March 2021

Chair Head Bursar Registrar Staffroom School Office ...the professional journal for Management & Staff Trust the online uniform experts.

schoolblazer.info 01832 280 011 [email protected] In this issue... 04 Inter-school Collaboration successful start to new initiative 05 Teacher-assessed Grades will parental dissatisfaction prove a problem? 06 Re-Thinking Wellbeing Trust the online normalising discussion around mental health 07 The ‘Power’ of Schools uniform experts. Digital show raises over can community spirit be regained? £600 for charity 20 Profile The Queen Mary’s School, Yorkshire, in conversation with Lisa McDonald community came together to organise a Virtual House Show. What is known as the wackiest and wildest House competition of 33 Motivating Responsibility the year was taken into the virtual world research into student leadership providing an opportunity to promote teamwork, keep community spirit high during 38 Making Up for Lost Time lockdown, and raise money for charity. top tips for pupils & staff The girls were tasked to create content for an extraordinary video. The theme was a certain letter of the alphabet for each House to Plus interpret in any way they wished. 08 Will technology leave education behind again? There was everything from dancing with 10 Boosting financial literacy in younger pupils dogs, a news broadcast with Dolly Parton 11 ‘Inspirational Women’ webinars underway to Britain’s Got Talent, gymnastic tricks on horses and more. 12 ISA award winners 14 Changing Faces, Changing Places The girls in Year 10 successfully 16 Unsung heroes - saluting support staff brainstormed ideas and organised all the year groups (Years 3 – 11) and some staff 22 Robotics talents of tomorrow to submit videos which were then edited to 25 Charterhourse & Edgeborough merge create their House Show. 26 Music, Drama & Dance Focus Feature Judges were West End performer and 32 Prep School expands to GCSE Principal of DPTA theatre school, Damien 35 Developments round-up Poole and the first female Yeoman Warder of 36 Heads Hunted the Tower of London, Moira Cameron. They 37 Schools partner with Spurs were looking for creativity, presentation, 38 Contact Us; Editorial Advisory Board choreography and star quality. Instead of the usual ticket sales, viewers pledged donations of over £600 to Queen Is Your School Mentioned? Mary’s elected School Charity of the Year, Tiggywinkles Wildlife Hospital. Schools featured in this issue include: Abingdon Prep School; Adcote School for Girls; Albyn School; Arnold House School; Carole Cameron, Head of Queen Mary’s, is Bede’s Prep School; Beech Hall School; Bolton School; Brentwood School; Cardiff pictured introducing the show. Sixth Form; Caversham Prep School; Charterhouse; Christ College; Colchester High School; Copthorne School; Dauntsey’s School; DLD College; Downe House School; Cover background Duke of Kent School; Eagle House School; Edge Grove School; Edgeborough School; Essendene Lodge School; Fulham School; Haberdashers’ Aske’s School for Girls; Expansion plans Harrow School; Hereford Cathedral School; King’s Ely; Kingsley School; Leighton Currently a Nursery, Pre-Prep and Prep Park School; Lockers Park School; LVS Ascot; LVS Hassocks; Mill Hill School; Millfield school for children from 2-13, Copthorne School; MPW College; Notting Hill & Ealing High School for Girls; Queen Mary’s School, Sussex, will expand year on year from School; Riverston School; Sevenoaks School; St. Christopher’s School; St. David’s September to offer an all-through education College; St. Edward’s Oxford; St. Faith’s Prep School; St. Peter’s School; St.Margaret’s right up to Year 11. Copthorne’s first GCSE School for Girls; Stamford Endowed Schools; Sutton Valence School; Windlesham exams will be in 2026. Full story page 32 House School; West Buckland School; Wrekin School; York House School schoolblazer.info 01832 280 011 [email protected] Independent Schools Magazine 3 Inter-school academic collaboration initiative Nine Academic Scholars at Harrow School, Middlesex, joined forces with students from nearby Notting Hill and Ealing High School to work on a project on Ancient Alexandria. Each of the nine pairs was given a topic to research within the broader theme together with a source. Hannah Fox Harrow Classics Master & Master i/c Scholars and Oxbridge, Hannah Fox, explains more... A baby of the first lockdown. This Term with a weekly fixed one was certainly necessary for there mentoring teacher dropping in on is certainly what the Notting Hill hour session seemed the obvious to be four teachers involved as the discussions. and Ealing High School for Girls timeframe, allowing a few weeks at logistically it was quite complex to The project culminated with and Harrow School collaborative the start of term to get