Spring 2019 ▲ Issue 94 PREP SCHOOL Reflecting the best in the prep and junior school world Perry Uniform is a full service school uniform and sports kit supplier with an extensive range Uniform of services that make us a natural choice for any school. We work alongside our schools to deliver exceptional performance to that speaks parents, tailoring our services to meet the needs of both school and parent alike. for itself. Offering the convenience of on-line, showroom and shop as a truly integrated and multi-channel shopping service is just one of the many benefits of working in partnership with Perry Uniform.
Call us on 0113 238 9520 or email [email protected] today and find out how we can work with you and your school. www.perryuniform.co.uk 2019 Contents Spring ISSUE 94 5 From the editor 7 Common Entrance exam is a burden children do not need, 14 Patrick Derham OBE 9 Independent schools and their value to society, Julie Robinson 12 You’ve got to have vision, Matthew Bryan 14 The pursuit of happiness, Rachel Smith 17 My trip to the Netherlands, Lotte 19 Why educational partnerships matters, Louise Brown 21 Parents matter: the key to student success, Michael Lambert 22 All the fun of the theme, Sacha Guppy 24 Mastery Behaviour Management, Bradley Rafftree 22 26 Think about it, Kevin Donnelly 28 The experience of inspired learning, Ben Evans 30 Using the past to change the future, William Swift 33 The insatiable hunger for a classical education, Tim Day 34 The Thinking School, Dr Kulvarn Atwal 35 Inspire, Catriona Martin 36 Love to Teach, Kate Jones 39 Shaping up to the meaning of life, Ian Morris 26 40 Discussing mental health, Alison Tonks 43 Only girls allowed, Sue Collins 44 The case for a compulsory rugby experience, Neil Rollings 46 Mentoring teachers and leaders, Paul Baker 48 The campaign for colour, Sarah Matthews 51 SATIPS Art Exhibition 2018 52 Taking on mindfulness, Shaun Fenton 54 The mental health crisis, Dr Roger Bretherton 56 Thank you and goodbye, Paul Murray 440 61 Wellbeing and resilience, Kate Allen 64 Number sense, Dr Junaid Mubeen 66 How one schoolboy ended up running a circus, Ed Meredith 68 A new series, Letts 69 SATIPS Broadsheet 73 SATIPS courses and directory 74 What’s in a name? David Howe
Editor ISSN: 0963 8601 Subscription Details: Paul Jackson Printed by Micropress, Reydon,Suffolk IP18 6DH The Business Managers are John Catt Educational Ltd, Managing Editor 15 Riduna Park, Melton, Woodbridge, Suffolk IP12 1QT. Meena Ameen Publishers’ Notice Tel: (01394) 389850 Fax: (01394) 386893, to whom Designer Prep School is published three times a year, in January, enquiries regarding advertising, subscription order forms Scott James May and September, by John Catt Educational Ltd. £25 and correspondence about subscriptions should be sent. Advertising for a two-year subscription, post paid; discounts for bulk Contributions to Prep School should be sent to the Editor, Gerry Cookson, [email protected] orders are available. [email protected]. Opinions expressed in Prep School are not necessarily Steering Committee www.prepschoolmag.co.uk endorsed by satips; likewise advertisements and @prepschoolmag Bill Ibbetson-Price; Sarah Kirby-Smith; advertising features are printed in good faith. Their Richard Tovey MBE inclusion does not imply endorsement by satips.
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NEW - Leonard Hudson Catalogue - Cover.indd 1 17/12/2018 12:45 From the editor
The new term is a feature of the cohesiveness and team of editors. Pupils are encouraged well under way culture of our country. We are rightly to demonstrate their skills and but the end of proud of this aspect of our schools’ abilities via the National Prep Art the Autumn/ heritage and the opportunities that Exhibition, the SATIPS Challenge or Michaelmas they provide to all our pupils, former Quiz and SATIPSKI. The photographs term 2018 is, pupils and their extended families. below show the winning schools in perhaps, worthy In similar vein, SATIPS has the the SATIPS Handwriting and Poetry of reflection. provision of opportunities for pupils Competitions. Many congratulations Remembrance and teachers at its core. Regular to St Bernard’s, Slough and St Sunday was more poignant than ever courses are organised for the Martin’s, Northwood respectively. due to the centenary of the silence continued professional development May I take this opportunity to wish of the guns of World War One and I of teachers whilst termly subject all schools and their communities a know that all our schools will have broadsheets are sourced by the large very happy and successful 2019. provided a fitting service to honour the fallen. Similarly, exceptional carol services will have been held up and down the land for the whole school community. It doesn’t need me to say that in these rather uncertain times, our schools provide a focus for the important occasions that are such
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Y603 Power Maths Prep School Mag Ad.indd 1 12/14/18 11:15 AM Common Entrance exam is a burden children do not need
Patrick Derham OBE, Headmaster of Westminster School
Socrates may have thought the education that remains the best School, decided that from September unexamined life is not worth leading preparation for adult life. 2021 the 13+ entry to both schools but what about the over-examined There is, of course, superb teaching will not be conditional upon passing life that all pupils have to endure? in prep and primary schools but at a the Common Entrance examination. There is too much assessment and key stage in pupil development the Pre-test and related assessments work, the atomisation of the curriculum in focus switches to passing an exam so why add to the stress? We are not recent years has not helped. There that is unnecessary, given they have criticising Common Entrance. It is a are too many subject silos and not already ‘passed’. What do I mean by good exam: it has endured and it is enough joined-up thinking across the this? More and more independent a perfectly adequate preparation for curriculum, so too many young people schools have a pre-test in Year 6 and Year 9 but it is limiting, particularly do not see the beauty of learning and then there is the additional challenge in the form of assessment, and is no the interconnectedness of so many of an entrance exam at the end of longer fit for purpose for our two areas of academic study. Year 8. This exam heaps pressure on schools. The truth is that underpinning the pupils, parents and teachers, fuelling The reality is that the exam has best teaching in the best schools is unnecessary anxiety and stress. become for us an exit test rather than an understanding that a first-class This has been a constant message a genuine entrance examination. transforming education recognises the from prep schools since I moved to So what we are doing is an act of importance of reflective and informed Westminster in 2014 and that is why liberation. We believe that our debate. That is the essence of a liberal we, in collaboration with St Paul’s excellent feeder schools will use this freedom to develop their curriculums in ways that are even more rigorous and inspiring. Indeed many prep The reality is that the exam schools have already jettisoned parts of Common Entrance in order to has become for us an exit test do this. Not only will this change remove uncertainty and unnecessary rather than a genuine stress but also it will benefit everyone and enable young minds to flourish without having to face an exam that entrance examination. they do not need to pass.
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Contact Mark Cummins [email protected] | 01903 816 699 | www.taylorcocks.co.uk Independent schools and their value to society Julie Robinson, the General Secretary of the Independent Schools Council and former Director of Education and Training at IAPS, takes a look at the impact independent schools have on society and our economy
There are many myths and perceptions There is an increasing body of instance, supported the education of about independent schools but those evidence showing that independent leading scientists who went on to have who know the sector understand the schools play an important part in the a significant impact on our society: important role it plays in our country’s country’s educational offer as well as Alan Turing, Tim Berners-Lee, Peter diverse education system. contributing in important ways to our Higgs, Charles Darwin and James Through partnership work with state economy. Dyson to name just a few. schools and life-changing means- Specialist provision at ISC schools In addition to schools offering tested bursaries, schools within means that our country’s education specialisms, ISC schools include single- ISC membership are providing is broader and has greater capacity sex schools and preparatory (prep) valuable educational opportunities than it would otherwise. Specialist schools. In fact, independent schools to children and families from all music, drama, special educational are diverse in many different ways. walks of life. Furthermore, the UK needs and disabilities (SEND) and According to the 2018 ISC Census, economy benefits significantly from boarding schools provide options not 33% of pupils are from a minority independent schools, with the sector always available in the state sector. ethnic background. This is in line with as a whole contributing £13.7 billion ISC schools promote a bias towards the split reported for the state sector. to the economy annually, generating science, mathematics and other £4.1 billion of annual tax revenues subjects demanded by employers. ISC schools vary significantly in size and supporting 303,000 jobs, which By nurturing science, technology, from having fewer than 50 pupils to is more than the total number of jobs engineering and mathematics (STEM) over 1700, although the majority of across Liverpool. subjects alongside the performing schools have fewer than 350 pupils. The mean school size is just under Parents have a right to choose the best and creative arts and sports, the 400, but the mode is just under 200. schools for their children and the right independent sector makes an to pay fees if they wish. Around a third important contribution to the country Contrary to the stereotypical press of the ISC school population benefit socially and economically. The image of the sector, there is socio- from reduced fees and opportunities proportion of top grades at A Level economic diversity at independent for lower income families through in ‘strategically important’ subjects schools. The typical independent means-tested bursaries are on the rise, (classified by the Higher Education school family is dual income with demonstrating the social conscience of Funding Council for England), such the whole of one parent’s income our sector. The total value of means- as modern foreign languages and going to pay school fees. There are tested bursaries and scholarships has quantitative social sciences, is high a smaller proportion of pupils from increased by nearly £140 million since in our sector and evidenced by the lower income homes when measured 2011, and currently stands at close to success of pupils in their later lives. against the country as a whole, but £400 million. British independent schools, for the proportion is growing.
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www.whizz.com 0203 328 6564 [email protected] THE IMPACT OF INDEPENDENT SCHOOLS ON THE UK ECONOMY All independent schools £3.5 bn ISC schools 2,444 schools £3.0 bn £13.7 bn 618,603 pupils Savings to taxpayer
£11.6 bn £73 bn 1,317 schools Demand-side 524,879 pupils support for £62 bn annual GDP
Supply-side boost to annual GDP 302,910 £4.1 bn Wider 257,020 £3.5 bn contribution to Annual Jobs publicly funded tax education £1.8 bn GDP supported by system & society non-British students
Some 86% of ISC schools engage represented by the ISC’s constituent The largest figure in the report relates in public benefit activities, such as associations contributed £11.6 to the value of the independent partnership projects between state billion to the UK economy in 2017, education sector as a contributor to schools and independent schools. The generating £3.5 billion of annual tax GDP since GDP figures were first types of cross-sector partnerships revenues (equivalent to £129 per UK published: had all independent fee- vary from academy sponsorship to household) and supporting 257,000 charging schools ceased to exist in the seconding teaching staff to serving as jobs. Independent schools can be late 1940s, then UK GDP would have governors at state schools. More than important employers in their local been £73 billion lower in 2017 – a 3000 projects are featured on www. areas, providing not only teaching jobs shortfall of 3.6%. schoolstogether.org. but employment for support staff. In a global context, the provision of With respect to the economic impact The report found that the saving a first class education by UK-based of the sector, ISC published research to the taxpayer by providing places schools to international pupils can in October 2018 by Oxford Economics for pupils who could otherwise be make a significant contribution to the and in association with RSAcademics. expected to take up a place in the UK’s ‘soft power’ in the international This showed just how significant the state-funded sector is enough to build relations field. The Oxford Economics impact of independent schools is on more than 20,000 affordable homes. report notes the positive contribution the UK economy. The total tax impact of ISC schools that independent schools make to The report, ‘The Impact of on its own last year would have the UK’s long-term economic growth Independent Schools on the UK been sufficient to fund the annual performance by promoting a bias Economy’, discovered that independent employment of 108,000 nurses on towards the study of subjects such schools save British taxpayers £3.52 average full-time pay and for every four as sciences and mathematics. STEM billion per year in teaching and capital jobs in our schools, a further three are subjects are in high demand by many costs for the education of children who supported elsewhere in the UK. employers. would otherwise be educated in the In 2017, schools that are members of In all these ways, independent state system. the ISC’s constituent associations alone schools support the UK educationally, A team of analysts at Oxford saved the equivalent of 3.5% of total economically and socially. Our sector is Economics established that, in state spending on education in England, an important and vibrant contributor 2017 alone, the 1300-plus schools Scotland and Wales in that year. to society of which we should be proud.
PREP SCHOOL Reflecting the best in the prep & junior school world 11 You’ve got to have vision Matthew Bryan is Headmaster of Longacre School in Shamley Green, Surrey
…so say the more optimistic estate I am still learning the culture of about academic results or commercial agents, and thus it seems to be the new environment, still working success: one must always remember when entering the world of school through the process of inheriting – and this is true through every management. The wise candidate for legacies from predecessors and still stage of one’s career – that integrity, a headship will have a ready answer establishing how to tread the fine decency, respect for others and self- to the question ‘what is your vision line of upholding a rich tradition in awareness have immeasurable value for the school?’ and my experience a thriving school while being true and must be self-evident within has been that it is one of the most to my own beliefs and – to use the vision and action if these are to commonly asked questions from cliché – ‘put my stamp’ on the place. encourage others to follow. parents in one’s early days as a head. It is a position of great privilege and Rather too often, visions, values and Teachers, pupils and parents are proud responsibility, but one that can lend mission statements owe more to of their prep schools, each of which itself to excesses of blue-sky thinking abstract nouns and corporate speak. has its own character, history and and abstraction. Amidst the flowers and flourishes of provision, each offering something While heads are dreaming of visions, marketing language there are also the special to make the compelling case it is teachers who get on with the pitfalls of hyperbole. In a competitive for parents to forego state education business of planning and teaching market, within the context of an and pay considerable fees. Yet each lessons; a vision never secured for uncertain financial outlook, many prep stakeholder sees a school in a slightly a pupil command of times tables, schools look and sound like they can different way and through different nor a place at senior school. A clear be all things to all children. Part of the eyes: for anyone to encapsulate a vision for a school can galvanise the process of formulating a school’s vision vision for a school in a way that teaching body, inspire measurable must be to focus on the tangible and speaks to the whole community, developments in academic outcomes the distinctive: parents are alive to the which can be explained quickly and and happiness of all stakeholders, fact that so many prep school websites coherently, and which treads the fine but only if it is clearly communicated echo the same themes of outstanding line between ambition and reality, is and carefully implemented. There academic success, outstanding pastoral far from easy. is food for thought in the Japanese care, 100% CE passes, opportunities Let me clarify at this early stage my proverb ‘vision without action is a and success for all. own position. Having taken up my daydream; action without vision is a Parents are (mostly) realistic and first headship in January of 2018, nightmare’. Vision cannot solely be discerning and prefer to see schools for what they really are and to hear Rather too often, visions, promises that can be kept. One of the more recherché Marvel comic book heroes is The Vision – he is ‘every values and mission statements inch a human being – except that all his bodily organs are constructed of owe more to abstract nouns synthetic materials’. We must make sure that our visions for schools are and corporate speak. not similarly contrived.
12 PREP SCHOOL Reflecting the best in the prep & junior school world From the comic book hero to the Bard in one simple segue: who cannot In order to become embedded, sympathise with Bottom when he declares in A Midsummer Night’s Dream ‘I have had a most rare vision. I have action needs to become policy had a dream – past the wit of man to say what dream it was’? We all know and policy is best delivered the feeling that comes from being in a really great school – there’s a fusion from a position of principle. of happiness, purpose, innovation and self-knowledge that creates an the significance of which is impossible ‘tactical skill’ is otherwise known aura. This is wonderful to behold, to overstate. as inspiration. ‘Random thrashing but to distil the unique essence of a A confident expression of a vision, about’ can be seen everywhere from school into a handful of well-chosen substantiated by evidence on an politics to prep schools and needs no sentences is rather harder than open day or tour, goes a very long translation! When teachers buy into it might seem. As a sector, we are way towards securing that precious the school’s vision – expressing the awash with concepts of nurturing, registration form and fee. In the most overarching ethos and direction of inspiration, resilience and potential simple of terms, prep schools need to the school – then there is far greater and bringing down a general idea to attract enough fee-paying parents in chance of their skills effecting the something specific and grounded is order to pay the monthly salary bill, to positive change that is being sought. the real challenge. One of the more invest in resources and facilities and A long time ago – before even the striking grandparents to attend our to plan confidently for the future and establishment of Common Entrance – open days this year said to me: ‘I’ve the ‘vision’ is a significant factor in Jonathan Swift observed that ‘vision looked at your website, and everything differentiating the school among the is the art of seeing what is invisible to looks great. Now tell me, how do you competition. others’. The effects of great schooling operationalise your philosophy?’ Such Teachers, especially prep teachers, are visible to all; the means by which a are modern times! enjoy great autonomy and it has school achieves this are often far from So far, so senior management. always struck me how much impact obvious. The modern school needs What of that classroom teacher, the a dedicated teacher can have among to capture what makes it special and one who actually engages with the school life. I can think of drama successful, putting this in the context pupils and guides them towards new teachers, fencing enthusiasts, eco- of the past and laying a pathway for knowledge, skills and understanding? conscious colleagues and a hobbyist the future. This sense of the future Whether recently qualified or widely piano-playing deputy head that is a pre-requisite; schools that try to experienced, what difference does a – by the giving of their time and freeze the present or live in the past school’s vision make? The answer, enthusiasm – have shaped the way will find these difficult to achieve. of course, is everything and at the in which a school operates. Often, Some of the most progressive same time, nothing. A vision will only though, a successful LAMDA schools in our sector are also among ever be a slogan: a set of words that programme or judo society only lasts the oldest and most traditional – – if chosen carefully – reflects the as long as that member of staff is perhaps just as importantly, they are character and direction of the school. at the school. One can get a table successful enough that the visionary In our soundbite generation, however, tennis club started from scratch and advancement has not been forced as a teachers should not underestimate the that is a joy in itself, but the effects result of impending financial difficulty. potential power of that set of words. are magnified and made enduring if Whether they are envisioning Those same discerning parents who there is a coordinating vision to which needs-blind admissions, paperless pay our wages will look carefully teachers can subscribe. environments, a commitment to retain at the competition, both state and In order to become embedded, action contact sports and tree climbing or any private. The decision about schooling needs to become policy and policy other statement of ethos, schools is always momentous, often emotional is best delivered from a position of need courage, clarity of purpose, and – in the case of private schools principle. This was rather colourfully empathy for the whole school – financially demanding. We cannot expressed by Henry Kissinger, who community and an understanding that ever know how our children will react observed that policy ‘must be based they will be judged on their actions when put into a new environment, on some fixed principles in order to rather than their words. Then, perhaps nor precisely what they will need for prevent tactical skill from dissipating only then, a vision can be the banner when they grow older. Confidence into a random thrashing about’. under which schools can unite and plays a pivotal role in school choice, Where teachers are concerned, that thrive and inspire.
