A Focus on IT the ‘Flipped Classroom’ Model Using Tablets to Transform Learning the INTERNATIONAL PRIMARY CURRICULUM Internationally-Minded, Inspiring Learning

A focus on IT The ‘flipped classroom’ model Using tablets to transform learning THE INTERNATIONAL PRIMARY CURRICULUM Internationally-minded, inspiring learning

IPC in action at All Hallows Preparatory School

• The International Primary Curriculum is a “We’re massive, massive fans of the comprehensive, thematic, skills-based curriculum IPC. It’s been a bit of a revolution in fact • The IPC has been designed to ensure rigorous because the children are so engaged in learning. There are specific learning goals for every their learning; at school and at home. subject That’s been exciting for both teachers • There are also learning goals for international and parents. The IPC has become core mindedness helping schools to develop globally- to our school. It really helps us to focus minded students on the individual; finding everyone’s • And the IPC personal learning goals help to develop strengths and ensuring that every child children who are confident, resilient, thoughtful, can develop in their own way. What we cooperative, inquisitive and respectful now have is a fantastic, cutting-edge • The IPC is used by schools in more than 77 curriculum that is helping us to produce countries around the world including the Stockholm resilient, adaptable, cooperative and International School, International School of The confident learners, well prepared for Hague and the British International School of secondary school and ready to hit the Stavanger. world.”

Kevin Hannah, Head of Junior School, All Hallows For more information, contact 020 7531 9696 Preparatory School, Somerset or go to http://www.greatlearning.com/ipc/pack-mar

5 From the editor 6 Extolling child-initiated learning in the EYFS, Zinnia Wilkinson 9 Joining forces, Jan Miller 12 Mind mapping – from brain-block to a flood of inspiration, Maxine Shaw 15 15 The school library in an age of distraction, Fiona Booth 17 Behaviour management, Emily Nocita 19 Why don’t children seem able to listen anymore? Mary Mountstephen 22 Is your school the Range Rover of the primary world? Paul K Ainsworth 24 ‘Work’, ‘Learning’ and the language of education, Dr Matthew Jenkinson 26 Flipped classrooms, Stephen Lockner 27 28 Using tablets to transform learning, Scott Carnochan 30 Protection, participation and pornography: shifting boundaries for prep schools, Dr Emma Bond and Dr Martin Hine 34 Young entrepreneurs at work, Laurianne Gayler 36 The Society of Heads Annual Junior Heads Conference, Dr Martin Hine, Janet Poppe and Christine Cook 32 37 The Townsend Warner History Prize, Tony Beadles 38 Realising the full potential, Patrick Papougnot 40 Learning in Luxembourg, Tim Bennett 45 Academies – what could they teach independents? John Dunford 47 Prep school courses and events 49 satips directory

Front cover photograph: Sedbergh Junior School, p28

Editor ISSN: 0963 8601 Printed by Lavenham Press, Arbons House, Subscription Details: Michèle Kitto 47 Water Street, Lavenham, Suffolk, CO10 9RN The Business Managers are John Catt Educational Ltd, Steering Group Publishers’ Notice 12 Deben Mill Business Centre, Old Maltings Approach, Melton, Woodbridge, Suffolk IP12 1BL. Jan Rickman ( satips ) Prep School is published three times a year, in January, May Tel: (01394) 389850 Fax: (01394) 386893, to whom Michael Denton ( satips ) and September, by John Catt Educational Ltd. £25 for a enquiries regarding advertising, subscription order forms Pat Harrison ( satips ) two-year subscription, post paid; discounts for bulk orders Graham Gorton (ISA) are available. and correspondence about subscriptions should be sent. Martin Hine (SHMIS) Jonathan Evans Opinions expressed in Prep School are not necessarily Contributions to Prep School should be sent to the Editor, Alex Sharratt endorsed by satips ; likewise advertisements and advertising Michèle Kitto, [email protected] . features are printed in good faith. Their inclusion does not News items for the Autumn edition should arrive no later Reader imply endorsement by satips . than 16th July 2012. Christopher Bromley-Martin www.prepschoolmag.co.uk

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

From the editor

I am always delighted when readers write to say that articles in Prep School have inspired them. It is rewarding to know the magazine is relevant and I always enjoy telling authors how their ideas have helped others. Sharing good practice, celebrating inspiration and stimulating debate are powerful ways of supporting each other. The range of schools in our sector is so fantastically diverse that what works in one school will be tweaked or adapted to suit another. And so ideas spread, altering and growing as they go. I love this snowball effect of good practice: long may it continue to avalanche! In this issue of Prep School we are showcasing some exciting ways of using ICT to enhance teaching and learning. From iPads to ‘flipped classrooms’ – where instruction is delivered online outside lessons thus freeing classroom time for collaborative work and practice – you are out there discovering new ways of engaging your pupils. As part of our ICT focus, we also look at ways to keep your students safe while making full use of online resources and learning methods. To complement our ICT theme we also have articles on marketing, classroom behaviour and art, history and outdoor education. If all that leaves you needing more, find out how to make your school the Range Rover of the prep school world, or why children don’t seem to listen any more. Our next issue is going to be a 25th birthday edition. It will be an opportunity to reflect, a chance to look back and to think about the range of curriculum opportunities and approaches available in our sector. But we also want to look forward. Over our 75-issue history we have always tackled the big issues so we want to ask how can we make sure senior schools keep our pupils stimulated and stretched. We want to ask if the common entrance (CE) examination is actually a common exit mechanism. We want to explore what can be done to revitalise the 11+ and the 13+. These questions are of real importance to our sector. What are your views? In our celebratory issue we want to represent the views of as many of you as possible so please do get in touch. In the meantime, enjoy your summer term – and hope for sunny days for those outdoor learning opportunities! Michèle Claire Kitto

If you have an idea for an article or viewpoint for the next issue of Prep School, or any news from your school, please don’t hesitate! Email me at [email protected] A thought for the term

risk and unpredictability as wicked demons which need to be exorcised from our lives. Our desire to be in charge The Revd Kim Taplin is an Anglican of our own destiny has clear echoes of Eden. priest and is the Chaplain of Clifton College, Bristol. He has taught religious In his poem The man with a bag of nails , John Ballard studies and games in four independent explores our flawed quest for control, and hints at where and maintained schools . the only real certainty is to be found. And then came man, with his hammer and his bag Nails of nails. We crave certainty in our lives. We do not seek merely to And he nailed the shining sun to the heavens, in case understand the natural environment; we try to bring it under it should leave him cold. our control. It is not enough for us to wonder at the And he nailed the bright moon fast to the silent sky, complexity and mystery of human nature, we have to for fear of being left in darkness. measure and classify it. And he nailed the clouds to the shifting wind so they would not gather above him. In most professions, years of experience and proven track And he nailed down the salt sea and each fish fast records are no longer to be trusted; we now require policies, within it. practices and procedures to keep us in line. Religious And he nailed the bright birds to the empty air, and fundamentalism, of all flavours and colours, is bursting at the every creature that flew, seams with those who prefer their gods conveniently or walked, or crawled, or slithered, he nailed pigeon-holed or gift-wrapped. Even in education, a plethora hard in its allotted place. of tests predict a child’s academic potential almost before And then came a carpenter’s son. he/she learns how to spell and count. And man, afraid, took him and nailed him tight to a We love to tick our boxes, to have systems in place. We view tree, for this man’s tongue could loosen nails.

PREP SCHOOL Reflecting the best in the prep & junior school world 5 Early Years Extolling the benefits of child- initiated learning in the EYFS Zinnia Wilkinson, Head of Pre-Prep at Malvern St James Girls’ School, shares her reflections on EYFS after being inspired by Maxine Shaw’s article in a previous Prep School issue

As an Early Years practitioner in a interpretation. It can conjure up selection of recognised practitioners thriving girls’ school, it has become visions of an unsystematic explain and commend the benefits of apparent there is a potential conflict environment dedicated to recreation child-initiated learning. The key between aspects of EYFS best-practice in a way that is generally associated message, given early on in the text, is and the requirements of parents with pre-school settings. This that there is a fundamental role for buying into Independent Early Years perception is not reflective of the the adults in an Early Years classroom; Education. But who would have dedication and hard work which goes to procure, maintain and organise thought that a crisp autumn day last into creating an enabling Early Years resources, impart key information and year would have started to provide environment and does not do justice empower pupils through example and some answers for me? to the complexity and brilliance of the possibility. It holds that learning The ‘Learning Through Play’ model, ideas underpinning child-initiated through play isn’t something that just advocated in the initial Early Years learning. happens but rather, the outcome of a Foundation Stage (EYFS) In Sally Featherstone’s book Like Bees, carefully orchestrated plan. The big documentation, is open to some not Butterflies (2008, A&C Black) a difference between this plan and more formal curriculum plans is that the success criteria are often unknown. “At its best, this leads to the adult and child working together in a constructive partnership to exploit the learning offered by the activity.” (S. Featherstone) Interestingly, this formula gives teachers a green light to provide experiences for pupils that encourage both critical thinking and risk taking. These skills are a key focus for teachers of all age –groups in this new educational era. Activities which are open-ended allow children to play to their strengths, whether they be visual, aural or kinaesthetic learners, and encourage independent thinking. So what is the catch? Having visited many different EYFS settings, I have been able to observe some excellent practice. It seems that, in order to successfully facilitate independent learning, teachers need to be thorough in their preparation and the children need comprehensive guidelines. These may include: clear expectations, rules

6 PREP SCHOOL Reflecting the best in the prep & junior school world Early Years

A “happy and productive activity”

for teamwork, empowerment to use belief, it is not necessary to have a Like Bees, Not Butterflies : equipment and security in the purpose-built EYFS free-flow By ensuring that these fundamentals knowledge that ‘there is no wrong way’. classroom, although of course it is are provided, the Early Years teacher is Resources need to be clearly labelled fabulous if your environment offers this well on the way to providing some and displayed in a way which helps the added benefit already, because the key excellent opportunities for 21st children to access them independently to pupil learning lies in the provision of century learning. In addition, asking and confidently. Contrary to popular three core elements, as explained in children to think about, plan and review what they do, involves them KNOWLEDGE purposefully in their own education. (information and data) On a personal note, I have noted that children will often extend their learning to encompass extracurricular links quite naturally when we are working in this way. Last October, inspired by the timeless appeal of freshly fallen conkers, my Reception/Year 1 girls took to the school to do some practical maths. We had been learning to count in 2s, 5s and 10s (knowledge) and upon collecting a vast basket of shiny conkers, some of the children started to partition them into groups. Others made sums with them, adding carefully placed twigs as plus, minus UNDERSTANDING SKILLS or equals signs. It was a happy and (development of mental (application of knowledge) productive activity, a teacher-led concepts to deploy) session which allowed the girls to practice what we had learnt in class

PREP SCHOOL Reflecting the best in the prep & junior school world 7 Early Years

(understanding). However, it was later piles of 10,” she replied. The on that the learning really took off. questioner, displaying admirable Spurred on by what I now see as our leadership skills, rallied the other rather paltry collection of conkers, the pupils to do the same and soon there girls hunted high and low over the were piles of 10 cropping up all over following days until they had filled a the playground. Once all of the large dustbin in the classroom with conkers were distributed (with two to glistening conkers. At this point, their spare, clutched tightly in a sticky initiation of activities spiralled hand!) some of the class lost interest, dramatically. One pupil suggested we seemingly unconcerned by the lack of count the conkers – no mean feat – an answer to their original question. and then came the problem of where Itching to intervene, I watched, we would do this. The girls decided fascinated, as two girls started to look that the playground would be the best for something in the shed. They place but the next problem was how reappeared, triumphant, with a stick of to get the conkers from the bin (too chalk, and began to circle the groups heavy to carry) to their destination. of conkers. A couple of others joined Having solved this with an innovative them but we were left with a core ‘human chain’ method, the girls group, still intent on finding the these into sets of 100. Next, they looked in bemusement at the pile of answer. Having drawn their chalk extended their own skills base by nuts. Quietly, one of the less verbal circles, they revisited each pile and counting in 100s (and adding on the students began to group some added a number to it. 1-2-3 etc extra 10) to find out the total number conkers. Another girl asked her what eventually accumulating 101 piles. of conkers (almost forgetting the extra she was doing. “Putting them into Counting in 10s (skills) they grouped 2) and chalked their final number Counting the conkers: “No mean feat” triumphantly on to the tarmac, 1012! In addition, we had Conker Art inspired by some large scale Andy Goldsworthy sculpture which the older girls had done earlier in the term, Conker Science (Does it float/sink/roll? What is a conker?), more Conker Maths, weighing and measuring using conkers and we even tried to find out if they would burn on a camp fire. It really did feel as though I had stumbled upon some dream resource. In reality though, what I had found, was the power of letting go. Michael Gove spoke about the EYFS in October 2011: “It is really important that we recognise that when children are playing they are learning... it is also critical that we recognise that children do need to be introduced to formal knowledge in a way and at a time that is appropriate for their own development.” As I found out for myself, if we open our eyes to what inspires our pupils, we find ourselves in a position to facilitate a truly creative and innovative curriculum with child- initiated learning as a central theme.