the pupils make it all run smoothly but also two presentation events which project was, conceived as an idea on board and the Teams set up. to ensure that the pupils produced were wonderfully impressive and over the garden fence with my meaningful work and not basic I cannot take credit for the inspired uplifting. Some members of the neighbour who is Deputy Head at level Wikipedia research. It was idea of Ancient Alexandria as SMT of each school joined at NHEHS in the Easter holidays. We important that our pupils were our general theme, as that was this point and asked questions of hope that it will become a fixture challenged and learnt some more Madeleine Copin’s (Deputy Head each pair. I particularly liked this between the two schools and run advanced research skills. To that at NHEHS). She is a mathematician aspect of the project – the fact the even better next year with lessons end we produced a source question and I a Classicist; we soon drew up learnt from this inaugural project. for evaluation on each topic to SMT was able to experience first ten different topic areas for each go alongside the essay each pair hand the produce of the term’s Who? What? Where? When? Those girl/boy pair to research. There was ultimately produced. We also asked happy labours. The collaboration were the initial questions of course. certainly a very significant amount them to reflect on the relevance was effective on so many levels; The decision to work with Year 10 of preparation going on before of their topic for today’s society. there are hard skills learnt such pupils was easy. Whilst NHEHS girls September. Ancient Alexandria Producing a quality bibliography, as producing a Microsoft Sway are well settled in by Year 9, our fitted the bill perfectly – it was learning what rigorous internet and learning how to research boys only join Harrow in that year. a real melting pot of cultures, a research meant and being aware properly, alongside the soft skills But how many pupils to include? hot bed of scientific and literary of the dangers of plagiarism were of collaborating with a new I am master in charge of academic culture and innovation, not to all skills we were keen this group person virtually and committing scholars here and I am always mention economically key in the should develop. to a weekly session throughout keen to develop ways they can be Mediterranean world. There was what was a challenging term for challenged intellectually outside a good balance between STEM Teams worked very well indeed for everyone. Oddly I think it gave us the form room, but also not always topics and humanities based ones, us. Back in September it was a time all a healthy focus each Tuesday working as individuals. The numbers so at one end of the spectrum we of channels, before Breakout Rooms afternoon and new names and faces vary but essentially there are about had a pair researching the library had become the staple of a school quickly became familiar. ten or twelve in the lower years. Our and others the languages and teacher’s lessons. It was so lovely schools are five miles apart so an literature of Alexandria; at the that even the November lockdown There are certainly some aspects online model suited even had it not other end, the ground breaking did not disrupt the smooth flow of which can be improved for next been for the pandemic, although Mathematical discoveries of Hypatia the project. There was obviously time, but essentially the palpable we did envisage a face to face and scientific techniques involved much careful planning as regards enthusiasm of the girls and boys presentation event at the end. This in the underwater archaeology of data protection and parental and running weekly sessions over was sadly not possible, but I think Canopus and Thonis-Heraklion. consent, but essentially pupils could a term meant those involved got in future years it would be a lovely By this point a bigger team had still join at the appointed time even a huge amount out of the project. touch for the girls and boys to meet evolved with Adam Livings and in lockdown at home. The format Proper relations were forged, and it in person after a term of working Peter Swallow at NHEHS running of the weekly sessions was an was a wonderful thing to challenge together virtually. A ten-week things from their end and Thomasin initial plenary time before the pairs intellectually these bright able year project running over the Autumn Bailey helping me at Harrow. It worked independently with the 10 pupils. Inclusive rugby partnership Christ College Brecon has teamed up with Cardiff lessons and extracurricular activities, and a focus on Blues in a partnership aimed at developing rugby providing development opportunities for girls and talent regardless of age or gender. primary school pupils.