PREP SCHOOL Reflecting the best in the prep & junior school world 13 The pursuit of happiness Rachel Smith, Headteacher of Beaconsfield High School, explains her strategy for creating an exceptional school and why its core principal is the pursuit of happiness
It’s been quite a year for Beaconsfield happy environment, where each and and its expectations into a grammar High School and our upward trajectory every student could shine. school, using new data streams to doesn’t seem to be tipping just yet. My focus in my first three years as focus on progress and laser sharp In 2018 alone, we put our selective CPD directly focused on what makes a headteacher has been to propagate the single-sex secondary state school on difference. expectation that even the brightest the map, celebrating a number of students need the right teaching, The school has experienced an momentous achievements including environment and challenges in order to overhaul in its approach to pedagogy, being recognised as an Exceptional excel. The clear and compelling vision with high levels of challenge School by the Best Practice Network I had was to align governors, staff, underpinned by a robust new version (the equivalent of receiving two of quality assurance. There are no consecutive Outstanding evaluations students and families in the same direction – to ‘dare to be remarkable’ lesson gradings for teachers, but by Ofsted) and achieving governor feedback and support is provided if Mark, an exclusive recognition of a and so to believe that better outcomes grow from working together. they are not reaching the required governing body’s best practice and standards. Robust and impactful exceptional standards. My team is absolutely outstanding; performance management has been As well as some of the best GCSE and a collective of highly capable and key in driving the school’s success A Level results in the county, and one inspirational teachers, coupled with forward too. Teachers, however Year 13 student achieving the top thorough and diligent support staff, experienced, have changed their global score in her A Level physical who subscribed to my vision and the approach to ensure they understand geography exam, we have jumped from ‘happy, high achieving’ ethos. We have the students’ feelings about learning, 130th position to 18th in just one year, spent the last three years focusing that they follow up and, most now ranking within the top 0.5% of all on teaching and learning, snapping importantly, that they tell students secondary state schools in the UK for up remarkable talent to compliment they can. our Progress 8 score. I wholeheartedly those existing staff already invested Financial sustainability and building put this level of success down to the in the step change we introduced. As capacity for growth and improvement many changes we made to create a a team, we bring the outside world has also been key to the success of our school. We have historically been one of the lowest funded secondary Our staff learns so much from state schools in the UK, and we still feel the impact of this shortfall on our others, but also about aging facilities and resources. We have many strategies in place to reverse themselves and their leadership our fortunes, including securing over £4 million of CIF funding in three skills, and our students years and setting financial priorities that have helped build sustainability with prudent but bold decisions. Our learn the power of support. relentless ambition to improve the
14 PREP SCHOOL Reflecting the best in the prep & junior school world estate is slowly but surely advancing our learning environment, and ultimately providing that happy space in which our students can thrive. Our most reliable funding stream, and the one that allows us to schedule our improvements, comes from engaging our community. I introduced a marketing and development director role to build the brand and reputational collateral and reach capacity across all entry points, but most importantly to increase parental involvement and regular community donations. This connection and communication has cemented cohesion – in the last academic year alone we raised enough to help move forward with our astro pitch replacement and upgrade. In the previous academic year we refurbished three tired classrooms, repurposing them as advanced science labs, complete with features more at home in universities, to greatly encourage a school in Grantham; they provide others, but also about themselves and inspire our young women – iPads from their Pupil Premium and their leadership skills, and our especially in an age of increased funding to help connect students students learn the power of support. attention on STEM and the lack of on both sides in supporting literacy, Ultimately, when they do their bit female representation in these fields. numeracy and student leadership. they feel that they are making a This scheme is having a positive difference to others, and it is this We have also listened to our students academic impact on the students in knowledge that so positively impacts and what makes a difference to Grantham and gives our students an their sense of worth and value. them in their environment. Perhaps incredible opportunity to develop understandably, their priorities are As our most recent staff and student enhanced communication and for a dedicated sixth form study space surveys show, our colleagues are leadership skills, empathy and a – now in place – as well as improved proud to be part of this remarkable positive feeling of service. WC and dining facilities! We now school, and feel supported and valued. have a Toilet Working Party and are Our staff also contributes, via The large majority of students told us introducing corporate-style facilities Buckinghamshire County Council, that they enjoy school, and feel that for our aspiring young people. to a ‘side-by-side’ scheme with they are cared for, with their needs known to the school. The findings Creating a ‘happy, high achieving’ departments in other schools, including computing, science, history, of the ‘Exceptional Schools Award’ community is also about challenging demonstrated that its stakeholders individuals and instilling resilience geography and English. We support and work with early entrants in hold our school in high regard and and leadership skills. This is why the students themselves are our supporting others is such a large part additional non-selective schools for areas such as medicine and Oxbridge. best ambassadors. This, coupled of our ethos and moral code. Our with our recent achievements, tells We work with other colleagues to students and staff are involved in a me that our community continues improve learning and teaching, coach number of programmes to reach out to try to follow the ‘happy, high senior leadership teams, deputy heads to other schools and provide support, achieving’ strategy. But, for me, the and some new headteachers, and encouragement and advice, making best barometer of happiness is to our governance supports three other a difference to students in schools walk the halls of the school and hear separate schools regularly and on a that experience higher levels of our students laughing, sharing tales permanent basis. disadvantage or are not yet rated as from their lessons and getting excited Ofsted ‘Good’. Giving back is a wonderful act and about their extra-curricular activities. For the last two years we have been directly impacts our levels of ‘happy’. That is when I know we have created piloting a project with students from Our staff learns so much from something remarkable.
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TSSB-Prep-School-and-Common-Room-Ad-04-12-18.indd 1 05/12/2018 10:16:06 My trip to the Netherlands Lotte from Hallfield School, Edgbaston, describes her holiday with her parents and brother to The Netherlands to visit family and someone exciting she bumped into!
In the holidays I went to Den and saw the highest point in The Haag and Roermond in The Netherlands, which are 327.5 Netherlands and visited my metres above sea level! cousins and grandparents. I also On our last day we stayed at went to three-country point where home then went into town. For The Netherlands, Germany and tea we had frikandel and kroket, Belgium meet. I managed to get a something very Dutch. The once in a lifetime experience with next day we went home via the the Dutch Prime Minister. Eurotunnel and had a long hard It had been a long time since I had day in the car. been in The Netherlands to meet My Dutch mum said, ‘I was a my family so when the half term bit nervous asking the Prime holiday started we set off early Minister for a photo, but he was in the morning, after an evening surprisingly friendly.’ The Prime of packing our suitcases. After Minister told me that he loved about three hours we reached the my colourful coat. On the day we Eurotunnel. We drove our car on went to the three-country point, to the train and it then took 30 we were very lucky to get a quote minutes to get to France. Then from my Oma [grandmother]. She we drove for another four hours said, ‘I went to the Drielandenpunt before we reached Den Haag. [three-country point] 60 years ago After a long day in the car, we when I was eight and it is still the were happy to get out, have tea same!’ My other mum commented with my cousins and a play in the that coming from an island, she playground. The next morning still found it strange to stand in after a lovely breakfast we set two countries at once let alone off to the city centre. We walked three! My brother said, ‘I found round a little to see the ‘round the holiday and standing in three tower’ where the Dutch Prime countries simultaneously amazing.’ Minister has his office. However, I’ve been coming to The before we got there, we bumped Netherlands three times every into him! We took a photo with year since I was born, always in him and he was very friendly. His October and May and sometimes name is Mark Rutte. We then still in the summer or at Christmas walked further to go and see his Following our arrival we had a few too. When I will come back to The office. Then we said goodbye to my days to say our hellos then we went Netherlands I don’t know but I do cousins, uncle and aunt and drove to three-country point. At three- know it will be fun. to the south of the Netherlands. country point we tried a maze and This is where my grandparents live. went to the actual three-country point
PREP SCHOOL Reflecting the best in the prep & junior school world 17 Why educational partnerships matter Louise Brown, the Director of Educational Partnerships at New College School, Oxford, joined the teaching profession after a successful career as a chartered surveyor in London and Oxford
I have to confess to an excess of conference in York in May of 2018. hadn’t realised was how far outreach idealism and have been told many Schools from across the country had come. Much of the partnership times that I alone cannot save the gathered to share good practice activity shared was happening world, but I don’t apologise for trying. of real and workable educational through secondary schools and Social divide exists in the education partnerships – not patronage but universities, but I couldn’t help feeling system and elitism, privilege and collaboration. The most inspiring that there could be more involvement entitlement still runs throughout. part of the whole event was the pupils from prep schools especially those to There are some who are being forced Q&A session. They were interested 13 where connections could be made and interesting individuals with to make change and some who feel it at both primary and secondary level. shared experiences of life and clearly is enriching for all concerned; I find enjoyed learning and being together. How to approach other schools was myself very much in the second camp. I went to the conference with projects my next task and it made sense My first step on this road was in mind to widen our school’s links for me to link up with the head of to attend the Schools Together with local primary schools, but what I outreach at New College School (NCS),
18 PREP SCHOOL Reflecting the best in the prep & junior school world who have already started to create judges and judging criteria. We agreed dining hall with lively undergraduates, partnerships with secondary schools there should be two debates, one seen and I, the deputy head (academic) both locally and nationally as part of ‘Europe is more our friend than our and the head, had the chance to forge their ‘Step-Up’ programme to widen enemy’ and one unseen ‘you learn links too. By the time prize giving was access and support pupils in Years more out of school than in it’. To keep over I was already discussing potential 11, 12 and 13. I emailed an initial the whole process more about the future debating workshops with the proposal, which included a debate pupils, and less about us, it was agreed undergraduates who were very keen to and a classics related arts project, to undergraduates should judge. Parental be further involved, and everyone had ascertain interest. The response was permissions were sought, dietary got to know each other a little better. positive and a meeting was arranged requirements confirmed, refreshments There is no doubt that on the surface with myself, Daniel Powell, Head of ordered, and three suitable college the event appeared to be a success Outreach, Dr Lorna Robinson, Head rooms were booked. I then had some and from my own personal point of Classics and David Gimson, UCAS quality time with my team of eight, of view exceeded expectations at and High Attainers Coordinator at picked from our Year 8 debating club every level, but I wanted to find out Cheney School. My first question run by dedicated and able colleagues, more about the views of the pupils was to ask Cheney what they wanted. honing our debating skills. who had taken part. The results of Immediately my proposed classics/ November 14th arrived, nine of a short questionnaire, subsequently arts project was rejected but it was us from NCS set off. Cheney had a completed online, showed not only made clear that there was a need for few last-minute team changes, and enjoyment: 90% were likely or very some extra classics teaching at Cheney Jackie sent along two colleagues likely to recommend the event to to support those students keen to to supervise as she unfortunately a friend and 90% said the event take the subject to A2 Level. Could we couldn’t make it. The three volunteer exceeded expectations, but also provide a teacher for two hours a week undergraduates Kendya, Jane and evidence of development of those on a Wednesday to cover set texts? Ella were there when we arrived, and key skills; personal, social, cultural our head of classics also took the I knew our head of classics was very and spiritual, that are often seen as opportunity to meet up with Lorna keen to promote his subject so I felt lacking by employers. 90% enjoyed hopeful that with a slight timetable to discuss their future relationship. The ice was broken over cups of tea meeting new children who enjoyed adjustment we could. I had done my debating, 80% had either better or research beforehand and discovered and after a short run through by the undergraduates – who proved much better levels of confidence at the Cheney school had a strong reputation end of the event, with the remaining for debating but primarily in the upper to be true 21st century role models – the teams disappeared to their 20% feeling no more or less confident. years. The suggestion of an inter- Amongst the answers to the question school debate for Years 7 and 8 was various rooms. The start was a little slow, which was perhaps to ‘what did I learn?’ which referred met with enthusiasm. By the time the mainly to improved public speaking meeting had finished we had decided be expected, but once the pupils warmed up the atmosphere was and debating skills; specifically use to invite two other local schools to join open and relaxed. Feedback was of POIs, rebuttals, and summarising, in the debate, which was to take place given by the judges at the end of the were the following: at New College and an invitation was debates, and occasionally during, to extended to all teams to have dinner ‘Everyone feels pressured at the enable participants to improve their in New College afterwards. We fixed beginning but no one knows what you technique. After more refreshments a date and Daniel agreed to follow up are going to say so they won’t notice if roles were swapped and the on his contacts with the two other you miss a point.’ preparations for debate number two schools, while the rest of us checked were underway; this time pupils from ‘How to be confident and that trying calendars. different schools worked together in new things is a good idea.’ In September, preparation started a team. Bonds were starting to form, ‘How to debate confidently.’ in earnest. The date was confirmed, as one of my pupils told me during ‘How to speak publicly to strangers.’ Cheney School, New College School the interval ‘I hadn’t realised that and Oxford Spires Academy were quite a few of the boys play at my local If partnerships and collaborations committed; the head of sixth form rugby club’. There were some standout stem from shared values then the there was a new and very welcome speakers, compelling arguments and wider engagement that follows must addition to the group. It was now down the shyer participants became more surely benefit all those involved. The to us to choose teams and prepare. involved as the process continued, feedback I received seems to indicate David, Jackie, Lorna and I met once including my reserve. At dinner, there that the pupils and adults who came more to confirm procedure, choose was copious friendly chat and banter together on 14th November would motions, decide on prizes, and discuss between the pupils who shared the most definitely agree.
PREP SCHOOL Reflecting the best in the prep & junior school world 19 Prep92 - Pages.indd 6 01/05/2018 12:44 Parents matter: the key to student success Michael Lambert, Headmaster of Dubai College
In a significant shift in cultural and So, if we did not already know the child characteristically taking a very educational policy, Grade 1 classes at scale and scope of parenthood, it is active mediating role. This means that all public schools in the UAE will be once again confirmed that the task is secondary school parents are learning c-oeducational from this month. But, relentless, multi-faceted and critical in to let go at two critical moments in their why? According to a recent article in the success of our offspring. Redding children’s lives: The National, it seems that the hope is also notes that there are broadly three • When significant public that girls will be a civilising influence types of family in all modern societies: examinations begin to loom on the on mischievous Emirati boys who have distressed families, child-centred horizon and the ‘curriculum of the not been adequately socialised when families and parent-centred families – home’ remains as important as ever. they are young. This kind of educational none of whom are immune from under instrumentalism, the use of children for supporting their offspring. Affluent • When teenage brains accelerate some ulterior motive, is not only unfair and successful professional parents, for the process of individuation and but may well miss its target. example, may well value schooling and no longer do adolescents wish to be prepared to pay on average 10% of share their every thought with their If we assume that this move is an parents. attempt to improve the significant their gross annual income to subscribe underperformance of boys in schools to high-quality education, and yet their The Centre for Real World Learning across the UAE, and to improve the focus on the acquisition and allocation at the University of Winchester has significant underperformance of UAE of financial resources to enable this published a concise, informative public schools when compared to private means that professional parents can and practical guide for teachers and schools, then policy makers would be become so absorbed by their careers parents for how to enhance parental far better off focusing their attention on and personal interests that they become engagement. the boys’ parents instead of using Grade disengaged from close involvement in Simple arrangements such as formal 1 girls as their substitute. their children’s education. study time at home, a daily routine, Educational research reveals that There is a sad irony here. Affluent a quiet place in which to do studying parents matter more than almost parents believe that by working hard to and reading, the use of interesting everything else when it comes to provide the best opportunities for their vocabulary, discussions about student outcomes. Research for children they are giving them a leg up in school progress and external events, UNESCO by Sam Redding shows that life. By placing their sons and daughters encouragement to read, try out new family interest in hobbies, games and in the best schools, entrusting their things and develop hobbies, cultural activities of educational value is a children to the professionals and paying activities such as visiting libraries critical part of the ‘curriculum of the tutors and extra-curricular coaches to and museums, and opportunities to home’. While supporting activities provide them with a comprehensive undertake everyday household tasks in the school is of great benefit to educational programme they may are just some of the strategies suggested community building, parents actually actually be providing them with from their digest of the increasingly have their greatest influence on the everything except the one magic robust studies into the impact of parent achievement of young people through ingredient for their success: themselves. engagement. Investing in educating supporting their learning in the home The evidence which is perhaps most parents on the impact of the ‘curriculum rather than supporting activities in notable for secondary school parents, of the home’ is likely to have a far the school. According to a report by however, comes from the Department greater impact on boys’ behaviour and the DSCF in the UK, it is parental for Education and Skills in the UK: educational outcomes than co-educating support of learning within the home the extent of parental involvement students Grade 1. environment that makes the maximum diminishes as children get older and is difference to achievement. strongly influenced at all ages by the
PREP SCHOOL Reflecting the best in the prep & junior school world 21
Prep92 - Pages.indd 6 01/05/2018 12:44 All the fun of the theme Sacha Guppy, from All Hallows Prep School, Cranmore, considers her transformation and her new appointment as Head of Art and Design at the school following a successful exhibition
Last year was the year I changed my ways as an art teacher and with a new appointment as Head of Art and Design at All Hallows Prep school – teaching pupils aged 3 to 13 – I started my first year at a prep school. I knew it was going to be different, but it was also transformative for my practice as a teacher. This change was initiated when I was asked to take part in the Creative Showcase at All Hallows; this was the first time in my teaching career that I was given carte blanche to create projects of my choice. It occurred to me, from my curatorial background having created alternative exhibitions in London as well as co-curating the Stoke Newington Festival, that if I were going to organise an exhibition of student artwork, it would be far more interesting and cohesive if there were a common theme. Using cranes from our school’s logo as a starting point, students of every year group produced drawings, paintings or sculptures around this bird and symbol. The Year 6-7 students (aged 10 to 12) produced clear tape sculptures of objects that representing the journey from childhood to teenager a teddy bear or a guitar, for example. One student produced a video about ‘talent’, everything from standing on one’s hands to singing. Together, all the work created an art installation of school life.
22 PREP SCHOOL Reflecting the best in the prep & junior school world This exhibition shifted the way I the form of vacuum formed shoes in the students. Aside from the ‘fun’, the wanted to teach, I realised that working response to design briefs set by Clarks students became aware of the many altogether to create an exhibition, to in creative design; a photographic strands that can exist in one topic, work with a singular theme across all display featuring clowns; drama which is not only very rewarding year groups was far more rewarding students performed clown acts and but helps them prepare for the more and exciting for everyone involved. recited poems; music students sang involved GCSE and A Level work. It had made the students feel that ‘Clown’ by Emeli Sande; lastly, an This approach also takes away the they were collaborating with each arresting video on a loop showing possible factory-like yearly repetition, other towards the common goal of an children acting out clown gestures keeping things fresh for the teachers, exhibition. They not only took pride (pupil-generated and produced). Every and giving students a sense that they in doing this but also started to freely pupil had a least one piece of art on are a part of ‘a happening’. This, in my offer ideas of their own; they were display – art was chosen not on merit own opinion, is good for us all. Each clearly very engaged. but on a collaborative basis – and the term I will now have one new theme exhibition was heralded far beyond the The second trial was to mount an for all years to explore. exhibition at an independent exhibition school’s natural audience. Witnessing space using the students’ work. The what children can do with a bit of All Hallows Prep School was recently theme was ‘All the Fun’ with each year encouragement and guidance was nominated for Creative School group exploring a facet of this concept frankly amazing. of the Year by TES. You can find to do with the circus, theme park and After having seen the extraordinary out more about Sacha Guppy and carnival. It was an exhibition of art, output and enthusiasm of the her work through her blog: www. design and photography held in a gallery children, I am convinced that this way teachingartprimaryschoolmiddle in the local town of Frome, celebrating of working is extremely beneficial for schoolsecondary.wordpress.com one vision. The gallery was abuzz with visitors from far afield, transfixed by the variety of art work on display: Year 1 produced oil pastel circus tents; Year 2 produced huge painted circus characters in the style of Karl Appel; Year 3 created nostalgic circus mixes; Year 4 constructed Venetian carnival masks; Year 5 painted clown legs and built cardboard clown shoes; Year 6 painted theme park rides; Year 7 produced painted cut out carousel ride animals; and, finally, Year 8 produced pop art themed park food. Other creative disciplines enthusiastically contributed came in
PREP SCHOOL Reflecting the best in the prep & junior school world 23 Mastery Behaviour Management Bradley Rafftree, a teacher at Norwich Lower School, discusses implementing Mastery Behaviour Management (MBM) in his classroom and the benefits he has found from it
As we move through time we change, adapt and develop. For teachers, this may be through new and exciting ways of inspiring pupils, instilling a love of life-long learning or perhaps an innovative way of delivering a rich curriculum focused on necessity, sensibility and opportunity. Mastery Behaviour Management (MBM) is an exciting and innovative way of enriching the EYFS curriculum. However, its elements are by no means new and the concept over time has changed, adapted and developed, and I hope that this will continue. We have all observed or facilitated the ‘star of the day’ or ‘class leader’ role in schools before. The concept of recruiting a pupil to perform a duty is certainly memorable, particularly for Reception they are taking on the responsibility of class throughout the process, asking age pupils. It is the element of the day of managing the behaviour of other thought provoking questions such as that they passionately share with loved pupils throughout the day. When ‘What do you think about what they ones at home. My own little boy recently conflict occurs in the classroom, the have said?’ ‘Is that ok?’ or ‘What do you started school in Reception, and he pupils will approach the head of class think we should suggest?’ was bursting with happiness when to manage this accordingly. They will All pupils involved will have the telling me how he was asked to take tell the head of class that they need opportunity to explain their own the register and pick which pen should help and then briefly outline what versions of the event, but the head of be used to mark it – of course, he chose has happened. If the head of class class will provide the solution to the the robot pen with flashing eyes. These is unable to manage the situation problem. This puts the pupils at the jobs are meaningful to pupils and MBM independently they will call upon the heart of understanding behaviour is designed to take this a step further teacher, but only the head of class can and its consequences. As you can see, whilst preserving the momentous approach the teacher. the pupils are becoming the teacher. experience. Typically, the teacher will be used to As the confidence grows, the role of There are no stickers for guessing that support the head of class in the first teacher becomes more of a roleplay MBM’s primary focus is behaviour term. The teacher will provide the head act, whilst subconsciously developing management. However, the behaviour of class with a script and the head of autonomous conflict resolution skills. management is not from the teacher, class will repeat this, but as if they Pupils often find confidence when but from the pupil. When a pupil is were the teacher. The teacher will also in character and they explore their awarded the position of ‘head of class’ have short discussions with the head
24 PREP SCHOOL Reflecting the best in the prep & junior school world feelings whilst wearing their ‘body 2 – Reporting armour’, typically in the form of dressing up outfits in the roleplay area. Example: ‘He won’t let me play The concept of actually managing with the toy.’ other pupil’s behaviour is rather abstract, however it does align with the notion of roleplaying as a teacher. This process, when followed meticulously, 3.5 – Teacher Support will result in autonomous conflict 3 – Leadership Example: resolution, and pupils will go into 1 – Conflict Problem Solving new challenges armed with the tools Ask each pupil what happened? Example: The pupils Need Support: needed for success. Say: ‘You need to take turns. You can can’t share a toy. Orange use a sand timer to take turns.’ The children involved eventually build Can Solve: Green a significant bank of solutions in this Provide support and giving scripts when needed role and they use these experiences as stepping-stones when exploring solutions to new problems that share commonalities. For example, the head of class may not have been asked to 4 – Solution resolve a situation where a pupil has Example: ‘You play with it Mastery Behaviour been excluded from a game before. first and when the sand timer Management (MBM) The pupil may know that being kind runs out you can swap.’ helps to make others feel happy and it is also a rule. They may also know I will always remember one pupil this. However, implementing this how to provide an alternative toy who was a true ambassador of system in different year groups would for a pupil who can’t share. These MBM during its pilot year. He was require some development from the elements independently do not solve a Reception pupil and he observed teachers actually working within these the problem, but when drawing on two pupils from Year 3 fighting on year groups, as they could identify a combination of experiences, the the playground. He stepped into the a need for the system and tailor the head of class might ask the group to conflict zone to resolve the problem approach to their cohort. apologise to the pupil, as the pupil’s using the tools he had acquired feelings were hurt and this needs After working through the statutory through the learning process, and to be resolved. However, they may moderation process and discussing he managed to get both pupils to also invite the singled-out pupil to the evidence I had gained from apologise to each other and find a join in with their own game, as a this initiative with the leader of solution. This is one of the most way of finding an alternative option. Norfolk’s Early Years moderating outstanding results from this I observed this scenario take place team, it was suggested that I send my initiative, however there are many within my classroom and it was truly evidence in as a form of ‘Exceeding’ more similar to this. magical to witness first hand. exemplification. This would help MBM is not restricted to EYFS. to guide practitioners in obtaining Not only does the head of class My previous school recognised the evidence to support Exceeding develop their Personal, Social and impact of MBM and, with a short PSED results within EYFS, as Emotional Development exceedingly, CPD session from myself during a exemplification in this subject area but those who draw upon the support staff meeting, the initiative was rolled is hard to find. As a member of the of Head of Class resultantly flourish out into each year group throughout Chartered College of Education and a too, as they build on their own bank the school. Natural leaders thrived firm believer in sharing good practice, of solutions. Often by the end of on the opportunity, but conservative I would love to invite practitioners term two or the beginning of term pupils could also demonstrate hidden to discuss this further with myself three, pupils no longer require the qualities in their character. For Year and I hope that the system can find support from a head of class because 6 pupils the role would look distant its natural rhythm within a range of they are themselves autonomous in from the structure in EYFS, although settings. Of course we must not forget their behaviour management and sharing the same principles. For that the role will also maintain some thus problem solve independently. example, the head of class in Year 6 more traditional perks, such as being The following diagram outlines the would sit with pupils that were off first in the line, taking the register process for managing each situation: task to help facilitate concentrated and let’s not forget about choosing the learning, but the pupils instigated robot pen!