8 PREP SCHOOL Reflecting the best in the prep & junior school world Art Joining Forces Jan Miller, art teacher, describes a creative art day at Moreton Hall School

Almost 40 aspiring artists from three local prep schools in Shropshire accepted the invitation from the marketing department at Moreton Hall Girls’ School to attend a creative painting afternoon. Teachers from Packwood, Yarlet and Terra Nova Prep Schools selected their most talented and enthusiastic art students from Years 6, 7 and 8 and signed up for the afternoon event. Teachers were keen to accept as the session was organised for them, they simply needed to get on a minibus. Pupils were also keen to respond to the opportunity to develop their skills firstly in observational drawing and then imaginatively in producing a mixed-media creation utilising anything from sand and sawdust to acrylics and hot wax to create their desired effect. Moreton Hall regularly hosts departmental events involving collaborations with other schools, such as open orchestra, Science Day, European Day; events which often see After Lizzie Langford, artist and temporary resource room for the more than 200 pupils visiting the Moreton Hall art teacher, and I occasion, spilling with materials we school at each function. The art explained the format of the afternoon had organised. As well as painting department involved themselves in to the eager pupils, they began in materials and various objects to apply experiences such as French Day with earnest on detailed observation tonal the paint, they were encouraged to face and T-shirt painting and even drawings of a selection of fish and select from collage materials including drawing a croissant, so it was time lobsters on the tables. We referred to junk modelling, sand, wools, cling they hosted their own event. some earlier drawings in progress by film, paper doilies and we positively The Art Day invitation was extended to Moreton girls before pausing to review persuaded them to build up several a handful of regional schools. Students all work and encouraging everyone to layers using anything other than a were simply instructed to arrive in old look at the variety of work produced. paintbrush. The limitations and clothes and overalls. The afternoon Pupils were excited to begin the main possibilities of materials were began with introductions and lunch work and set up their work space on discovered and techniques individually demonstrated when needed. For together, with Moreton girls showing the walls and floor, choosing to work example, inked papers were taken visitors around the art department, their alongside peers from other schools. from the printmaking room to work artwork and sketchbooks. Meanwhile, They were inspired by fish themed and draw over to create layered being used to small class sizes, we were mixed-media work on display around excited at the prospect of rearranging monoprinting scale patterns. Applying the studio and we discussed new our large main art studio and sourcing hot melted wax in addition to painting techniques of applying and combining extra tables from our History of Art with bleach were demonstrated then art materials. room. GCSE and A level girls continued explored further by the students. There to paint alongside and around the walls We introduced pupils to our ceramic was a buzz of excitement as all pupils on their large-scale work. room that was converted into a responded to the challenge with pace

PREP SCHOOL Reflecting the best in the prep & junior school world 9 Art

“Students were simply instructed to arrive in old clothes and overalls” and industry. Even accompanying gap stand back and evaluate their work as the department and is evident by the students rolled up their sleeves to well as look at and chat to others about range of work on display. create their own masterpiece. their paintings and progress. Pupils Pupils were surprisingly willing to Teachers liaised and chatted with each were seen with a biscuit in one hand help with the clear-up operation as we other about their own departments and and a painting twig in the other as they sorted materials to be recycled and were eager to create a finished piece. practice. They were hands-on as they disposed of all our paper plates with Other pupils and even the Principal, offered advice and encouragement to paint on. Sandwiches, tea and cake Jonathan Forster, peered through the all pupils and took photographs of provided opportunity for further windows to see what the excitement developing work. We insisted pupils discussion. We distributed was about. The result was a series of took a tea break and an opportunity to photographs of the fish so their piece powerful images of our fish still-life could be further developed back at with imagination colours, tactile relief school. We chatted about how this textures, dramatically cropped work could supplement their portfolio, compositions, considered tone and especially valuable for scholarship background. There were not two pupils. In fact one pupil did return images that looked the same or even with her painting in her portfolio to similar. We were not looking for correct apply for a Moreton Hall art answers from these budding artists but a response to the opportunity and scholarship. experience we merely provided. Pupils cling-filmed their wet work Individual response is an ethos we while expressing compliments of what subscribe to in our everyday lessons in an enjoyable and successful day they

10 PREP SCHOOL Reflecting the best in the prep & junior school world Art

had. They mostly relished the chance quality results of the popular event. the event as we exchanged contact to spend a whole afternoon ‘doing art’ We immediately began planning our details and forwarded photographs and having a free rein of materials next art day, hoping to use our 100- that recorded the day and successful before heading off to their minibus, acre site as inspiration and giving the outcomes. but not before our guests were treated opportunity for larger work and more Moreton Hall has continued to host to a selection of sweets from the artists to join us. We were secretly events and invite schools to attend, Moreton Enterprise arcade of shops hoping for our own invitation from especially when we have visitors, most managed by the girls. Lizzie and I another local school before that! recently a renowned poet and were exhausted but excited about the Further positive feedback was given musician in the junior department, work ethic of the young artists and from the teachers and pupils following Moreton First.

PREP SCHOOL Reflecting the best in the prep & junior school world 11 Teaching and Learning Mind mapping – from brain- block to a flood of inspiration Maxine Shaw, Head at Hazelwood School, sings the praises of mind mapping as a way of getting the ideas flowing inside and outside of the classroom

We all know the feeling. A blank page mind map that I enjoyed constructing. ‘em what you’re going to teach’ in front of us. Deadlines creeping ever I first came across mind mapping as a rhetoric, I am sorry to say that its nearer. No glimmer of inspiration. A concept some 10 years ago, at a potential passed me by. The school I rising panic. training session. At that point it was working in embraced ALPS, and Be it speeches for prize giving, end of seemed to be no more than a spider with it mind mapping, but it was not year letters or writing reports, we all diagram, brainstorm or bubble chart. used consistently and the results were have that ‘white’ moment when we look A ‘mish-mash’ of ideas displayed not impressive. at the computer screen or piece of pictorially, often used for planning In 2008 we were invited to join a paper and think, ‘what shall I write?’ teaching topics, it was something I research project on the impact of mind Pupils in schools all have that had used with children as an mapping on reluctant writers. In moment at some point. Some of them alternative strategy for planning or to collaboration with nine other local have it on a daily basis, for others it is generate vocabulary ideas. Buried in a schools we embarked on a less frequent, but it still crops up from day of motivational slogans and tell programme designed to identify time to time. I had one today. It is nearing the end of half-term, Saturday evening. I have spent the week catching up on all of the things I never have time to do in term time. Children to the dentist, taxi service for my eldest daughter, a long overdue work scrutiny and, the worst affliction known to parents, revising for Common Entrance mocks with a Year 7 son who has made avoidance an art form. I misguidedly shared with him a training session on ICT, where we were told that children should play computer games before revising, rather than afterwards as a reward. Apparently it fires the brain into action. He happily embraced the first aspect of this concept, but the only firing has, sadly, been on the Xbox, not at the kitchen table. So it is Saturday evening and the article is due. I am not drinking large glasses of red wine, eating a bag of very fizzy cola bottles and watching Shrek . I am sitting in front of my white screen but, happily, it is relatively easy to write because I have my framework, my structure, even my keywords – in a

12 PREP SCHOOL Reflecting the best in the prep & junior school world Teaching and Learning

pupils who had ‘white’ moments and who found the task of committing their ideas to paper difficult for many different reasons. The pupils were of differing abilities but they all shared one key identifier; the blank page was a tortuous vision. We identified a champion amongst the staff who would work with these pupils and I watched, jealously, as she headed off to America to learn more about effective strategies. On her return she was inspired and began to work with pupils in Years 1 and 2, in small groups, on a weekly basis. The process was slow. Teaching children to mind map effectively is an incredibly time consuming process, especially for children of this age. However she persevered and, in our setting, the results were superb. Writing is an incredibly complex process. There are so many different strands to producing an effective piece of prose. Children are often bemused by the many aspects; content, creativity, Mind-mapping can provide context, grammar, punctuation, a structure to writing tasks handwriting, presentation and structure to name but some. Children as young once we had cliff-hangers, suspense mapping is the multitude of uses it as five are often asked to ‘write a story’. and thoroughly gripping resolutions to has, when employed effectively. I have Where do they begin? Mind mapping their writing. read that the millions of pounds can provide for the children a structure. The results of the research are available invested in interactive whiteboards They can focus on the creative aspect of at http://www.bedfordcharity.org.uk/ (IWBs) have had no effect upon the story, thinking of adverbs and Libraries/USER_documents/The_Reluct overall standards of attainment, but adjectives to add colour and interest, ant_Writer_in_the_Primary_Classroom does that mean we would go back to before starting to commit to the first .sflb.ashx blackboards? Of course not, because sentence. Each branch can become a for some children IWBs have been paragraph, guiding children through Sadly my views on the impact of the inspirational and for most it brings the complex construction of prose. research were not borne out by the teaching alive. The same has to be true research findings. They concluded that: As part of the research project we were of mind mapping. given Inspiration software to trial. This Experienced teachers know that I use mind mapping regularly with the was an enormous hit with the children. no single strategy benefits all children I now teach and not just for Even the youngest children seemed to pupils.... The consensus was that constructing story plans. For children intuitively know how to use the the technique was not equally who find organisation difficult, giving software and the inclusion of graphics effective with all pupils. It was them the ‘stages of the story’, as meant they could map a story without considered most effective with branches, is a coathanger for their having to write a word. They loved pupils who already possessed the content. At the start of each topic I building up ideas on the screen and motivation to write but who teach, I ask the children to mind map mapping out the journey of their required support to marshal their their prior learning. I never cease to be writing. The committing to paper ideas. amazed at how much I presumed they became far less traumatic, the desire to (The Reluctant Writer in the didn’t know when I planned. I have finish a piece of writing with, ‘it was all Classroom – Gardner) stopped planning half a term in a dream’ or, even worse, ‘they all went I agree that there is no ‘one size fits advance as my lessons are often home and had tea’, disappeared. All at all’ solution, but the beauty of mind obsolete after that first information

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

gathering session. Recently I asked plan schema and retain facts, the use computer my youngest daughter had one of my science classes to tell me of illustrations can lighten the load of seen Inspiration was on the screen and what they knew about organ systems. learning whilst actually being a had used it to plan a wonderful, I would love to share with you the powerful tool to knowledge retention. detailed and creative story about a mind map produced by one Year 6 Today when I sat down to write this seaside adventure – just for pleasure. child that included extra-marital affairs article, I started off by flicking through If you don’t use mind mapping with in the reproductive system branch! I the saved mind maps I have on my your children I cannot recommend also run weekly sessions before school computer. There are a few I have used strongly enough that you revisit the on different ways of using mind maps, for staff training and some I have used process. Tony Buzzan’s work is easy to including note making during lessons for lessons with pupils, but the majority read and unlike IWBs, it is not a costly or from texts, structuring of fiction and were produced by my own three initiative to introduce to children. All non-fiction writing and effective children. They cover revision notes on you need is a plain piece of paper and revision. before and after the agricultural some coloured pens. I guarantee that All children learn in a variety of ways revolution, an aide memoire for a Year 4 for at least one child it will be a but for children who have a visual presentation on the sabre toothed tiger strategy that changes the way they preference the picture a mind map and a Year 1 mind map of Goldilocks. In think about writing and one that they creates can help them to make links, the time that I was away from the rely upon for many years to come.

14 PREP SCHOOL Reflecting the best in the prep & junior school world Literacy The school library in an age of distraction Fiona Booth, Librarian at Dulwich Prep School, argues the case for books over computers and outlines why we must fight to preserve traditional libraries

According to UNESCO, the biggest when the bell drags them from an education in the subtleties and single indicator of whether a child will wherever their imagination has taken vagaries of human relations. Several thrive at school and in work is whether root. Sometimes they don’t even hear studies have shown that reading tends or not that child reads for pleasure. the bell. To them, this time out from the to make us more empathetic, more alert to the inner lives of others. The Many children already know the joys of bustling pressures of a normal school day is vital; they have already reader withdraws in order to connect reading: the entry into other, perhaps recognised that in themselves. more deeply. impossible, worlds; the ideas, questions and answers that reading sparks in the Author Nicholas Carr, in his essay “I would suggest, then, that the library’s brain; the ability to experience all this The Dreams of the Reader , writes: role as a place of peace, mental escape through the eyes of someone other “It is only when we leave behind the and creative thinking is vital to all than oneself; the enjoyment of incessant busyness of our lives in children – perhaps to none more so excellent, exciting writing for its own society that we open ourselves to than those children who are least likely sake… for those children the idea of literature’s transformative emotional to choose it for themselves.” the library as a place of sanctuary is power. That doesn’t mean that reading The majority of prep school children already familiar. These are the children is antisocial. The central subject of probably read for pleasure to some who hole up with a book on the literature is society, and when we lose extent; they live in an environment, at cushions in the corner and who groan ourselves in a book we often receive school and at home, where reading is

“The library’s role as a place of peace, mental escape and creative thinking is vital to all children...”

