courses. While it is still early an interesting talking point at with more flexibility than the tutor interview in the future. days, our parents have been group system they had been used overwhelmingly supportive and In Upper Sixth, the academic to until very recently. In Upper the girls amazingly positive and project is supported by a range Sixth, girls meet individually every enthused. Bar the odd internet of skills useful for undergraduate week with both their tutors and issue, we have 100% attendance study, delivered both in-house the academic mentors guiding and, while creating a bespoke and via MOOCs hosted by UK them in their personal projects. programme for every girl has been universities, and tailored to the Even remotely, assembly and a mammoth undertaking, we feel needs of each student, to include house gatherings are providing confident that our students will courses for non-native speakers some excellent leadership. have a relevant, interesting and of English. In addition to this, a Wherever the girls find themselves stimulating term despite feeling module of life skills such as First- currently, the opportunity to Aid, Teamwork and Leadership is keep up community spirit via robbed of the opportunity to on offer, as well as a chance to inter-house competitions, charity prove their worth through the improve their mastery of various events and fitness challenges is examinations they had been software packages and more very much a motivational force for expecting. At BSG we strongly specific skills such as TEFL or Web all. For those with some time to believe that good things do come Design. An element of choice was spare still, there is work experience out of what may, at first glance, vital so students could feel the to organize, volunteering in their seem like the depths of despair. real benefit of our programmes, local communities or even the Our Summer Term 2020 offer which in Year 11 can include an opportunity to undertake paid may be just the silver lining our Pictured: Claire Peach, Head of Year for Senior 4 and 5 and Head of Humanities accredited course in Driving Theory, work to save for university. students needed.

36 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Covid-19 Enrichment Programme for Upper Sixth Dauntsey’s School, Wiltshire, has launched a new enrichment programme for its Upper Sixth students whose A-levels have been cancelled due to Covid-19. Once assessments are complete, Sam Moore, Head of Adventure the students will be able to take Education, and the mastermind part in a series of enrichment behind the programme, said: courses designed to challenge and “Education is about much more The Design Technology (DT) department at Dauntsey’s has been a hive of activity in its stimulate and provide a head start than exams and the cancellation of continued efforts to make face shields for frontline NHS staff. on life beyond school, whether it be the summer exams has given us the Efficient systems have been implemented for making the visors quickly and Head of DT, Alun in the world of work, University or Pickford, working with his two sons, are able to make more than 100 masks in just two hours. opportunity to offer our students a Some 36 masks have gone to Devizes GP surgery which has a COVID-19 hub and a further 20 a gap year. range of enrichment courses. These to a care home in Longbridge Deverell. Alun is also in touch with a paramedic who works out of various bases, including Devizes and Chippenham, who has also received some masks. The courses range from An may be relevant to their chosen A further 100 masks went to Kings Hospital, London. Introduction to Law to Spanish higher education course or future for your Gap Year through to Pre- employment, they may provide an • Pre-University Social Sciences • Reading Club opportunity to study something University Social Sciences and an • Aspiring to Lead • Introduction to Interesting Introduction to Gothic Literature. completely different or learn a • The Dauntsey’s MBA-lite Psychology The sessions run remotely from practical skill.” early May through to July. • Introduction to Law • Theory of Knowledge; How do Mark Lascelles, Head Master, • An Introduction to Engineering you know you know what you One course already proving popular Dauntsey’s added: “We very much at University know? is the The Dauntsey’s MBA-lite, run hope that students will sign up • British Sign Language and by the School’s Bursar. For those for a range of courses and will • Spanish for your GAP year the Rest - Non-Verbal 18-year old students interested in enjoy learning without the pressure Communication • RYA Day Skipper Theory finance, business management or of exams on the horizon. Staff • An Introduction to Political accounting, the course is intended have been incredibly enthusiastic • “Lesser than Macbeth; to provide a taster of some of about the opportunity to share and greater”: a module on Thought the technical concepts that drive Shakespeare’s key works their knowledge and interests in • British Political History, 1945 to management decision-making. It a very different way to teaching • An Introduction to Gothic present day will include recent case studies within the curriculum and I am Literature of real-life business issues and • An introduction to International really looking forward to seeing • A Nascent Nation: A Narrative of consist of six one-hour weekly Relations Dauntsey’s on-line enrichment Italy in the Nineteenth Century tutorials run via Microsoft Teams, courses in action.” • International Relations: Middle supplemented by reading materials • Theatre in Lockdown East case study and independent research relevant The full list of courses on offer • Global Catastrophes – a Short to each week’s tutorial. includes: History of the End of the World • The Duality of Human Nature

Wide-ranging support St. Margaret’s School, at Watford General Hospital in Hertfordshire, has donated the hope of raising the spirits of supplies of goggles, gloves those working around the clock and face shields to an NHS to save lives. hospital in North London, In a recent Tweet, staff at and additionally, some 6,000 Whittington Hospital thanked poolside biodegradable, the school: “A huge thank you overshoes and various items to the science department at of unused personal protective St Margaret’s School in Bushey, equipment, have been donated especially Constantine Michaelides to Northwick Park Hospital, (the school’s Head of Physics), Watford General and Hillingdon who generously donated essential Hospitals for both staff and safety goggles and gloves patients. Food and drink supplies to community midwives at from the school’s coffee shop Whittington Health NHS Trust, we have also been delivered to staff are so grateful.”