The new partnership strengthens Christ College’s John Patterson, Christ College Brecon’s Director of existing relationship with Cardiff Blues which Sport, (pictured 2nd from left back row) said: “We provides a direct link to coaching expertise, strength are delighted to be working in partnership with and conditioning programmes, performance analysis Cardiff Blues to enhance and expand our existing and player welfare support for the school’s first XV. rugby provision to benefit current and future Working closely with Cardiff Blues, the school will students. This is hugely exciting for the school expand upon its rugby provision with specialised and adds a first-class rugby programme to the coaching available to all its pupils through timetabled outstanding educational opportunities that we offer.”

4 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] There is the fear that some teachers will be held personally responsible for the grades they award... The results are in: Teacher assessed grades go ahead Following confirmation of teacher assessed grades this summer, Joanna Lada-Walicki, independent schools lawyer at Moore Barlow takes a closer look at the government’s plans and what schools need to prepare for...

After cancelling GCSE and A-level the UK, including Cambridge As was well documented, last year exams due to the ongoing International and IB exams. saw grades inflate across GCSEs pandemic, the government has and A-levels after the cancellation finally outlined its plans for Planning and preparation of exams and the use of centre- teachers across England to award It’s important that schools set out assessed grades. This year is likely this year’s grades. their plans early to reassure staff to see a repeat, with students as well as students and parents remaining out of the classroom It comes after the fiasco of last about the process involved. summer which saw a controversial for a longer period of time and algorithm in place to determine Further guidance from exam teachers grading students using the future of thousands of boards is expected in the coming different criteria. students – shortly before the weeks, including a list of evidence Teacher beware: supercomputer was switched that will be accepted to support the grades, but schools must start Appeals process off following a backlash from The government has outlined to think about what ‘common responsible for the grades they students and parents alike. that all students will be able to assessments’ they will use to help award, and it is important that Teachers will now be responsible them inform their decisions. appeal their grade – a move that for assessing grades, with a could see a deluge of claims as there is total clarity regarding deadline of 18 June for results Schools might want to consider schools struggle to cope with the the factors that need to be taken to be submitted to exam providing training sessions work required to comply with the into account by teachers. Firstly, boards. There will not be any for staff to run through what formal process. So much so that schools should also ensure that compulsory exams and teachers is expected and answer any the exam regulator, Ofqual, has their complaints procedures are will be able to draw on a range of immediate questions they might made the decision to bring results up to date. Last summer, my evidence including mock exams, have. A moderating or mentoring day forward to the 10 August for team supported a number of coursework and other work scheme for newly qualified A-levels and 12 August for GCSEs schools which received formal completed as part of a pupil’s teachers and younger members of to allow for adequate appeal time. complaints from parents who staff might be an approach that were dissatisfied with their course – such as essays or in-class Students and parents will be some schools opt for – ensuring children’s grades. Students may tests – to determine their results. given the option to appeal that everybody in the staffroom submit data subject access Exam boards have committed direct to the exam board, which feels comfortable with the task requests (DSARs), hoping to be to set test papers which schools will adjudicate on the evidence in hand. provided with all information may wish to use to inform their presented by schools. The devil decisions, however these will be For independent schools in the remains in the detail for the used by teachers to support the optional and do not need to be same group, consistency with the appeals process but schools and award of a grade. These may taken under exam conditions. approach to moderation will be teachers could face a considerable be made in August, following Yet again, schools and teachers important to ensure that students amount of administrative work the release of the results, and will remain at the centre of experience a fair practice across to supply evidence relating the clock will still be running to attention when students open the group. to individual exam grades respond to a DSAR request, even their envelopes in August. With What’s the risk? – potentially impacting any though it is a holiday period. catch-up lessons planned for the the clock ticking, schools must Pressure on teachers will intensify as However the next few months ensure their staff are well- the deadline for June’s submission summer months. Schools may play out, communication and equipped for the task in hand draws nearer. With no national consider asking affected staff to preparation remain key. Schools and prepared to tackle a lengthy guidelines available for the ensure they are available at this across the country have faced appeals process. distribution of grades, there is a time in the event of receiving many challenges throughout Some international exams may still concern of an absence of a level- requests for reviews of awarded the pandemic and the plans take place, although an increasing playing field, with potential disparity grades. for teacher assessed grades this number of providers have decided between how schools apply the There is also the fear that some summer is another hurdle to to cancel them for students in process across the country. teachers will be held personally overcome.