PREP SCHOOL Reflecting the best in the prep & junior school world 15 Literacy

likely to be encouraged. But, as we all know, the written word in any form is competing with a vast array of other attractions. How can the school library (devoted not only to reading but also to those increasingly outdated objects, books) possibly vie for their attention? How far should it adapt to cater to the perceived preferences of the Internet Generation? I would like to suggest that it shouldn’t – or, at least, that it should limit the extent to which it does. It is a fact that our children have a short attention span relative to previous generations; that their default activities are the mute absorption of visual media and a virtually incessant interaction in various forms. Do we, as parents and Modern children are not generally encouraged to be contemplative educators, say ‘that’s the way it is; that’s what they want’ and give them more of information. The point is that this only purely technological options if children it – or do we strive to show them takes place with mental immersion in a are self-sufficient with their Kindles something different? Modern children book. That is unlikely to exist in a and computers – we risk losing not just are not generally encouraged to be – school library which has become an the peaceful atmosphere of the library many do not find it easy to be – internet café buzzing with distracting but also the guidance of the librarian. noise and activity. If a child is unable to contemplative. Reading is an activity Amazon, via Kindle, will recommend find this mental solitude at home which both requires and boosts the titles based on previous choices; they either, then where will it be available? habit of contemplation, as Nicholas are all likely to be within the same If we accept that reading for pleasure is Carr suggests above. Psychologists genre and they will probably all be new A Good Thing then we must using brain scans to determine what titles. A good librarian, on the other encourage the atmosphere that allows takes place in our heads when we read hand, will think about what that it. If we do not both expect and teach individual child might enjoy that is not have found that the brain literally children to develop an inner life then I an obvious choice and may be creates fresh neural pathways with the believe that we are letting them down. completely unlike what the child has reading of each new narrative in order previously read. to amalgamate experience and new Some secondary schools are getting rid of books altogether in their libraries Dulwich School has a beautiful, and replacing them with banks of modern library – spacious and full of computers. That makes for a very light – alive with artwork, displays, different space and we should not competition entries and information, assume that every child would prefer hosting regular author visits and other that; it’s not the case. A surprising events. We have a sophisticated and number of children are devoted to up-to-date selection of books, audio books as physical objects and to the books and magazines for all ages and atmosphere of a book-filled space. tastes. We are probably more like a It’s not the advent of electronic reading branch of Waterstones than a school devices that worries me in itself; I can library in terms of content. Certainly, see that there are children who are our library bears little resemblance to attracted by the gadgetry, quite apart the school libraries of my youth… and from the other advantages, and will yet, while the children may be reading read on a Kindle when they wouldn’t Kindles as well as books, surely the touch a book. Most enthusiastic young most important element is still that readers I know are reading in both sense of refuge, of quiet thinking space. formats. What does concern me, In our speeding, jabbering world of however, is that if we lose traditional near-constant interaction I believe that libraries and librarians in favour of we should guard that carefully.

16 PREP SCHOOL Reflecting the best in the prep & junior school world Pastoral Behaviour management Emily Nocita, a classroom teacher from Sha Tin Junior School, Hong Kong, shares her experience of managing behaviour, clarifying ‘why, what and how’ in an easy-to-digest article

Why? Behaviour management is a contentious issue for all teachers and practitioners involved in managing the care of the children in their classrooms. The behaviour of the children in your setting can shape your day and the day of the children in your class. As a result, everyone needs to be prepared to manage behaviour. It is essential to guide and support children to behave in an acceptable way in order to maximise learning in a classroom. What? The direct relationship between behaviour and achievement is a concern for parents and carers. They recognise that if their child is behaving badly at school they are unlikely to be learning to their full potential. “Often it can be difficult to come up with your own creative ideas” Practitioners and teachers, on the are applying the correct strategy to you have a clear, consistent other hand, realise that if they are manage a particular behaviour. approach. Children need to know managing the behaviour of children Observe children presenting with poor what you expect of them and that who are disrupting sessions then the behaviour and use information from this does not change from day to education of all children in the this observation to guide you when day or from adult to adult. If classroom is at risk. The way to tackle deciding which strategies to use. children are given mixed messages, both of these concerns is to focus on they are likely to respond by testing How? continually assessing, modifying and boundaries and pushing limits. applying a range of effective behaviour Behavioural issues can disrupt lessons, Creativity – Behaviour strategies management strategies. alter attitudes to learning and affect a are more effective if they are exciting When selecting strategies to manage child’s perception of school and and different. Involve children in the behavioural issues, you need to think learning. In order to manage strategies by listening to them and about the context and situation in behaviour successfully you must finding out about things that they which you are applying a particular persevere when developing a enjoy or are interested in. Allow the strategy. Consider the child and the management plan. It will help to children to be a part of designing behaviour they have presented with. consider these three Cs: and implementing strategies; In order to focus on ways to improve Consistency – Being consistent is children really enjoy the and maintain the behaviour of the essential in order to effectively responsibility this brings. Young children in a classroom, it is important manage behaviour in your children can become quickly bored to consider why children are classroom. Ensure you work which makes it even more misbehaving. You will need to do a bit collaboratively with any other adults important to be creative when of detective work to be sure that you who work in the classroom, and that planning and implementing

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

strategies. When children lose low-level disruptive behaviour • Your voice interest, strategies are likely to lose without interrupting activities or • Your behaviour their impact. whole class input. The idea is that a • Your body language Composure – Do not allow a series of cards, one green, one red situation to escalate by losing your and one with wow written on it are • Your facial expressions temper: remain calm. Children will used as a non-verbal, visual support Keep management strategies fresh become more upset if tempers to encourage children to take and effective by changing and become frayed. As an adult you responsibility for managing their updating them regularly. own behaviour. need to remind yourself that you are Stay positive and remain calm. teaching children, and that they need your support and guidance. Follow up on behaviours, talk You should model behaviour you through reasons for rewarding and would like to see from them. implementing sanctions to reinforce good behaviour. Often it can be challenging to come up with your own creative ideas. Don’t Use a variety of sources to help you be afraid to chat to colleagues and use develop the behaviour management resources to help you. Here are a in your class. couple of strategies which are Consider the three Cs. published in A Quick Guide to Managing the behaviour of young Behaviour Management in the Early children is not something that is set in Years (Bullock and Brownhill 2011). stone and is not the same in every The book not only provides ideas to setting. You need to be flexible, patient manage behaviour but also offers and to maintain a sense of humour handy hints, adaptations and when working with children. questions for consideration: The practitioner/teacher uses the set Recognise the importance of Behaviour Binoculars –‘Behaviour of cards as a management tool behaviour management and enjoy a Binoculars’ are simply a set of during teaching time or whole class productive and rewarding setting with binoculars (these could be real work. When used as intended they happy children and a happy teacher. binoculars, a set of toy binoculars or will allow sessions to continue to run without disruption. Emily Nocita (nee Bullock) is the a pair made out of a cardboard tube co-author of A Quick Guide To Behaviour If children are displaying low-level Management in the Early Years (Bullock disruptive behaviours such as and Brownhills) published by SAGE talking to friends, bothering other ISBN: 978 0 857021 65 6 children, or calling out, the cards To order a copy with 20% off please can be shown as a series of contact 0207 3248500 and quote warnings. The green card is to let code UK12RO002. children know that they are showing good behaviour, the red Prep School has five copies to give away: card is shown if the children are email [email protected] disrupting sessions. The ‘Wow for your chance to win Card’, which is the most fantastic thing for any child to see, is shown and a piece of string) which ‘look to let a child know that they are out’ for good behaviour in children. displaying outstanding behaviour. The practitioner/teacher is encouraged to wear them around Tips their neck throughout the day and Here are some key hints to support look through them to ‘spot’ a child you in developing the behaviour who is behaving well either on their management strategies in your own or within a group context. This classroom: is an excellent resource for Be aware of your behaviour and managing the behaviour of children teaching style. Think about the both inside and outside. following things as simple ways to Wow Cards – This is a simple manage behaviour that you may not strategy that can be used to manage have even considered:

18 PREP SCHOOL Reflecting the best in the prep & junior school world SEN Why don’t children seem able to listen any more? Mary Mountstephen poses a few questions about pupil behaviour – and explains how teachers need to be provided with some answers

Why are teachers in pre-prep settings so concerned about can be difficult for the teacher to work out why she is children’s knowledge of nursery rhymes? apparently unable to pay attention. Is she not listening, not ‘We’re having problems with even the basics these days….’ hearing or not concentrating? (Reception teacher). In building language and communication competencies, ‘Has Zoe got auditory processing disorder? She’s really many skills must be developed. The actual production of struggling with instructions in the classroom.’ speech sounds must be strengthened. Listening skills of discrimination, memory and recall must be practiced. Breath Spoken language, the primary means of communication in control and the ability to express wants, needs and the classroom, and academic success, depend on the ability experiences must be nurtured through real life experiences. If to use and interpret language effectively. In the classroom, children’s access to these experiences has been limited, the a teacher is in a position to explore the reasons behind effect is often visible in the classroom. Many pre-prep problems they observe in individual children and to make teachers are now noticing that some children starting school informed decisions about what to do to help. This requires are very weak in terms of their basic skills of listening, the teacher to have a level of understanding about some of rhyming, and some of them are showing early signs of weak the causes of communication difficulties and an awareness fine and gross motor control. Changes in family habits, work of where to go for support. patterns and ‘family time’ have led, in some cases, to children The ability to communicate is an essential life skill for all who are materially well-cared for, but whose early life children and without good communication skills they will experiences may have been in the charge of a nanny or au struggle to learn. Their ability to make friends can be pair, with limited ‘mummy/ daddy and me time’. affected as they fail to understand and communicate There are a number of possible social, environmental and effectively with the world around them. From an early age, biological/medical reasons why a child’s communication if a child cannot clearly hear, understand and respond to seems to be delayed or there are difficulties. The estimate is auditory input, they are likely to become frustrated and that 15% of children have some hearing loss although many their behaviour reflects this through becoming withdrawn of them will be more likely to be considered to have an or through behaviour which can be perceived as disruptive. attention disorder, learning problem or be a poor student Speech and language problems are one of the most common with behavioural issues. When they are not fully able to disabilities of childhood, yet they often remain undetected understand verbal and non-verbal communication, they lack and lead to behavioural challenges, reading difficulties and the tools to express themselves clearly, to share their feelings academic underachievement. Concerns could be due to a and to make their needs known. This can have a negative number of factors, including fluctuating hearing loss, learning impact on their cognitive, social and emotional wellbeing. English as a second language, as a function of a learning or Good listeners hear all sounds clearly and can focus and behaviour difficulty or as a symptom of difficulties or delays concentrate. They are not distracted by other sensory in the development of a specific language difficulty. information. Poor listeners, on the other hand, do not have It is easy to underestimate the extent of information we are these abilities and so often their only strategy is to tune receiving all day long through sound and in a busy out. Behavioural problems are often the result of classroom. For example, Zoe is expected to pay attention to misunderstandings as a child with auditory problems has information being communicated to her while ignoring other to work harder to understand what is being said. To sources of sounds. She is then expected to interpret and become a good listener, we need to be able to ‘zoom in’ on follow instructions whilst at the same time she is attempting information, but also to ‘zoom out’ or filter out irrelevant to make meaning of what is going on in a fast-moving and background information. academic environment. When she asks the person next to her Hearing is a passive process whereas listening is an active for help, she is told to listen and concentrate. Zoe starts to get process. We need good hearing to provide the foundations a reputation for poor concentration and learning attitude. It for good listening. We can have excellent hearing but be

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

poor listeners. Poor listeners have poor development of “It is easy to understanding, don’t follow instructions and may have underestimate poor friendship skills. They can get labelled as naughty and the extent of have problems listening to group/class instructions. information we are receiving One reason why hearing may be a problem all day long” Repeated ear infections can have a long-term impact and implications than just the period of the infection. Conductive hearing loss is commonly known as ‘glue ear’ and is very common in young children and is the most common cause of poor hearing in children. It can be difficult to spot because there may not be any obvious symptoms although it often follows an ear infection or a cold. Some children get glue ear for long periods and their hearing is affected for substantial periods of time, even when there are no apparent symptoms. As this can happen from a very early age, the loss of consistent hearing deprives the child of the input they need for the normal development of phonological awareness, with At a classroom level the associated difficulties they will later experience with • Minimise general classroom noise levels so that there is reading and spelling. less distraction. Background music will tend to distract Other causes include: the child from focusing on the teaching or learning • Problems with pregnancy and/or birth which can cause activity. Open plan areas are to be avoided when developmental delay possible. A self-contained and structured environment • A specific medical syndrome or disorder is more effective for children with auditory difficulties as opposed to large, open areas. • A family-related condition • Help the child to develop strategies to listen and • A lack of early stimulation and good quality interaction remember instructions and information. Encourage them A disorder such as Auditory Processing Disorder (APD): to ‘Look and Listen’ and gain their attention before giving Children with APD may have difficulties with listening or directions or instructions. making sense of the sounds heard, particularly in • Depending on the age of the child, acknowledge with environments with a lot of background noise. They them that you understand their difficulties and realise usually have normal levels of hearing and normal how frustrating it must be for them. Children often feel intelligence. The cause of APD is often unknown. In children, APD may be associated with conditions such as they are stupid, or there is something very wrong with dyslexia, attention deficit disorder, autism, autism them if they are unable to listen when others can, or spectrum disorder, specific language impairment, don’t understand or forget instructions. pervasive developmental disorder, or developmental delay • Avoid seating the child close to areas of congestion (Source: National Deaf Children’s Society). such as near computers or immediately next to the Symptoms may include: teacher’s desk. • being inattentive • Consider the possibility of a seat or desk location in which the child can both hear and see the teacher and • talking too loudly and listening to the TV at a high volume the board easily and which is where they do as much of • mispronouncing words their work as possible. • being unsettled at school Teaching strategies • ‘Tuning out’ because they keep experiencing changes in the intensity of the auditory signals they are receiving • Provide a visual back-up such as a prompt sheet or visual prompts on the board. All children benefit from a • Problems working independently as they have missed multi-sensory approach to learning as this allows them or misheard spoken instructions to obtain input through more of their senses and this • Delayed reactions to sounds or instructions supports weak auditory abilities. • Overly sensitive to loud or sudden noises • Pre-teach specific vocabulary. • Poor speech and language ability • Gain the child’s attention directly before giving • Always speaking loudly instructions to the class or group, facing them. • Poor balance • Check that they have understood or rephrase the