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 37 Covid-19 Around the Country in Brief... A teacher from King Edward’s semi-professional independent Staff at Durham School have been Witley, Surrey, is helping to seamstresses from Surrey, West working to support the efforts of provide vital protective clothing Sussex and Hampshire who came NHS and Social Care workers on the to the local NHS frontline together via Facebook, has now frontline. workers fighting the coronavirus cut, stitched and sent out more One of the School’s resident House pandemic. than 1,000 sets of standard Masters, Mark Younger and his scrubs to local hospitals and wife, Victoria who teaches at Julie Hooker, a Food Technician practices. These include Haslemere Durham School’s junior school, and Teacher of Food Technology Hospital, Haslemere Surgery, Bow, have been making a range of at King Edward’s is working as Basingstoke Hospital, Basingstoke visors and scrubs bags. a volunteer for Scrubs4-NHS- including nurses at Sunderland Hospice, Grayshott Surgery, The much-needed items of Personal North Hants, Surrey & West Hospital. MacMillan Midhurst Carers, Royal Protective Equipment (PPE) for Sussex, sewing scrubs (hospital Surrey County Hospital, Petworth which there is unprecedented Using cotton pillow cases and 1mm uniforms) at home in her spare Cottage Hospital and many more. demand across the UK, have been plastic film – and the Durham time. The group, which is School laser cutter – the couple The Scrubs4-NHS JustGiving page delivered by Durham School and made up of professional and gratefully received by staff at have already made more than 200 says they were inspired to start hospitals across the North East, visors and 150 scrubs bags. stitching scrubs after a nurse, Ashley Linsdell, started making scrubs at home after they ran out A group of pupils from St Peter’s song, poetry, animation, dance, of paper clothes and she set up School, York, are creating a time monologue, and any other creative a Facebook page called “For the capsule to record their experiences mediums that the pupils would Love of Scrubs”. Scrubs4-NHS during the Coronavirus lockdown. like to explore. provides scrubs to many practices Working remotely with the theatre Led by the Drama department, and hospitals in their local area group, Company Three, the group the project has brought together that are in need. of 12 pupils aged 13-18 from St performers and non-performers, Peter’s have joined groups from To donate to Scrubs4-NHS including drama pupils and others all over the world to create a JustGiving page visit: who enjoy film editing, animation cumulative video time capsule. https://www.justgiving.com/ and technology. A different recording is being crowdfunding/scrubs4-nhs produced weekly and each will Ms Veasey, Drama Teacher at have a different theme. St Peter’s, who is co-ordinating A drive-through facility, set up with Covid-19 symptoms, and will The pupils meet virtually the project, said: “This term our in the car park at the Tonbridge therefore help relieve the enormous every Wednesday to plan and pupils are unable to perform as School Centre, Kent, is being used pressure currently being placed upon share ideas, before editing and usual, and the project offers a surgeries and hospitals. by NHS workers to assess patients uploading their material to great opportunity for them to from the Tonbridge Primary A marquee in the Tonbridge School the Company Three website. be creative and express their Care Network (Warders, Hadlow, Centre (TSC) car park will house up Reflections can include video, thoughts.” Hildenborough Medical Group, to four cars at any one time, and Woodlands and Tonbridge Medical people are expected to be assessed Group). Similar projects are being in their cars. Third Former Maggie Hutchings, set up in other areas. aged 14, from The TSC has been chosen as it St Peter’s School, York, designed an innovative The Assessment Centre is operated can be completely self-contained, hand sanitiser in response to the between 8am and 6pm on therefore leaving ample safe distance coronavirus pandemic. The hand weekdays. between the main school, school sanitiser has now been shortlisted accommodation and the wider All patients attending are required for the international design community. to have talked to a GP, or to have competition ‘Fountain of Hygiene’. James Priory, Tonbridge’s telephoned NHS 111, prior to Launched by Bompas and Parr and Headmaster, said: “The school would coming to the centre, and this the London Design Museum, the service is by appointment only. The like to thank all of the staff who ‘Fountain of Hygiene: Sanitiser service is designed to assess people have worked so quickly to bring Design Competition’ invited this new and important facility into creatives, designers and makers operation in such a short time, and across the globe to design inspired design is now one of just six entries to assure the NHS, and the wider takes on the hand sanitiser pumps shortlisted for the ‘Cadet Designers community, of our total support in being widely used as a direct (Under 18)’ category. these difficult times.” consequence of the coronavirus The category winner will be decided The NHS and the school would pandemic. by a public vote. The winners for like to thank Party Doctors for Maggie’s innovative ‘Coby the each category will be announced loaning its marquee free of charge, Crocodile’ design was selected for towards the end of this month and Wettons Cleaning Services for the competition by her Design & (May) and the prototypes will be donating a large stock of hazmat Technology teachers following displayed as part of an exhibition at suits. a school competition to design the London Design Museum when Pictured: The drive-through facility being constructed at Tonbridge School Centre a hand sanitiser pump. Maggie’s it reopens to the public.

38 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Covid-19 Life in uncharted terrain Moreton Hall School, Shropshire, housemistresses describe how they are approaching the personal challenges of lockdown...