PREP SCHOOL Reflecting the best in the prep & junior school world 25 Think about it Kevin Donnelly, Director of Teaching and Learning and Head of English at Moor Park, Shropshire, considers the process of thinking
We say this a lot in schools – perhaps It isn’t fair to expect children to rely delete what I have written completely, too much – along with ‘it just needs a on thoughts occurring suddenly but it seems to unlock a series of bit of thought’ or ‘think carefully’ or to them – and yet we often do. We thoughts that were already there. I some such injunction. But what do the demand that stories and essays are find structuring my writing easier children hear when we say that and created on the hoof (or at least exams once my idea has been allowed to what is it we actually mean? do), that some item of vocabulary is crystalise. This is something I try to Defining thought is not an easy brought immediately to mind, or that pass on in my teaching – ‘just write’ – task: the Concise OED gives ‘an idea some connection or leap is made in because ideas are there, or ideas beget or opinion produced by thinking’, conceptual understanding. further ideas. which strikes me as rather circular. Yet the process of thought is, I believe, Let us take mathematical or logical It also gives a somewhat Nietzschean one that can be learned. To know reasoning. Here we are, regularly definition of ‘[an idea] occurring when you are thinking and how you asking children to reason in strictly suddenly in your mind’. George are thinking is something you can methodical steps that often only Orwell, or at least the party loyalist develop with help and training. seem rational to someone who ‘gets Parsons from Nineteen Eighty Four, In my area – English – much emphasis it’, or who can draw on all of their might also agree with this definition: is placed, rightly, on scaffolding and previous learning readily, or just as as Parsons is being held in the understanding the text type and commonly, in retrospect. Asking Ministry of Love for ‘thoughtcrime’, desired audience or purpose before children to think a problem through he whimpers that you can’t possibly starting. I often find, though, when is fine if the children know how to be punished for thoughts ‘which you writing a play or poem, that simply do that. Tasks that teach this kind can’t help’. starting is actually key. I might then of thought, consequence-free, are therefore essential. This is why paired and group work is often so useful in maths and the sciences. They allow children to see the thought processes of others, contribute parts of thoughts to a wider whole, and to learn as it were ‘on the job’. I am not, of course, saying that children should be able to copy others or contribute little – hence specific roles in the group are often so useful – but that making your contribution can build your confidence for further thinking later. The group helps to scaffold your own thought process. Some thought can only be accomplished with knowledge. This is often not the case in English, which is why the ISEB English curriculum is not large. History and RS, however, demand a synthesis of knowledge and independent
26 PREP SCHOOL Reflecting the best in the prep & junior school world thought. Without the knowledge controversial?) as well as a host of Together Day, held each year in which base – and whatever certain union other strategy games, even those we children undertake activities in leaders and their complaints about a might think of as simply violent. In vertical groups from Year 1 to Year curriculum ‘riddled with knowledge’ the prep system, I wonder if we are 8); physical and mechanical activities might say – there is no point in ready to use these thought processes such as electronics projects or the thought. Evaluating Henry II’s to aid children’s learning: wedded as bricklaying (as used to be an activity reign is a personal series of value we are to either simplistic notions in some Secondary Modern Schools) judgments, based not just on his of individual thought (writing) surely outweigh the loss of a lesson actions, but on their short and long- or collaborative (group work), we or two doing Common Entrance (CE) term consequences and, inevitably, miss the rapid individual and team papers. I know that some schools comparisons with other monarchs thinking that happens when children are well ahead of the game here (and (or governments). I suggest debating play games online. We need to I include my own in that), but CE is a great way to develop this kind find ways of harnessing these new is a system that encourages strict of synthesis. It provides a structure methods of thought to children’s demarcation lines between disciplines for disagreement and a structure for academic achievement. What if there and, therefore, between types of giving your knowledge before making was an app that enabled children to thinking. the value judgments based on it. do poetry analysis online together To encourage children to think we Once again, a more or less formalised for prep – the children could discuss first need to do this ourselves: how teaching structure can not just help and record their ideas for the group to can we enable the children, truly, children succeed, but can help them to see, while then producing their own to think for themselves, to navigate learn to think. individual analysis? the swamps of social media and fake We need to be ready to understand I think we also need to be ready in news, to develop the new ideas and that strategic thought does come the prep system to harness cross- see the new horizons that will take us from gaming. There is definitely a curricular learning right up to Year to a better future? case for Minecraft in the school day 8. The gains to be made from whole It’s something to think about. (and versions of Fortnite, just to be school days (such as our own Better
PREP SCHOOL Reflecting the best in the prep & junior school world 27 The experience of inspired learning Ben Evans, Headmaster at Edge Grove Prep School, Hertfordshire, discusses the importance of overseas learning
Children of prep school age will Travelling enriches lives and feeds Confidence is magnified overseas develop tremendously during an souls; having lived and taught overseas Over the years we have been fortunate overseas trip, accelerated by external for six years, I possess a great insight to organise a few school cricket influences and exposure to new into living like a local, adjusting to tours to Sri Lanka for groups of our cultures, challenges and unfamiliar new cultures and making lasting prep school boys. The increased surroundings. But it is often these memories and friendships. Of course, levels of maturity that travelling radical life experiences that push arranging and participating in overseas abroad brings out in young children prep school children right out of school trips takes careful planning is quite astonishing. It broadens their comfort zones and help to and preparation but the exposure to their horizons as the expectation to nurture independence and boost self- new customs and traditions, not to behave responsibly and confidently confidence, as they learn to adapt and mention exciting sporting and cultural is somehow magnified the minute appreciate how different communities opportunities, can be a wonderful they cross the UK borders. What is live, develop and grow. extension to curriculum work. remarkable is their natural thirst for
28 PREP SCHOOL Reflecting the best in the prep & junior school world discovery and adventure, their ability be further inspired as a result of for prep school children this to adapt and communicate with these experiences and this should be needs to be managed carefully different nationalities with ease, and used positively by teachers to raise as unstructured free time can be also to inspire others around them. attainment. The result is that the disastrous. children will have discovered that by It is worth remembering that skills • Ratios: Staff to pupil ratios must listening properly and trying hard, like these can also be harnessed and be very favourable. Each member good things can happen. translated into everyday learning at of staff should be allocated a group school. A good teacher can ensure Engaging young minds for roll calls, applying sunscreen, that the children retain these skills, The nice thing about travelling is that and acting appropriately in an by encouraging their use in practice. all skills are transferable. I would also emergency situation. While overseas, children should be argue that modern life necessitates • Purpose: Make sure you are clear on given responsibility for wearing clean the acquisition of these skills if you the purpose of the trip and whether clothes, for tidying their rooms, are to succeed in life. The world is you really do need to go overseas. speaking to locals to get directions, actually very small and communication Can the same outcome be achieved or to ask for things. They should with people of different nationalities by staying in the UK? also be encouraged to question their is essential, as is having an preconceived views – i.e. the food understanding of their cultures. • Safety: Hugely important. Is the will be terrible if you are visiting a Overseas trips not only engage young country safe? Have you been developing country – it is interesting minds but the adaptability and ability able to make a pre-visit first? Are to see how these views are altered to react to different circumstances there stringent health and safety when they experience the true reality without panic or mental collapse precautions and standards (for of some of the loveliest food they have is a formidable skill to have in any hotels and transport)? Do you need ever tasted! Being given responsibility workplace environment today. vaccinations? Book with an ABTA for being on time and for having the There are multiple benefits of overseas travel agency/tour operator. correct equipment are all activities we trips for prep school children, • Cost: Is the cost affordable to a expect from pupils in the classroom but when it comes to planning, sufficient number of parents? and travelling overseas provides where do you begin? Here are some Once you have everything in place, another environment where we can considerations to get you started: test these skills further. you can look forward to a stimulating • Structure: This is the name of the and rewarding trip that will A learning curve game here. A clear itinerary should inspire, educate and liberate all who My biggest piece of advice is don’t be devised, communicated and participate. Overseas trips will develop spoon-feed them. However tempting put in place months in advance of memories that will last a lifetime. The it might be, allowing children to departure. experiences will also ensure that as discover things for themselves and • Agenda: Everyone should be aware adults, pupils will be confident enough using activities to harvest their of the activities planned, the travel to mix with different personalities understanding of what they have arrangements, accommodation, and nationalities freely and with ease found out via questions, discussion, meals, etc. Free time should be as they maintain a healthy global debate and challenge is all part of factored into the planning, but perspective on life. the learning curve. Can they justify their thoughts? Can they change their opinion when faced with new evidence? Giving children positions of responsibility when back in school can also help to translate some of what they will have learned overseas. Something else that has really inspired me is that although children are out of their comfort zones when abroad, it seems that the unknown does seem to bring out the best in their ability to concentrate and focus. Being somewhere completely different engages the mind and most children will try that much harder to succeed. Back at school they can
PREP SCHOOL Reflecting the best in the prep & junior school world 29 Using the past to change the future William Swift, Head of History at The Banda School, discusses why it is important to celebrate history and how we can use the past to change the future
The subject history has such power inspired me to rise up like the rebel has to exist in the first place. Why to shape the way our students see independence fighter William Wallace is black history regarded as separate the world. Therefore, it is our moral and to share why I believe we need to from our day-to-day teaching and responsibility to wield this power re-think the history we teach. something we need to ‘add on’ for one even handily and avoid accidently So, what does this look like in month a year? We must distinguish marginalising different types of theory? ourselves from this practice if we are people by the content we choose to Making history relevant to the to widen the perspectives of all the teach. As most secondary schools children we teach must be the students we teach. now start the narrow GCSE history foremost concern for any history This is not to say we should only curriculums in Year 9, prep schools department around the world. It is teach history that matches the make- are in the best possible position to a subject that can so easily be seen up or background of the students do this. We should thrive in our as worthless by students, who we all we teach. Moreover, it is not to say independence and be mavericks in too often allow to fall into the trap students will only be interested in the our outlook. We should be using of saying: ‘It has already happened, history of their specific geography or our freedom to teach our students what is the point?’ My immediate demographic. Indeed, it is vital for to recognise something worthy of response is usually centred upon the students of all backgrounds to learn a celebration in the history of every tenant that one can neither hope to broad spectrum of history. It is simply creed, race and sex. This is not a understand the present fully, nor to suggest that we should be more matter of high-minded liberalism try to forge a better future, without critical about the content we choose or political correctness gone mad. a sound understanding of the past. to teach. However, this is no small It is, in fact, the only way we can Indeed, learning history fosters a undertaking. History is inherently hope to nurture truly 21st century better understanding of identity and and inescapably political; one need global citizens, who are tolerant and adds meaning to present day rituals only look at how the Nazi Party taught accepting of others and conscious and realities. However, such abstract ‘their’ history for proof of this. This of the spectacular history of all (wo) ideas are hard to convey to the is especially pertinent today, when mankind. average ten year old. Consequently, we can see echoes of the past in the Adam D’Souza’s article in the previous It is up to us to help students realise insular, protectionist and nationalistic issue of the Prep School magazine this through a carefully selected global politics today. was a call to arms in this regard. His and dynamically delivered history We must rise above this and be message hit home like Mel Gibson’s curriculum. guided by the objectivity of history, iconic scream for ‘freedom’ in the Ultimately, all students of history so as to avoid our students getting film Braveheart. His call for us to must be able to ‘see’ themselves in it. absorbed by such narrow-minded exploit the ‘independent’ nature of Otherwise, we risk undermining what jingoism. This will ensure that we our schools is wholly relevant to the could and should be a powerful and prepare them for the ‘rituals and context of teaching history in Kenya transformative learning experience. realities’ of the 21st century; a time and, indeed, anywhere else. This, The global ‘Black History Month’ in which humankind is remarkably coupled with Christopher Parson’s movement has been instrumental in more globalised and interlinked than plea in the same issue to embrace pushing this idea forward. However, it ever before. Thus, the challenge is to the ‘maverick teacher’ in us all, is deplorable that this movement even create a balanced history curriculum
30 PREP SCHOOL Reflecting the best in the prep & junior school world that enables the students we teach at school. In Hackney, my students ‘To be ignorant is to remain both to foster a sense of their own and I knew plenty about Rosa Parks always child’ identity and celebrate the identities and Martin Luther King but nothing Cicero once said, ‘to be ignorant of of the many different types of of Enoch Powell’s ‘rivers of blood’ or what occurred before you […] is to people around the world. This is of the Bristol Bus Boycott. Completely remain always a child. History […] paramount importance if we are going inappropriately, my second and third illumines reality, vitalises memory, to make our students open-minded generation black British students provides guidance in daily life and and respectful 21st century global identified more with the history of brings us tidings of antiquity.’ If we citizens. African-Americans than they did are not teaching history relevant to The key here is to ‘celebrate’ their own descendants in Britain. the ‘reality’ of the modern world, history. Sometimes, it is completely The importance of correcting this we can never hope to nurture our appropriate and unavoidable to lament misconception was demonstrated students into well-informed and the negative aspects of our collective when controversy surrounding tolerant 21st century leaders. Indeed, past. As we say to our students, we treatment of the Windrush generation like Cicero said, they will forever learn best when we learn from our hit mainstream news in April 2018. remain children. mistakes. However, it is not good I received e-mails of thanks from my enough for us to teach African history former students who felt empowered ‘Sir, I read about the Windrush thing using the typical topics of the African to enter the debate, armed with the in the news and it reminded me of slave trade or colonialism. This risks correct knowledge of their heritage. our lessons. Thank you for helping defining the identity of an entire At The Banda School in Kenya, we us understand about how my family continent as only ever subservient to study towards the Common Entrance ended up in London. I even went out European conquest. Whilst this part curriculum that limits our scope to to protest because I knew how unfair of world history has done a great deal British history. However, we teach it was.’ to shape modern day life in Africa wider history at a whole school level. and thus should not be ignored, it For example, we have used pastoral ‘Look at this in the news! We studied is hardly a celebration of African time, assemblies, and project work this in Year 8. It’s one of the only heritage. It would be a miscarriage of to ensure our students can relate times I’ve actually understood what history to allow any of our students, to and identify with the traditions is happening in the news!’ especially those of African descent, of remembrance and the history to leave our classrooms seeing of World War One. Its tragic East ‘Thank you for helping us learn about Africa as nothing but enslaved and African epithet, the ‘forgotten war’, our history in Britain. I had such a downtrodden, shackled by the history serves as a perfect example of what good talk with my parents about it we have chosen to teach them. To happens when we become too narrow- and learned all about my grandpa pretend otherwise, through inertia or minded in history. It would have who fought in World War Two and ignorance, only reinforces exactly the been ludicrous for us to ignore the actually earned his place in London.’ worldview that the colonial powers role played by millions of Africans of the 19th century strove to create. who were involved in the conflict. By The infancy of Senegal’s pan-African getting students (and a significant ‘Museum of Black Civilisations’, handful of parents and other teachers) recently opened on 6th of December to change their euro-centric views 2018, demonstrates how little of World War One, we were better progress we have really made in this able as a school to engage with our regard. observance of remembrance. Even So, what does this look like in when we do cover areas of British practice? history, such as colonialism, we I first noticed the importance of this make sure to dwell on the African when teaching history in Hackney, perspective. Indeed, boys and girls London. As it was an academy, I had alike from all backgrounds love the freedom to teach what I wanted. studying empowered African female I borrowed a scheme of work on the warriors, such as Yaa Asantewaa, who Black British Civil Rights Movement. ironically fought the British for what Never before had I learned this part we today would call ‘modern British of British history. Come to think of it, values’. I never studied the history of any of Britain’s ethnic minorities when I was
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29008 GP advert dec 2017 134x190 V2.indd 2 06/12/2017 09:34 The insatiable hunger for a classical education Tim Day, Housemaster and Classics Teacher at Rugby School, explains why a classical education really is for all
My ten-year-old son holds a thick book or Eros/Cupid, with their desire to they read some well-chosen extracts, close to his face, a familiar part of his weave mischief and lust amongst the conflict between Achilles and bedtime routine. He pleads for another hapless folk, who become slaves to Hector in Homer, between Aeneas minute or two to read one more page their illicit loves, described with and Turnus in Virgil, or the tasteless of fictional verbiage. The book? One such deliciously black humour by the ignorance of the dinner-party of of the Percy Jackson series. There are likes of Ovid, and enjoyed equally by Trimalchio in Petronius, they see many similar publications; such is the Ted Hughes and, in latter years, by what I mean. They draw links, they appetite of the imaginative fledgling Stephen Fry. It is the rich pantheon conceive ideas, they interpret the mind for fantasy, for the unknown, of classical literature that underpins modern world differently. A classical even for the absurd. No doubt, my son our more modern genres of literature education gives them a context for is not the only child of his age, whether and film, is it not? How else does one their judgment, a set of tools with a child of the gender of Ares/Mars or explain the success of Game of Thrones which to dissect what the modern of Aphrodite/Venus, to read that and or The Hunger Games? Is not Star Trek world has repackaged for them on other collections so voraciously. The based on the errant wanderings of their Kindle or via Netflix or YouTube. desire of the preparatory school pupil Odysseus, boldly going on a circuitous What is the chief strength of a classical to devour tales of heroism and villainy, route around the ancient seas? Is education, whether at preparatory hubris and self-sacrifice, monsters not all modern theatre based on school or at senior school? Classics and gods and monstrous goddesses, the pioneering founding work of – Latin, Greek, classical civilisation, is apparent, as certain as the oracle Thespis, or Aeschylus, or Sophocles, ancient history – these are surely the of Delphi, as sure as the prophecy of or Euripides, or Aristophanes, with ultimate cross-curricular subjects, Apollo himself, and many times more the Athenian audience of attentively of value to all students with an secure than Brexit. aggressive democrats being as intellectual curiosity. Generations of In the world of classical mythology, important to the generation of drama prep school pupils have feasted on it is assumed that divine behaviour as the actor or the playwright? a diet such as this. Their ten-mark is even worse than that of mortals, When I state with characteristically responses to Common Entrance Latin since the immortals are slaves to their rhetorical boldness to my own classes questions on the labours of Hercules passions, slaves, ironically, to the that the literary creations of the or the trick of the wooden horse very super powers that define them ancient world are the foundation at Troy never disappoint. Even the as gods. There is Zeus/Jupiter, with stones for the entire of western weakest classical linguist accesses his innate desire to control women literature, they either laugh at such a question with alacrity. It is the (he predates any sense of a #MeToo me or they write me off as some responsibility of senior school classics movement, clearly, being some sort sort of classical bore, a dinosaur departments, such as our own at Rugby of cultural throwback), and to control schoolmaster from another age, whose School, to nurture such unbounded other gods, and ensure even destiny bombastic utterances ought, arguably, enthusiasm in the young mind. It is for itself. There is Ares/Mars, with his merely to be tolerated, politely, as us, with a fine regard, to take the ball in hungry desire to fulfil his bellicose being the typically windy emissions of our arms and to run with it. A classical ambitions. There is Aphrodite/Venus, a harmless old pedagogue. But when education is for all.