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

instruction if necessary. It is easy for teachers to be change and organise auditory processing (the ability to listen) misled into thinking a child has understood if they nod by stimulating the nerve pathways into and within the brain in response to a question about whether they know – in particular the areas dealing with language. This addresses what to do. Sometimes children stop asking for help as the underlying processing of what we hear, which helps the they have been made aware that teachers are frustrated noticing, discrimination and organisation of the detail of by their ‘constant’ asking for instructions to be repeated. sound. Improving the ability to process the detail of sound They are trying to listen, but are failing to take in the increases concentration and attention, allowing more efficient information effectively. learning. Following Johansen IAS, changes are also often seen in general composure, motivation and associated skills, • Repeat the instructions rather than rephrasing them. leading to increased confidence and self-esteem. This The child will be able to fill in the portions of the programme has been used successfully with many children message that were missed first time. If information is both in the UK and overseas. rephrased, however, the child now has an entirely new message to decode. If this does not seem to be a useful Finally strategy, then consider rephrasing in smaller chunks. It is always vitally important to check that a child who is • Keep instructions simple and concise, delivered at a causing concern is not experiencing undetected difficulties. measured ( ie not fast) rate and speak clearly. These can be relatively mild or intermittent and often go undetected by hearing tests. If children are to avoid feeling • Avoid standing in front of windows where your face stupid and lose all confidence in their abilities, we as will go into shadow and make it difficult for children to teachers have a responsibility to be informed about the pick up facial clues. options available to ensure that children like Zoe succeed. • Repeat what a child has said – a child with ‘glue ear’ Resources will not hear what other children say in group work and a good strategy involves repeating these comments Mountstephen, M (2010): How to Detect Developmental back to the class as a whole. Delay and What to Do Next . Jessica Kingsley Publishers What if this isn’t working? What can I do next? Rickerby, S and Lambett, S (2006): Listening Skills: Key Stage 2. Imaginative Minds. The first step is to ensure that parents have been consulted Swain, I (2011): Understanding How Children Learn: What every and that the school’s learning support staff have carried out teacher should know about sensory development . LDA. appropriate assessments. In consultation with parents, referral may need to be made to a general practitioner to Spooner, L and Woodcock, J (2010): T eaching Children to investigate hearing difficulties, and also for a speech and Listen: A Practical Approach to Developing Children’s Listening language referral or educational psychology assessment. Skills . Continuum. If you have exhausted the more conventional approaches to Mary Mountstephen MA (SEN) AMBDA auditory problems, you may wish to consider consulting with works internationally providing a therapist who is trained in the use of sound therapy training and 1:1 assessments. programmes such as the Johansen IAS. This music, listened Contact: [email protected] to through headphones, is specifically designed to gently www.kidscansucceed.com

PREP SCHOOL Reflecting the best in the prep & junior school world 21 Marketing Is your school the Range Rover of the primary world? Paul K Ainsworth offers some advice to schools to help convince parents their children will be getting a top-of-the-range education

During a recent education conference, called ‘first-time buyers’. I can always for your pre-prep so that if parents I heard one speaker suggest that remember one of my colleagues telling Google ‘nursery care’ they go straight maybe our children will ask in ten me independent school education was to this page rather than going through years’ time what part we played in the ‘like having a Range Rover, everyone your usual home page. Many parents great economic war? A very emotive would have one if they could afford it’ – have told me that once they had got phrase indeed but in every aspect of a quote that returned to me on reading used to paying the child care for up to our daily lives we are constantly aware Jeremy Clarkson’s review of the new 5pm for their children, and if the of how quickly prices are rising Range Rover Evoque which aims to children had been happy in pre-prep, whether it is filling up a car’s petrol spread the Range Rover brand to a they would have then continued to tank, paying for the weekly groceries wide audience. pay the fees for a prep school or receiving the latest electricity bill. education. Many people publicly or secretly In recent weeks I read a number of believe that independent education is Extracurricular tweets that were gleefully relaying the superior but at the same time believe Many working parents are very news that the number of children it isn’t for them, so the trick is to show anxious that they do not have the time being educated in the state sector was them that they can provide this to ensure that their children follow a rising with the attached opportunity for their child. schadenfreude view that this must rich diet of extracurricular activity. also mean a reduction of pupils in the One of the simplest techniques I saw They will feel a sense of guilt that independent sector. I wonder if such to get over this issue was in the using a child minder or a commercial commentators have gained the same branding of the pre-prep. Even with after-school club means that their pleasure at the closures of prep nursery vouchers parents recognise children cannot attend sport or music schools in recent years ignoring the that they have to buy child care for provision after school; that is, if the human cost of children having to their pre-school children so that they school offers it. leave a school that they loved and can work. I noticed one popular health Prep schools can come into their own teachers being made redundant. club did not use their trade name in in this regard as they do not always their nursery provision, presumably on Both of these points suggest that the recognise how excellent this after- the basis that parents would feel that most successful prep schools will be school provision really is. There is if they were not members of the club those who are constantly looking at often no charge for such activities at a they couldn’t use the provision. The how they can market their school to prep school so parents may have to name of the health club was not even the local community with the pay the school fees but at the same in the Yellow Pages advert. knowledge that when times are hard they are reducing or even eliminating we must work ever harder to secure It would be quite easy to rebrand the the after-school club fees. our school. pre-prep with a different name from The challenge is how is this message the prep school. Nurseries often have communicated to parents? I once First-time buyers formulaic names so a Pre-Prep of St went to a rugby tournament a At times of economic difficulty it is easy Michael’s Prep could be called ‘Little Merchiston Castle School for older to bunker down into our existing Fishes Nursery’. If it is advertised as prep school pupils. The children were market and concentrate on parents who such on the internet, parents who given a tour of the school by the boys already have an attachment to our would have never considered a prep they had played against in the school. However we must always try school will come and visit the school, morning – a very successful and address the market of those who see the high quality provision and use marketing ploy for a secondary did not attend independent schools but this for their nursery care. You may school – except that the parents did want the very best for their children, so- even set up a separate internet page not get to see this.

22 PREP SCHOOL Reflecting the best in the prep & junior school world Marketing

“Many working parents are very anxious that they do not have the time to ensure that their children follow a rich diet of extracurricular activity...”

A similar idea could be to run a sports and their children to pass the 11+. Confidently creative competition at your school on a Often state primaries in such areas do School leaders are always confident in Saturday or a Sunday, invite local not give explicit preparation for the the provision that their schools gives clubs to participate. If you invite local entrance exams and, as a result, and are also proud of the school at schools it is less likely that parents will parents will be paying for extra tuition which they work. Perhaps it is your from a whole variety of providers. attend. You could even ask the part in the economic war that you children in your school what rugby or One strong marketing ploy that a prep work as proactively as you can in tennis clubs they play for and invite school in such an area could use is to considering more creative ways to take those clubs. Your pupils could then act unashamedly make it clear that their your school to a wider audience. as ambassadors for their own teams. pupils will be prepared for grammar Returning to Jeremy Clarkson’s review Displays of the school, a tour of school 11+ exams in addition to of the Range Rover Evoque, he included facilities and a tea could be provided Common Entrance. Prep schools can the comment that all three presenters of for parents and children alike. It is focus on this, whereas their state likely that a parent who is paying for counterparts will also have to be Top Gear knew their programme was three or four hours of weekly tennis preparing children for Key Stage 2 essentially useless as they all believed coaching will also be very bothered assessments only two terms later. that best car in the world was a Range about their child’s schooling but have Rover. Perhaps for the new school year You could even be more bullish and it is your mission to make your never had the opportunity to look at suggest that children who have catchment believe that your school is what you offer. attended your school for at least Years the Range Rover of local schools! Secondary school provision 4 and 5 should pass the 11+, if the child doesn’t you will refund parents Paul K Ainsworth is the author of There are still reasonable swathes of the fees for the last term in Year 6. You Developing a self-evaluating school and the country where there are state may find that this attracts a new group Get that Teaching Job, published by grammar schools and parents may of pupils for the last three years of www.continuumbooks.com, an acting take the view that this offers an your junior provision as a result. There principal and has been a senior leader equally good alternative to an may also be younger siblings who in both maintained and independent Independent School and it is also free. parents decide to start at your school schools. He can be contacted at This puts huge pressure on families at the same time. [email protected]

PREP SCHOOL Reflecting the best in the prep & junior school world 23 Philosophy ‘Work’, ‘learning’ and the language of education Dr Matthew Jenkinson, Director of Studies at New College School, argues that ‘work’ should not be seen as a dirty word and how leading by example is the route to ‘learning’

Few, if any, PGCE students go through they won’t find me doing any work on least one day into the weekend. their training year without moments a Saturday or a Sunday, so I don’t Secondly, I resented the fact that I was of frustration. I remember vividly one expect them to do any either.” The putting in many extra hours on a of my most maddening. I can still wisdom (or otherwise) of not setting Saturday or Sunday to keep my head remember digging my nails into my schoolwork over a weekend was not above water with planning, marking palms, gritting my teeth, and staring the prime source of my consternation. and PGCE paperwork. Thirdly, I hard at the floor. The source of What really got my heart beating and thought she had made a huge frustration was not one of my pupils, bile flowing was the proud declaration mistake, that she had admitted a big nor my tutor, but one of my fellow to her students that they would not weakness to her students. students. find her doing any work outside of I firmly believe, as a wise ex- She had just declared – with Monday to Friday. colleague of mine once put it, that dismissively supreme confidence – Firstly, the mind boggled that she did ‘education does not happen in 40 that she did not set her pupils work not have work to do (especially in a minute chunks’; for pupil and over the weekend: “I tell them that PGCE year) that would spill over at teacher, that the educational process

“The educational process might just happen on the weekend”

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

might just happen on the weekend. Also, part of the unspoken deal of having such long vacations – without taking a pro rata pay-cut – is that we might, as teachers, make up some of those hours during our ‘free time’ in term, be it in the evenings or on weekends. Most importantly, I thought she had missed a real trick in inspiring her students in an admirable work ethic. I expect my pupils to put in a certain amount of effort – indeed, a significant amount of effort – including part of their weekends. I also expect my pupils to follow my example. I cannot ask them to tuck their shirt in, if my shirt is untucked. I cannot ask them to complete a demanding prep, if my marking does ‘I’d like to do that, but I’ve got to go to a significant proportion of society not demonstrate a commensurate work ’; ‘It’s all work and no pleasure.” incorrectly decides that they are amount of effort. I surely cannot ask Therefore if we want our learners to outdated and might involve a bit of them to go that extra mile, if I breezily engage with the learning process, we effort. One of those values, to my mind, tell them that there is no chance of me must remove any seemingly is ‘work’. Instead of accepting the going that extra mile myself. unpleasant hurdles, including pessimistic view of those who see work I am not asking that they forgo family language, which might put them off. as a pain, something to be done under life or leisure activities to slog over This is a form of cultural relativism. duress, we should encourage ourselves comprehensions all Saturday and Society has drifted towards a situation and our pupils to view it as something Sunday. That is not a model my own where ‘work’ implies something positive, something to be embraced. weekend-life follows. I am asking that negative, therefore education should Through this we can inspire a ‘work they put in that extra hour or two, to apparently follow that drift, avoid this ethic’ in our pupils, which will then keep our heads above water and to currently downbeat language, and have a positive impact on their keep their learning driving forward, by replace it with something neutral, learning. Yes, effective learning is the putting in that extra piece of work. without off-putting associations. We desired end of anyone worth their salt There are many reading this who will should not ask our pupils to ‘work’; in the educational world. But shudder at my views. Not necessarily we should ask them to ‘learn’. removing one of the most important, my opinions on sitting with a pile of Which is all very well, apart from the and potentially fulfilling, routes to that books on a Saturday morning, but my very real fact that learning involves end is dangerous. We cannot implore use of the term ‘work’. I use the word work. And sometimes that work will someone to ‘learn’ while removing part unashamedly, but there are some not be totally pleasant. We are doing a of the learning process, because it educational theorists and practitioners disservice to our pupils if we suggest to might sound like a bit of hard ‘work’. (or shall we call them ‘teachers’?) who them that life (and the skills necessary Towards the end of my first term in would accuse me of being in some to lead a successful and fulfilled life) teaching, I had dinner with a friend way Dickensian, or at best ‘very 1950s’, will not involve some sort of graft. who spends his working day as a for asking that my pupils ‘work’. Asking them to ‘learn’ without pointing Headmaster. I was regaling him with The suggestion has been made that out that learning does not just happen stories of the ups and downs of the ‘work’ has such negative connotations, on its own, is asking them to achieve an term: what had gone well, what had implying arduousness and unpleasant unspecified end without pointing out gone less well. In the middle of one graft, that we should dissociate it from the crucial middle part of the process. story, I mentioned that I had ‘asked the learning process. See, for example, There is also the vital issue of the role my Year 8s to get on with their work’. chapter 8 of Guy Claxton’s otherwise of schools and education in upholding ‘Learning ’, the Headmaster interjected. excellent What’s The Point of School? certain values, sometimes against ‘You should have asked them to get Our society spits out the word ‘work’ cultural drift. If we think that particular on with their learning .’ I dug my nails with a combination of distaste and values are noble and should be instilled, into my palms, gritted my teeth, and contempt: “I have so much work to do’; we should not ditch them just because stared hard at the floor.