“Being a room toastie breaks for now. to me, perhaps it’s time to start pulling together more than ever houseparent at As a Sixth Form Housemistress, listening to my own advice. – everyday we are searching for the moment is I used to remain fluid in my and finding solutions to problems Following a “squad Zoom” not easy. With we never imagined we would daily plans prepared at any (not my words!) with girls a head full experience. So perhaps that’s my moment to rearrange meetings one weekend for ideas and of questions, piece of advice, keep sharing and or lessons and prioritise whatever inspiration we discussed plans worries and ask for help. is happening in the boarding for weekly quizzes, fun debates concerns I started to consider house be it a crisis or moment and challenges. Their enthusiasm So I’ll keep checking in and new ways of connecting with my of madness. In this new way of and energy as we talked about continue asking for help when students from afar. No easy feat living it is suddenly important trying to find ways of bringing ideas and inspiration are in short and something I feared doing that I structure my day arranging some lighthearted fun into all supply. What’s become clear over wrong or unsuccessfully. How do Zoom meetings and catch-ups our days reminded me that we the last few weeks is a feeling I ensure each student truly knows with the girls and their teachers are a team, a family and together that I’m not doing this alone, she is not alone in this? and tutors. I am increasingly we’ll find our way through this. I’m being helped by the girls It is all too easy to compare aware of the huge importance Sharing ideas as well as discussing that I am hopefully helping and what we are doing now to the of sharing. I tell the girls to the challenges and successes together, we will get through this very strange time”. “before”. The lack of constant talk about their problems, their with colleagues reminded me noise and bedtime chats are worries, their joys and to ask of the same thing. In these new Miss Gabriella Jones. dearly missed. No more common for help. Suddenly it occurred strange times we seem to be L6 Housemistress

“For those of us other leavers year before us would teachers we should be reminded signs that we might pick up in a having worked have thought of that!” territory. of the sheer resilience these young boarding house setting. as a Sixth Form I genuinely feel for this year’s people hold. It is however, likely Solid teamwork is essential in any houseparent, I cohort; the opportunity lost for now more vital than ever that successful Sixth Form and I count think it is fair those who may have welcomed the we continue to keep the lines of myself lucky to be part of a strong to say that challenge of their exams, tradition communication fully open to our body of staff, heavily invested most years can stolen from them, along with an students, with regular catch ups both in the pastoral as well as be remembered by certain events unknown delay to leavers balls, via Zoom, phone calls and email. academic wellbeing of our pupils. and / or characters who have frivolities or parties to celebrate This requires so much more effort Equally, in order to keep up with punctuated the usual flow of the the end of their two year A Level on everyone’s behalf, fitting in with this standard, we need to continue academic year. or BTEC marathon. time zones and family time etc and to take time out to support each other – even a phone call There most likely is not an Upper Instead, this Upper Sixth are the whereas we may normally rely on debriefing with a colleague has 6 houseparent in the country who first to place their feet into truly a “chance encounter” with a pupil proven incredibly cathartic. secretly dreads the year-end prank, uncharted terrain. Although this in house, we are now diarising with seemingly the entire year group may seem a daunting prospect zoom appointments and therefore Mrs Karen Davenport. daring each other into new “no to some, as house staff and potentially missing the nuances and U6 Housemistress Two sisters support NHS Staff Bella and her younger sister Alessia, have been hard at work making surgical mask ear extenders to help NHS staff. This is their own project and they have been using their birthday money for materials. By early May they had made over 500 and delivered 100 mask extenders each to COVID wards at the PRUH Hospital, St Thomas’ Hospital, King’s College Hospital and Lewisham Hospital. Some were even on their way to a nurse in Dorset. Bella is a Year 7 pupil at Babington House School, Kent. Production has slowed now ‘school’ has started back and home learning has resumed, but the girls have not given up – another 100 are almost ready for a North London Hospital. A local businessman hearing this heart-warming story on Facebook donated £100 for further materials. He knew of some local care home workers, visiting carers, NHS Physios and occupational therapists in the Chislehurst area in need of them. Tim Lello the Headmaster of Babington House said, “This is a fantastic demonstration of kindness, positivity, generosity and enterprise. I like to think that adversity brings out the best in good people and this is certainly true with Bella and Alessia. I am so proud of them!”

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 39 Covid-19 Answering the plea for face masks

