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Naturally Grounded for a Wider World

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Naturally Grounded for a Wider World Naturally grounded for a wider world WELCOME The effect of Beeston on its pupils is powerful and long- lasting. Leavers treasure their experience here and find it a terrific springboard into the many senior schools they go onto, as grounded and capable contributors, with a spirited approach to life. Learning to become a good role model is at the centre of Beeston’s mission. We celebrate difference and encourage children to embrace the many opportunities on offer, with energy, empathy and – no doubt, on occasions, bravery, too. On the basis that happy children learn, everything we undertake is devoted to the aim of developing confidence alongside each child’s individual potential. The family feel of Beeston means we get to know each other well, providing friendship and support across the age ranges, and 3 through the variation of activities that make up the school day. Choosing the right school for your child is a huge decision; perhaps one of the most important a parent makes. I very much look forward to continuing the conversation which begins with these pages. Fred de Falbe, Headmaster MISSION, Aims & Ethos ur Mission is to inspire and Beeston towards self, others and the 4. To develop partnerships, Odevelop happy and confident environment summed up in three between the school, parents and the young men and women, ready to words: wider community take on the world and contribute • BRAVERY – take risks and take 5. To foster a spirit of enquiry and to it, in a caring, positive, safe and responsibility an understanding that we learn from stimulating environment, which they • ENERGY – go above and beyond our mistakes love and respect. with your effort so you are your 6. To embed good habits and Everything begins with the best self routines to best maximise health conviction that happy children are • EMPATHY – kindness, manners and wellbeing amongst all in the ready to learn. Academic success and trust, towards yourself and others community is paramount, but only part of the all-round development of children The aims and ethos of Beeston are: 7. To develop a respect and appreciation for self, others and the at Beeston, where all activities are 1. To educate the children to the environment we enjoy focused on the many aspects of highest academic standards and 5 character: the personal and social, ensure they achieve places at their 8. To understand and use the creative and physical, the first choice of senior school technology to its best effect, safely moral and spiritual and the logical and wisely 2. To provide an outstanding and and linguistic. Recognising these broad education which includes art, 9. To engender a sense of enables us, together, to maximise sport, music, drama and a wider co- responsibility towards self and the the chances of success so that curricular programme world beyond the children understand, and are committed to, their own personal 3. To develop positivity of outlook, 10. To encourage pupils to be development, through the Beeston leadership and self-reliance in all our adventurous, inclusive, loyal, broad- Brief. This is rooted in attitudes pupils through building successful minded and generous. which we encourage and expect at and caring relationships ‘Well done to you, keeping your cool under what must be incredible pressure. Great team, great school and great decision I made to send my daughter to Beeston!’ (Year 1 parent on lockdown remote learning package). CURRICULUM he curriculum at Beeston is of character, where kindness and requirements of the scholarship T designed to enable every resilience go hand in hand - winning and /or entrance exams at 13, with child to reach his or her potential or losing with equal grace, being children aided where necessary by a and prepare him or her for life after quick to offer thanks, congratulation remarkably well-resourced Learning Beeston. Howard Gardner’s theory of or compassion. The outcomes from Support department. multiple intelligences: the personal this approach are superb and children Pupils' progress is monitored from and social, the creative and physical, go on to a very wide range of senior an early age to ensure that potential the moral and spiritual and the logical schools, often with scholarships or is fulfilled and any difficulties are and linguistic, drive our curriculum awards. identified as early as possible. This planning and values. This process begins in the Pre-Prep progress is regularly assessed, both The traditional academic disciplines, where the day begins with hour-long formally and informally, and parents 7 including Latin, are complemented literacy and numeracy sessions, are kept up-to-date about levels by music and drama, art, computing, followed by reading time. English, of effort and attainment through design and technology and Forest mathematics and the humanities the reporting system and regular School. Together with a very full are delivered by the form teacher as parent-teacher meetings. Parents are games and activities programme, this discrete subjects, with all subjects encouraged to discuss their children's broad and varied curriculum supports taught by specialists in discrete progress with staff at any time. our holistic approach to education. classes from Year 5 upwards. What makes our school’s curriculum All of these contribute to the The classes are small, set where different is the diversity of its development of confidence and appropriate, reflecting the delivery. From Google Classroom ‘We are immensely proud of our record – last year 65% of our leavers to the Beach Classroom, there is gained scholarships to different schools. Our greatest hope is that all flexibility to allow for personality pupils move on, proud of what Beeston achieved for them and they and the many different ways children learn effectively, within a structured achieved for Beeston.’ background. Paul Leaver (Deputy Head Academic) DESTINATIONS eing the last genuinely Over the last 5 years, our leavers have gained entry to the following schools: independent boarding prep B Ampleforth Queen Margaret’s York school in Norfolk, we stake our reputation on finding the right future Aylsham High Radley school for each child. Cheltenham Ladies’ College Repton We have a matchless record of Downe House RHS Ipswich scholarships and awards to senior Eton Rugby schools across the country, and we Framlingham Sheringham High consistently win general scholarships as well as those across the fields of Gresham’s Shrewsbury academia, sport, drama, music Harrow St Edward’s 9 and art. Langley The Stephen Perse The Leys, Cambridge Stowe Norwich High School for Girls Tudor Hall Norwich School Uppingham Oakham Wycombe Abbey Oundle Wymondham College The Perse, Cambridge eir first choice of senior school. ntry to th ining e ren ga child te in ss ra D cce id yo % su u know? We have 100 100% Kate, aged 13 Flautist County netball player Experimenter ‘I’ve been at Beeston for 7 years now. My uncle, father and older brothers studied here, so there’s quite a family tradition of us at the school. One of the things I’ll be most grateful to Beeston for is that the school encourages you to have a go at everything. When you are young, you don’t know what your strengths will be. As you move up the school you can find out what you’re best at and the teachers support you all the way. I suppose you could say I’m a very busy boarder as I’m involved in lots of activities. This term I sat art, music, sport and academic scholarships for Gresham’s. There have been pressures at times, but what I have learnt from this experience is that I need to pace myself and allow myself time to rest. I’ll certainly be ready for senior school because I’ve learnt to become super organised! But it’s not all about work. Being Year 8 boarders, we get the chance to go into town with our friends on Sunday mornings, which is great fun.’ THE BEESTON COMMITMENT ellbeing is at the centre of What children can expect Weverything we do. Children • To be allowed to be children and • Effort and attainment is who feel good about themselves not feel pressured to grow up too recognised and rewarded and their lives are more engaged in quickly • Integration across the school school and do better. • To feel safe, but to be encouraged to with different age groups playing Our pastoral care is supported by take risks and make mistakes and working together the RULER Programme, based on • A sense of community, with a House • A wide range of opportunities for research from Yale University’s system which gives a sense of leadership across the school Centre for Emotional Intelligence, belonging where children are encouraged • Medical issues to be dealt with to recognise, understand and • Caring, dedicated, experienced and quickly 11 vigilant staff label their emotions, so better • Bullying issues to be taken to regulate them. With family • High standards of behaviour based seriously, dealt with and charters, class charters and mood on mutual respect and kindness resolved meters this system is significant in helping us all promote positive Bob Hammond (Deputy Head Pastoral) attitudes and relationships. LEARNING SUPPORT round a third of our children A visit the Learning Support Did you know? department at some point during Our motto, their time at Beeston. This could be “Floreat Fiducia” for anything from one session per means “let confidence week to sort out a particular problem, flourish.” to a tailored programme of up to four interventions each week for the required amount of time. There is absolutely no stigma attached to this – the children love attending, they understand the value of this and are 13 keen to pass on the tools they acquire.
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