PREP SCHOOL Reflecting the best in the prep & junior school world 33 The Thinking School An extract from Dr Kulvarn Atwal’s book The Thinking School, a timely practical resource for school and school leaders
I am certain that teachers enter the Would every child, regardless of their horizon. School leaders need to meet profession because they want to make background and learning needs, be these significant challenges in a way a positive difference to children’s lives. flourishing academically, socially and that is both cost effective to schools My experience as an educator has emotionally? The thinking school and empowering to all members of taught me that the primary job for is a learning organisation where all staff. Every member of staff within leaders in schools is to enable teachers members of staff see themselves a school should be empowered to see to succeed in this aim. My work is as both learners and leaders. They themselves as a leader. based on the simple premise that are all reflective, creative decision Teacher learning is important to the greatest influence on the quality makers who understand that they are me because I believe that we need of children’s learning experiences in constantly developing and learning. innovative reflective teachers if we are schools is the quality of teaching, and In the thinking school, everyone is to provide the best possible learning I doubt that anyone would disagree responsible for learning and teaching, experiences for our children. This with that. However, I also think and children’s learning outcomes are is of particular significance to our that the greatest influence on the central to every conversation. I have most vulnerable and disadvantaged quality of teaching is the quality of deliberately used the term ‘thinking’ children. Strong and confident teacher learning experiences. This is because I want to capture the self- teachers and leaders will be able to where there is considerable room for reflection and criticality the word handle the challenges that schools improvement in our schools. implies. When I walk into a classroom, continue to face to meet the The Thinking School presents a model I look to evaluate the quality of individual learning needs of children for improving the quality of teacher children’s thinking and engagement, and teachers. learning experiences in schools, and as well as what may be produced on The Thinking School is available consequently improving children’s paper. I will also seek to evaluate on the John Catt bookshop now learning and progress. Ironically, in the the quality of teachers’ engagement, at johncattbookshop.com institutions where the core business is thinking and self-reflection. Teachers learning, the quality of teacher learning make thousands of decisions every experiences is poor. This anomaly day. I am interested in the quality of has inspired my work. We need a self-reflection and evidence-based thinking school because we need to thinking that directly informs their reconceptualise the role of teachers in decision-making. I want to enable schools and our expectations for their teachers to have opportunities to workplace learning. develop an explicit understanding of Imagine the best teacher you have the tacit knowledge that informs their ever seen or worked with. What makes decision-making. them so great? Equally, imagine the I have been a headteacher for six best school leader you have ever seen years (in my schools, my title is Head or worked with. What makes them Learning Leader). I am aware that it is so effective? What would your school an extremely challenging role. I expect be like if every teacher and every those challenges to increase in the next leader was as good as those you are few years, with raised expectations imagining? What would the children’s for children’s outcomes, recruitment experiences be like in that school? difficulties and budget cuts on the
34 PREP SCHOOL Reflecting the best in the prep & junior school world Inspire Catriona Martin, the INSPIRE Coordinator for Oasis UK, reflects on the Armistice Day events held late last year
As part of the Armistice Day events People flocked to choose peace motifs marking the centenary of the end and prayers to take home with them, of the First World War, thousands with many of them being taken back of schoolchildren from across the to other countries including Mexico, country came together in special Italy, India and the US. On Saturday, ‘Remembrance for Peace’ events and visitors to the Lord Mayor’s Show were made individual pledges-for-peace as also given some. Messages of peace part of the INSPIRE project. have now been offered to young people INSPIRE is a peace-making initiative for across the world and will hopefully young people, schools and communities. inspire them to work for peace too. Its aim is to remember those who have Reverend Steve Chalke MBE, founder given their lives in conflict and act as of the Oasis group of charities and an impetus to take positive action to the INSPIRE movement, said: ‘For too work for peace in local communities and many young people, particularly those Following the event, Windlesham personal relationships. from disadvantaged backgrounds, children created a beautiful mosaic of a Tens of thousands of young people peace is an old fashioned term, white dove – a symbol of peace building gathered together in 14 ‘flagship’ events straight out of history books. In their that will serve as a legacy to inspire the across England, Wales and Northern day-to-day lives, it is an irrelevance. next generation of peacemakers. Ireland, alongside hundreds more Peace means very little to a young Windlesham was the first assemblies, lessons, local gatherings and person who believes they need to independent school to sign the projects; all as part of INSPIRE. carry a knife to protect themselves, INSPIRE Peace Charter, which was or who are struggling to find a place Ahead of the events students also promoted at the 2018 BSA Heads’ to belong – a sense of who they or Conference. Justin Blake, Head of participated in a variety projects: whether their lives matter. investigating remembrance, creating Social Responsibility at Windlesham models of peace, and building and ‘INSPIRE is changing that. The project House, has been leading the INSPIRE signing the INSPIRE Peace Charter. empowers young people to not only initiative for independent schools. learn from the past but also actively The largest event, held at St Paul’s The Windlesham ‘INSPIRE peace engage with the present so that the mosaic’ was installed in the school Cathedral in London, was attended by future, their futures, can be better. nearly 2000 young people, featuring chapel and unveiled for Armistice Day songs, poetry, and artwork created ‘To take part in such a project takes 2018 in a special remembrance service and performed by the young people courage and determination. I am with Lord Michael Hastings, KPMG themselves. This was all part of their very grateful to these young people Global Head of Citizenship. public commitment to pursue peace in for heeding the call and using this Windlesham is playing its part in their daily lives. year’s centenary of the end of the First mobilising a generation of young World War to take a stand for peace!’ The artwork was inspired by a St Paul’s people to commemorate those who altar-frontal created by soldiers suffering One of the schools that INSPIRE have have given their lives in conflict, from shell shock following WW1. been working with is Windlesham collaborate with others to become a Flowers and birds, created by students, House School. nation of peace builders, and celebrate were dropped from the Dome of St Windlesham hosted the launch of a hopeful future. Paul’s as part of the event. These were INSPIRE’s schools’ engagement across As Eleanor Roosevelt said, ‘It is not then displayed under the dome until the UK. Lord Hastings introduced the enough to talk about peace. One must they were given out to the congregation, launch, which was attended by many believe in it – and it isn’t enough to following evensong that evening. heads of prep and senior schools. believe in peace. We must work at it.’
PREP SCHOOL Reflecting the best in the prep & junior school world 35 Love to Teach An extract from Kate Jones’ exciting debut Love to Teach, filled with research-informed concepts and practical resources to support and inspire teachers at all levels
Continuing Professional Development and concise with lots of suggested Replacing teachers is not always (CPD) across schools previously had strategies for schools. Responsibility easy to do and the process can be a stigma associated with termly inset for professional development as a slow. Another suggestion Wiliam days that teachers would dread. These middle leader with colleagues in refers to by Hanushek is to increase insets often involved a team building your phase or subject or as a senior the threshold for entry into the task (resented by teachers, who leader is so important. Continuing to profession. In Finland, teachers are would rather be planning, marking help teachers improve their practice regarded in high esteem and are well or doing anything else to reduce their should lead to greater improvements paid but all are expected to have workload) or being introduced to and value added success with completed further study to at least a the latest fad in education. Another student progress. Coe et al strongly Masters level. The alternative to both issue with CPD is that schools have emphasise in their report titled options is to improve the quality of often adopted the one-size fits all ‘What makes great teaching? Review teachers already in the profession. approach. This whole staff approach of the underpinning research’, that Wiliam writes, ‘our future economic can work, I have attended many ‘teacher CPD should lead to benefits prosperity, therefore, depends on sessions that I found useful and have for learners’ and he believes that there investing in those teachers already also delivered many whole school should be a ‘general recognition that working in our schools.’ This is where professional development sessions teaching well is hard and needs to be on-going professional development to colleagues. Despite using subject- learned’. becomes central and critical. specific examples, I tried to ensure There’s a belief that some teachers Coe in a different report entitled that the session aims and content are just better than others or that ‘Improving Education: A triumph were relevant to all staff. people are born to teach! There are of hope over experience’ suggests Whole school training depends on the people who are naturally stronger at CPD should be intense with at least context and delivery. It is not always communication or are naturally more 15 hours but preferably 50 and the the best method as a staff body will confident. The idea that you are either case study in this chapter shows an often vary in levels of confidence, a good or bad teacher, you have either example of a school that requires years of experience, different subjects got it or you haven’t, demonstrates a teachers to undertake 50 hours taught, different age groups, and so very fixed mindset. As a profession, through a strategy that has been on. CPD should not be limited to I believe that we don’t accept this well-received by staff. Coe adds CPD inset days or twilight sessions as it notion; if we did believe that then we should be sustained, over at least two is an on-going process throughout could have an even bigger retention terms. The report recommends CPD our career and we should be taking crisis. If we also had this attitude should be content focused on teachers’ leadership and ownership of our that you are either good or bad at subject knowledge and how students professional development. something then imagine the negative learn. There should be opportunities Shaun Allison, author of Perfect impact that would have on the for staff to try out ideas, discuss and Teacher-led CPD, has stated that learners in our classroom! evaluate and, of course, should be leaders responsible for CPD need to Wiliam recognises and addresses supported. Finally, it is no surprise get teachers excited about teaching, the complex issue of teacher quality that Coe promotes an evidence-based talking about teaching, planning and and examines the options to deal approach, sharing strategies that are evaluating their teaching with other with this. Firstly, attempt to replace supported by robust evaluation and teachers, observing, learning and existing teachers with better evidence. Coe does realise that ‘even sharing what works with each other. teachers, although with reported if such training were offered, many This book by Allison is a very good figures of teacher retention, this school leaders would have serious read for anyone leading CPD. It is clear could lead to further problems. concerns about allowing their teachers
36 PREP SCHOOL Reflecting the best in the prep & junior school world to spend so much time out of the classroom and their CPD budgets would probably not allow it anyway. Moving to a model like this would require big culture shifts.’ A stand-alone single CPD session or inset day won’t transform teaching practice. It might be useful, but the impact will be limited. I attended a course focusing on moving teaching from good to outstanding, the focus should have been about effective teaching, rather than using language associated with Ofsted (The English School Inspectorate – Office for Standards in Education). Perhaps my expectations were too high, but I was very disappointed. How can a teacher who has been teaching for six years progress from ‘good to outstanding’ during a one-day course? That course was very costly. This took place during the week, so I had to set cover and be absent for my classes. This experience made me think very carefully about the CPD courses I would attend in the future, is the juice worth the squeeze? That is not to say that there aren’t great courses available for teachers, because there are. For that specific event, I failed to do my research and I had unrealistic expectations. Professional development is an on-going and long-term process, not a short-term quick fix. One-off expensive courses in a hotel conference room with a free lunch won’t change your life but taking control of your professional development can. In recent years, teachers around that I have progressed more so in offers some wise words which further the world have shown that they are the last three years of my career echo this, ‘we must never fall prey to leading the way, with ownership of compared to the first five years, and thinking our learning has stopped. their own professional development. that is not a criticism of the school I We should be the ultimate role This can be very empowering and worked at because it was the leaders models for continuous learning’ and enjoyable. Taking responsibility of at that school that helped me truly Quigley links this to growing teacher your own professional development understand how powerful professional confidence too. This chapter focuses can enhance, and eventually even development can be. on how teachers can take a firm hold transform, your teaching practice. Jackson often shares this message of our own learning, progress and Based on my own personal that ‘learning is a part of everyone’s professional development. experiences, I feel that this approach life – it’s not just something that Love to Teach is available on towards my own professional happens in the classroom’ I believe as the John Catt bookshop now development has been a major factor teachers we are excellent role models at johncattbookshop.com towards increasing my confidence when we learn, progress and develop and wellbeing. I certainly believe throughout our careers. Quigley
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Key_Bursar_190mmx135mm_Advert.indd 1 30/11/2018 14:07:41 Shaping up to the meaning of life Ian Morris, Chaplain at Bishop’s Stortford College, presents an assembly for lent
Here’s an assembly that would fit so many of today’s generation want A jigsaw piece is an entity in itself. in very well with a lent theme as it to appear as circles. Unlike squares, Like any other shape it’s clearly focuses on our connections with each circles stand out from the others. defined. However, it is not made other and God. I went to town with Their curved edges prevent them from whole in itself. To be a complete entity illustrations of letters and fruits at being lost in the crowd. Moreover, as the jigsaw piece needs to not only the beginning and a gif that showed a a symbol for perfect completeness so make connections with other jigsaw jigsaw being put together graphically many want to give that impression pieces but to also allow other pieces to showed what I meant. Apparently online. Circle says: ‘Look, I’m an connect with it. men can be an X, a T, a V, an O or an individual – the star of my own story.’ Jesus tells us the purpose of life is I, whilst women can be apples, pears, One only has to look at tourists who to love God and love others. A jigsaw strawberries or bananas. If like me choose to see the sights through the piece embodies that. By connecting this is news to you, I am referring to lens of their phones on the end of with other pieces and allowing them body shapes. This got me thinking. their selfie sticks. to connect to us we become part of If our bodies can be categorised into the bigger picture. We participate a shape then how about our souls? in His story, which is bigger than For the shape of our souls will have a our own. Connecting with others more profound effect on shaping our is purposeful and makes us feel future and determining our purpose. By reaching great about ourselves. Yet allowing Like the quizzes that appear on teen others to make connections with us website and in magazines that help out to and makes us vulnerable, which many are you to discover what kind of fish or not prepared to do. But it’s in that vegetable you would be according letting in vulnerability we are made whole. to certain criteria – how would you Not only are we to reach out to love shape up? As you consider your others, we are God and love others but we are to attributes, personality, strengths and allow them to reach in and love us. weaknesses, with which shape do you stronger. Sometimes it takes greater courage to share most features? Are you a regular let the love of others and God in than square, a diamond geezer or one who it does to reach out to them. has the strength of a triangle? Do Pondering this at the pub, I had By reaching out to and letting in you see yourself as a rhombus with an epiphany. It was as though the others, we are stronger. Through leanings one way or the other, or scales fell from my eyes and I saw our connections we are less likely perhaps you have the all roundedness the answer to this ultimate question to get brushed aside because the of a circle, or the many facets of an about the meaning of life and our other pieces hold us in place. So, for octagon? purpose. You won’t be surprised to those struggling to find purpose, Knowing that we might be a certain learn that the answer from me is become a piece in the jigsaw. Don’t let kind of shape can help us to identify really rather simple, yet its simplicity circumstances squeeze your soul into who we are and, thus, our purpose makes it profound – the purpose of a shape that causes you to go it alone in the lives that we lead. Growing life and the shape of one’s soul is to be as a circle or square. Our purpose up, those I knew were happy to be a jigsaw piece! is not found in ourselves but in the squares; most just wanted to blend in For those who are too sophisticated to connections we make when we reach the crowd rather than stand out. Yet get simplicity, let me explain. out and allow others to reach in.
PREP SCHOOL Reflecting the best in the prep & junior school world 39 Discussing mental health Alison Tonks, from Oxford High Junior School, considers how we can support our children and teach them the importance of good mental health
In the past decade, the topic of 2015, the prep and senior school spent understand their support systems. mental health has been increasingly an INSET day receiving training in Did the programme work? discussed, as the number of children ‘working towards good mental health I wanted to be sure that investing needing treatment is also on the in schools’. This INSET day gave us the in the programme would be an rise. The government has responded tools required to deliver mental health effective use of our time and finances. by releasing plans published by first aid. Since that INSET day, we have Therefore, I used the intervention as Education Secretary, Damian Hinds. been exploring other ways in which my research for my MA in Education From September 2020, health we can support children with mental dissertation, which I was completing education will become a compulsory health needs in the prep school. at the time. I designed the study to subject. This will involve teachers What have we done to support ensure that I had three groups of delivering lessons about building children with anxiety? differing ages, Key Stage 1, lower Key mental resilience and wellbeing, A couple of years ago an intervention Stage 2 and upper Key Stage 2. It is recognising when they are struggling was recommended to me, named estimated that between 60-70% of with mental health and teaching ‘No Worries’. The intervention is children had a decrease in anxiety strategies that children can apply in designed to provide school teachers symptoms. The result remained times of need. with a programme that can be used consistent in the data reported by Damian Hinds said, ‘good physical for children with low levels of anxiety. both the children and their parents, and mental health is also at the heart The programme consists of eight the wait list control group (after they of ensuring young people are ready weekly sessions, followed by two received the intervention) and after a for the adult world. By making health follow up sessions. The underlying two-month follow up. education compulsory we are giving psychology behind the programme One interesting finding was that young people the tools they need to be syllabus is Cognitive Behavioural 73% of Key Stage 2 children reported ready to thrive when they leave school.’ Therapy (CBT). greater benefits to completing the At Oxford High School, one of our CBT is a form of talking therapy that No Worries programme, compared to school aims is ‘to educate high- can assist people in managing their only 50% of children in Key Stage 1. achieving girls, who have the drive problems by changing the ways that As I was delivering the intervention, I and determination to change the they think and behave. It is based was aware that both of the Key Stage world for the better’. We fully on the belief that thoughts, feelings, 2 groups were engaging more in the recognise that for us to teach pupils physical sensations and actions are discussions and home support tasks, who can thrive in their exams, but all interconnected. If a person is compared to the Key Stage 1 group. also have the ambition and skill set to having negative thoughts or feelings, I would recommend the programme change the world, we need to provide then this can trap that person into a to a school if they are looking for a them with a strong foundation vicious reoccurring cycle. No Worries resource that can be used with small in mental health awareness and seeks to break the cycle of anxiety, by groups of Key Stage 2 children, who strategies that they can continue training the child to notice a negative are struggling with low level anxiety. using for the rest of their lives. thought, feeling or sensation and What about preventative In the past few years, Oxford High change it into something positive. No measures? School has given mental health the Worries also includes modules on how At Oxford High School, we want to spotlight that it deserves. Back in to set a goal, practise mindfulness and be proactive, not reactive. We aim for
40 PREP SCHOOL Reflecting the best in the prep & junior school world Lastly, we discuss the brain with the children in an age appropriate way. We aim for our pupils to The pupils know that an animal lives in their brain (the limbic region) develop their emotional and this animal can take over if we are cross or upset. We also have literacy and resilience, which a thinking area of our brain (the prefrontal cortex) and this area will help to prevent mental can help us control the animal. If a child makes the wrong choice in health issues in the future. school, we refer to the animal brain model. We encourage the child to use the thinking part of the brain and reflect on what they could have done differently. our pupils to develop their emotional school and provide our pupils with a Over time, the children will develop literacy and resilience, which will help bank of useful tools. their ability to use the thinking to prevent mental health issues in How early should we teach part of their brain before they the future. This is why we have been children about mental health? act. These strategies help children working alongside the Positive Group. I am currently in the fortunate develop their resilience and control, Positive aims to use research in position of leading the Early Years which has a huge impact on their psychology and neuroscience to help Reception team. Over the past few peer relationship. The strategies organisations optimise wellbeing and months, we have been building in evolve for each year group, as the performance. age appropriate ways of educating children develop and expand their Since 2016, Positive have been working children about mental health. understanding of the brain. within education to deliver a whole Firstly, we adapted the EB to suit What’s next? school approach helping teachers, staff younger children, which uses one I feel extremely lucky to be working and pupils to flourish. The aim is that mood scale rather than the second in a school that prioritises mental the staff understand and use the tools scale of energy. The pupils are able health. We aim to equip our pupils themselves before they start teaching to move their counter along the EB with a large bank of tools that they strategies to pupils. whenever they chose. This gives can dip in and out of for the rest of Since being trained by Positive, I have us a physical indication of how the their future lives. I am excited about been assisting in the implementation children are feeling and a starting our next phase of development, which of strategies across our prep and point for conversations. is to embed No Worries, Positive and senior school. The tool we have found Mindfulness into our curriculum to Secondly, we have a worry monster to be most effective is the emotional ensure that strategies are built on that loves to eat useless worries! If a barometer (EB), which is a quadrant across each year group. child is having a useless worry, e.g. if that pupils or staff place themselves they have forgotten their PE kit, we Top tips for supporting children to on based on their current mood and can invite them to discuss this worry develop their understanding of mental energy level. One pupil who suffered with us and then ‘feed’ it to the worry health: with low mood said, ‘the EB has made monster. This physical act of feeding • Start teaching young children about me realise that I am not sad all the the monster helps children to move the brain, giving them strategies time. If I feel sad then I can look at a on from their worry. that they can apply early on. time I was happy and do whatever I was doing at that time.’ Another tool Thirdly, every pupil has their very • Use consistent language across the we have enjoyed implementing is the own ‘Belly Buddy.’ These buddies are school. Worry Filter. This uses the concept placed on a child’s stomach as they lie • Have a bank of tools at your that every worry is either useful or down and focus on their breathing. fingertips and refer to them at useless. A useless worry would be The buddy provides the child with relevant times through the day to something that we have no control a point of reference and helps the fully embed the tools. over, for example a delayed flight. The child focus their attention. This is the Worry Filter is a great tool that we can beginning of mindful practice, which • Plan in curriculum time dedicated utilise at any relevant moment during has been shown to improve pupil’s to mental wellbeing. a school day. We hope that Positive moods, attention and relationships • Don’t ignore the mental wellbeing of will continue to grow within our with others. staff – practice what you preach!