A team from Ellesmere College, 1,000 for the frontline NHS and Shropshire, is putting the school’s hospice staff. equipment to use in the fight The face shields are composed of an against Covid-19 by making more acetate visor and the head-band is than 1,000 essential face shields made from polypropylene. for Shropshire hospital and hospice workers. Matthew Horton, Head of Design Technology at Ellesmere College The Design and Technology said: “We wanted to find a way to team has already self-funded and help the frontline heroes who are donated 200 face shields to the putting themselves at risk every day Royal Shrewsbury Hospital and to help others – and do our bit in Severn Hospice. the battle against Covid-19. They also aim to join with other “Concerns have been raised over Staff and students at St Benedict’s In addition to providing PPE, St schools who have supported a lack of Personal Protective School, London, have made over Benedict’s also donated its science Telford’s Princess Royal Hospital and Equipment to protect key workers 1,000 protective visors for frontline lab protective equipment, such as will help others that need their help – so we’ve made use of our laser NHS staff, carers and key workers, goggles, gloves and sanitisers to due to PPE shortages. cutter to manufacture visors for in London and beyond. local hospitals. Now the group of teachers – them. St Benedict’s DT teacher Mauricio “I have designed the visor to key workers themselves – has “I’d like to say a big thankyou to the Mendes, assisted by a team of be made of one whole strip of raised more than £1300 through rest of the team who have helped in sixth form volunteers, has been polypropylene that goes around crowdfunding to make another making the first batch – Jonathan producing and distributing this the head and holds a protective Haycock, Andy Lycett and Ian essential PPE to hospitals, care shield made of clear acetate”, said Williams; without whom this would homes and doctors’ surgeries since Mauricio. “We have a fair amount not have been possible. mid-March. of polypropylene in the Art and “We initially exhausted all usable The school has received many Design department, for our school material in-house but Jonathan requests for the visors, from projects, and we had a few dozen played a big part in gaining the hospitals, care homes and surgeries acetate sheets. After two days we additional material we needed for in west London, including West had used all the acetate available the first 200 masks”. Middlesex University Hospital, in school, having produced nearly Georgian House Nursing Home and 150 visors. After that, St Benedict’s Mr Horton said the Just Giving page Florence Road Surgery, Ealing. The staff came together to donate was initially set up to raise £550 to visors have also been distributed more acetate and, over the Easter make a further 1,000 visors but that further afield, to care homes in weekend we received enough target was quickly reached within Hertfordshire, Warwickshire and acetate sheets to produce almost 24 hours. even North Wales. 2000 visors and counting.” Pictured: Matthew Horton, Head of Design and Technology at Ellesmere College in Pictured: Mr Mendes with St Benedict’s students Lydia and Helena Shropshire hands over some of the visors to staff at Severn Hospice Staff, pupils and their families at Christ College Brecon have set Children of key workers, parents up facilities to help provide much and teachers at a Shropshire school needed PPE kit to care workers. joined efforts to make protective face shields for frontline NHS staff To assist in providing the much- at the county’s two hospitals. needed equipment, Dyfed Thomas, Head of Chemistry at the College Old Hall School used its collection is overseeing the assembly, of 3D printers to make the shields sterilisation, and packaging of face and called on parents who have shields in one of the laboratories on printers at home to join their the school’s site. efforts. The project, which involves children still at school during their The initiative is being coordinated the school site, has been developed holidays because their parents are by Adam Tofarides at Crowd PPE to maximise production while key workers, was led by Head of ICT, Powys which is part of 3dCrowdUK. ensuring all volunteers are kept safe Design and Technology Peter Ashley. Adam is one of 11,000 volunteers who are 3D printing visors and is and social distancing guidelines are Mr Ashley (pictured) said it had Headmaster Mr Martin Stott said the hub manager for Mid Wales adhered to. given the children and staff at the he was very proud of all the school while also overseeing all volunteers school a positive focus and they community which had seen staff Dyfed said: “It’s a wonderful thing in Powys. Once packaged, Crowd were delighted to be able to do step in to look after the children Crowd PPE Powys have set up and PPE Powys will be distributing the something to help the NHS which of key workers while also ensuring it is great to be a part of it. We feel equipment to care homes and care is facing a massive battle against that children at home had a very lucky to be able to facilitate workers. coronavirus. One of the key appeals continued connection to school this initiative and know we are in the area has been for protective through online activities and A rota of volunteers, made up of doing our bit to help those on the equipment for frontline staff. programmes of school work. staff and their families living on frontline.”

40 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Covid-19

Two Hull Collegiate Prep School pupils responded to the national calls for more Personal Protective Equipment (PPE) for NHS workers and have begun making their own. Emma and Lizzy Norris, whose mother is a GP working for the Bridlington Primary Care Network, spent their Easter holidays making face masks for those working in GP surgeries in Bridlington.

The face masks are made of 3D Marc Rogers and David Fernandez NHS. Further messages suggested printed coloured visors which of the D&T Department at that it might be possible for D & T are printed by a volunteer in Collegiate and we are incredibly Bancroft’s School, Essex, have departments within schools to use Withernsea. The girls then add a proud of what they are doing.” been putting the school’s workshop machines which were necessarily idle clear shield and some elastic and and equipment to good use while It’s not just Hull Collegiate School during school closures to help. Marc the visors are ready for the health the school is closed due to Covid-19. pupils who are rising to the decided to put his skill, and that of professionals to wear! They have spent their Easter David Fernandez (D & T Technician) challenge; Physics teacher Paul holidays making much needed together with Bancroft’s equipment Antje Kell, Head of Hull Collegiate Fong (pictured) has also been using visors for frontline NHS staff in the to good use. “I found prototypes Prep School, said: “We are so a 3D printer to print face shields for area local to the School. Hospitals of the various components on line impressed by how Emma and Lizzy local GPs and hospitals in Hull. He to benefit have included Whipps and decided to build the Prusa MK have used their initiative to help the said: ‘’It’s not much but if it helps Cross, the Royal London and Harlow 3 developed by the 3D printing NHS at such a critical time. Their key medical staff do their job safely, Princess Alexandra. In addition company Prusa. Each 3D printed enterprising spirit and willingness I’m happy to set my printer off visors have been provided for local frame takes 1.5 hours to complete, to help others are attributes producing a handful of face masks pharmacies, GP practices, opticians we strongly encourage at Hull each night.” and midwives. so to make best use of time we set the 3D printing in stacks of four Marc Rogers originally saw a overnight. The visors can then be suggestion that anyone with constructed the next morning.” manufacturing capability (3D printers, laser cutters etc.) could help By mid-April, they had made their in the production of PPE for the 1000th visor.