Pictured: Joanna Lada-Walicki www.moorebarlow.com 023 8071 8000

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 5 Fresh tactics to survive long after Covid Rethinking Wellbeing Happy children are more likely to be successful pupils. Schools provide an ideal environment for promoting good emotional wellbeing, embedding supportive mindsets and normalising discussions around mental health, setting in place healthy habits that hopefully will last a lifetime, says Gavin Taylor... While traditionally PSHE lessons teachers having to delicately a popular time of day, while also were a bolt-on, over the past few balance both the academic giving form tutors an excellent years many schools – including and emotional needs of pupils overview of how pupils are faring. Lockers Park – have embraced through a screen. New systems Weekly wellbeing surveys for a ‘whole school’ approach, with have had to be introduced to pupils were set up to monitor termly themes such as resilience monitor pupils’ wellbeing and individuals’ mental health, and empathy filtering through ensure they remain focused, posing a range of questions the curriculum, as well as energised and mentally well. – from how they were finding offering regular extra-curricular Here’s what we did: online learning through to how avenues for pupils to better they were feeling and how much We embedded this approach into understand and develop their Redefined PSHE sleep they were getting. We also every aspect of our teaching. emotional intelligence. We restructured PSHE, established weekly wellbeing In Science, we looked at how But how to manage such empowering tutors to utilise challenges to give pupils a different emotions are felt in programmes in the time of form time and embedding it in break from academic lessons, the body, in English, we worked COVID, when children’s mental pupils’ daily routines. Meditation encouraging pupils to bake, on diary entries and learnt how health is needing more support sessions for older pupils, making scavenger hunt or enjoy a PE to write empathetically from than ever before? The pandemic worry monsters for younger years lesson with Joe. different perspectives, in PE we has thrown a whole new set or simply ‘hanging out’ online Virtual or face-to-face? now make time for Yoga and of challenges at schools, with with classmates have made this Nothing beats face-to-face. Pilates, and in Critical Thinking, However, our weekly wellbeing we promoted growth mindset MOTIVATIONAL, ASPIRATIONAL, ENCOURAGING surveys provided far greater discussions. FREE statistical data to work with Kept on talking than before. This enabled us to HONOURS UPDATES We focused on how boys FOR 2 YEARS be more agile in our approach With Each Board Ordered shouldn’t be encouraged to ‘man BOARDS QUOTE: and easily identify and respond 1SM231 up’ or suppress how they’re to trends within the pupil WHEN ENQUIRING feeling for fear of being mocked community. With the most recent by their peers. Making it normal lockdown, we noted motivation to talk about our emotions and levels were falling slightly and acknowledging that every day worked collaboratively to switch our lesson delivery, breaking doesn’t have to be a good day up the everyday routine of is key. Peppering our timetable online school and teaching with relevant awareness days or more kinaesthetically to drive weeks (e.g. Children’s Mental engagement. Health Week, Outdoor Classroom Day) and regularly hosting expert Educated and speakers (online) has continued empowered staff to play an important role in Conversations help break underlining these sentiments, the silence. We embrace this particularly at this time when philosophy across the whole pupils need extra reinforcement. school community. All staff (including the school’s cleaning To meet the ever-changing and catering departments) were needs of pupils throughout the Goldtree Bespoke, taught the Anna Freud CARE course of the pandemic has 9 Huffwood Manor Trading Estate, (Curious, Approachable, Refer, been a difficult balancing act, Partridge Green, West Sussex, RH13 8AU Empathy) method. Learning to but rethinking how we approach For further info and your questions answered: ANY SIZE, listen is one of the key points: pupil wellbeing has made us Tel: 0345 260 2350 or 01403 711553 SHAPE, STYLE, you don’t have to have the devise fresh tactics that I believe Email: [email protected] OR COLOUR! answer. will endure long after COVID.