PREP SCHOOL Reflecting the best in the prep & junior school world 41 NEW
Step-by-step explanations and worked examples to support children preparing for Independent School and Common Entrance Exams.
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Bespoke INSETs on: • Creating Great Learners • Thinking & Communication Skills (P4C) • Growth Mindsets • Wellbeing & Mindfulness • Parent & Governor Sessions
Will Ord is a very experienced education trainer with an international reputation. He has been a teacher, author, university lecturer, Chairperson of SAPERE, and writer for the tes. He has worked in education for 25 years, and with hundreds of independent schools (3-18) across the world.
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Inspirational, research based, “ and really practical. Brilliant! ” Only girls allowed Sue Collins, Deputy Head of Burgess Hill Girls’ Junior School, takes a look at girls-only education and its benefits
The evidence on the academic I had entered a world where it was addition to the high-quality academic advantages of learning in a single-sex cool to learn and achieve. As the girls education that is tailored to the environment is clear. They are more left the classroom they confidently individual. likely to take a STEM subject at A looked at me and thanked me for the This focused approach allows girls Level. Girls are also more likely to lesson. I had arrived in heaven! As I to achieve to their own potential in study languages beyond GCSE, and it’s have progressed through my teaching the classroom that, in turn, further noticeable that half the Sunday Times career, I have come to realise just how raises their confidence. At Burgess top 10 independent schools are all-girl beneficial it is for girls to be educated Hill Girls, achievements both in and schools. Incidentally, why is it that in a girls-only environment. out of school, no matter how small, girls’ schools are so often called upon There is a significant difference in are valued and celebrated openly, to justify their approach? It’s rare to the way girls and boys learn, and the and as a community. This strategy see criticism of the likes of Eton or younger the children are, the more means every single girl is appreciated Harrow for retaining their male-only apparent this is. They can also be and this, in turn, increases her self- communities. more self-critical when evaluating esteem. This tailored approach to a And many grammar schools, widely their performance and this can lead girl’s education produces confident respected for their academic prowess, to a lack of confidence. As a teacher young women ready to hold their hold steadfastly to their single-sex of girls, it is incredibly important own and succeed in an increasingly status. To my mind, it is the life to address this very early on in the competitive job market. skills that girls acquire in a single- educational journey. And in a world When we hear from our Bold (old) sex environment that impact on where use – and misuse – of social Girls about their university and their lives as much as academic media has become endemic, this has career success, it seems to confirm success. There’s so much more to an never been more important. With girls that early exposure to a nurturing, inspirational education than a clutch under pressure to post the perfect non-judgmental environment pays of A*s. Life skills – so-called ‘soft picture or get 100 likes, this relentless dividends. Whether it’s working as skills’ – may be harder to measure focus on building self-confidence and an engineer for a Formula One racing than a GCSE paper, but they’re resilience is vital. team, campaigners for social justice or just as important. In a single-sex This year’s Girl Guiding Attitudes becoming president of the University environment, girls can learn and survey reported that 25% of girls aged of Oxford Women’s Cricket Team, I experience life in a safe setting. 7-21 reported they were very happy always notice that many of our girls When that begins at the start of their compared to 41% in 2009. And 59% of opt for careers in ‘non-traditional’ education, they carry those values girls aged 11-21 said that social media occupations for women and are into secondary education and their was a main cause of stress. Ten years making a mark as individuals who are adult lives. When I first qualified ago social media wasn’t included in unafraid to stand up for their beliefs. as a teacher I was determined to the survey – Instagram, WhatsApp work in the state sector in a mixed And the sooner girls move into an and Snapchat didn’t exist! Some 73% environment that fosters those environment and ‘make a difference’ of girls aged 11-21 said that women but my interview for Burgess Hill attitudes, the better as far as I’m have to work much harder than men concerned. As both a parent and changed my views on how and where to succeed compared to 57% in 2011. that difference could be made. On my teacher of girls, I believe this is first visit to the school, the calm and At Burgess Hill there are numerous what we all are striving for and our inviting environment immediately opportunities for girls to develop daughters deserve. struck me. As part of the interview and build self-confidence: drama process, I taught an English lesson on productions, assemblies, residential poetry and was immediately struck by trips, sporting fixtures and a variety the girls’ enthusiasm and motivation. of extra-curricular activities. This is in
PREP SCHOOL Reflecting the best in the prep & junior school world 43 The case for a compulsory rugby experience Neil Rollings, from Independent Coach Education, explores the historic relationship prep schools have with rugby and why he thinks it should always have a place in our schools
The prep sector has had a long of compulsion. The conscription of and schools have medical provision relationship with rugby football. The boys was mirrored in the teaching that would have been unimaginable distinctive posts still adorn many staff. Most were required to spend in the era of the bucket and sponge. school grounds, even two years after more time coaching rugby than It is likely that – below the age of 13 the RFU made them obsolete in the premiership coaches do, with the – no game has a significantly higher game below the age of 13. Schools are flimsiest qualifications to do so. This risk profile than any other. This can’t emotionally attached to the game: created a perfect storm, where the be confirmed, as no other National prep schools just don’t look right least enthusiastic pupils spent every Governing Body has such robust without them. afternoon in the company of the most data collection mechanisms, but it is It would be naive in the extreme to incompetent coaches. It was never a probable that hockey and netball (and suggest that there was a golden age recipe for engagement. the playground) carry equal injury in which all boys loved the game. The golden age is long gone. It is, risk in prep schools. The risk profile The sector has produced endless however, deeply lamented in many of rugby changes massively after the generations of boys who did love their quarters, and the sector is struggling age of 15. rugby experience, but certainly a with what comes next. Widespread The shop window of the game doesn’t significant number who learned to hate publicity of perceived injury risk has help its image. The professional game compulsory games, and everything given voice to the anti-rugby lobby. has created a cast of characters who that went with it. Most schools were Raised awareness of concussion would not be out of place in Lord of the deeply dismissive of this constituency, danger has legitimised the requests Rings. Enormous bodies, forbidding and their parents were curiously quiet. of parents who do not want their beards, intricately tattooed. Leaving Coming out as a rugby-hater attracted children exposed to this risk. Schools the field on stretchers, covered wide suspicion. The pacifist lobby was conscious of the business and legal in blood, in pretty much every a seditious guerrilla movement, which implications of the compulsory game international game. When the traded in a currency of strategically have acquiesced to a rising tide of culturally indoctrinated Twickenham positioned music lessons and dubious requests to avoid it, though have crowd routinely applauds the injured medical notes. confused themselves as to what a player leaving the field on a motorised Schools operated their own version sports programme looks like without stretcher – in a neck brace and of apartheid, inventing conspicuous the organisational expedient of surrounded by doctors – it rarely gives tokens of adulation for its marquee everyone out on the rugby pitches a thought to the impact of this image games players. Blazers, colours and simultaneously. on unconvinced mothers. And it is not honours boards abounded. At the Ironically, the school game has positive. same time, some pretty shabby probably never been safer. The RFU The danger lobby has been cleverly provision for the less enthusiastic has taken a commendable lead in mobilised. The game has responded was hidden behind the iron curtain initiatives to optimise player welfare, with a series of risk management
44 PREP SCHOOL Reflecting the best in the prep & junior school world initiatives. But it will never reduce the by common culture and ambition. the contact game. Many of the benefits risk to zero. Rugby has always carried It is here that games have most to of the game can be delivered through the possibility of injury, but most offer. The community of a team, a sensitive programme that provides participants, and many parents, have with its unique social bonds has the the right type of challenge for all. The felt that the advantages outweighed capacity to attach emotion to memory challenge for schools is to find the the dangers. Curiously, the beleaguered and create moments of both magic programme that delivers this; it will school game has been slow to articulate and meaning. Those fortunate to look considerably different from the the benefits it perceives in the game, experience this routinely remember provision of old – especially for the late and the reasons why rugby is afforded it for the rest of their lives. It can be a developers. such programme primacy. What might high point of human experience. Rugby will always be more attractive they be? The selflessness demanded by to some children than others. The Gaining confidence from overcoming combined endeavour, working together idea that its appeal is universal was apprehension has always had a place towards a common goal, membership always flawed. Ultimately, the game in education, delivered variously of a meaningful group and achieving will not be for everyone. But the through physical activities and something together that no party potential benefits to most participants outdoor pursuits. Generating self- could accomplish alone is the essence might be seen to justify a compulsory esteem through meeting challenge, of community. A real group, with real experience of the game in some form and learning the satisfaction of that relationships and interdependencies – or other. Rugby can be compulsory process, is universally important. The not an online one. The 21st century is without contact rugby being joy of creative movement is inherent short of these opportunities, and the obligatory. The higher the quality in all human societies. But rugby can unique environment of rugby provides of appropriate delivery, the more offer more – even – than that. a rare possibility to experience this pupils will be retained in the rugby In a world concerned with mental fundamental human need. There are programme when the doors of choice health issues, and in which children many advantages in other physical are inevitably thrown open. spend long periods inactive in solitary, activities, as well as collaboration Although retention will never screen-based pursuits, it is possible opportunities beyond sport. Rugby be 100%, perhaps the level of that team games such as rugby are combines the two. enthusiastic engagement is a more important than ever. Research These benefits are not inevitable. better measure of the success of a is clear that humans need to find They depend on the quality and school rugby programme than the meaning in their activities, and need appropriateness of the rugby experience. competitive triumphs of a small to feel part of a community, united For some pupils, this will not start with number of early developing players?
PREP SCHOOL Reflecting the best in the prep & junior school world 45 Mentoring teachers and leaders Paul Baker, a Consultant Geography Tutor and an MA Supervisor at the University of Buckingham, puts forward the case on why the mentoring of teachers and leaders in prep schools is so important
The role of the mentor in a school another require additional help and contributes to the training of teachers is vital to support an individual’s support in the classroom and often in their early stages of a career but professional development. This is not this is random but in some schools also to that of more established only for the teacher who is involved collaborative teaching is regularly teachers in the later stages of their in a PGCE course or is new to the employed for both the benefit of the career, where higher-level skills may school; I would suggest for all teachers staff and the pupils. be required. to benefit from this. Mentoring Where this is reflected upon, there In the past when one thought of can be an extremely rewarding is a widespread benefit for the whole mentoring it conjured up the idea professional experience and mentors school. Counselling, negotiation, of a more senior member of staff also benefit from the interaction conflict solving, giving and receiving supervising a new teacher in a school, with the mentees. Mentoring cannot positive and negative feedback and which was in reality an occasional be an individual responsibility for setting targets happens as part of the visit to the classroom followed by a the reason that no one mentor will support and supervision of children friendly chat about how the teacher have all the skills and knowledge in schools, but does it happen also could improve his performance. In that comprehensive mentoring will for the teachers whatever their age, schools there were also informal require. A school-wide climate of ability, subject or responsibility? discussions with departmental heads mentoring needs to be established School leaders just as much as and other colleagues in the pastoral if mentoring is to become a general classroom teachers meet conflicts principal for operating in a school. It team. When I started teaching in in their daily work and, therefore, I 1970 this was rare but took place is often recognised in schools that any would suggest that mentoring can member of staff may at some time or occasionally. The whole atmosphere be seen as a process that not only in schools today has changed with a much more managed system of support but for all teachers there is a need to recognise that there is a place for all to be mentored as part of all It should be remembered the teaching development, from the new recruit to the headteacher. This should, I believe, be regular (once a that the mentor status week meeting/observation for new teachers and maybe once a month could enhance their for more senior teachers) and part of self esteem, self-confidence school policy. However, this can only succeed in a school if there is a set of criteria and self-image. that would be able to cover not only looking at the teaching of particular subjects but also the overall management of the pupils. The school
46 PREP SCHOOL Reflecting the best in the prep & junior school world would need to provide professional It should be remembered that the often the usual practice. credibility and so mentors would need mentor status could enhance their • Mentor-mentee meetings where criterion that would be appropriate self-esteem, self-confidence and self- professional dialogue can take to individual schools. This would image. It can be very satisfying to place. Meetings should be both allow them to be practical, coherent be responsible for helping someone’s professionally challenging and and rigorous, involving the aim of development as a teacher or leader but supportive, providing opportunities providing the senior management it must be handled with care, both to explore mentee’s ideas and and the school governors evidence sensitively and professionally. Helping understandings in depth, to raise that a foundation of excellence was others when they have problems can their awareness and develop future developing and ways in which the lead to mixed feelings and emotions plans. Mentors need to listen as well school was developing and becoming but on the whole sharing problems as provide guidance and direction. more proficient as a whole. or successes with sympathetic To ensure time is used profitably, all colleagues is usually a far better The ‘climate’ of a mentoring policy as meetings should be organised at a way of improving their teaching or I am suggesting must acknowledge convenient time and given priority management skills. three points: over other commitments. Knowing that you are going to be 1. Every member of the school – • Observing lessons as organised observed teaching or a discussion both children and adults – has an regularly or attending meetings about planning can certainly focus the entitlement to development. that the mentee can manage are mind and the mentee will no doubt essential for successful all school 2. That the whole school community think harder about their performance. mentoring. Discussion time after learn and develop best practice. Staff requirements for effective these can be either straight away 3. That staff development throughout mentoring or at another convenient time – I the school must involve continuous • Can you provide a good model for suggest no longer than 48 hours support. others? after the observation. Mentors through the process • Are you up to date with subject • It is very important that mentors also need to consider their own pedagogy or management and mentees carry out self- professional development through the requirements? reflection and evaluation. Time work they are doing as mentors by: must be found for this. Reflective • Are you committed to supporting practice is important as a deeper • Helping others to reflect on their and training others? and constructive process that practice must be beneficial to the • Are you an approachable person encourages both mentor and mentee mentor, as it will not be beneficial who can establish a trusting to reflect explicitly and critically so unless they question their own relationship with colleagues? that practice can be improved. practice while giving advice over One final thought: who mentors knowledge, skills or attitudes • Can you inspire colleagues? the headteacher? In many schools a processed by others who are • Do you have effective governor or an outside agency carry observing or relating too. communication skills? out mentoring, but a thought to leave • Mentors after questioning their • Are you prepared to learn from you with is should it be someone own practice should then face the others two-way process? within the school too? challenge of improving their own Summary of strategies To conclude, I hope I have allowed practice with their mentor. There are a number of mentoring some thought to be put into your • Specific skills such as listening, strategies by which the mentor can school’s mentoring as a critical giving good feedback, observing address the goals of the mentee and element in the professional practice, coaching, counselling, there are a number of mentoring development of staff. Effective motivating and other skills will be strategies to promote and enhance mentoring schemes in schools have used by the mentor but will also professional practice. These include: very real benefits, irrespective of the allow mentors to reflect on these • Collaborative teaching or stage of staff’s professional career. It is with their own mentors. co-teaching where mentor and an essential part of the school having a critically, high-quality learning and To set up the mentoring programme mentee plan and teach lessons management environment. there needs to be initial training together. but schools probably in many cases • Structured observation by mentee have the necessary knowledge and of a mentors lesson followed by expertise among their staff to deliver discussion similar to mentor this training. observing mentee’s lesson, which is
PREP SCHOOL Reflecting the best in the prep & junior school world 47 The campaign for colour Sarah Matthews, the new Headmistress of Truro High School for Girls in Cornwall, justifies why the creative arts are the key to providing a bright, broad and balanced curriculum in our schools
In schools we are preparing our discovering and nurturing talents. talents and the challenge to stretch students for jobs we cannot yet We are very proud that at Falmouth and grow. imagine and thinking creatively University’s CreatEd Awards – the The Creative Arts classrooms are will be a vital element of adapting annual competition run by the UK’s also frequently where confidence is to the future. If the students do not top arts university for schools and grown. Children feel a great sense learn to take these creative risks colleges – Truro High was again the of pride in producing something routinely in the classroom, then how biggest prize-winner picking up 16 worthy of exhibiting to others. In can we expect them to be filled with Highly Commended prizes plus three these classrooms they discover that confidence when doing so in the major awards (Fine Art, Textiles and they can learn much from the process workplace? Dance) and this is testament to the of trial and error; they learn to This simple question is, for me, opportunities provided for girls to reflect and adapt and they discover the crux of the matter. A blinding excel in these areas. that making mistakes can lead to illustration of just why it is so Children have different skills and greater learning. In areas such as important for every student to push talents that must be grown and drama and music, they learn how to their boundaries creatively, to leave nurtured. Without creativity being collaborate productively with others their comfort zone, take a risk and explicitly taught, society risks and develop skills such as the ability give it a go. losing this vital skill. The study of to negotiate and effectively prioritise It is therefore worrying that earlier the creative arts provides not only and synthesise different ideas. All of this year a BBC survey found nine the opportunity for self-expression these allow the students to learn to out of ten secondary schools are and reflection, both of which are be adaptable and resilient, which are having to cut back on arts teaching vital in a busy modern world, but it key skills for students ready for the for financial reasons. Of the 1200 also heartens students to take bold future. schools that took part in the study, academic risks across the curriculum There is far more important to 10% admitted that they now rely on and learn that thinking differently an enriching education than just voluntary donations to provide arts can lead to great breakthroughs as providing knowledge. For young and music teaching. Now, more than well as beauty. This should be prized adults to thrive in roles we are yet ever, it is independent schools that are in society. to imagine, we must provide them championing the creative arts. A key example of the benefits of with not just knowledge but skills Truro High School prides itself on the creative arts is young scientist and habits of mind that will allow providing a curriculum that is strong Bennath Halse. Bennath left Truro them to adapt and lead change. in all areas. In 2018, 59% of all of High last summer with three A*s in Encouraging intellectual curiosity the school’s A Level passes were at STEM subjects and her sights set on and independent thought, as well as grades A*/A with excellent results in a career in science or the world of providing classrooms that develop all subjects from STEM to Latin and medicine. For her, the opportunity resourcefulness, the ability to from Textiles to History. Behind this to study for her Gold Arts Award collaborate and resilience is what are success is a simple formula based on alongside her A Levels gave vital needed to prepare our students well allowing students of all ages the time balance to her curriculum by for the future. Literacy, numeracy, and space for creative expression; providing an outlet for her creative acquiring knowledge and critical
48 PREP SCHOOL Reflecting the best in the prep & junior school world never be made if people did not learn to It is therefore worrying think creatively and take academic risk. Time and space for creative expression that earlier this year a BBC is also good for the spirit. In a time where adolescent mental health is a growing concern, we teach our girls survey found nine out of ten that it is absolutely ok to take time out to do the things that traditionally secondary schools are having allow you to express and process emotion in order to keep the mind to cut back on arts teaching and body healthy. It is widely reported that currently one in four adolescent for financial reasons. girls in the UK identifies as having a mental health concern and we do not want our girls to be on the thinking are all absolutely vital, but and personal determination. But these wrong side of that statistic. Providing pieces of the puzzle and successful lessons are not just about the end result, opportunity for artistic expression is schools balance this with the they are about the processes involved one of the many ways we proactively development of other vital skills. in creative thinking and so whilst a ensure positive mental health habits girl might not produce the most eye- in our girls. We believe that happy The students who may believe they are catching art or dance, she can take girls achieve and what often makes less naturally talented at Truro High the skills learnt in these lessons back girls happy is a balanced curriculum School are encouraged to have a growth into her area of strength and they will where there is time to express mindset; all skills can be grown and help her excel there. Breakthroughs themselves creatively and produce end developed through excellent teaching in science, business and maths would products that instil a sense of pride.
PREP SCHOOL Reflecting the best in the prep & junior school world 49 A JOHN CATT PUBLICATION KATE JONES KATE CLASSROOM EVERY FOR & RESOURCES RESEARCH TEACH: TO LOVE
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Love to teach - cover.indd 1 16/11/2018 11:04 HOW POEMS WORK Meanings, techniques and effects in 100 poems from Beowolf to the Iraq War In this annotated anthology, Robert Gullifer and Matthew Jenkinson demystify poetry while showing that there are many good reasons to pick poems apart. From Beowulf to the Iraq War, a millennium of poetry is presented to give readers a sense of how poems have evolved since we first started writing them down.
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THE CURRICULUM Gallimaufry to coherence By Mary Myatt Increasingly, across the system, people are talking about knowledge and curriculum. In this important and timely book, Mary Myatt is at her brilliant best as she passionately argues that the solutions to overcoming achievement barriers lie in understanding the curriculum and in what children are meant to know.
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What makes a school great? Studies into good schools are numerous, but This publication seeks to explore in depth the Nine Pillars of Greatnessthere has been much less written written about great schools. by The the former are course more common, but with success comes complacency; good is the enemy of great. PILLARS In 2009 the London Leadership Strategy established the Going for Great leaders of the Going for Great programme. It considers the rangeprogramme, of characteristics creating a forum for leaders of schools rated that ‘outstanding’ define by Ofsted. This collaboration sought to identify and share best practice; based on their case studies, school-to-school visits, the research literature and through OF GREAT great schooling, from a school’s values and ethos, leadership andseminar, teachingdebates and discussions, a modelto of itsgreat schooling curriculum, has emerged.