Staff at Kelvinside Academy, David Miller, Director of Kelvinside’s Glasgow manufactured protective Innovation School said: “Medical visors to help doctors and nurses in and care staff are on the front-line their fight against Coronavirus. of this crisis, but to save lives, they The protective face shields are need to be protected themselves. As frontline medical staff continued To continue production over the being produced at the onsite NuVu It has been humbling to meet the to experience critical shortages Easter holidays, Design Technology Innovation School using 3D printers doctors, nurses and care staff; these of PPE equipment, Kirkham teachers, Mr and Mrs Hancock took and laser cutters. Hundreds of visors visors are in many cases that crucial Grammar School, Lancashire, were home the department’s two 3D are being shipped daily to, among extra layer protecting front line delighted to be able to support printers which were used every day others: Wishaw General Hospital, staff in these incredibly challenging for two weeks to make an additional health workers by producing and Glasgow Royal Infirmary, Royal times.” supplying their own. 240 visors, each headband taking Alexandra Hospital, Vale of Leven one hour to print. Ambulance Service, Balmanno Care Dr Janis Lynch, a recipient of visors The plea for the visors initially came Home, and the list is growing as for her GP Practice said: “The team from a KGS parent who works at Kirkham Grammar School Headmaster, Mr Daniel Berry, said, the crisis escalates. at Kelvinside are doing an amazing Preston Royal Infirmary. The first “As soon as we heard that these job in manufacturing protective 80 visors Kirkham Grammar School Kelvinside is playing a key role amazing frontline staff were not visors for the worthy NHS staff, produced (those in the photo with in the national effort to produce being protected enough against this personal protective equipment demonstrating their innovative the paper covers on) were laser cut devastating virus, we set to produce (PPE), collaborating with schools, thinking and immense kindness, from polypropylene sheet which the much needed visors. In addition really making a difference in this meant 5 visors could be produced in to this, we have also donated a including Larbert High School, challenging time. It’s a shining about forty minutes until material large quantity of science goggles, Denny High School and Graeme ran out. 50 of these visors went to surgical gloves and disinfectant High School. Together, over 4000 example of how communities can Preston Royal Infirmary and 30 to wipes to local GP surgeries and visors have been produced to date. make valuable contributions”. Blackpool Victoria Hospital. medical centres.” Pictured: Dan Wyatt and David Miller with care staff at Balmanno Care Home

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 41 Covid-19

Answering the plea for face masks (continued) Unphased by the end of the Easter their free time to assist with the break, the Leighton Park School, continuation of the effort as Berkshire, face shields hub and teachers return to the preparation, dedicated partners in production delivery and marking of their have continued to make vital virtual lessons. The University of personal protective equipment (PPE) Reading, based opposite Leighton for the NHS and keyworkers in the Park School, has also become a healthcare sector. major partner as their two large 18,713 face shields have now been laser cutters are able to produce distributed with orders for another head bands for the shields in high 4,000 on the books. The success volumes at a high speed. The Last month, April, Plymouth They have been collected by lots of the operation has only grown Orthotics Dept at Royal Berkshire College joined the effort to support of people across the city and the as teachers and students return to Hospital, also located very near to key workers who found themselves local area, including Derriford their lessons. There are 22 schools Leighton Park, is even exploring without protective equipment Hospital, Liskeard Hospital and and three commercial organisations ways of producing an adapted when fighting against Covid-19. Kingsbridge Hospital. The Covid-19 involved in the face shields initiative, version of the face shield design The first 100 were snapped up by PPE Headquarters collected 250 so it was expected that there would within their own workshop. local doctors, key workers and even last week and the appeals keep on be an inevitable reduction in the a funeral director from Plymouth. output as the demands of delivering “We’re still making between 1,200 coming.” Since then the attention that distance learning became more and 1,500 per day and we’ve Design Technology teacher, Mr Sam Holden, from the NHS Devon pressing. But the commitment of all got loads of drivers involved,” Martin Wesley, has received has Clinical Commissioning Group those involved is such that this has commented Mark Smith, Head been overwhelming. said “We are grateful to Plymouth not been the case. of DT & Engineering at Leighton College for making 250 visor face Park (pictured). “Old Leightonians, Mr Wesley said, “When I started Twenty furloughed Leighton Park shields and kindly donating them current parents and some kind this project, I wanted to do support staff have volunteered to the NHS in Devon. We have residents in the local area have something to help as many key already put them to good use and volunteered to deliver face shields. workers as I could and do my delivered them to staff working on It’s such a community effort. I part in supporting their efforts. the frontline. think everyone wants to play a I initially made just over 100 part where they can. We’re getting face shields but the support and It is humbling to see the fewer individual orders but each encouragement on social media community come together to help the NHS. From NHS Devon Clinical order is for a greater volume so that has been amazing. People dropped Commissioning Group and the rest obviously makes it easier to co- materials outside the school and offered donations for me to buy of the NHS in Devon we would ordinate deliveries. We can quickly more supplies which has now like to say thank you to Plymouth bundle them up and get them out; meant I’ve made 1,000 face shields! College.” it’s brilliant!” Pictured: Sam Holden and Headmaster Jonathan Cohen exchanging 250 visors for the NHS Devon Clinical Commissioning Group

A Tonbridge School, Kent, team has produced more than 2,500 protective masks for those on the front line in the fight against Covid-19. Led by the school’s DT Department, the mask-manufacturing operation has run virtually non-stop for the past month. The masks have been distributed to workers in various parts of the country, including those in hospitals, GP practices, Peter Clague, Headmaster sister and former Head Girl is a assessment centres, care homes and of Bromsgrove School, junior doctor in Cardiology. More even an opticians. Worcestershire, along with a small of Bromsgrove’s face shields are Will Biddle, Design Technology number of remaining boarders now being used to help protect The school has been making Teacher and Tonbridge and residential staff who are staff at Russells Hall ICU, Dudley. approximately 200 masks every day, with a team of more than 20 Housemaster, responded to the living in one household within the In addition, 290 pairs of goggles School campus, are producing face staff members, students, family challenge after he was approached from various departments across shields to an approved design in and friends all helping with what by a GP, who is the parent of one the School have been delivered the School’s DT department for is now a full-scale operation of of the boys at the school. He said: to County Hall for distribution manufacturing and delivering frontline NHS staff tackling the “Thanks to a great team effort and wherever they are needed. masks. They work on a shift basis, Coronavirus. lots of volunteers, we have put generally from 9am to 3pm. One The School is continuing to Former pupil Cllr Aled Luckman DT teacher drives the laser-cutting together an efficient and flexible produce the shields, which upon collected the first batch of shields machine, while volunteers help with manufacturing system, and so for distribution and they are now completion will be sent to protect cutting velcro, using staple guns we’ve been able to respond rapidly in use on Ward 6 of the Alexandra healthcare workers in a variety of and assembling the masks. to requests for masks.” Hospital, Redditch where Aled’s settings. Pictured: Will Biddle wears one of the protective masks in the school’s DT lab