www.goldtreebespoke.co.uk Pictured: Gavin Taylor, Deputy Head & Pastoral Lead, Lockers Park School, Hertfordshire

6 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Is the ‘Power’ of schools being lost? ...asks Rose Hardy, Headmistress at Haberdashers’ Aske’s School for Girls, Hertfordshire... Schools have always been incredibly À la carte learning For students used to a strict about. As schools we have also had powerful environments. A diverse How we respond and connect timetable and the rigidity of the to think very carefully about the space to learn and grow as an with the school community is very school day, remote learning has led implications around ‘access’ while individual, a place in which to different when we are online. While to far less emphasis on the need to remote learning and the potential flourish and succeed as well as a remote learning has revealed some complete work then and there ‘in for lessons to be recorded on devices place to build resilience and to cope very positive opportunities for the the moment’ and far more flexibility or shared externally. Not to mention for some, to distort the traditional with disappointment and sometimes, future and has been effective in the impact for young people of structure of face to face lessons. If failure. Yet the true power of a maintaining educational consistency being on screen all day. Teenagers you want to finish your maths lesson in particular have found this very school comes from its ability to for students during these difficult later, you can. Don’t want to do PE difficult; many are turning off their foster philanthropy, collegiality, times, it has fragmented the now? Do it on Tuesday instead. cameras, they simply don’t want to cooperation and culture. Schools school community as we know it be in the spotlight all day. are communities first and foremost; and as an industry we are stuck Recovering the table d’hôte they are about people, relationships between a rock and a hard place. That controlled structure of Power of community schooling has evolved in many ways and collaboration, made stronger Many independent schools are to The question is, is the power of during lockdown. For many heads, by in-person and in-the-moment be applauded for the quality of schools being lost? While schools the key will be to recover the proven will have implemented strict rules interactions. Yet, it is becoming clear their remote provision over recent table d’hôte approach when schools during lockdown, that community that the pandemic and prolonged months and watching our young return, whilst still retaining the of learning has been transformed period of school closures is having people adapt and adjust to learning online has been both inspirational best of what we have learned from during this period. The reopening a rather troubling and much darker remote provision. Remote learning and humbling. Yet getting back of schools is a great relief to many impact on everything that schools has undoubtedly put schools under to the traditional roots of what heads and teachers alike, we want have always stood for. intense scrutiny from parents too, makes being ‘physically’ in school to get back into the classroom, in a way that they have never been The power of schools comes from so powerful and impactful, is what back to routine and structure. The before. Never before has the urgency kinship; that sense of inclusion and drives us forward. ability to re-nurture that spirit of been so immediate for parents in belonging to something bigger than community again will be at the top Students in turn, have had constant contacting teachers during the oneself. The spirit of community, of the agenda for many schools in access to screens and mobile school day and expecting an instant which is intrinsically driven by March. The question is, will students devices throughout school closures response. Likewise, parents are now being together in a tangible sense, have the same regard or respect (and during lessons too) which has far more involved in their children’s for school on the other side of this gives context to the environment added another layer of distraction learning day to day, that is a positive pandemic? Many of the goal posts in which we learn and develop. It for some, while being helpful to of course, but it does bring with it have been moved over the last year helps us to reinforce those values others. The way that learning has more scrutiny. and continued uncertainty has led that are important to our mentors been delivered to students over the Prior to COVID-19 schools have to change and debate in terms of and peers, to understand different last year almost paves the way for always had total ownership of their how we view school, how and why cultures and grow into the people a more à la carte style of learning, resources. Schools held most of we operate the way we do and we choose to be. In contrast, school whereby you dip in and out as the cards, they had the power. Yet how we come together as a whole closures have shifted that palpable you see fit. This is a contentious during lockdown, that structure has community. While change can often sense of community we once took topic for many heads and there are been far less rigid, far more open be a good thing, it is important for for granted and have changed the many debates as to how this might to interpretation and misuse. In schools to protect the very thing way we interact and engage with affect the way students learn in the fact, in many cases, it flies in the that makes them so wonderful, their each other. future. face of everything that schools are spirit of ‘physical’ community. Celebrating Millie’s Mark Award Colchester High School & Nursery, Association (NDNA) in association met this. In addition, it shows they staff and Reception teachers Essex, Early Years Department with Department for Education work hard to keep these crucial are about ensuring children are (Nursery to Reception) has and Millie’s Trust. skills in the forefront of employees’ safe when they are in our care. minds, so they are competent and Although we are now an official been awarded ‘Millie’s Mark’, a Millie’s Mark is named after Millie can apply paediatric first aid in Quality Mark for nurseries that Thompson, who tragically died as Millie’s Mark awarded Early Years any situation. demonstrates their commitment a result of choking in a nursery in Department, our hard work of to going above and beyond 2012. Her parents Dan and Joanne Ms Gracie-Langrick, Headteacher continuously developing our the requirements for keeping Thompson have campaigned for said, “We are absolutely thrilled to quality care and education will not children safe and minimising risks all staff to have paediatric first aid have been awarded Millie’s Mark. stop. It is crucial that we maintain and accidents. This has been training and having Millie’s Mark This is a special achievement and the criteria to ensure the ongoing awarded by National Day Nurseries demonstrates that nurseries have shows how serious our Nursery safety of our children.”