This publication seeks to explore in depth the Nine Pillars of Greatness approach to professional development, learning community writtenand by the ongoingcourse leaders of the Going forself-evaluation. Great programme. It considers the range of characteristics that define great schooling, from a school’s values and ethos, leadership and teaching to its curriculum, approach to SCHOOLS professional development, learning community and ongoing self-evaluation.
Supported by a wealth of academic pedagogical texts and written by three authors who have spent their lives in education, The Nine Pillars of Great ‘It’s not hard to grow a greatSchools examinesschool. the commonalities You between the mostjust successful haveinstitutions to and demonstrates how to transform a good school into a great school. know what the basics are, do them right, and do them relentlessly. Nine Pillars of Great Schools, based on a wealth of evidence, shows you exactly how to do it.’ John Catt Educational Limited £14 15 Riduna Park, David Woods, Rachel Macfarlane Professor GuyMelton, Woodbridge, Claxton Suffolk IP12 1QT and Damian McBeath 01394 389850 [email protected] www.johncatt.com
E: [email protected] Independent thinking for education T: +44 (0)1394 389850 W: johncattbookshop.com SATIPS Art Exhibition 2018 SATIPS’ member schools showcased their talented young artists’ work at the exciting SATIPS’ National Prep Art Exhibition held at Bromsgrove School
Open to pupils from Reception to Year private view event for heads of art captured their imagination in their 8, the exhibition was an opportunity and headteachers, and on Sunday the sketchbooks and talk about what they for each member school to display 22nd of April for the artists and their found inspirational in front of their up to eight pieces of their pupils’ families. The exhibition was then classmates. artwork. Bromsgrove was delighted open for school visits from Monday Bromsgrove School are excited to be that 49 member schools sent artwork the 23rd of April to Friday the 4th of hosting the SATIPS’ National Prep for display. The standard of work was May. The Downs, Edenhurst, Wycliffe Art Exhibition again in 2019. We look incredibly high and the artwork ranged College, Cheltenham College and forward to welcoming more visiting from individual masterpieces, to 2D Monmouth School all bought school school groups and hosting workshops and 3D work and collaborative pieces. groups to the visit the exhibition. alongside the exhibition. The exhibition was launched on Visiting schools encouraged their Saturday the 21st of April, with a pupils to record artworks that
PREP SCHOOL Reflecting the best in the prep & junior school world 51 Taking on mindfulness Shaun Fenton, Head at Reigate Grammar School and Chair of HMC, says mindfulness is a ‘must do’ for prep schools to help tackle the pressures of modern life
The pressures on secondary school If only. Positive mental health is at the centre pupils are all too clear: an exacting At Reigate Grammar School, we of everything we do and mindfulness exam schedule, a deluge of social recently staged our first Wellbeing is part of life at the school. There is media activity, life-altering decisions Festival last term. It was a fantastic flexibility in the timetable, children to be made about university entrance week of activities and talks by are encouraged to do ‘Mind Apples’ – and future careers, to name but a few. distinguished guest speakers one of their five a day for supporting But in prep schools, surely younger that provided an opportunity for good emotional health. There is also children can be left to their own students to consider wellbeing in peer mentoring, outdoor education, devices to enjoy their childhoods, its broadest sense, from resilience and days where we just have fun. unencumbered by the corrosive to open-mindedness, from working I believe that there’s more to an pressures of the adult world? cooperatively to overcoming adversity. inspirational education than a clutch
52 PREP SCHOOL Reflecting the best in the prep & junior school world At Reigate Grammar School, we recently staged our first Wellbeing Festival last term. It was a fantastic week of activities and talks by distinguished guest speakers that provided an opportunity for students to consider wellbeing in its broadest sense.
of A* grades. Of course, exam success co-educational day schools for children more so at the age of eight or nine. is vital – our GCSE and A Level results aged three to 11, to other prep schools, It’s surely part of the moral purpose are among the best in the country, but and to local primaries. of the independent sector that we truly inspirational schools know that Sadly, there is increasing evidence that provide an education that produces education is about the whole child. younger children are falling victim to confident, purposeful pupils well And that includes their emotional the frightening levels of mental health prepared for whatever life has to health and wellbeing. disorder that have become a national throw at them. When I suggested last winter that phenomenon in older children. Two in So we hope that 45 minutes or an parents should keep their children five teachers know of primary school hour of wellbeing in the school day home from school for ‘snow days’ children showing signs of mental will help children to stay grounded and take the opportunity to make health issues including anxiety, panic and in the moment. We want them to some cherished family memories, the attacks and depression. appreciate life as it is now. story appeared everywhere from The Emotional wellbeing is a dimension We will help them not to waste Times to ITV’s This Morning. But of the character education that emotional energy focusing on most rewarding were the deluge of underpins an independent school things that haven’t happened – and supportive messages I received from education, critical in helping children probably won’t. School should be an parents all over the country: I had develop the mental resilience they oasis in young lives and provide an clearly struck a chord. need to handle the crises that may environment in which the innocent During the summer, we laid on a intrude in their lives. pleasure of childhood can be funfair for school leavers, encouraged Helping children to embrace first cherished rather than being chased children to eat ice creams, ride match nerves, rise to the challenge away by the pressures of modern life. on dodgems and jump on bouncy of speaking in front of their class, Learning how to slow down how to castles to take a break from their auditioning for the school play, or slow down and take stock is a skill forthcoming GCSE and A Level exam performing at a concert is a crucial that’s appropriate to a seven year old revision. I wanted to demonstrate part of that process. just as much as a 17 year old. It’s a to pupils that emotional wellbeing Balancing friendships, building self- life skill that will stay with them long is just as important as exam results; esteem and confidence, coping with after their school careers, and the accountability agendas and high-stakes the transition to senior school and sooner children begin to acquire it testing should not squeeze fun out. taking more personal responsibility the better. We want children coming And now, with a group of Reigate – simply growing up – are among through to secondary school able to Grammar School teachers trained to the tough issues that children must maintain balance in their lives and deliver mindfulness classes, we are confront during their prep school capable of managing the challenges rolling out the senior school approach career. Success and defeat, winning that lie in wait for them. We hope that to the other schools in the RGS family, and losing are tough to confront in mindfulness classes will do just that. Chinthurst and Reigate St Mary’s, both the teenage years, but perhaps even
PREP SCHOOL Reflecting the best in the prep & junior school world 53 The mental health crisis Dr Roger Bretherton, Principal Lecturer in the School of Psychology at the University of Lincoln, explores a strengths based perspective on the current mental health crisis
I would like to offer a novel And this is new. It’s not just that significant 20 years ago. The baseline understanding of the current mental we are more willing to talk about has moved, not only is orange the new health crisis among young people in it; the sad fact is that the numbers black, but anxiety is the new normal. the UK. It is most definitely a crisis- of children and young people It’s good, therefore, that more people the statistics speak for themselves. struggling with clinically significant are talking about it. It means we are Even if we restrict ourselves to recent psychological problems is rising. I not alone with feeling the way we do. media reports, in the last year we have work in a university, and spend some Even people we’ve put on pedestals learnt that 10% of 5-15 year olds have of my time training academic tutors in as psychological perfection may at a mental disorder, as many as one in the skills required to support students times have been falling apart inside. six young people struggle with anxiety in distress. It’s sorely needed because I’m glad Prince Harry told us he was at some point, and the number of in the Higher Education sector, traumatised by his mother’s death, nursery and primary school pupils according to some estimates, we have that Dwayne ‘The Rock’ Johnson admitted to hospital for self-harm seen a fourfold rise in undergraduates opened up about his depression, and jumped 13% between 2016 and 2017 reporting mental health problems in that Claire Foy revealed that behind in England alone. If you have scanned the last decade. But it starts younger her flawless portrayal of the Queen the national news even briefly in than that. Some psychologists have is an all too flawed and anxious the last year, these are just a few of noted that many ‘normal’ children are human being. It’s helpful to know that headlines you are likely to have run now living with levels of anxiety that other people suffer fears, funks and into. would have been viewed as clinically phobias, just as we do, but it doesn’t seem to be solving the problem. I worry that there’s something deeper at a societal level that leads to more people – and young people in The number of nursery particular – experiencing emotional distress; something about our culture and primary school pupils that is producing or, at least, failing to provide the means to prevent admitted to hospital the blossoming of mental health problems. It is true that wherever urban industrialised society goes, for self-harm jumped mental health problems seem to follow. We need only look at the 13% between 2016 spread of anxiety and depression through China in the wake of and 2017 in England alone. increased industrialisation, or the
54 PREP SCHOOL Reflecting the best in the prep & junior school world Over the last few years, with my small team of researchers, I have been looking at numerous different ways that character strengths can be developed, and how this development almost always leads to some kind of improvement.
rise of young women reporting a significant increase in what numbers on many major psychological eating disorders in Sri Lanka as the psychologists tend to call self-efficacy, disorders in the hope of finding exposure to western media increases, the belief that one has the power to the unique fingerprint of character to realise that the norms, pressures be effective and bring about change in strengths overuse and underuse and expectations of our culture may the world as a result of one’s actions. that lies behind the multitude of hold some of the blame for the rise in But more important than that, conditions that distress us. psychological distress. there is on-going research in the Let me be clear. None of this replaces But if that is the case, how can we psychology of character strengths, the need for care or specialist clinical begin to turn the tide? How can that is yet to reach the public domain, interventions for mental health we train or teach children to resist that if it fulfils its promise has the problems. But it does give the non- or overcome the cultural pressures potential to fundamentally alter specialist some additional intelligent that lead to misery? My research the way we currently view mental and compassionate responses in and practice as a psychologist for health problems. Simply put, certain caring for people with mental much of the last decade has revolved psychological conditions can be health problems. It also means that around positive qualities of character. understood not just as malfunctions helping children cope with mental Whether addressing Oxbridge of the nervous system or faulty health problems is not just the professors, multinational banks, or thinking, but as specific examples domain of highly specialised medical mental health charities, I have been of the overuse and/or underuse of personnel, but can be thoughtfully keen to promote the vast but often certain character strengths. and responsibly done by any parent ignored evidence-base suggesting It all started with a relatively simple or educator who understands the the value of character strengths Israeli study indicating that people importance of skilfully emphasising such as hope, gratitude, self-control, who score high in Social Anxiety strengths, even with those who seem compassion, humour, persistence and Disorder, neglect some strengths of afflicted by weakness. This focus on so on, as the drivers of psychological character (like passion, humour, self- psychological strengths suggests that wellbeing and social flourishing. control, and social intelligence) and we may not be as powerless as we Over the last few years, with my tend to over-emphasise others (like feel in the face of the ever-growing small team of researchers, I have humility and social intelligence). national mental health crisis. been looking at numerous different This was rapidly followed by similar ways that character strengths can be research on Obsessive Compulsive developed, and how this development Disorder, discovering a different almost always leads to some kind cluster of overuse and underuse of of improvement in psychological character strengths. Needless to wellbeing. Our most recent research say, as a consequence, academics all suggests that mindfully practicing over the world are now crunching character strengths produces
PREP SCHOOL Reflecting the best in the prep & junior school world 55 Thank you and goodbye Few of us get the chance to deliver a valedictory speech to our schools. Paul Murray from Bishops in Cape Town was given the opportunity and we can empathise with his total commitment to the life of the school, his thanks for the privilege and his hopes for the future
I should like to start off by thanking talks from the Grade 12s in the House is because of them that we have this the Head of School Tim Sharples Chapel Services in the Brooke Chapel chapel today and can be seated here, and the Class of 2018 for inviting early on a Monday morning. This together, just before we go out into me to deliver the member of staff year in particular I recall stunning some new and exciting venture area. valedictory address for 2018. It is presentations from some of you there. Not fearful of having to go to war, or indeed a great honour for me. I am struck by the confidence that you even as we had to do when I was your I started at Bishops in 1991 having have when you speak. And then how age, go to do Compulsory Military come from St John’s College in can I ever forget the sermon delivered Service in South Africa. We are today Johannesburg where I began my in the early ‘90s, here in the chapel, sitting here most assured of our own teaching career in 1983. I continued by a Former Principal of Bishops, and safety. Whilst I am unable to imagine to love teaching in an Anglican Boys’ the one who appointed me, Mr John how those Bishops men must have School, which till now, I have done Brett Gardener, OD & Bishops Rhodes felt before venturing off to fight Pro for the last 35 years, 28 of them Scholar, explaining what heaven looks Fide et Patria, with their full college at Bishops. In this way, the school like up there. experience behind them, we can be fulfilled a spiritual need that I am This chapel where we are seated this certain that they were not sitting as very grateful for. In the process, it morning for the 2018 valedictory comfortable as you and me now. has been important for me to see service, erected in Honour of Bishops’ How could I ever forget the great young persons such as those among War fallen, will be something hard to enjoyment and intellectual stimulus you, who opened themselves to this forget. 112 young men, some about that these 35 years running societies, spiritual side and seek to embrace your age and others not much older, the Photographic and Decimus at St it. Attending chapel altogether once Bishops men like you, were killed John’s and at Bishops, Lingua Franca, 4200 times, has given me lots of fighting in the Great War of 1914 to Forum, The Historical bench, and the opportunity to absorb. One of the 1918, which almost to the day, ended Bishops Society, have brought. Seeing highlights has always been the chapel 100 years ago. 160 were wounded. It you as the Grade 12s participate in them and in some cases run them, exposed to new ideas, from rocket science to pressing political questions, will always rank as a strong and Education is by definition at important dimension of my teaching career. Whilst it would be impossible to give much detail in this limited the centre of what we as space, Minister Mac Maharaj at the time coming to speak about the teachers and educators do formation of the TRC even before it was formed; and the Deputy President here at Bishops. of the Republic of South Africa His
56 PREP SCHOOL Reflecting the best in the prep & junior school world Excellency Kagelma Motlanthe addressing Forum, are indelible on my mind. More recently, as in this year, the Grade 12 Chair of Forum organised some really stimulating meetings by inviting OD Rohan Millson to address us on the topic of a book he’s written Why Animals Aren’t Food: And how low-carb and paleo diets sicken and kill us. The Chair of Lingua Franca organised Matt Pearce to address us on the topic of Rugby; and the Chair of the Historical Bench, debating Brexit. Imagine the impact you as Grade 12s have had on our student community! Education is by definition at the centre of what we as teachers and educators do here at Bishops, and obviously in schools all over the world. change that we experience today, took the time and made the effort to do you think we are wiser now than nurture the junior boys of the college, You as Grade 12s now come to the a hundred years ago? This is the who have come here today, especially end of that process, finishing up your central theme from the poet T. S. to join us in bidding you farewell. secondary school career. However, Elliott in his poem ‘The Rock’. Two It is so that to be a leader today, whilst education is an all-round of the lines in it read: ‘Where is the you need these virtues. The serious activity and indeed more than that, an wisdom we have lost in knowledge/ and intelligent, the thoughtful, the important philosophy, core to it is the Where is the knowledge we have respectful, prestige and doing it with a academic side, the classroom. Perhaps lost in information?’ One wonders measure of charisma. it is my own deep love for learning when Elliott wrote this in 1934, if he that has carried me along this path Hopefully, we as educators have ever might have realised how today in teaching. And you have been part played some role in contributing knowledge is so much more accessible of that, as very special Grade 12s in to where you are today. And that’s than it was then. Two years earlier my history or as Grade 12 history in between flitting through our than his poem, the English author students, or when earlier you were in lessons, getting through the marking, Aldous Huxley wrote Brave New World, my Grade 8, or 9, or 10 classes. There preparing the next task, sometimes published in 1932, a dystopian novel are so many of you, you know who a multiple choice or anything to propounding that economic chaos and you are, and I salute and acknowledge enable one to get the marking done unemployment will eventually lead to you. My teaching method has been quickly, computerised assessments – less need for humans to communicate that of inducing questions, seeking like the goldfish-coming-up-for-air, with each other – some of Huxley’s answers, and posing more questions. that today so often dictates the lives then futuristic themes, such as And I thank you for participating, for of educators. And then sport in the reproductive technology, sleep- making my teaching career such an afternoons, more marking and then learning, psychological manipulation incredible experience. I pay tribute to more marking especially if you’re a and classical conditioning, are now all my own teachers and parents and history teacher… the stuff takes for with us. So, I ask, how much have family and colleagues who engendered ages. Perhaps it’s because of the love we really advanced over the course in me a spirit of learning and how this of learning and reading that you as of time? Today, in our quest to do school enabled me to further my own the teacher can interact more with things quicker and slicker, in the education. It enabled me to remain students themselves aspirant for age of obsolescence and anonymity, excited about learning and hopefully learning and that you the Grade 12s we often pass over so much that is pass this highly noble activity onto have been able to be great students the humanist side of things. Do we others. to your teachers. How great to get the still aim for that gravitas and dignitas, question from a passionate reader: As you are seated here today, ready those eternal qualities that make us ‘Sir, have you perhaps read Travels with to go off into the wider world, I stand out as humans? In many ways, Charley?’ Yes, I loved it, I couldn’t put would like to pose a question: amidst you as the Matric Class of 2018, have it down! And then, me to him, ‘have the technological advances and been great examples of this as you
PREP SCHOOL Reflecting the best in the prep & junior school world 57 “Brilliant, practical ideas to take away and put into practice in the classroom. The trainer brought her wealth of knowledge and experience to make the course incredibly relevant.” - Head of PHSE, Fettes College Preparatory School
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Contact: [email protected] Leibold: reframing, repurposing, recoring, reconnecting and reskilling. I pay tribute to all my You essentially will be rebirthing business enterprises to survive in the own teachers and parents digital era. The law that the ‘most clever people do not work inside the and family and colleagues organization any longer’ will be more relevant to you than ever before. I who engendered in me a am afraid it is probably true that you will not survive in the digital era if spirit of learning and how you don’t re-birth yourself, essentially go into a technological-economic this school enabled me to renaissance. Before closing, on behalf of you and further my own education. me, I would like to thank the school for these years in which, honoured It enabled me to remain and privileged, we have benefited from a fantastic education. At the same time, however, it behoves us to excited about learning and be mindful and caring of others less fortunate, holding on strongly to the hopefully pass this highly words Noblesse Oblige – it is our duty to reach out to those who have not noble activity onto others. been as fortunate as us. I personally would like to thank you all, those in my rugby, tennis and you perhaps read Ayn Rand’s The continues to ‘eat the world’? I suggest squash sides, in my history classes, Fountainhead? Careful not to read it you will succeed most if you are students from the history department during exams! You won’t put it down.’ inspired. You have had the benefit of as a whole, those in societies, in I have so loved the classroom, that using technology in the classroom. Founders House, the chapel and think-tank of mental and intellectual By the way, education technology anywhere else in the school where we activity that can take a student from in the US rose last year by 30% to have met or worked together or even the unknown to further into the $9.5 billion. The value of the shares just passed each other in the halls and unknown … and at the same time, of companies who work with AI, are corridors of the school, and I salute make the teacher ask more questions surging at an unprecedented level. you and thank you for your incredible to herself/himself. And so, I ask, like For instance, the challenge to keep and unbelievable courtesy at all times. Elliott did, ‘Where is the wisdom our Grade 8s excited about learning, I would like to end with three quotes we have lost in knowledge/Where for the next four-and-a-quarter perhaps in the hope that you might is the knowledge we have lost in years, till they get to where you are like to take one of them with you, on information?’ What will you do with now, is going to be a much greater the way and my prayer is that you will the learning you have acquired here at challenge to the school than it was choose to live your lives close to God, school? for you, as new trends will need to be stand under Him, the truest way of all As our millenium babies/millennials, considered here at Bishops – grading understanding. young persons born with technology with marks and percentages? The Sage ‘Be the change that you wish to see in and social-networking, born into the on Stage Model of teaching? The real the world.’ – Mohandas Ghandi 4th Industrial Revolution soon to relevance of what they are currently ‘Education is the most powerful take up a position in the burgeoning learning for their future? Are they weapon which you can use to change 5th Industrial Revolution – this new taught imagineering, to adopt crazy the world.’ – Nelson Mandela relationship of humans to digital/ ideas? Are we ready to change into virtual/services trends – living in a edutainers from educators? And all ‘My humanity is bound up in yours – metaphysical world, how will you seek of this as you no longer require the for we can only be human together.’ your success? At a time for instance classic three Rs of Learning: Reading, – Desmond Tutu when automobile manufacturers are Writing and ‘Rithmetic – but rather, Go out strongly, Bishops Grade 12s of becoming mobile service suppliers; the five Rs of Digital Rebirth: to 2018. I thank you. ‘smartphones on wheel’, as software quote mind-shaper Professor Marius
PREP SCHOOL Reflecting the best in the prep & junior school world 59 • Early support and screening for English and Maths • Easy to follow programmes • No preparation required • 5 minute sessions that work • Excellent for English as an Additional Language (EAL)
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www.skoldo.com [email protected] 01843 843447 Wellbeing and resilience Kate Allen, Chief Administrator at ISEB, reflects on the significance placed upon children’s wellbeing and resilience