42 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Covid-19 A new dawn in education lies behind the current crisis Taking a lucid look at the future, amid the eye of the storm, will help schools see their market advantage and differentiate their offering further as we not only survive into the summer, but also plan ahead to September and beyond, suggests Jonny ​Timms, Senior Deputy Head (Wellbeing & Compliance), Goodie Bags Caldicott School, Buckinghamshire... #NHSstaffrock Pupils, parents and staff at Our neighbour opposite plays woods for the trees. Someone once of pupils’ achievement as well the oboe. She’s masterful – not a said there are three types of people: as recognising the cost of Solihull Preparatory School are deafening, velociraptor-screeching leaf people who just see leaves; tree standardised exams in financial, taking part in an initiative to amateur. I’ve planned many a people who see leaves and trees; pedagogical and psychological show their gratitude in support lesson with a concerto as a distant, and more rarely, forest people who terms. of the NHS workers. beguiling soundtrack because she understand that leaves and trees • We’re seeing new levels of More than 450 families have usually plays in the evenings once make forests and that forests are communication, for communities received #NHSstaffrock kits to my children are in bed. But on very different. and families coming together, create goodie bags for NHS key Thursday evening a few minutes As in any crisis, we become myopic for a rapid reinvention of how workers battling the coronavirus before 8pm, we heard her playing as we battle for survival. But for we operate. The nuance between pandemic. The sets include from her front garden playing into schools to see this storm pass, we presence and connection has four bespoke themed postcards the silence of the street as a rallying must keep the wheels moving whilst never been clearer and the nature featuring Solihull Preparatory call before the Clap for Carers. seeing the bigger picture, thinking of our conversations with each School’s Scuffle and Twitch We and our neighbours on either now about what the world will look other about how we’re going mascots, a list of suggested gift side of us rushed out onto our like on the other side. This crisis to take care of others is stirring items to include, such as a treat driveways and whooped and has offered clues about a headwind stuff. Our young are looking out or wellbeing product and four that was already in the forecast but clapped and cheered. And then for the elderly and whilst the paper bags for packaging. something magical happened as which is now coming towards us impact on the vulnerable is well my 2 and a half year old son—way with greater haste. In every crisis documented, of equal value for Pupils have been invited to past his bedtime—picked up his there are opportunities to learn ways us to reflect on is the effect on personalise the postcards with a tambourine and ran outside to join to do things better. The schools the young and how schools can handwritten message, colourful in; another little girl further up the that are quickest to find these maximise this going forward. We drawings or happy photographs street chimed in with her recorder opportunities will be able to shape a now seem much more aware of to make the NHS staff smile! and a teenage boy made it a quartet new dawn in education. inequalities and how not all of us have the basics to study and work Mark Penney, Head of Solihull playing his sax. Moments later and • Not only have we had parents at home. It’s been interesting to Preparatory School said: “We practically the entire street was up and down the nation think through who has what, and wanted to show the NHS staff making a cacophony of sound and expressing their newfound who needs what and what can how incredibly grateful we are dancing. A plethora of households respect for us and our vocation, we do to help. This conversation for all they are doing. This is a contributing to a sublime whole. with parents juggling their own needs to be escalated. small gesture which we hope work schedules alongside home The oboe roused me from my will brighten their day. Our schooling, but we are also seeing • Whilst parents don’t normally like laptop, working out the realities wonderful pupils are kind and an interesting bridging of the to think of our schools as being of our virtual school; how we creative and I’m delighted that continue to deliver excellence; how gulf between school and the businesses, communication and workplace. This is an opportunity transparency seem to be more this initiative allows them to we safeguard in this new reality; harness and amplify both great how we pay staff; how we access to develop relationships with the important than ever in terms of qualities. government bailouts; and – while working world that are reciprocal. full financial disclosure and a we are at it – what on earth we are Never before have we had the forensic review of costs whilst “Our families have followed going to do with our own 2 young opportunity to see whether what remaining solvent to operate. all Government guidelines in children tomorrow in the confines we are doing in the ‘classroom’ Stakeholders now need to be the packing and production makes sense in context. Watch helped to understand how and of our own house? It was getting of the goodie bags and our this space. why decisions have been reached through the next few hours, never parents have banded together about fees. mind the next week. The crisis had • We’re beginning to understand into a small army of delivery sucked me in and left no headspace that the most effective e-learning • There will be a smaller pond into and collection volunteers to for anything else. The Clap for sees an appealing blend of which we’ll be casting our nets help us complete the project. Carers was just what I needed; it synchronous and asynchronous come the autumn so we should It’s been an absolute joy to see gave me the sense to recognise that learning. And instead of exam be preparing for that at the our community respond with my focus had shrunk dramatically grades, perhaps we might begin same time as really reviewing the such gusto, in showing NHS which, in turn, gave me the courage to see the value in trusting business models we readily accept staff how much we value their to take a step back and see the teacher assessments as indicators as normal in our sector. efforts.” Jonny​ Timms, currently Senior Deputy Head at Caldicott School and Headmaster at Walhampton Prep School from January 2021.