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 7 Don’t let technology leave education behind again 500 years ago started the simply providing a device to a child they engage with the material as way – excludes the possibilities massification of education is not the solution in itself. Indeed, well as being able to stop and of integrating technology into facilitated by the printing for children without devices and start the lesson to ensure they teaching and learning and vice press. A seismic change for the internet good and effective go at a pace that suits them. versa. It also ignores the stand- learning can and still is taking Including enrichment activities can education, although it did alone benefits of the old and the place. Advocates of text books and add to the menu of pupil options. not crack social inequality new. Technology does not need to pen and paper should not despair; be front and centre of a new style since only those who read Whilst it may work for the time a blended balance of the old and being with schools being closed, education, but it should be utilised could access the printed the new is workable. There is no most online learning is not to enhance and enrich what we one size fits all solution. word. Schools took a long intrinsically engaging when it have already. time to even out some of A recent study from eSchool tries to mimic school. We can all If there is no better time to re- the inequality as a factory News discovered the use of AI sympathise with pupils’ being invent education for the digital style/knowledge-based in the education industry will fed up with looking at a screen age, there are several factors to education developed. Fast grow 47.5% in 2021. Emerging all day as they ‘move’ from one consider before we throw ourselves technologies such as 5G will lesson to another. The aim for forward to 2021, social into creating new digital strategies help increase connectivity, speed, online education should be to mobility has still not been and cost modelling. For a start, and connection quality thereby help create the same relationship cracked as hundreds of the wrong question to ask is, ‘is thousands of school age enabling multiple communications pupils have with their teachers at at an unprecedented rate. The school – one-to-one and hands- technology in the classroom good children have not had effect of greater connectivity will on - whilst retaining accessibility or bad?’. Instead we should ask access to a device and/or bring greater opportunities for and standardisation. Resolving what is best for our pupils? How the internet to enable them teaching and learning. Whilst we the conflicts which exist between can technology improve their to continue to learn online. don’t yet know what is around the efficiency and effectiveness is learning? How can it make the The gap in 2021 is as wide corner tech wise, we do know it undeniably a challenge. curriculum better? as the gap the printing is not slowing down. Things they Resolving the conflict could lie School leaders are often experts are ‘a-changing’ and we need to press created in terms of in making sure online education in education but not in digital adapt. accessibility to learning and provides video rich teaching technology. The same is true for equality of opportunity. As In his talk on the Future of that emulates the one-to-one teachers. If we want to accelerate technology races ahead Learning in 2018, Sugara Mitra relationship pupils have with their digital learning in schools, we education is in danger of recommended the internet be seen teachers and it needs to provide must provide the opportunities being left behind again. But as a curriculum subject in itself: pupils with the opportunity to for teachers to train and upskill we can do something about how does it work? What does engage in one-to-one/face-to-face meaning investment in time and it do? What can it do? Imagine conversations with each-other and it this time, suggests Robin resources. Research suggests pupils looking at their timetable their teachers about what they are teachers learn best from one Gainher... and seeing ‘double internet’ on a learning about. Success is helping another when it comes to Tuesday morning. His vision for a to build relationships between Covid must be the catalyst to technology. Schools can close school’s curriculum was to divide pupils and their teachers online or look at how we re-balance the the digital literacy gap by using it into 3 parts: What was necessary face-to-face; effective meaningful curriculum knowing what we know teacher leaders and peer support. for life; what feels good to know; learning is necessarily a product of now. Schools have shown how they By empowering the experts in and thirdly, what was needed effective relationships via whatever have been able to adapt to online our own schools, we have already for exams only. Just imagine the means. learning rapidly and effectively. We started to enable and create possibilities. He also advocated have all become more tech savvy Another way to resolve this conflict using the internet during exams; ‘digital efficacy’. with new digital platforms like lies in a closer examination of the but that’s for another time. Teams to learn and to learn quickly. old and the new working together We should not miss the Teaching pupils at home via the The holy grail of personalised not in isolation but in partnership opportunity to make changes in power of Teams would have been learning can be augmented by with each benefiting the other to our schools. The opportunities unthinkable less than a year ago yet technology. For example, lesson extract maximum learning leverage technology provides continue to we are managing it like it was the content can be uploaded for for our pupils. Taking a binary move apace; it is time to enable a new norm – so too are our pupils. pupils to access prior to the lesson approach to the challenge – i.e. wave of innovation and support And neither should we forget that allowing them to choose when it has to be the old or the new for teachers to lead the way. Pictured: Robin Gainher was Head at Knighton House School in Dorset until recently, and before then Head at Beeston Hall School in Norfolk.