PREP SCHOOL Reflecting the best in the prep & junior school world 25 ICT Flipped classrooms Stephen Lockner, Deputy Head at The Mead School in Tunbridge Wells, looks at how an innovative, technology-based approach to taking lessons is reaping rewards

When Leonardo da Vinci invented children to do requires a teacher’s help The Flipped Classroom model the helicopter, he was unable to or guidance, but our time is taken up suggests that firstly the ‘hit rate’ or successfully build it until materials with instructing the class in what they level of engagement for the had been invented which were light will need to know in order to learn. As introductory part of the lesson is low, enough. an example, if teaching long and secondly, we are abandoning our pupils when we need them most! The same could be said for the concept subtraction, we might present several Although this might seem to of ‘flipped classrooms’, a concept from lessons to the class, explaining what to challenge conventional views of America which is gradually building do, and then set them a series of teacher as the sage at the front, pace in this country too. The simple exercises to complete on their own or guiding the pupils, it is actually idea is this: much of the work we ask for homework. unblinking their importance as a Filmed lessons might include science experiments and word hunts supportive expert, guiding and helping them in their learning. So how does technology help with this idea? Several teachers, schools and groups in America and the United Kingdom have utilised popular and free internet tools such as YouTube and Apple Podcasts to put their ‘teaching’ online - literally. They have filmed themselves taking a lesson, but to camera, allowing the pupils to view these at home. This has several large benefits. To begin with, it allows a pupil who is not sure about the lesson input to have the opportunity to repeat and refine their understanding – they can play it any number of times. Secondly, it allows the parents access to the specific teaching for their children, which is crucial for helping them get on board. Thirdly, these lessons can be revisited at any point afterwards, for support, clarification or simply to ‘top up’. In lesson time, the children carry out specific teacher-directed activities related to what they have learnt away from the classroom. In short, the amount of ‘point contact’ is increased. The independent sector challenge This model, however beneficial, is a tricky one to implement in an

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independent school, especially in the English topic that they had already prep environment. At this age, been involved in, and the difference in guidance is needed even with their understanding was extraordinary. introductions. Added to this that it Future might seem the teachers aren’t ‘teaching’ (as a parent may perceive I plan to continue contributing it), and the varied and busy after- resources and have made the aim of school lifestyles and clubs that uploading at least one activity or video children attend make this a difficult clip a week – which takes no more model to introduce. There are however than two minutes. I also plan to use ways in which some of the principles the class blog in future holidays - to can be applied to great effect. help with learning, to maintain contact with the pupils and to also Recording learning aspects build a stronger, more cohesive class The concept of the flipped classroom identity. I am currently looking at really appealed to me, but, mindful of setting one up for my future class, so the challenges it represented, I looked that they can have some summertime instead at filming particular learning activities to do before they join me. I aspects of my lesson, so that the should stress that it takes very little children could ‘top up’ at home, and extra effort to do all this, and yet the also so they could be revisited several rewards are enormous. Parents have times in the lesson. These included been delighted, and the children are teachers.guardian.co.uk/resources.aspx science experiments, car tallying and genuinely more focused about the www.teachitprimary.co.uk live word hunts. I uploaded these to topics they have previously covered. www.posterous.com YouTube, and also made links to them Further information: Stephen Lockner blogs at from the TES website and Guardian www.classroomtm.co.uk, and can be Teacher Network. To date, these clips www.tes.co.uk/teaching-resources found on Twitter as @mrlockyer. have had thousands of hits, and it is www.primaryresources.co.uk pleasing to know that others are benefiting from what I have shared. Reflective blog teaching I also set up a private blog for my class using the website Posterous. This is a password-only blog page, and the children could post to it by simply sending an email to an address I gave them. I set a challenge over half-term, asking them to learn a new skill (juggling), and to keep a diary of their progress over the week. The children were brilliant at writing to the blog, and it built into quite an interesting private space, filled with informative diary writing, photographs and comments – all moderated quite easily from my email account. For very little effort, I was able to sustain learning with them, as well as encouraging them all to contribute their best writing. Knowing it was on show gave the children some pride, and it also saved a large proportion of time in my lessons, when we were able to study their diary entries. By creating the blog, I was able to jump-start an

PREP SCHOOL Reflecting the best in the prep & junior school world 27 ICT Using tablets to transform learning When Sedbergh Junior School Headmaster Scott Carnochan introduced iPads at the start of this academic year, they were not an add-on but another tool for igniting creative peer learning and reflection

“The children are leading us in directions we may not have anticipated.” “I find it exciting to see four year olds navigating iPads, outdoors.” Since I came to Sedbergh Junior School as Headmaster, I have been committed to modernising the way our pupils learn. In September, we invested in 20 Apple iPads and an iSync case. I entirely agree with Michael Gove’s position on the limitations of the current ICT curriculum and believe that as technology plays a larger role in education, any predictions concerning the future, and how we prepare our children for that now, must include an analysis of technological trends. We know very little about what the future may hold for the young people we are teaching now but we do know, as Time Magazine US highlights, that research shows that whilst ICT can aid pencil’ and handwriting skills, fear of ‘we are preparing them for jobs that learning, it cannot achieve it without children breaking this expensive don’t yet exist, using technologies that interaction. Dr Lydia Plowman, from equipment and then the practical haven’t been invented in order to the University of Stirling, commented issues such as integrating Apple iPads solve problems we don’t even know that what teachers need to focus on is to an established PC network. At are problems yet’. According to this not what children can learn about ICT Sedbergh Junior School we see every article, the top ten jobs in demand in but how adults can support their day how the advantages outweigh 2010 did not even exist six years ago. interactions with it. By promoting such fears. It cost us about £4 to All we know, as educators, is that they sustained, mindful engagement and download the app that would allow us will need skills in communication, providing support for positive to integrate our iPads and teachers problem solving and ICT. It is vital dispositions to learning, the learning now have the possibility of that we give them every opportunity experience becomes all the richer. downloading subject-specific apps for to embrace every new turn on the At this stage, only a handful of prep 50p or £1 each – it means they can technological journey that lies ahead. schools have committed to using pick and choose new resources, try In 2006, the Teaching and Learning iPads, for all sorts of reasons. Fear of them out and repeat the process 20 Research Programme commented that both my colleagues and the children times for the same price as buying one the value of ICT as a tool for learning not being able to make good use of piece of software that might – or depends on how it is used, and tablet technology, fear of ‘death of the might not – be of any practical benefit.

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What are we doing with our iPads? teachers and the iPads encourage: their learning – not the end product. The most important thing to say is “Working in pairs and small groups They all become partners in learning that the tablet is just a different way of encourages peer interaction. When we and gain confidence to challenge ideas working. Many of the things we do on see children working actively with one and strive to achieve the very best. them are established educational another some naturally take the lead, Alison Williams, our Early Years practices; they just enable the teacher whether prompted by subject teacher, says: “It is clear that using the to experiment and to quickly review knowledge or by their skills in ICT. We iPads encourages the children to how effective a resource or activity see our most able students becoming become independent learners – might be. teachers among their peers. As they whether that is individually or in a Putting our children at the sort things out in their own heads and group. They enjoy using them and find their size easy to manage. It’s forefront of change share this understanding, they consolidate their own learning but incredible to see how quickly they Beyond acquiring knowledge, creativity also teach us what is possible within pick up on how to use them, and and challenge are key if we are to the immediate environment – with some of the apps are just fantastic for succeed in the Government’s aim of their particular teacher, in those small generating discussions. For example, I our young people becoming ‘able to groups, with that set of children.” use one that takes the children on a work at the forefront of technological journey and it encourages discussion As I see it, our teachers may still have change’ and I see it, therefore, as our on what they have found and how to to consciously think about how to responsibility to create an environment get there. Another example is that we incorporate the iPads within learning where this aim has a chance of being had a Grandparents’ Day and used the plans but, eventually, it will become achieved. A survey conducted for Apple movie making software. The children second nature. I see it as a challenge in 2010, interviewing 2000 parents of interviewed their grandparents and but also a necessity – for providing for children aged 10 and under, revealed enjoyed playing back the videos, our children and helping them to that 1 in 20 UK children of this age sharing their conversations with navigate a new approach to learning group own an iPad. The interface of the everyone. They also use the iPads that is very public. Creating and iPad is similar to iPhones and children around school to photograph things thinking aren’t always private activities can instinctively use this touch-screen relevant to our learning, such as with children thinking only of the product because it is familiar. It is shapes in the environment – square score or where they come in the Merit easier than network environments manhole covers, rectangular letter table – it is about sharing their work where they have to hunt through boxes etc .” in progress. It is about having the complex drop-down menus. Given that space and reason to learn together, to Learning in progress students are using these tools at home, show unfinished work and to it only makes good sense that within I think it is exciting to see children as collaborate. We’re focusing on the the classroom we build on what is young as four navigating their way process as much as the end result. familiar, capitalising on skills they are around an iPad with such confidence. learning and developing elsewhere. What does it look like in real Because iPads embrace a very kinaesthetic approach to learning, they terms for our classroom Our priority has been to use iPads in a also seem to personalise it. The Early way that complements what we do in teachers? Years Curriculum is pupil-led and so it lessons that don’t involve ICT. Central Using iPads with the iSync pod allows complements it perfectly. Whether it is to our teaching practice is relational our staff to create a learning with Early Years or Year 8, our use of dialogue, so, through talking, we make environment wherever we want to be iPads at Sedbergh Junior School is sense of things. What I am witnessing – outdoors, at a sporting fixture, on a fundamentally cross-curricular, as well at Sedbergh Junior School is how the geography field trip, astronomy or in a as being an essential resource for new technology is doing just this. The classroom capacity. We connect the discrete ICT lessons. It is tempting to iPads encourage collaboration, sharing iPads to Apple TV and to the projector say it is futuristic but it really isn’t, and and dialogue. They can be passed and, with wireless connections, I can that is the key thing here. around and discussion becomes fluid. quickly demonstrate ideas, techniques I gave my teachers responsibility for The result is active reflection by and exemplars in HD. Pupils can managing the challenge of finding out children and teachers alike. display their work in progress to the what is possible and how hardware One of my colleagues in our Senior class, promoting peer assessment, can support their teaching. It is an School, Lori Cooper-Colliander, whose constructive criticism and innovative, creative and extremely specialism is in academic talent opportunities to reflect. The key thing exciting development in the education development, has commented on the is that the iPads create thinking space of our young learners – everyone benefits of the small group work our for children to explore the process of involved feels like a pioneer.

PREP SCHOOL Reflecting the best in the prep & junior school world 29 ICT Protection, participation and pornography: shifting boundaries for prep schools Dr Emma Bond, of University Campus Suffolk, and Dr Martin Hine, Head of Primary Education at St Joseph’s College, Ipswich, explore the risks posed to children from the use of Information Technology

As children, our families each had a black-and-white protected children’s spaces. Viewed as a time of innocence television in the living room and a telephone in the hall and in need of protection, post modern childhoods, that was fixed to the wall with a wire – computers were coinciding with rapid technological advances, are only seen in Star Trek . increasingly played out in virtual space and the anxiety that transformed childhood away from outdoor spaces has now Most British children today are growing up living media- come to bear on virtual childhoods also. Current media saturated lives. The age at which they engage with the headlines about online grooming; young girls being online or digital world is getting younger and younger. murdered as a result of meeting someone on a social Children from families with disposable income are even network site; ‘sexting’, cyberbullying, gambling and gaming more likely to have access to a range of technologies and addiction are rife. Whilst such reports can and do incite digital environments from a very young age. Toddlers moral panic, there are many current concerns that are watching CBeebies , for example, are encouraged to ‘go actually based on sound academic research – for example, online’ to follow their favourite characters, play games and Sonia Livingstone’s work at the London School of download the latest apps. Economics – and organisations like Childnet International, It is fascinating to observe the plethora of digital devices Child Exploitation and Online Protection Centre (CEOP) that now have a ubiquitous yet powerful purchase on and the NSPCC have been working hard to raise children’s everyday experiences. Very young children, sitting awareness of the very real risks and dangers for children in shopping trolleys and strapped into car seats, are playing and young people in online spaces. on smartphones and iPads. Hundreds of early learning But what impact do current technologies and their programs designed to make each toddler a genius, before associated risks have on children’s lives? It is unrealistic they even set foot inside an EYFS setting or their pre prep, continue to fly off the ‘download shelf’. The handheld device has become part of everyday family life and whilst comedy programmes depict the stereotypical, barely communicative child staring at a small screen, thumbs glued to a handheld device, only responding when spoken to in monosyllabic grunts and hardly capable of human interaction, the reality of children’s increasing computer/digital interaction has attracted much recent attention and indeed concern from parents, politicians, educators and academics. Looking back at recent social and political changes is helpful to understanding the current situation. The concept of risk and concerns over children’s safety in late modernity have transformed childhood from occupying the physical spaces of the street, the park and the fields of a generation ago – the era of our own childhoods – to the ‘sanctity’ of the home, the school and newly developed specialised and