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Top tips for schools Unexpected Transitions Encourage in/formal group chats between pupils (moderated by staff (MbS)); – Young People’s Allocating peer mentors to pupils who are struggling (MbS); Distribute qualitative surveys on the pros and cons of school Experience of Lockdown support during this time and what more could be done; The initial impact of schools out – ‘indefinitely’ on Evie (8yrs), Fran (12yrs) Recruit pupil volunteers for an and Leo (14yrs) was elation! While Tara (16yrs) and Amelie (12yrs) worried on-line activities committee (MbS); about what this meant for them, their friendships, and their studies. Parents Creating on-line focus groups to were also destabilised, “We were bombarded with emails from school …I just evaluate school policies (MbS). didn’t know where to start… we had a folder full of work dropped off on the By focusing on social engagement, isolation will doorstep which was really daunting”. Everyone was reeling with the sense of feel less daunting and the separation from the physical and fear, loss of ‘norm’, control and predictability, and then we hit lockdown! social elements of school, less dramatic. Even on-line, schools A report by Dr Sam Littlemore... can help to maintain pupils’ identities as a social collective. For months, I had is heading, she is taking control of it laid back as people need to ease This will prepare for transition been working with studying to ensure that she won’t out of lockdown mode and into back to school and, in whatever pupils suffering fall behind but the loss of face2face work mode.” Amelie would like form that may take, one thing is social interactions and enforced from issues such as to see more supportive videos on for sure, school won’t always be confines of the house and her lack of confidence, completing work and Tara wants in lockdown! anxiety and exam bedroom are proving difficult to adults around her to stop panicking stress. They then began displaying control, “I won’t see my friends and and provide some normality and ‘teach’ resilience on or off-line; you pandemic reactive behaviours, don’t find it easy to get on with my reassurance. including anger, confusion and sister and sometimes get angry at have to model it but we can scaffold So, how do schools respond to increased anxiety. Tara explains, “I my parents.” and model resilience, and empower pupils’ wellbeing and the impact pupils on-line. And we can help to feel worried all of the time. What Similarly, Leo, a bright young of lockdown during a pandemic? maintain a degree of young people’s will happen with my exams, I have man, who has an Autism diagnosis, Firstly, while schools can’t protect need for independence, familiarity done all the work, my revision is spending a lot of time in his young people from the fear, illness of routine/social identity/social timetable. Now there might not bedroom, “I get more time to play and loss which they may experience, group and their craving for control even be exams, what’s the point? online games with my friends, they can mitigate some of the social by focusing on the social elements They’re saying they will look at but if they are doing something and mental health impact. The key of pupil engagement and peer-to- the grades for mocks, my mocks else, it gets pretty boring”. Being word here is resilience. We can’t peer support. weren’t good. What will happen? bored is far from innocuous when It’s all been a waste. I won’t get it is indefinite, it can lead to loss into my A levels!”. Anxiety creates of interest in your surroundings, Wellbeing hub catastrophising (negative ‘what reduced motivation, and truculent ifs’ dominate our thoughts). The behaviours. Interestingly, solely on- Cardiff Sixth Form College has launched a new wellbeing hub to help negatives can normally be mitigated line friendships are not sufficient, support its students during the coronavirus pandemic. by using positive previous experience “It has affected my friendship group The website includes videos, website links, suggestions for self-care as (top-down processing) but a because we can’t see each other well as resources, useful Apps and information on managing mental pandemic thrives on ‘what ifs’ and and socialise” explained Amelie (12). health. In addition, there is guidance on healthy eating, getting into mitigation becomes more difficult. Pandemic social isolation can affect good sleeping habits, meditation and the benefits of regular exercise In a recent survey, 83% of young wellbeing due to prolonged stress, including lockdown workout and yoga routines designed and filmed people reported that the pandemic fears of infection, boredom, lack of by the Cardiff Sixth Form staff. had made their mental health worse personal space and the ‘indefinite’ (Young Minds, 2020). caveat, all with a potential to cause The website also details links and contacts for the counselling, wellbeing, house parents and pastoral staff at the College who are Conversely, Evie (8) misses her enduring, problematic effects available to talk to students at any time as well as external contacts ‘teachers and playtimes’ but is (Wang,et al, The Lancet, 2020). As from a wide variety of organisations all linked to student health and ‘happy’ at home. Luckily, Evie is on Leo notes, “No one can pinpoint a wellbeing. the cusp of a cultural/developmental time when this will end. It could be stage that will eventually eject her a week; it could be a year. No one Said Cardiff Sixth Form College Head of Pastoral Care, Lisa Morton: knows”. family out of her primary social “Whilst we are all currently separated it is important to remember we circle, where it sits very comfortably For more school support, Evie are part of the Cardiff Sixth Form College community. We wanted to for the time being. Beyond that says that she would like to talk give our students some information, resources and apps to look at if cusp, young people begin to strive to her teacher. Fran suggests they are struggling as well as being able to talk directly to the staff for independence in preparedness Webex classes would be useful. about any issues they are having. The situation is challenging for us for adulthood. This is where Fran Leo stated, “(School) should keep all but it is important during this time for our students and families to Dr Sam Littlemore, Behaviour Therapist, Researcher, Trainer, Author. know we are all in this together and support is at hand.” 07583178313 www.thewordsworth.co.uk

44 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Covid-19 Returning to a new normal A vision for Phase 2 and thereafter COVID-19 has been a trigger for change. As anti-social becomes the new social, spare rooms double up as remote classrooms and living digitally takes centre stage, we are already seeing unprecedented levels of innovation and invention. We all hope we are making online living enriching, virtual relationships heartfelt and socially distanced learning relevant. And then will come Phase 2... Mark Tottman, Headmaster of Dunottar School, Surrey, considers what the future may hold...