Rightly, prep schools place high suggest that this requires determination enjoy their learning will be far better importance upon children’s wellbeing. and perseverance. Teachers guide equipped to achieve their potential. One only has to visit even a handful and encourage pupils to aim for Unhappy, or anxious children will of prep schools to know that much high standards, but the underlying rarely achieve all that they should. is done to ensure that each pupil expectation is that each pupil brings The assessments that schools use feels secure, valued and nurtured. energy and focus to their learning. for their pupils, whether formal Opportunities are provided to allow When they do, they are rewarded or informal, should be those that children to widen their horizons, through praise and recognition; for help and support them. There is develop their experience and to benefit the effort they have made as well as a benefit in giving children clear from the whole curriculum. This is the outcome. The challenge is to use targets to aim for, which challenge what prep schools provide for their academic assessment as a positive them appropriately and which they pupils, and where they excel. There contribution to helping pupils to know will enjoy stretching themselves is increasing awareness of the need what they need to do to make progress, to achieve. It is equally important to help children to develop resilience. as well as to reward and encourage them to let children experience the How to do so and to ensure that when they have worked with energy and satisfaction of learning and the sense resilience is developed – as an integral application. of achievement of a job done well. In part of school life – is much less clear. Schools will approach assessment in this way, perhaps we can help them It is agreed that a happy child will many ways, using both informal and to build and sustain their resilience. be ready to learn, to develop and to formal methods. We are all familiar Many prep schools use, within their explore. Children who feel secure with the cycle of assess, teach, assess ‘formal’ examinations, the papers and and supported can develop their and the importance of monitoring practice resources provided by ISEB. self-esteem and learn to challenge pupil progress. Within this process, Indeed, ISEB is the only Examinations themselves. They will understand that examinations of a ‘formal’ nature are Board that has developed specifically setbacks and problems do occur, but a regular feature of school life. They to provide examinations and that these can be dealt with and learnt may take place termly or annually, in assessments for the independent from. Skilful teachers encourage all subjects or in some. The results of sector. In addition, and to support pupils to find their own solutions examinations will sit alongside other schools, ISEB works with publishers to and to reflect upon how successful forms of assessment, forming part supply a range of resources, including these were (or were not). The learning of the complete picture. Assessment textbooks and revision materials. process is seen as more important of the way in which a pupil has ISEB is committed to its role as a than the outcome. Mistakes or approached the examination as well as service provider. We exist to support difficulties are considered perfectly the result which they have achieved, schools and, insofar as there is normal steps in development and not will help teachers to monitor the consensus about the nature and dwelt upon. In such a school, children engagement and understanding of scope of our services, we want to are released from a fear of failure, each pupil. Sometimes striving for develop and improve them in line taking risks that lead to real learning. academic achievement is seen as a with the needs of schools and, most Let us examine the place of academic cause of stress, but is this really the importantly, their pupils. achievement within this. We expect case? Pupil wellbeing and academic ISEB is currently inviting subject that children will need to ‘work hard’ success should be in support of each teachers and school leaders to consult and put some ‘effort’ into their academic other. Indeed, it is the case that with them. learning. The very phrases that we use pupils who feel calm, confident and
PREP SCHOOL Reflecting the best in the prep & junior school world 61 Making fear your friend Chris Gayford, a conductor, researcher and trainer, explores his interest in performance and emotional health, while tackling fear with positivity
In 2006, I worked with colleagues at positive, even an essential part of this mindset is something to do with the Royal Northern College of Music performance. being, ‘a good sport’. on a research project called ‘Feeling Games and play often create Competition is not something that’s Sound’. Part of this project involved situations in which there are winners universally applauded. Many people running a course for student pianists and losers. In order for such games use the epithet, ‘competitive’, as an on performance anxiety. This kick to be engaging, the participants insult. I sometimes think that people’s started my interest in performance must care, to some degree, whether level of comfort with the word reflects and emotional health, a subject that they win or lose; they must compete. their politics; if you’re far enough to seems ever more relevant as young This feeling of competition may not the Left, competition is bad, and if people struggle to cope with increasing necessarily centre on the person or you’re far enough to the Right, it’s all competition for places at schools, people in the other team. It is possible, there is, in a Darwinian dog-eat-dog universities and, finally, for jobs. maybe even preferable, to compete sense. As the project on performance anxiety with oneself. An opponent can be If there’s any truth in this was tangential to the main focus someone who isn’t so much an ‘enemy’ generalisation, it might help to rescue of my work, I didn’t start with any to beat, but a person who playfully educators on the Left (just off-centre preconceptions, or even a hypothesis. poses you a problem to solve. Winning in my case) from the temptation of What emerged was almost as much involves solving the problem, whether a surprise to me as the students who it’s returning a tennis shot that’s only rejecting competition, because if took part. The ideas that struck me just within reach, or finding a high- competition is necessary in order most forcibly concerned ways in which scoring word in Scrabble. The focus for us to play, and if play is one of games and play could be used to learn of the victory can be interpreted as nature’s ways of teaching us how to how to deal with performance anxiety, overcoming the challenge posed rather handle stress, we do our students a and the concept that fear could be than crushing your opponent. Perhaps disservice by trying to eradicate it. For people on the political Right, who have been seduced into thinking of people as ‘winners’ or ‘losers’, a more I would suggest that to acquire sophisticated attitude to competition might save them and the rest of us a healthy attitude to competition, from descending into the morass of unfettered capitalism. Could this games, play and the performing throw any light on the disagreements that still abound when we as a society discuss the relative merits of state and arts are invaluable; they are, independent education? after all, just various Healthy competition, whether in a game, for a place at our next school, or in a music exam, should motivate us manifestations of play. to prepare; once we’re in an exam or
62 PREP SCHOOL Reflecting the best in the prep & junior school world interview, the excitement that often entered transferred directly into their way it acts as an emotional power stems from competitiveness speeds up playing of the piano. It seemed to trigger plant. It’s as inexhaustible as the sea. our thoughts and actions, and greatly an adventurous and more creative state Educators at all levels should seek to expands our capacity to be creative. of mind, a mindset in which ‘good’ teach students to harness anxiety as I would suggest that to acquire a anxiety seemed to flourish. one of their principle allies, motivators healthy attitude to competition, ‘Failures’ in the form of mistakes and protectors. games, play and the performing arts were avoided, but the avoidance of Rather than shielding pupils, we are invaluable; they are, after all, error was not the main focus. Instead need to teach them not to shy just various manifestations of play. of adopting a defensive stance, in away from fear in its everyday We talk of ‘playing’ the piano and musical terms, an obsession with forms, and crucially, to distinguish a company of ‘players’ for a reason. avoiding technical errors, their how to respond appropriately to Each of these situations forces us to preparedness to fail seemed to greatly its symptoms. Surprisingly, the confront failure, at once teaching us increase their expressive range. performing arts and sport offer some about the importance of preparation As I became ever more confident of the best scenarios in which to teach whilst simultaneously showing us that that play mattered when playing an healthy responses to stress. failure can be recovered from. instrument, I realised that my attitude As a musician, I’m now aware that Learning how to fail is as important to fear, anxiety or stress was shifting performance anxiety is my constant too. As I became less and less scared as learning how to fall in judo. This and very welcome companion. When of talking about anxiety, I began to focus on learning how to fail, and a performance is approaching, I can feel that in moderation, I needed it. the importance of a healthy sense of feel the anxiety kick in, driving me to It took a while to sink in as I’m not competition in order to make each practice and prepare, and reminding a conductor who has, hitherto, been of us care about performance, sport me of what happens if I don’t. and games, fascinated me whilst I was tormented by extreme performance working in Manchester. An additional anxiety. I began to notice how Contact Dragonfly Training on surprise was witnessing how students’ much moderate anxiety shaped my 02920711787 if you would like performances changed after they had behaviour, and that I was so used to to bring Chris’s course ‘Making played non-musical games. When they this type of stress, I wasn’t aware of it. Fear Your Friend’ to your school returned to the piano after having spent How can we approach fear in a healthier for your students, parents and/or three minutes throwing a tennis ball way? In its everyday forms, we should staff, or if you would like to attend into a bucket, the playful state they had welcome it. We should marvel at the this course at one of our venues..
PREP SCHOOL Reflecting the best in the prep & junior school world 63 Number sense Dr Junaid Mubeen, research mathematician turned educator and Director of Education at Whizz Education, explains the importance of capturing the abstract nature of a number
supposedly possesses cold objectivity, yet number sense is a defining marker of the present day mathematician. The days of ‘human computers’ are long gone; we no longer employ humans for their computational prowess alone because we have calculators for that. Where humans can excel is in checking that those calculations make sense within the context that they’re being applied to. For example, number sense is what will alert you to suspicious transactions that may otherwise slip under the radar in the age of contactless. You’ll know you’ve been overcharged for dinner if you have a good sense of what the bill should be, even if the precise amount Mathematics is in a state of constant unstuck when asked to apply the same escapes your scrutiny. flux. Our ways of knowing and knowledge in less familiar contexts. In Number sense does not give us understanding mathematical a famous study by Kurt Reusser, three license to discard times tables, quarters of students offer a numerical concepts is entwined with the tools or mathematical procedures. The answer to the following question: and technologies available to us. At maths we learn at school is based a time when the smartphone you There are 125 shepherds and 5 dogs in on these systems that emerged over carry in your pocket possesses more a flock. How old is the shepherd? centuries. Rather, it is an opportunity processing power than the machines to engage those constructs in ways that sent man to the moon, we must Of course, the shepherd’s age is not discernible from the information that reinforce our intuitions around reflect on the kind of mathematics provided. Guess what answers the number. If multiplication is reduced to the students of today will need to lead students proffered? 120, 130, 25 a ritual of memorising isolated facts, tomorrow’s world. and 625 were among the selections – we end up with the senseless shepherd One facet of mathematical thinking answers easily obtained by combining calculations. But when factual and that is gaining currency among maths the two numbers given using standard procedural knowledge paired with an educators is number sense. Two operations. equal emphasis on understanding, we words, three syllables and a trigger get the best of all worlds: fluency with Number sense is the antidote to this for a whole host of questions: what is recall and flexibility to apply the same kind of mindless computation. To number sense and is it anything new? facts of procedures. have number sense is to use numbers To appreciate what number sense is, flexibly and fluidly, and to hold strong Representations must be varied so and why it matters, first consider its and reliable intuitions towards their that students interact with numbers opposite: procedural fixedness. There behaviours. In other words, number in a range of contexts. It also helps are countless instances of students sense is about having a good feel to make deliberate use of language carrying out mathematical procedures for numbers. You may consider the that seeks to enlighten students on with speed and accuracy, only to come notion too holistic for a subject that where mathematical ideas derive
64 PREP SCHOOL Reflecting the best in the prep & junior school world We must reflect on the kind of mathematics the students of today will need to lead tomorrow’s world.
from. Students must now tame today’s by posing a question with a large • Number Talks starts with a simple calculating machines; it is not an answer that is virtually impossible calculation – such as 5×18 – and either/or as much as a question of to obtain. Examples include: ‘how invites students to compare their to what extent? It is futile to have many toothbrushes are there in calculational methods. Some will them labour through really large the UK right now?’ or ‘how many use partitioning (5×10 + 5×8), some calculations when a computer can pennies would fill your classroom?’ will employ a variant (5×20 – 5×2) offer a precise answer in a heartbeat. The answer matters far less than and some will draw on elegant Graphing calculators can also serve the approach: you need to set up symmetry techniques (5×18 = as powerful representations of what a model, make some assumptions 10×9). The aim of Number Talk is to is being calculated. Lastly, it is crucial and carry out some calculations. visualise and discuss each method to expand students’ mathematical Then you can interrogate the to show the plurality with which worldview beyond binary questions reasonableness of your final arithmetic unfolds. that have a single right or wrong answer against your intuitions or • Expose students to the perpetual answer. Precision and accuracy have competing solutions. mystery of prime numbers through their place, of course, but so too does • The classic Countdown game show the joyful exploration of Prime developing a sense of what might remains a potent way of embedding Climb, a simple board game constitute a reasonable guess. fluent arithmetic skills within an premised on the fundamental role Here is a selection of four activities for engaging context. Students cannot that primes play in multiplication. fostering number sense: escape the importance of applying Number sense is the mathematician’s • Fermi problems call on your number facts and procedures weapon of choice in the 21st century. powers of reasonable estimation flexibly. It is not a new or even novel concept, but its importance has never been felt so sharply. The curriculum abounds with opportunities to instil number sense alongside the usual focus on mathematical facts and procedures. These goals can be mutually reinforcing, so long as you make a deliberate effort to combine them in your instruction. We hope this article is a useful summary and would love to hear how you are making number sense a cornerstone of your teaching. Dr Junaid Mubeen is Director of Education at Whizz Education, providers of the award-winning online maths programme, Maths- Whizz, offering accelerated learning in maths to children globally. To find out more, go to whizz.com
PREP SCHOOL Reflecting the best in the prep & junior school world 65 How one schoolboy ended up running a circus Ed Meredith runs Popup Circus, which visits schools all over the UK helping them raise much-needed funds, we went backstage to find out how it all started
When did you know you wanted hand-eye coordination was poor. Also the teachers tried to inspire to be in the circus? This coupled with dyslexia made confidence in each child. When I From the age of ten I knew what for a difficult learning combination. started to do my A Levels, I got lucky I wanted to do – I wanted to be a However, I battled through and gained in choosing a school with similar clown – a little unusual, but it was to the coveted skill of being able to keep values – probably quite rare these be my destiny and career. I was lucky three balls in the air! This taught me days. Everybody in that school’s eyes knowing at such a young age where above all, to always keep going and had the potential to go to university, I wanted to go in life. It gave me a that way everyone can achieve their so once again there was total support focus. I also always had ambitions to goals. and encouragement and everybody’s own and run a circus. Did you enjoy school? potential was nurtured. Where you academic at school? Going to a small independent school So you could say school helped mould At school I was always wanting to be had its ups and downs. One of the my burning ambitions and gave me somewhere else, not that academic, best parts was that each pupil was much needed skills in English, maths, but bright enough, and driven to reach seen as an individual and encouraged French, and so on – plus the common my goals. My education was a mix to be the best they could be. sense to assist me on my journey. of state system, a small independent school and back to the state system When did you start full-time? before walking away from A Levels I finally left school at 18, having just and launching my career full time. completed a six-month season in Later, I got into university as a Blackpool and with that youthful ‘let’s mature 21-year-old student, but after try it’ attitude. I knew I could always a term there, I left to buy my first go back to school if everything went property and go back full-time to my pear shaped. For the last 30 or so entertainment career. years, I have toured all over the UK, How did you get started? working at festivals, theme parks and When I was 13, I saw a book reviewed corporate events. on television, ordered it from my What year did you start your local bookshop and eagerly awaited first circus? its arrival. The book was Juggling for In 2007 with some good friends I the Complete Klutz, supplied with cloth started Circus Normandie, a touring beanbags and a wealth of information. circus school, complete with a 500- Learning to juggle was one of the seat big top that did (and still does) hardest things I have ever done. All week-long residencies at schools in the my school reports stated that my South of England.
66 PREP SCHOOL Reflecting the best in the prep & junior school world How did the Popup idea come about? Around 2013, I realised that the public wanted shorter shows. PTAs needed a lower ticket price of around £7 and headteachers needed the whole process of a circus turning up on their school field to be a lot simpler and easier. So after a lot of research both from the public, PTAs and school heads, I put together Popup Circus. Taking my experience and observations of what the market now required, and analysing other operators in the into hotels and thus creating a truly different, so we customise according school market, I developed this new popup concept. The show arrives in to their requirements. In addition to way of delivering a fundraising circus. the morning, builds up, performs 2-3 shows, we also offer circus workshops What makes Popup different shows, takes everything down and and assemblies. from others? leaves all in the space of 10 hours. Popup Circus has performed at many Firstly, the equipment has to be light Finally, by listening to PTAs, I learnt schools across the UK, including the enough to be carried, if necessary. that I needed to provide all the following independent schools: St. This enables us to get to places others marketing materials, keep the deposit Andrew’s Prep School (re-booked can’t reach, such as playing fields low, at just £100, let the balance be for 2019), Aldenham Prep School, with poor road access. It allows the paid 3 days after the event and give St. George’s School, St. Dominic’s whole show to be transported in just virtually total control to the school for Grammar School, St. Peter’s School, one small lorry or a large box-trailer. catering and any extra activities on Felton Fleet School and Stamford It also means that vehicles do not the day. Junior School. have to drive over grass, which always Has it been successful? What are your plans for the keeps the grounds staff happy! This concept has worked well and the future? Looking back at history, I discovered number of schools we visit increases To keep delivering high quality that originally circus performers would year on year. Shows range from 45 entertainment for families, whilst stay in lodgings at each town, rather minutes up to 90 minutes with an maintaining great customer service than caravans. So an old concept was interval. It all depends on what the and helping schools to raise as much reinvented, by putting all the staff customer wants. Every school is money as possible.
PREP SCHOOL Reflecting the best in the prep & junior school world 67 A new series Letts introduces Prep School readers to a new series that focuses on independent school entrance exams
When Letts talked to a group of are in multiple-choice format, with parents about what they wanted when answers and explanations are provided it comes to entrance exam practice for every question. the key pieces of information to help books, the overwhelming request was The 7+ exam is used by a number them solve the question. for something fun. Several months of independent schools to assess later, Letts has published a new These new books identify the most candidates for entrance into Year 3 common types of problems that series of books that are beautifully and is usually taken midway through designed and illustrated, ensuring the appear in the 11+ and 13+ exams and Year 2. There is no standardised provide a framework to help children learning process is both enjoyable and format of the 7+ exam; each school stimulating. prepare for them. sets their own test. However, there are Covering the key examinations used a number of common features. Each problem is presented with a clear, by the many independent schools step-by-step solution so your child can Virtually all schools will assess across the country, they have been see exactly how it is broken down and maths and English and many schools warmly received by parents and addressed. This is then followed by a assess reasoning as well. Whilst the teachers who have praised their up-to- series of practice questions for children standard expected to gain entry can date and refreshing approach. to try on their own. vary, candidates applying to the most The pre-test, the first stage competitive schools, mainly based in The comprehension section of the assessment, is used by an increasing London, will need to be working at 11+ and 13+ exams often includes a number of schools for entry into Years levels well above the national averages piece of poetry that children may be 7 and 9. Usually taken in Year 6, it for their age. required to analyse. Many children covers four subjects in a multiple- find poems difficult to engage with. The 7+ English exam usually includes choice format: maths, English, verbal Letts has produced two unique guides a creative writing task. Letts 7+ reasoning and non-verbal reasoning. to build confidence when dealing with Creative Writing is specifically poems: 11+ Poetry and 13+ Poetry. Letts Pre-test English designed to help children prepare for comprehensively covers the four this section of the assessment. These two books will provide your types of questions that are assessed: child with the framework and tools Letts 7+ Problem Solving identifies comprehension, spelling, punctuation to analyse poems in an insightful and the most common types of problems and cloze. Each question type is effective manner, within the specific that appear in the 7+ exam and addressed individually through a context of a timed examination. provides a framework to help children series of skill-specific tests. These prepare for these types of questions. A wide selection of poems, question are followed by a series of full- types and literary techniques are length multiple-choice practice The later sections of many schools’ included, providing a solid foundation tests. Answers and explanations are 11+ and 13+ maths exams tend to for analysis. Emphasis is placed on giving provided for every question. focus on problem solving. Letts 11+ children the confidence to interpret Letts Pre-test Maths covers the full Problem Solving and 13+ Problem poems for themselves, so they are able to syllabus through a series of multiple- Solving are specifically designed to provide a personal and unique response choice tests of increasing length, help children prepare for this section to an unseen text when required. A culminating in a full-length practice of the assessment. challenge question is given at the end test. A wide variety of questions Problem solving often involves of each section to stretch enquiring are presented, including plenty of working through multiple steps to minds and to provide an opportunity to challenging problems that are designed arrive at the answer. Such problems practise writing higher-level responses. to develop children’s mathematical require students to be analytical and Overall, these guides aim to de-mystify ability and confidence. All questions systematic, so that they can identify poetry for young readers.
68 PREP SCHOOL Reflecting the best in the prep & junior school world The SATIPS Broadsheets are a superb practical resource for schools. The editor of the Pre-Prep Broadsheet is Samantha Weeks from Stamford Junior School.