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and unhelpful to simply blame the technology and we should avoid deterministic approaches that undermine the diversity of children’s lived realities. Not all childhoods, after all, are the same. We need to understand the complex relationships between children, technology and their everyday lives. Although recent technological developments have changed the landscape of risk in relation to childhood, they also offer unprecedented opportunities for children to learn, socialise and participate in the knowledge economy. Interestingly, it is the children from wealthier families who have earlier and more personalised access to new media environments – ever more frequently unsupervised – who can be at increased risk. Furthermore, the boundaries between offline and online worlds are becoming blurred. The internet, mobile and interactive technologies are not, however, “The boundaries between offline and online worlds are becoming blurred” going to disappear and it is essential to understand how children and young people navigate new cyberworld of email, mobile phones, chat rooms, pinging digital environments, develop critical digital literacy skills, and social networking sites. This phenomenon is no longer manage and negotiate risk and behave appropriately and confined to the school playground or to the children responsibly in online environments. themselves. Parents are also getting involved. Using social The knee-jerk response to lock down IT and internet access networking sites and even their own children’s profiles on systems in school is unhelpful and does not equip children new media, some are cyberbullying other children, other adequately to keep themselves safe and behave responsibility parents and teachers. To prevent its occurrence, in online environments. As educators it is our responsibility cyberbullying is an issue that schools need to raise with to work with parents and students to exploit these amazing students and their parents from a very early age. This will online opportunities to learn, to create and to explore while ameliorate the tragic consequences that it can have on also raising awareness of the risks and potential dangers so young lives developing fragile self-identities and new, we develop responsible digital citizens. vulnerable friendship groups. Furthermore, cyberbullying can have a devastating effect on school communities and What are the issues? one incident of cyberbullying badly dealt with or ignored Current concerns range from cyberbullying to pornography can result in a complete lack of trust and confidence in the to teachers’ professional profiles. It should, however, be school and in the leadership team. As a result of the new remembered that this article only offers a brief introduction Independent Schools Inspectorate framework and a tighter to the issues but it is hoped that school leadership teams focus on Personal Social Health and Economic Education, will pursue this initial discussion with an invested interest cyberbullying is high on the school inspection agenda and in developing an e-safety strategy and educational prep schools need to make a timely response to this programme for their school. changing landscape of risk in order to encourage Discussions of e-safety in prep schools tend to centre responsible behaviour online. around cyberbullying. Cyberbullying is probably the most We have already pointed out that children are going online prevalent of e-safety behaviours and must be taken very younger and younger but they are also accessing adult seriously. Cyberbullying is very different from the bullying content younger and younger. The average age that behaviours that we are all familiar with from a generation children first access pornography is actually while they are ago. In those days schools had to worry about bullying in still of prep school age. We send children to Google or the playground, the classroom, in boarding, or perhaps on similar search engines for their homework to develop their the journey to and from school. Nowadays, however, the knowledge about different countries of the world, to look safe boundaries of getting home are no longer there and for scientific facts, to research different periods in history the bullying does not stop at the front door of the family and to find out about their favourite author. When young home or boarding house. It continues via the 24/7 children are naturally curious about sex (especially bearing

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

in mind that as a nation we are very bad about talking about sex), some are, of course, going to Google and type in ‘sex’. Try it for yourself (we are not suggesting you go any further!) – the top six sites are free hard core pornography sites so with one click young children have easy access to increasingly extreme and harmful sexual content. Once they have viewed it – it is not always their parents or boarding staff who they tell but their friends. The material they are accessing is certainly not the most educational material in relation to healthy information about sex, relationships and contraception and this is having a profound impact on gender relationships, self- identity and self-esteem in some prep school age children. Schools cannot ignore this issue any longer – we have a duty of care to educate pupils to assess and manage life’s risks and ambiguities, but cannot take the line that by creating a locked down system ourselves, CEOP have been working hard to raise awareness of the very real risks and dangers for children and young people in online spaces. therefore, pupils cannot access this content. Again, educating parents and all staff is essential, even though many is that being upset and scared of the alleged consequences parents do not want to think about their child browsing children then pass the email on to others in their address pornography sites. We need to encourage children to talk list and so then there are another 20 frightened children about what they are viewing online. Support for addressing and so and so on. Even the most basic e-safety awareness this issue is available through a variety of sources, with offered by schools should be highlighting such issues to CEOP’s recent publication Parents’ and Carers’ Guide to the parents and to students. Internet being particularly salient. Another issue popular in the media is online grooming Not all unsuitable content though is randomly accessed which has been sensationalised in newspaper headlines. through search engines and we similarly need to encourage The grooming of children by paedophiles is clearly of children to tell someone if they receive something concern to parents and schools alike but little is said to upsetting. A friend not long ago forwarded one of us an prep school age children for fear of frightening them. The email that his nine-year-old daughter had been sent by old phrase of ‘don’t talk to strangers’ is hardly appropriate another child in her class. The form of the email was anymore and most Nursery and Reception class children similar to the ‘round robin’ letters occasionally received are happily playing in the snowy landscape of Club from a ‘friend’ as a child (the type made from paper in an Penguin and chatting with more ‘strangers’ than you can envelope!). In those days you had to rewrite the letter six shake a stick at!! Many parents seem quite unaware of the times and send a copy to six of your other friends and if dangers of children talking to people online that they don’t you did you were promised postcards from all over the know in real life and many children do not even get the world or if you gave 10p with each of your letters you most basic advice on not giving out personal information. would eventually receive vast sums of money by return. Prep schools now have to face not only the importance of Nowadays chain letters in schools still seem to be going upskilling children in online safety in chatrooms and social strong but they have taken on a rather sinister edge. The networking sites but also the fact that they are also the spaces email version started by asking the recipient to imagine a for cyberbullying. Whilst many Year 2 and 3 pupils are boy who they really liked and to imagine what it would be hanging out in Club Penguin before rapidly migrating to like to kiss this boy. Then as the recipients scrolled down Moshi Monsters; RuneScape or ‘making friends, chillaxing the email – the content turned into instructions for her and getting noticed’ at the Habbo Hotel, many Year 5 and 6 dream to come true. The child had to forward the email to pupils have migrated rapidly onto Facebook. Few parents everyone whom she knew of a similar age. If she sent it on seems to be aware that it is illegal to have a Facebook to 20 people then her dream would apparently come true account if you are under 13 years old and if they do then they and the boy would fall in love with her; if she sent it to still seem to think it is all right for children to have lied about only ten then something bad would happen to her and if their age to set an account up. Or that they have posted she sent it to only a few then her ‘eyes would be gouged photographs and details of their children on to their own out’ and ‘someone she really loved would die’. Facebook profiles!! Not only are there risks posed from Now as adults we can read about this and know that it is online grooming, there is a high rate of cyberbullying on not true but as a nine-year-old girl receiving such an email children’s profiles, eg written bullying and photographs this can be very frightening. Unfortunately, what happens inappropriately tagged with references to a child’s body-

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image, race or sexuality. There is, additionally, the risk of the should always be appropriately used for those purposes. content in the form of advertising. Middle aged parents see Schools must provide and share clear policy and procedural advertising on their Facebook page (targeted especially) to guidance to clarify expectations for all staff and pupils’ tempt them with the delights of anti-wrinkle cream, weight acceptable use of ICT. Such policy guidance must be read and loss solutions, thermal socks and home insurance; the understood – with a record kept that this is the case – by advertising targeted for a teenager is very different. If a child each member of staff and pupil. Younger pupils can have has lied about their age when the Facebook account was set expectations set through simplification of the guidance up, then Facebook will think that they are 16 or 17 when in coupled with parents or carers signing the full guidance. fact they are only 12 or 13 and are only a couple of clicks Simultaneously, it is vital that key members of staff keep away from teenage chat sites with very sexualised content abreast of cutting-edge technologies, how these are being and obscene language. used by pupils, and the associated risks that may pertain. The risks that we are discussing here, however, must be This information must then be disseminated among all considered within a framework that acknowledges that staff, particularly a synthesis of the critical Safeguarding, they do not only apply to prep school children. Teachers PSHEE and ICT issues, and then incorporated within day- need to be aware of their own digital footprint in relation to-day school practices. to their professional identity and even career. Teachers with According to Will Gardener, CEO of Childnet, “The primary a Facebook profile available to parents and being ‘online concerns for schools in keeping children safe on the friends’ with parents (and sometimes students too) are Internet will always be ensuring that pupils are educated to potentially compromising their professional identity. This is be responsible users and are adequately supervised whilst especially pertinent to NQTs who are perhaps not long out using computers in schools.” However, recent technology of university life and have lived their lives online for a applications such as instant messaging, peer-to-peer, 3G number of years – an intemperate comment about a parent mobile phones and web-based email, mean that internet or colleague, or photographs of a teacher having fun after use is more available and harder to supervise. Thus, one too many shandies in a bar may not be an ideal enabling pupils to increase their awareness, and characteristic to share with your new Headteacher and assertiveness if faced with cyberbullying issues, is crucial. parents of your Reception Class. This can be enhanced in a variety of ways, through It is not unusual for children to know more about online workshops, websites and mentor training, with Kidscape technologies than many staff and parents do. However, as and Cybermentors being two online pupil support sites. educators we must feel confident that we can find answers Similarly, for parents the means of providing support and to the following questions: guidance can be made available through face-to-face meetings, newsletters, and online activities. Self-review and How do we stay up-to-date with the technology children ongoing enhancement of each school’s practice – so that a are using ? proactive stance is maintained alongside pupils and How do we understand the steps to take to keep our parents – is vital. children safe online ? Childnet has developed award-winning resources and How do we maintain our own IT integrity ? advice free to download. These can help educate pupils to How do we know what action to take and where to seek keep safe on the internet inside and outside of the further support if things go wrong ? classroom. It is prudent to have members of staff trained to be CEOP Ambassadors and/or to accomplish the EPICT e- If you don’t feel fully confident to answer each of these safety awareness certificate. Additionally, recent small-scale questions at present, you are not alone. The internet and training of pupils to be online safety ambassadors has been online technologies can sometimes be a bit overwhelming, shown to be a highly effective way of ensuring that pupil and, as we have discussed so far, present challenges to expertise is shared among and between peers. keeping pupils safe. However, these technologies are an Within the confines of these few pages we have outlined a important part of children’s lives at home and at school. number of online risks that the prep school community Consequently, it is just as important to be involved in each needs to be mindful of. We do not intend to incite panic, pupil’s life online, as it is offline. Just as you would ask rather it is hoped that we have further raised awareness of about their learning activities and friends at school or the a series of issues and that this will generate discussion clubs they go to, you should use this approach with their about which actions best address the goal of promoting online activities – ask the same questions and show the responsible and safe behaviour in online environments. same interest. There is excellent guidance already available from a In addition, teachers must be mindful of having data related number of sources especially Childnet International, CEOP to students on their personal technologies. It is not and the UK Safer Internet Centre which all offer free appropriate, for example, to have photographs of students on educational resources, films, teaching materials, lessons personal cameras or mobile phones, and school equipment plans and advice to teachers and parents.

PREP SCHOOL Reflecting the best in the prep & junior school world 33 General Studies Young entrepreneurs at work As a new series of the BBC show Junior Apprentice got under way, Laurianne Gayler, Head of Languages at Handcross Park School, set Year 7 pupils an assignment in the style of Lord Sugar

The beginning of last summer term saw the much-fêted introduction of the Junior Apprentice task in general studies at the school. The lucky 17 candidates had been selected to design a new five-a-day smoothie – a process taking them from the research stages to the final product in conjunction with the Iconiq Drinks brand Smoove. Iconiq Drinks is an up and coming, innovative, healthy soft drink company and one of the sponsors of this year’s marathon. Gary Barnshaw, the Managing Director and company founder, was energetically behind the project from day one and was actively involved in the process, each step of the way. For seven intensive weeks, three final week. More importantly in their designing a product from scratch, hopeful teams, named Slurp, Hydrate eyes, their target was to become the marketing and selling it to an and Splash, battled it out to win the very first ‘hired’ Junior Apprentice authentic retailer. ultimate title of Handcross Park Junior school team. Throughout the process After an introductory session, in week Apprentice 2011, resulting in a they learnt a great deal about team- two, our pupils learned about the cost fantastic prize – to be revealed in the work, market research, developing and of produce and how to calculate profit margins. Following an explanation about the differences between ‘superfoods’ and ‘fillers’, they started to put all their home research to good use by thinking up their very own concepts for their Smoove drink. Ideas came thick and fast, with many mouth-watering suggestions being put forward by each of the teams. It was wonderful seeing the pupils working so well together, listening to and respecting each other’s opinions. Pupils thought carefully about their target market and how they could make their product stand out from the competition – they were clearly inspired!