We cannot expect to return to and outdoor spaces restricted. coffee mornings or a Town Hall This model opens up the business as usual. Until a reliable meeting with the Head. possibility that children could Daily temperature checks vaccine is available, schools will may be needed at the school The new normal sounds like quite access multiple, rather than need to observe social distancing, gates; anyone infected sent a challenge. But 12 weeks ago, linear, learning experiences with avoid mass gatherings and be home immediately. Arrival and distance learning and partial different online ‘schools’ who prepared for cycles of further departure times will need to allow closedown did too! specialise in particular subjects social restriction. for smoothing the peak with and courses, with differential This is an extraordinary challenge lunch and break times similarly A new model for prices. – possibly greater than Phase 1. staggered. independent schools? It is diametrically opposed to COVID-19 may have Who will succeed? We may need to operate with how we intuitively lead and fundamentally changed children’s We must be agile; re-wire our a different working week, run a school – collaboration, learning. schools around disruptive, scheduling lessons across unusual community, routine and new capacity models, virtual time slots including weekends and We now know that pupils can consistency. collaboration and lean cost holidays. This would require new study at home using online management. We must retain How can schools adapt? staffing patterns and a significant solutions and virtual reality. Likewise teachers can conduct those aspects that work so well Closure was predominantly to cultural shift. lessons and carry out assessments now – excellent pastoral care, avoid children being spreaders We must support vulnerable remotely with the help of AI. rather than victims of the disease. broad co-curricular opportunities staff; high and volatile levels of Perhaps a new era of learning has So, on returning, we will need to and aspirational programmes for staff absence may become the been born? A school may become enforce social distancing for the individual learning. norm if the need for 7-14 day a hybrid institution, a venue foreseeable future. Whilst this is self-isolation strikes at any time. for distanced learning, offering But Covid-19 presents a new unachievable in its entirety, we can Physical and social confinement a digital first approach from a existential threat to independent manage the risks. takes its toll on mental health virtual platform, and a place to schools. We are about to see how Initially, we are unlikely to so the return to school needs which learners commute on some resilient and agile schools can be. welcome all pupils back to be accompanied by greater days to be with other people and Those who have relied on images simultaneously or run at capacity. availability of counselling support experience the heartbeat of the of glorious buildings and grounds A phased approach may be for staff and pupils. A culture of community. to entice parents, may find they required, with the rotation of pastoral care will be paramount. When pupils gather back together are more interested in your staff’s different year groups on different Mass gatherings – assemblies, in school, they will enjoy those mastery of online delivery and days. prize-giving and drama essential aspects that cannot your capacity to be flexible in Class sizes will need to be productions – should be avoided. be properly replicated online; what you offer and how you limited and reorganised to enable Virtual concerts will be fine. It building rapport with teachers, charge. everyone to keep a safe distance; could be a while before “Crouch; developing friendship groups and perhaps keeping pupils in a ‘base’ Bind; Set” precedes the first receiving individual pastoral care. Those who understand and classroom with teachers moving scrum of the season, but cricket They will also work on practical anticipate pupil needs, who build between lessons? Movement will can be played with acceptable assignments such as science and execute quality solutions at be choreographed; the flow of social distancing across the slip experiments and DT projects, play speed and at an acceptable price, pupils around the site, one-way cordon. Open Mornings will certain sports fixtures and sit will continue to thrive. Others will systems in corridors, play areas continue to be replaced by virtual invigilated exams. fall permanently by the wayside.

Mark Tottman heads Dunottar School, which was saved from closure by United Learning in 2014. All pupils have school iPads for use in lessons and for homework assignments. Since joining United Learning, it has received investment including a £2.2m Sixth Form Centre and a £4.5m Assembly Hall and Performing Arts Centre.

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Uniform supplier Perry has re- a couple of days we repurposed purposed its blazer factory in Leeds our factory, configuring the work to make mattress covers for the space to ensure safe working, to NHS Nightingale Hospitals. manufacture specialist mattress Said Perry’s Anna Bunting: “To protectors for a local supplier of be in keeping with government mattresses to the NHS”. guidelines, we initially closed our Perry is a supplier of uniforms to factory and had to furlough our independent schools, universities production staff. However, we and clubs. were then approached by Leeds City Council to produce mattress Said Anna: “We are incredibly covers for NHS beds in the new proud of our team for stepping Nightingale Hospitals in three up to volunteer and support the locations across the country. Over national effort”. Pictured: A member of the Perry team producing NHS mattress covers and another image from just a few weeks before the lockdown of producing the Wetherby Prep School blazers

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

February 2020 online

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Schools featured in this issue include: Abbotsholme School Cardiff Sixth Form College King’s Ely Plymouth College Abingdon School Christ College Brecon Kirkham Grammar School Portsmouth High School Ashville College Cranleigh School Leighton Park School Repton School Moreton Hall School Royal Hospital School Babington House School Dauntsey’s School Dunottar School Nottingham High School Shifnal School Ballard School Durham School Old Hall School Solihull Preparatory School Bancroft’s School Oundle School Worksop College Edge Grove School Bedales School Ellesmere College Bournemouth Collegiate School Felsted School The Editor welcomes news of your school Bromsgrove School Hull Collegiate School and suggestions for feature articles. Bruton School for Girls Kelvinside Academy Please email to: [email protected] Caldicott School King Edward’s Witley

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

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