Fostering independent minds This approach has taken time and Nursery at Stamford Junior School from a young age expertise to refine. We have spent the are well practiced at planning based Stamford Junior School is a place last five years working on developing on children’s interests, and we have where we aim to support children a specific ‘child centred’, play-based reaped the benefits of responding to in becoming the ‘best version of ethos and now find ourselves at a very a child’s fascination. Children will themselves’. We are focussed on the exciting juncture. Three members of always have surprising and wonderful individual learner and ultimately our staff, as part of our whole school ideas and reflections, they just need wish our children to understand that sabbatical initiative, travelled to the time and space to be heard and we they are unique and to feel valued for Reggio Emilia in Italy in April this allow for this in our day. As a teacher, their independence of mind. Without year to take part in an international it is more challenging, creative and doubt, there are many schools who conference and study tour. interesting to develop projects that would make claim to place children children are inspired by. In doing How have we adapted and what at the centre of everything, after all so, children understand that we are that is what we do as educators isn’t does the future hold? valuing their individual ideas, rather it? However, what does this actually Over the last five years, in our than repeating the same topics we really mean and how does it work in Reception environment, we have have taught to many children year practice? created a studio where ‘anything after year. is possible’ and where children are In the Early Years at Stamford Junior independent in their use of tools We take inspiration from Reggio School, we are passionate about a to express their ideas. This is an Emilia’s focus on democracy, ‘child-centred’ education philosophy, absolutely vital part in our child- embracing the image that children an approach originally inspired by centred approach. Initiatives, ideas, are global citizens of here and now, Reggio Emilia in Italy. We are always creativity and the ‘thinking outside not mini adults who are yet to grow up. When we demonstrate to children keen to explain that ‘child-centred’ the box’ are nurtured here. With does not mean that we follow the that their interests and questions are adult encouragement to further their children around and allow them to listened to, acknowledged and directly individual thinking, children are given do whatever they choose. The adult engaged with, children believe in the space to expand their thoughts. role for us is crucial. In order for our themselves. They learn to know that Following on from its success in provision to be truly focussed around their thinking and contributions are Reception, we are now developing a the child, adults need to be attentive, valued. This must form a solid and similar approach in Nursery and we flexible, knowledgeable and tuned in. firm foundation for building positive will shortly be introducing a shared The Reggio Emilia philosophy has mental health as well as preparation space for Year One too. taught us to regard children as capable for the 21st century. These children and competent and, therefore, we are Benefits to children will, without doubt, require the directly involved in developing an Developing enquiry-led projects confidence to voice independent enquiry-based approach, where a child’s allows us to trust the children and thought, embrace intellectual fascinations guide our work together. their capabilities. Reception and curiosity and to think outside the box
PREP SCHOOL Reflecting the best in the prep & junior school world 69 in order to successfully navigate what It was a triumph, but the most within it. The environment offers lies ahead of them. Here at Stamford fulfilling part was recognising that opportunities to explore, investigate we aspire to give them all the tools, the children knew it was theirs! and provoke curiosity. experience and encouragement they Reflections from Sabbatical Reflective questions need to do just that. Our Stamford Nursery School • Pick a day, in school and ask Case study of example of enquiry- Manager, Nicky, Deputy, Hollie and yourself how many decisions have led practice in action: Science Co-ordinator, Helen, who children been a genuine part of? is also a Year 6 teacher at Stamford Reception Nativity • Are the timings of the day and Teaching staff observed that the Junior School took part in the routines based on what teachers children were deeply engaged in international conference and study need or on what children need to the Nativity story: they listened to tour last April and have shared their have time and space? it; watched different enactments; inspiration and findings to help us further on our journey. Throughout • Apart from the size of the furniture, practised role-play indoors and what do children need in a space to the week, Nicky, Hollie and Helen outdoors; painted pictures of the learn that is different to adults? story; used clay to create stables; built visited ten different pre-schools and stables and trees with blocks and infant-toddler centres to explore bricks. In all of these activities, ‘trees’ how the buildings and resources are What is Reggio Emilia? became quite a fascination and, in organised and laid out, and to hear Reggio Emilia sits in Northern particular, decorating the trees. first-hand from the pedagogistas and Italy and its world renowned atelieristas. They have shared some early childhood provision is a The staff explored these fascinations feedback below: shining example of what happens further, offering provocations and when an entire community are What did the sabbatical look challenging the children’s thinking committed to placing the child like? to move forward, whilst embracing at the centre of all that they do. Lectures and workshops took place what it was that fascinated them. The The philosophy was founded by at The Loris Malaguzzi International area where children were decorating Loris Malaguzzi and a group of Centre over the course of six days. trees was of particular interest and mothers determined to protect This research centre – which is housed this is where children were acting democracy in the wake of fascist in an old locatelli, or cheese factory out the story. With this, the nativity rule during the Second World War. - was developed in 2011 with the performance was set. The teaching staff Malaguzzi’s poem the ‘Hundred aim to promote solidarity through captured this and created a wonderful Languages of Expression’ is an research and to promote quality video of the children doing exactly analogy which urges adults to education. The centre is not only open what they had developed outside and find 100 ways to listen and tune to international delegates, but also then went on to support the children into the 100 (at least) ways that the local community. It was here that by offering the opportunities to make children will express themselves, we had the opportunity to network decisions about the presentation of this when they are provided with a rich with other teachers, school directors to their parents. environment that enables them to and bursars from over fifty countries So, negating weeks of staged do so. Words alone are not enough. worldwide including Australia, China rehearsals where children gradually The environment is seen as the and Sweden to name a few. become disengaged with the subject third teacher and each school has matter, the children instead sat with What struck you the most? an Atelier (workshop/studio) with pride, in costumes that they had The environments are inspiring, and yet an Atelierista (Artist) who works designed and made themselves; sang very simple. There is great importance in partnership with the teachers along with the performance of their and attention devoted to the placing and the children. nativity and as they walked on stage, or placement of objects, giving they decorated a tree, which is where consideration to the environment and the whole essence of the idea started. therefore, to the children who work
70 PREP SCHOOL Reflecting the best in the prep & junior school world 1
SATIPSSupport and training in Prep Schools Why should my school be in membership?
• SATIPS offers a breadth of training, networking and supportive opportunities to schools in membership. • It is the ONLY organisation in Britain which is dedicated to the needs of teaching staff in Prep Schools.
• SATIPS is absolutely concerned to cater for staff ranging from NQT to Head of Department or Senior Leadership Team. We also aim to cover all age ranges from Nursery to Key Stage 3.
SATIPS offers a four-part core of activities and support:
Broadsheets These are published each term, covering a wide range of curriculum interests, as well as specific concerns: eg Senior Management, Special Needs and Pre-Prep.
Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will1 not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their classroom practice and curriculum development.
BroadsheetsSupport and are training edited in Prep by SchoolsPrep School teachers who, with proven track records SATIPSin their field, have taken on the role of subject ambassador. For further information about the Broadsheets, go to http://satips.org/ and, for sight of recentWhy editions, should follow my school the links be to in “Specimen membership? Broadsheets”.
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SATIPSSupport and training in Prep Schools Why should my school be in membership?
• SATIPS offers a breadth of training, networking and supportive opportunities to schools in membership. • It is the ONLY organisation in Britain which is dedicated to the needs of teaching staff in Prep Schools.
• SATIPS is absolutely concerned to cater for staff ranging from NQT to Head of Department or Senior Leadership Team. We also aim to cover all age ranges from Nursery to Key Stage 3.
SATIPS offers a four-part core of activities and support:
Broadsheets These are published each term, covering a wide range of curriculum interests, as well as specific concerns: eg Senior Management, Special Needs and Pre-Prep.
Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will1 not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their classroom practice and curriculum development.
BroadsheetsSupport and training are edited in Prep Schoolsby Prep School teachers who, with proven track records SATIPSin their field, have taken on the role of subject ambassador. For further information about the Broadsheets, go to http://satips.org/ and, for sight of recentWhy should editions, my follow school the belinks in to membership? “Specimen Broadsheets”.
• SATIPS offers a breadthCourses of training, and networkingINSET and supportive SATIPS opportunitiesoffers a wide range to schools of training in membership. courses, Conferences • It is the ONLYand organisation other In-Service in Britain opportunities. which is dedicated Courses canto be the accessed needs of on teaching the web-site staff in at Prep http://satips.org/courses/ Schools.
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Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their12 classroom practice and curriculum development. Broadsheets are edited by Prep School teachers who, with proven track records Support and training in Prep Schools SATIPSSupport and training in Prep Schools SATIPSin their field, have taken on the role of subject ambassador. Why should my school be in membership? Competitions,Competitions, Exhibitions andand eventsevents for for pupils pupils SATIPSSATIPS• SATIPS offersFor offers a offers variety further a variety a breadthof pupil-focussedof pupil-focused of training,information events. networking Over Over many many and yearssupportive years about schools Schools have have the Broadsheets, go to http://satips.org/ and, for enjoyedenjoyed entering enteringopportunities their theirpupils pupils in to events inschools events that inthat hold membership. how a nation-widea nationwide attractionattraction with • It is the highONLYwithsight standards. organisation high standards. Currently,of in recent TheseBritain these events which events include: iseditions, dedicated are: follow the links to “Specimen Broadsheets”. to the needs of teaching staff in Prep Schools. • SATIPS• SATIPS Challenge Challenge Annual (annual Generalgeneral knowledge Knowledge quiz) quiz • SATIPS• National is absolutely Handwriting• National concerned Handwriting Competition, to Competitioncater held for in staff conjunction ranging from NQT to Headwith of CambridgeDepartment• Poetry Competition University or Senior PressLeadership Team. Courses and INSET We also aim to cover all• agePoetry ranges• SATIPSKI Competition from Nursery to Key Stage 3. • SATIPSKI• Annual the annual Art Exhibition Ski competition SATIPS offers• Challengeheld a at four-part Hemel HarrySATIPS PagetHempstead core ([email protected]) of activities indoor offers ski and centre support: a wide range of training courses, Conferences • Annual Art Exhibition • National Handwriting Competition Paul Jackson ([email protected]) • Poetry CompetitionBroadsheets Stephen Davies ([email protected])and other In-Service opportunities. Full details of all these events are at http://satips.org/competitions/ These are published• SATIPSKIeach term, Gillian covering Gilyead a wide ([email protected]) range of curriculum interests, as well as specific• Annual Artconcerns: ExhibitionCourses eg SeniorAlayne ParsleyManagement, can ([email protected]) be Special accessed Needs and Pre-Prep. on the web-site at http://satips.org/courses/ “Prep School” Magazine Full details of all these events are at http://satips.org/competitions Broadsheet“Prep School” articles is published are usually three written times by a practisingyear. It offers Prep readers School in teachers Prep Schools with a broad range of authoritative articles on educational matters with an emphasis occasional contributions fromPrep leaders School in their Magazine field. This ensures that, whatever the article is about, theon reader issues canthat be concern certain all that Prep he Schools. or she will not only share ‘Prep School’ is published three times a year. It offers readers in prep schools a subject and age-groupCourses relevance are but also designed cultural assumptions: to eg parentalcover a wide range of interests. Attention is given to broad range of authoritative articles on educational issues. expectationsWhat or next? what Joining “works”. Satips Writing or articles seeking for thefurther Broadsheets information? encourages staffWe are to proudreflectcourse of on what their SATIPS classroom feed-back offers. practice With alland Council curriculum which members development. and helps Officers to shape our programme. School requests for stillWhat working next? in Prep Joining Schools SATIPS we believe or seeking we understand further the information? demands on staff BroadsheetsWe are are proud editedworking of what by in PrepSATIPS schools School offers. and teachers are With here all who, Councilto support with members proven trainingthem. and track Officers records is particularly encouraged. stillin working their field, in prep have schools taken we onbelieve the rolewe understand of subject theambassador. demands on staff For further informationPlease workingdo contact about in schoolthe us Broadsheets,if youand arewould here like goto supportto more http://satips.org/ information them. and, for sight of recent editions,or if wefollow can the be oflinks any to assistance. “Specimen Broadsheets”. Chairman CourseCourses presentersDavidChairman and Kendall INSET are very carefully vetted. Our aim is always to make use of SATIPS offers a wide [email protected] of Newbould training courses, Conferences and otherknown [email protected] opportunities. experts in their field who are also first-class presenters. Courses can be accessed onDirector the web-site of Education at http://satips.org/courses/ MembersDirectorPaul of Jackson Education schools receive a substantial discount on course fees. Courses are designed to cover [email protected] widePaul range Jackson of interests. Attention is given to course feed-back which [email protected] to shape our programme. School requests for training isDirector particularly of Training encouraged. Director of Training Sarah Kirby-Smith Sarah Kirby-Smith Course presenters are very [email protected] vetted. Our aim is always to make use of known experts in their [email protected] who are also first-class presenters. Members schools receive a substantial discount on course fees. GeneralGeneral SecretarySecretary BillAlec Ibbetson-Price Synge [email protected]@satips.org 1
SATIPSSupport and training in Prep Schools Why should my school be in membership?
• SATIPS offers a breadth of training, networking and supportive opportunities to schools in membership. • It is the ONLY organisation in Britain which is dedicated to the needs of teaching staff in Prep Schools.
• SATIPS is absolutely concerned to cater for staff ranging from NQT to Head of Department or Senior Leadership Team. We also aim to cover all age ranges from Nursery to Key Stage 3.
SATIPS offers a four-part core of activities and support:
Broadsheets These are published each term, covering a wide range of curriculum interests, as well as specific concerns: eg Senior Management, Special Needs and Pre-Prep.
Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will1 not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their classroom practice and curriculum development.
BroadsheetsSupport and training are edited in Prep Schoolsby Prep School teachers who, with proven track records SATIPSin their field, have taken on the role of subject ambassador. For further information about the Broadsheets, go to http://satips.org/ and, for sight of recentWhy should editions, my follow school the belinks in to membership? “Specimen Broadsheets”.
• SATIPS offers a breadthCourses of training, and networkingINSET and supportive SATIPS opportunitiesoffers a wide range to schools of training in membership. courses, Conferences • It is the ONLYand organisation other In-Service in Britain opportunities. which is dedicated Courses canto be the accessed needs of on teaching the web-site staff in at Prep http://satips.org/courses/ Schools.
Courses• areSATIPS designed is absolutely to cover concerneda wide range to of cater interests. for staff Attention ranging is given to coursefrom feed-back NQT to which Head helpsof Department to shape our or Senior programme. Leadership School Team. requests for We also aim to covertraining all ageis particularly ranges from encouraged. Nursery to Key Stage 3.
CourseSATIPS presenters offers are a very four-part carefully core vetted. of activities Our aim is and always support: to make use of known experts in their field who are also first-class presenters. Members schools receiveBroadsheets a substantial discount on course fees. These are published each term, covering a wide range of curriculum interests, as well as specific concerns: eg Senior Management, Special Needs and Pre-Prep.
Broadsheet articles are usually written by practising Prep School teachers with occasional contributions from leaders in their field. This ensures that, whatever the article is about, the reader can be certain that he or she will not only share subject and age-group relevance but also cultural assumptions: eg parental expectations or what “works”. Writing articles for the Broadsheets encourages staff to reflect on their classroom practiceSATIPS and courses curriculum and directory development. Officers Chairman David Kendall Finance Director Stephen Coverdale [email protected] [email protected] Broadsheets are edited by Prep School teachersVice Presidents who, Trevor with Mulryne & Richardproven Tovey MBE Director track of Training recordsSarah Kirby-Smith [email protected] General Secretary Bill Ibbetson-Price Director of Education Paul Jackson in their field, have taken on the role of [email protected] ambassador. [email protected]
For further information about the Broadsheets,Members go of to Council http://satips.org/ and, for Lisa Newbould ([email protected]) Alayne Parsley ([email protected]) sight of recent editions, follow the linksEmma to Goodbourn “Specimen ([email protected]) Broadsheets”.Anna Wheatley ([email protected]) Brenda Marshall ([email protected]) Paul Baker ([email protected]) Julie Keyes ([email protected]) Mark Middleton ([email protected])
Courses and INSETSATIPS Broadsheet editors Art Jan Miller, Moreton Hall ([email protected]) SATIPS offers a wide range of trainingClassics courses,Emiliana Conferences Damiani, Pinewood School ([email protected]) Nicholas Richards, Christ Church College ([email protected]) and other In-Service opportunities.Design Technology Vacant Drama Stacie Bates, Walhampton School ([email protected]) English Charlotte Weatherley, Knighton House ([email protected]) Courses can be accessed on the web-siteGeography at http://satips.org/courses/Ben Mono, Eagle House ([email protected]) History Matthew Howorth, Twickenham Prep ([email protected]) ICT Mark Templeman, Brockhurst and Marlston House Schools ([email protected]) Mathematics Matthew Reames ([email protected]) Modern Foreign Languages Richard Smith ([email protected]) Courses are designed to cover a wide rangeMusic of interests.Claire Tomsett,Attention Edge Grove ([email protected]) is given to Mark Penrose, Bilton Grange ([email protected]) Pastoral Development & PSHCE Vacant course feed-back which helps to shape ourPhysical programme. Education & Games Liz Myers School ([email protected]) requests for Pre-prep Emma Smith, Stamford Junior School ([email protected]) training is particularly REencouraged. Richard Lock, Wetherby Prep ([email protected]) Science Luke Busfield, Ludgrove ([email protected]) Senior management Christopher Parsons, Norwich Lower School ([email protected]) Special Needs/Learning Development Abigail Farndon, Bilton Grange ([email protected]) Course presenters are very carefully vetted.Classroom Our Management aim is Markalways Philpott, The Elms, Trent to College make ([email protected]) use of Courses and events known experts in their field who areA selectionalso of forthcoming first-class courses from Spring 2019 onwards: presenters. 12/02/19 Coding in Upper Prep – Years 3 to 8 London Members schools receive a substantial05/03/19 discount The Inspection Ready Leader: on ISI Compliance course (including boarding) fees. London 06/03/19 Outstanding Academic Leadership of Departments and Schools London 08/03/19 The Journey to Outstanding Practice in the Early Years London 12/03/19 Coding in Upper Prep – Years 3 to 8 York 15/03/19 Extending Pupil’s Academic Study Skills and Higher Order Skills (HOTS) London 18/03/19 Promoting Reading, Library Refersher Course Taunton School 19/03/19 Leaders Day: Building and Leading a Robust Digital Strategy London 07/05/19 High Impact Lesson Observations London
These courses will run as training days in London, Bristol, Birmingham or York. The cost of the day courses includes follow- up project based work and one to one feedback. They are also available as inset days. Bespoke training packages for schools are available with discount for more than one course booked. For more information please email the team on [email protected] or telephone 07584 862263.
PREP SCHOOL Reflecting the best in the prep & junior school world 73 What’s in a name? David Howe, governor at Lawrence Sheriff School and local historian, addresses a 400-year-old question
The title is a quotation from Shakespeare’s Romeo and Juliet. More specifically, Juliet utters the words to herself. That was in the context of incipient romance. But the question could equally be a key part of a course on educational methodology. Not that long ago, boys at Lawrence Sheriff School were addressed by their surnames. I was often called ‘Howes’ because I would give my name as ‘Howe Sir’. Either my lazy diction or my teacher’s faltering hearing so often gave me the redundant ‘s’ that I just answered to it rather than create a fuss. There was a Howes in the year below me. How he got the extra ‘s’, I have no idea. Whatever the names our parents had given us, boys would always change them as if to ‘own’ them. I was always either ‘Howey’ or ‘Dave’, never David. All Michaels became Mick or Mike. All Roberts were Bob. All Peters were Pete, Brians were Bri, all Rogers were Rog, and so it went on. Perhaps we just wanted to conform to the stereotype of teenage boys who were said to communicate only in grunts: ‘A’right Steve?’ Occasionally, teachers added more nominative variants: I. C. Haggarty would often encourage the teacher talking a register to say ‘I. C. Haggarty? Ah, I see.’ Pause for dutiful chuckles. Best to keep them in a good mood. And was it our early learning of Latin that encouraged us to call I. P. S. Crane ‘Ipse’? And what of ‘nicknames’? Did you know that the origin of the word lies in the old English word ‘eke’, which meant ‘also’ – an eke-name. Just as an empire was once a ‘noum-pere’: a person without peer or equal. Alongside nicknames being abbreviations or extensions of given names, occasionally they were linked to a boy’s home area, e.g. ‘Buckby’. Some are now lost in history e.g. Michael Tanner, known to all as ‘Bob’. How many readers are old enough to have known or to care where that came from? (‘Bob’ and ‘tanner’ were slang words for coins.) As a young teacher at Ashlawn School, then Dunsmore Boys, I learnt a valuable lesson about the value of knowing pupils’ names. At break one day I walked to the staffroom with Mr Whalley whose discipline was legendary. (I, a probationer, struggled at first but there was never any opportunity to observe experienced teachers a work, so I was trying to get clues as to how he did it.) We have the following exchange in the corridor with a boy named Kilgour: Mr W: ‘Morning George Henry.’ // Kilgour: ‘Morning Sir.’ // Me: ‘How do you know his first names?’ // Mr W: ‘Oh I know all my lads’ first names. And their second.’ // Me: (incredulously) ‘Why would you bother doing that?’ // Mr W: ‘Because he’s walking down that corridor now thinking: Blimey! Mr Whalley knows my first and second name. What else does he know about me? Now I know nothing else about him. But he doesn’t know that.’ I learnt a valuable lesson. Try to get to know your charges as individuals. ‘What’s in a name?’ Names are a key part of the armoury of an effective teacher, both in school and on parents’ evenings.
74 PREP SCHOOL Reflecting the best in the prep & junior school world Is something missing in your MIS?
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