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

In week three, the tension rose amongst the candidates who had to make crucial and final decisions about their product. Slurp, Splash and Hydrate, armed with their fruit (mangos, blueberries, passion fruit, bananas, melons, kiwis and many others), joined the professionals to create ‘the perfect smoothie’ and design the all-important packaging. A lot of blending, tasting, adjusting and fun took place and each candidate contributed fully to the task. After reaching a decision, each team then went on to work with our expert, Maria, the Iconiq Drinks fruit puree supplier, to recreate their smoothie. By the end of the session, package designs with smoothie ingredients were handed to the professionals from Iconiq Drinks to send on to their CAD teams. “A rich and worthy experience overall” Week four saw the Junior Apprentice teams embark on a Sales and Marketing ‘conference’, before starting work on their retailer’s pitch. They were offered tips on how to present and introduce themselves to the potential customer and how to ‘sell’ their drink to the retailers. They were also taught how to structure their pitch using the AIPDC strategy (Attention, Interest, Product, Desire and Close). In week five our enthusiastic candidates visited the Iconiq Drinks company in Faygate to meet the Iconiq designer, Dan. Slurp, Splash and Hydrate had the privilege to see the designs they created three weeks ago, become a reality. They learnt how to play with the colour palette, the font and the layout of their smoothie their products to the Hillier Garden Explaining and defending their packaging. Centre General Manager, Mr Richard products, packaging and pitch As the Apprentice task reached its Gorman, and the catering manager, decisions. After much deliberation and climax the teams competed against Mr David Parry. in the presence of the Headmaster, Mr each other to pitch to potential buyers, Questions from the panel were Owton, the grand winner of the the local Hillier Garden Centre in challenging, especially those regarding Handcross Park Junior Apprentice Horsham – a company that has won a the cost margins, storage and stock 2011 and the ‘hired’ team was Hydrate, record-shattering 66 consecutive numbers, but all three teams managed who were complimented on their Chelsea Gold Medals and has to answer even the toughest of powerful pitch and eye-catching level supplied over 2000 British-grown trees questions. of design. to the Olympic Park for London 2012. The final session was extremely Iconiq Drinks generously donated a Armed with their finished product and intense when the three teams had to trip to Chessington World of packaging design, the teams gathered go into ‘the board room’ and confront Adventures for the winning team. A their courage and nerves, presenting the equivalent of Lord Sugar’s team! rich and worthy experience overall!

PREP SCHOOL Reflecting the best in the prep & junior school world 35 Conference The Society of Heads Annual Junior Heads Conference

development of sustainability through talking, personal skills and problem-solving and extended I know times are changin’ talents (instinct, enquiry were some of the key themes It’s time we all reach out for intuition, imagination). delegates took away to weave into something new, that means you too He added ‘creactivity’ their curricula. to our vocabulary It is always an agreeable bonus to be (creative-activity) and You say you want a leader, but you able to pick up ideas that you can discussed his can’t seem to make up your mind directly cascade to staff once you developing return to school. David Miller ticks And I think you better close it and let ‘Independent these boxes and more. He is me guide you to the purple rain. Curriculum’ that acknowledged as a specialist in the matches knowledge use of ‘leading learning using strands against cross- Prince: Purple Rain emerging technologies’. The creative curricular learning manner in which he uses computers skills. Questions in the classroom has earned him The Society of Heads, the prince of followed from a very interested recognition as an expert in using independent schools’ associations audience who were left still mystified technology for learning and the (formerly known as SHMIS), recently as to the identity of The Stig! Guardian ’s Secondary Teacher of the held its annual Junior Heads Moving away from the formulaic Year Award in 2008. His presentation Conference at Crewe Hall Hotel. The patterning of three or four-part was a resounding success and he joy of attending Conference is to share lessons was the thrust of Will Ryan’s introduced delegates to a number of in a rich, diverse and supportive presentation regarding ‘leading new technologies while highlighting setting, where school leaders can learn learning with your heart and soul’. the benefits to be had from using from experienced colleagues, from Will is passionate that each pupil must invited specialists in the field of develop a set of key skills so they are: education, as well as from old and independent enquirers, creative It is always an new friends – all of whom have an thinkers, reflective learners, team insatiable appetite to enrich their own workers, self-managers and effective agreeable bonus to be minds and subsequently develop the participants. To this end, many of the able to pick up ideas experiences of pupils. The conference’s activities inspirational teachers that you can directly invited speakers focused on the theme constitute with their classes ‘leading learning’ and each provided simultaneously integrate thinking cascade to staff once plenty of food for thought so we could skills with literacy and the arts with you return to school indeed return to our schools and enterprise capabilities with awe, ‘reach out for something new’. wonder and spirituality. Such teachers’ Andrew Hammond was the inaugural passion is evident through their them well. It was certainly a successful speaker. He reflected on his own prep ambition to ensure each pupil has hands-on session and the room was school teaching experiences, memorable experiences and at home buzzing as people got to grips with presenting a challenge to move time greets their parents with “you’ll the range of informative and thought- beyond a knowledge-based syllabus – never guess what we did at school provoking ideas. which develops the skills to pass today”. These memories, created In addition, and in response to examinations (reading, remembering, through rich learning activities, should requests from delegates at the previous regurgitating), to ‘leading learning be so vivid they will be passed conference, the feast was enriched by through an imaginative and creative through the generations. The ideas of committee members’ presentations – curriculum’ – which focuses on the enterprise, ownership, teamwork, and Helen Donnelly on the proposed post-

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

Tickell developments in the Early Years over a drink, raising and sharing your conference. Immediate application of Foundation Stage together with a current challenges during ‘question new concepts is considered the best ‘question time’ forum. This enabled all time’, and providing support – albeit way to learn, thus to keep energy delegates to participate in discussion, by realising you are not alone, but levels high the feast was washed and our current Chair of the Society of more often by acknowledging that down with a Red Bull or two. Heads, Andy Waters, was a panel nobody knows everything and you can Creactivity immediately put into member who cut through much flak to advise one another – made for practice! Thank you to everyone who provide clear information on critical another fabulous conference. came with an open mind and took issues. Particular thanks go to Peter Bodkin such an active part throughout the Like a five-course meal, a conference for updating delegates about the latest two days. will never completely hit the spot for Independent Schools Inspection every delegate. Each session was full processes and procedures, Andy Martin Hine, St Joseph’s College, of information that provoked thoughts Waters for a stimulating after-dinner Ipswich, Suffolk that can be applied to your own speech about the critical partnership Janet Poppe, Yehudi Menuhin School, school setting to enrich pupils’ between Junior Head and Senior Cobham, Surrey learning experiences. In addition, Head, together with Peter and all sharing ideas for dealing with EYFS Junior Head Committee Members for Christine Cook, Cokethorpe School, funding over a meal, discussing issues their efforts to organise the Witney, Oxon

Townsend Warner History Prize

This prize started 127 years ago, and It should certainly be interesting to caught the eye on Alexander the is one of the oldest institutions of follow the career of this year’s Great and Gallipoli. Joe McGuire the preparatory school world. In distinguished winner. William and Felix Craig-McFeely from St 2012, 200 boys and girls qualified for Monaghan, who scored very Paul’s Preparatory followed. strongly in Paper 1, confirmed his Paper 2 from over 700 entries, and St Paul’s Preparatory, with a lively set class by writing five mature and wrote many well-informed and of papers covering a good variety of elegant answers, full of accurate lively answers. The winner of the subjects, deservedly won the team information, on Bosworth Field, the Townsend Warner History Prize in prize this year, having six in the top War of the Spanish Succession, 1987, Kwasi Kwarteng, has been an 20. They just edged out King’s Junior, Oliver Cromwell, the years 1558 MP since 2010. He published this Wimbledon, as always with a strong and 1805 and the failure of the and well-informed team. The Hall year Ghosts of Empire on the legacy Jacobite Rebellion of 1745 – an School came next. of the British Empire, a book that excellent spread of subjects. He had many interesting reviews. I have deservedly takes his place amongst If there are any queries, do contact: always had it in the back of my mind the strongest winners of the prize. A.H. Beadles, Chaff Barn, to try and find out the careers of Ben Hales earned second place Downyard, Compton Pauncefoot, those who have won the prize; with some very full answers, Yeovil, Somerset, BA22 7EL. maybe this year I will do it! including two that especially [email protected]

Results 1. W Moneghan King’s Junior, Wimbledon 172 2. B Hales Brighton College Preparatory 156 3. J McGuire St Paul’s Preparatory 152 F Craig-McFeely St Paul’s Preparatory 152 5. D Brind Westminster Under 151 M Walford King’s Junior, Wimbledon 151

PREP SCHOOL Reflecting the best in the prep & junior school world 37 Holistic Education Realising the full potential Patrick Papougnot, Deputy Head at Northbourne Park School, presents a modern view on holistic education

Let me go straight to the point: Climate change ripples throughout the school’s Holistic education in private education Although parental pressure aims emotional climate. Did you say is about K.A.S.H. (Knowledge, mainly at academic achievements, climate change? Attitude, Skills and Habits) within the prep school staff end up spending Mens cujusque is est quisque framework of commitment to more time on helping children learn academic excellence that prep and how to have healthy and productive Resilience is one of the most junior schools and their teachers have relationships every year. This part of important skills that are not an and work hard to actualise. the social development is facing an inherent quality. It is learned at home and/or at school as a fundamental to Alas, the negative side of the social increasingly complex task to deliver overcome difficulties, to face influences of the media allied to some good and efficient ‘social literacy’. Can challenges and to long-term success sort of general ‘laissez-faire’ with it be timetabled? Should it be in many fields. There is no better regard to freedom and responsibility organised on an ad hoc basis in order example than Samuel Pepys (1601- in the ‘Big Society’ (including some to respond quickly and effectively to 1680) who, against all the odds, such families) distort children’s behaviour, emerging difficulties in the school as humble origin, no personal fortune, relationships and attitudes. Obsessive communities? the failure of the Second Anglo-Dutch concern for their looks, increased Again, the holistic approach to War, the Great Plague, the Great Fire competitiveness and violence in many education furthers the means and the of London and many political forms are now a normal part of their impact education has on young enemies, made his way up to become life. It should not be. learning souls. A reasonable Secretary Of the Admiralty, MP for combination of timetabled PSHCE Back to ‘basics’ Harwich as well as a Fellow of the lessons/tutorials and ‘quality time’ Royal Society. Pepys was one of the outside the classroom should open the Learning attitudes ought to give most important civil servants of his opportunities for personal development gates to pro-social behaviour and age and a widely cultivated man, with an eagerness for knowledge and excellent habits of respect and listening. taking interest in books, music, the discovery, experimentation and concept Furthermore, we know now that theatre, science and women. He was building, with an appetite for success learning about ‘emotional literacy’ is also a keen singer who eventually and no fear of failure. It is amazing to crucial not only for intellectual but performed in Westminster Abbey and note that the ICT curriculum is now also social and aesthetic developments a committed teacher of navigation. His under review due to the lack of as well as health. Daniel Goleman in diary, written in shorthand, was a programming skills among children. The New Leaders insists on our reliance purely personal record of his life. It Software creation is at the core of on connections with other people for ended intact at Magdalene College in computing but how many of us can ‘log our own emotional stability. Despite Cambridge along with his book on’ to a black screen and produce some the veneer of our advanced western collection, where it can be seen in the sort of intelligent useful software device civilisation, the continual interplay of Pepys Building. His elaborate in the office? Modelling is another part our limbic open loop system in the instructions have been followed to the of the ICT curriculum that lacks brain creates a kind of emotional letter so that the placement of his ‘stamina’ at a time when climate soup, with everyone adding his or her books ‘... be strictly reviewed and, change, economic meltdown, and social own flavour to the mix. Leadership where found requiring it, more nicely problems of greed, corruption and teams in prep schools are used to adjusted’. Did you say that mind brutality are invading our lives, directly manage this effect, with the Head makes the man? or via the media. The ‘what if...’ adding the strongest seasoning. And Holism scenarios need exploring. Proper time, because that enduring reality of attention, energy and resources will business dictates that everyone Holistic education is often used to refer have to be supplied in the curriculum to watches the boss, the whole school to alternative education but, in fact, it is learn more than academic contents. Did community take its emotional cues the education in prep schools that you say back to basics? from the top, and a domino effect brings attention to experiential

38 PREP SCHOOL Reflecting the best in the prep & junior school world Holistic Education

learning, with a significance placed on model of thinking encompasses Numerous websites and magazines relationships and primary human multiple layers of meaning and offer their views on the question with values such as compassion and peace experience rather than defining more or less obvious bias from the 60s within the learning environment. human possibilities narrowly. How in terms of social agenda, and the 80s Morning assemblies are the most could we describe in a few words the as with regard to deep ecology perfect times and examples of the unbelievably complex life of Samuel concepts. I firmly believe that the core holistic approach in education practised Pepys? of holistic education remains in the on a daily basis by the whole school Delivering a cross-curricular intertwined 3Rs systems: Reading, community. It is a call for the curriculum is the first step to holistic Writing and Arithmetic on one hand development of every person’s teaching, and giving the pupils the and Relationships, Responsibility and intellectual, emotional, social, physical, chance to be creative with their Reverence for all life, on the other hand. artistic, creative and spiritual potentials. learning, experiment with concepts Conclusion I know no assembly that is not and ideas, and analyse their results in requiring from the participants to focus the light of an ever increasing sum of Holistic education aims at helping on a range of issues from the very knowledge, skills and understanding is pupils – and teachers! – to be the most materialistic ‘missing shoe of little Joe’ the next. that they can be. Abraham Maslow to the utter spiritual delight of a prayer referred to this as ‘self-actualisation’. It said quietly from the bottom of the Resources is in the best interest of prep schools heart altogether with peers at chapel. Educators interested in learning more facing uncertainty in the current The concept of holism refers to the about holistic education can read such economic climate to explore, adapt simple idea that all the properties of a classic writings by Jean-Jacques and adopt the trends of this type of given system cannot be determined by Rousseau, Johann Pestalozzi, Rudolf education seeking to engage pupils in the sum of its component parts. Steiner, Maria Montessori, Carl Jung, the teaching/learning process and Instead, the system as a whole Howard Gardner and Abraham encouraging personal and collective determines how its parts behave. The Maslow. responsibility.

“Prep school staff end up spending more time on helping children learn how to have healthy and productive relationships every year.”

PREP SCHOOL Reflecting the best in the prep & junior school world 39 Enrichment Learning in Luxembourg Director of Music, Tim Bennett, describes the rich and varied learning outcomes of Cheam School’s snowy choir tour to the Grand Duchy.

Our adventure, created by Musica after the first of some amazing meals, the two Head Choristers laid a Europa, took the 48 choristers of our we headed three miles or so out of beautiful white wreath at the grave of Chapel Choir by coach to mainland town to the American Cemetery and the Unknown Soldier. Europe for five full and fascinating days. Memorial. Here we learnt about the From an unknown grave to the Our home throughout was the rather Battle of the Bulge and the enormous Conservatoire of Music! We had been impressive Youth Hostel nestling close sacrifices made by soldiers on both invited the following day to make to the old town in the centre of sides of this tragic conflict. All of us music with the Professor of Singing Luxembourg City. With its modern were moved and humbled by the and with Pueri Cantores, his boys’ comfortable facilities and a designated experience and will not quickly forget choir. With some entertaining warm- wing for the ‘dream team from Cheam’, the endless rows of white crosses ups and a piece he had specially it provided a perfect base. caught in the sunlight against the written, the Professor made us very On our first morning, we discovered snowy background. How good to be welcome and we much enjoyed our Luxembourg City through a cleverly able to respond with music to all that workshop with him and his boys, organised high tech GPS Treasure Hunt we had heard – we contributed Parry’s though found the Luxembourgish to help us get our bearings and then, Crossing the Bar to a short service and language rather tricky to master! We

“We will not quickly forget the endless rows of white crosses caught in the sunlight against the snowy background.”

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

performed together for a supportive audience in a large atrium – a great international partnership to which I like to think we brought real energy and vibrancy and of course the additional dimension of our girls’ voices. After international relations had been strengthened still further over spaghetti bolognaise, our coach ferried us away to Luxembourg’s oldest town where, later that day, we were giving a charity concert. It proved to be a highlight of the tour. The stunning surroundings of the Trifolion Concert Hall were matched by thrilling acoustics, a superb piano, subtle lighting to match our cassocks and… the singing of our choristers. They gave each piece on the programme real shape, direction and colour, their mature concentration and excellent performing skills making me very proud. Relaxed sightseeing was in order the music, for there was a grand piano in invasion in 1940 and of the ensuing following morning! We travelled north the castle’s magnificent state room and years of Luxembourg’s occupation but to Vianden and explored its castle a song in the choir rucksack! also of the liberation of the country by perched on an imposing fortified hill A McDonalds lunch in Diekirch was the Americans in 1944. So this visit above a wide valley. As we wandered another treat for some, fortifying us on linked beautifully with the one we’d from room to room and traced the a cold day before we spent time at the made to the American Cemetery a few castle’s development over the centuries, War Museum. Once again, the days before, our expert guides capturing we were given helpful insights into children’s response to all they saw and the children’s imaginations and Luxembourg’s history from Roman heard was open, sensitive and enabling them to grasp something of the effects of war upon human beings times to the present day. And into this receptive. The photos and documents of all nationalities. heady historical mix we brought our told the story not just of the German We stayed in Luxembourg City for our final evening and of course we made some more music, this time in a large Roman Catholic Church in the Old Town, where we shared a sacred programme with new repertoire and soloists. It was a superb concert to unite the team one final time before the long ride home. What an amazing time we had had, what rich things we had learnt, what emotions we had felt and what fresh understanding we had gained through our visits, through our music-making and through the warmth of the welcome we received everywhere we went. Our thanks to all who made the tour possible, particularly the Cheam Activity Fund for their financial assistance and Musica Europa for their efficiency and flair and for working so tirelessly to make the tour such a success.

PREP SCHOOL Reflecting the best in the prep & junior school world 41 See why more schools are choosing Castle Minibus

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The 2011 winning entry, taken by Andrea Gurr of St Michael’s School Photographer of the Year 20 12 Time is running out for your school to or black and white, illustrating life in a entrant; files should be 300dpi/ppi. enter the 2012 Prep School prep school. It could be on the sports Photographs are only accepted in an Photographer of the Year competition. field, in the classroom, at societies or electronic format either by posting a Entries must be received by May 31st, clubs, showing pupils at work or play. It CDRom to Michèle Kitto, c/o John 2012, and the winning photographs must be sharp, it must be well Catt Educational, 12 Deben Mill, will be published in the September composed and, above all, it must show Business Centre, Melton, Woodbridge, 2012 issue of Prep School magazine. the fun of life in a modern prep school. Suffolk, IP12 1BL or by email to: Digital cameras will be presented to The rules: only pupils at independent [email protected]. Label the first three prize-winners. prep and junior schools may enter; no the entries clearly with the names of The task: Take a photograph in colour, more than two photographs per the entrants and your school details.

ENTRY FORM Prep School Photographer of the Year Competition 2012

Name of Entrant(s) Name of School Name of Confirming Teacher

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PREP SCHOOL Reflecting the best in the prep & junior school world 43

Viewpoint Academies – what could they teach independents? John Dunford asks what independent schools can learn from the new academies

With over 700 academies in existence recognised as outstanding schools by use of data more effectively, they will and more than 1200 schools having Ofsted. This gives independent be able to ensure that every child applied for academy status, virtually schools a great opportunity to benefits fully from the high standard all state-funded secondary schools are understand and benefit from the of education they provide from the expected to have converted to excellent work that has been done in start of their school years. academies by 2015. some of the best state schools to drive Dr John Dunford was general Many larger primary schools – those whole school improvement and boost secretary of the Association of School with more than 250 pupils – will also pupil attainment. and College Leaders. He is currently have become academies and smaller One of the areas in which many good chair of Whole Education and works schools will start moving into groups state schools have become incredibly as a management consultant with in order to gain the capacity to proficient is in using their data to Capita SIMS. manage the increased independence inform decisions being made by they have been given. teachers in the classroom. By Academies are forming partnerships analysing current and historical pupil for school improvement and to create achievement information stored in the new teaching schools, which will their school’s management be hubs for teacher training and information systems, teachers are able professional development. In many to track the progress of every child cases, these partnerships will include and identify individual children or local independent schools. groups who might need some There is a great deal that private schools additional learning support from the can teach academies about getting the earliest stage of their schooling. The most from the increased autonomy they technology can enable them to see will enjoy. But there are also some key whether girls out-perform boys in lessons that private schools could learn English prior to age 13, for example, and uncover the reasons behind it. from their state-funded neighbours – John Catt Educational, publishers of particularly around using data to drive Knowing this can make a huge Prep School , have recently launched greater achievement. difference to the decisions teachers Academy magazine, to support and make when planning their lessons celebrate the vibrant academy and Working together and enables them to take action to free school sector in the UK. Published three times a year at the Developing partnerships with state address issues before they start to start of each school term, Academy schools is not a new concept. Many hinder a child’s progress. is partnered with the Foundation, private schools already have close Aided Schools and Academies Data-driven school improvement National Association (FASNA) relationships with other local schools, requires the maximum value to be and is written by and for anyone sharing resources and facilities for the extracted from the pupil information with a professional interest in benefit of the children in the area. schools gather so they need systems UK education. However, the majority of existing that are robust enough to cope with Subscriptions are priced at £25 for academies have been given their new the demand. If schools in the two years, post-paid, and available via www.JohnCattBookshop.com. status because they have been independent sector apply this rigorous

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satips events

6-11 May satips National Annual Art Exhibition 2012 – The Downs School, Malvern Private view for exhibiting heads of art and Head teachers Saturday 5th May Exhibition open Sunday 6th May – Friday 11th May. Contact Simon Mellor if you plan to visit [email protected] 14 May satipski At The Snow Centre, Hemel Hempstead, Herts HP3 9NH: 10 am start 16 May satips National Handwriting Competition 2012 Deadline for entries is May 16. Full details and rules can be found at www.handwritingcompetition.com satips CPD For more information on any of the satips courses below, please contact the administrator: [email protected] Art and design

23 May Acrylic painting Abingdon Prep, Oxford 26 June Printmaking Newton Prep, London Design Technology

13 June Leading a DT department Abingdon Prep, Oxford 20 June DATA/SATIPS Health and Safety training day: DATA accredited course Abingdon Prep, Oxford English

13 Sep Teaching Phonics and Spelling The Royal Masonic School for Girls, Rickmansworth Modern Languages

TBC Creative Teaching & Branching out from Text Books The satips Bookshop, Sutton

Other courses and events

ISA For more information on any of the ISA courses below, please visit www.isaschools.org.uk 17-19 May Annual Conference Old Swan Hotel, Harrogate The theme of this year’s Conference is ‘Inspire!’ and keynote speakers include Gervase Phinn, Prof. Richard Pring, and Pat Langham.

23 May Measuring pupil progress – Getting the most out of value-added data GEMS Hampshire This course will explore the concept of ‘value-added’ using CEM data. Consideration will also be given to the appropriate use of sharing data with colleagues, pupils and parents. GSA For more information on any of the GSA courses below, please contact: [email protected]

23-24 May GSA New Junior/Prep Head Induction course The Cheltenham Park Hotel The purpose of this course is to introduce into the Association newly appointed Junior/Prep Heads of GSA schools and those within two years of appointment.

15 June How to be an Effective Subject Co-ordinator in the Primary Phase Palmers Green High School This course will investigate the roles and responsibilities of the subject co-ordinator, the importance of lesson observation and work scrutiny, baseline assessment and individual pupil tracking. HMC 11 May HMC Junior Heads Conference Bromsgrove School Other prep school courses and events

11-12 May 5th Annual Residential SEN Conference for Independent Schools The Bull Hotel, Offering two major themes: SEN issues and Speech, Language and Communication, led respectively Gerard’s Cross by Dr Fiona Duff York University and Jean Gross former communication champion for children.

20 June What Heads of Department in Prep Schools should do for inspection Port Regis Prep School, Speaker: Graham Nunn, RI and education consultant Dorset

PREP SCHOOL Reflecting the best in the prep & junior school world 47 G

GRESHAM BOOKS Bespoke publishing for schools

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• School Hymn Books • School Histories • School Companions • Leavers’ Books • Poetry Collections • Prayer Books

Call us today to discuss your project.

www.gresham-books.co.uk 01580 767596 • [email protected]

Theoria is Greek for contemplation (literally, to view or witness, to behold something as a spectator)

Introducing John Catt Educational’s new in-house design collective, Theoria.

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Treasurer Tim Clark Officers Tel: 01425 627337 Chairman Jan Rickman [email protected] Ballard School, Administrator Pat Harrison Tel: 01425 611153 Tel/Fax: 01371 856823 [email protected] [email protected] Vice-chairman Jason Hyatt Course Director Sarah Kirby-Smith Orwell Park [email protected] [email protected] Gen. Secretary Alec Synge Acting CEO Paul Dunn [email protected] [email protected] [email protected]

Members of Council

Jo Coventry ([email protected]) Simon Marsden ([email protected]) Samantha Hall ([email protected]) Theroshene Naidoo ([email protected]) Paul Jackson ([email protected]) Patrick Papougnot ([email protected]) Andrew Jeffrey ([email protected]) Adrian Taylor ([email protected]) satips Broadsheet editors

Art Vacant. Please contact satips for more information. Classics Tim Peters, Lancing College Prep School ([email protected]) Design Technology Gary Brown, The Chorister School ([email protected]) Drama Andrew Pope, Westminster Abbey Choir School ([email protected]) English Geoffrey Hammond, The Pilgrims’ School ([email protected]) Steve Lott, Aldwickbury School ([email protected]) Geography Andrew Lee, St Paul’s Prep School ([email protected]) History David Kendall, Westminster Under School ([email protected]) Simon Mason, Highfield School ([email protected]) ICT Patrick Florance, Hallfield School ([email protected]) Ed Jones, Tockington Manor School ([email protected]) Adrian Taylor, Hordle Walhampton School ([email protected]) Mathematics Matthew Reames ([email protected]) Modern Foreign Languages E R Andrew Davis, Marlborough House School ([email protected]) Sara Howell, Nothcote Lodge School ([email protected]) Music Tim Frost, The Junior King’s School ([email protected]) Nursery & Pre-Prep Vacant. Please contact satips for more information. Physical Education & Games Brian Gilyead ([email protected]) PSHE Piers McGrandle, Radlett Prep School ([email protected]) Religious Studies Lizzie Rasalingam, Dulwich Prep School ([email protected]) Science Simon Horbury, Sussex House School ( [email protected]) Senior Management Jason Hyatt, Orwell Park School ([email protected]) Special Needs Helen Looker and Claire Thomasson, Sunninghill Prep School ([email protected]) Years 3 & 4 Elizabeth Clancy, Compass School, Doha ([email protected])

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