8 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] All aboard for mobile testing and vaccination Abingdon Prep School, designed to be quickly installed The clinical bays can be used for The project was started in Oxfordshire, has helped evaluate into public buses. The multi-use administering annual flu vaccines, mid-2020 as a response to the the latest innovative scheme to bays provide ample space for COVID testing, COVID vaccination, increased demands placed on the get mobile Covid-19 testing and doctors and nurses to deliver a National Health Service caused phlebotomy, spirometry, non- vaccination centres out into the variety of clinical services directly by the sudden need to roll-out COVID drug testing, pre-surgery community. The ‘testing bus’ into the community. Once the COVID-19 testing and vaccines prototype arrived at the school for mobile testing centres are no screening, and other routine while still delivering existing a trial run, offering lateral flow longer needed the bays can be medical interventions. medical services. tests to the staff teaching the removed and the bus returned to children of key workers. normal service. The idea is that any standard Craig Williams, Headmaster at city bus or Sprinter van can be Abingdon Prep said: “We were converted to a mobile Covid-19 delighted to be able to help with testing or vaccination centre this project. The whole process in a matter of days. It can from the bus arriving, parking then be dispatched to areas in and opening for testing was very the community that are either quick, accessible and convenient. difficult to reach or require a I am sure it will be a very valuable rapid response. resource.” The company behind this latest Project MOVE medical bays step in combating Covid-19 is can be rapidly installed in any Project MOVE, based at Harwell standard city bus or Sprinter van Campus in Oxfordshire. It provides in a matter of days by any local the UK’s only rapidly-deployable, coachworks company - and with mobile clinical bay platform no special tools or skills required.

www.gopak.co.uk 0800 195 4255

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 9 Is there value in boosting financial literacy in younger children – post pandemic? There is little doubt that the future economy will be dramatically impacted as a result of the pandemic and learning how to become financially stable in the future will be ever more important for young people. But do schools have a duty to improve the financial literacy of children from a younger age? A report by Ben Evans, Headmaster at Windlesham House School, Sussex. Schools have faced huge disruption teaching and then built upon year around financial literacy. Involving which they have to plan and buy over the past year and there will on year. children in Christmas fairs, summer the ingredients for a two-course be a long list of priorities when Many children will claim to know fetes and other events, which are nutritious meal for them all. They children return to school, to ensure the cost of everything yet will run to raise money for school funds are taken to a low-cost supermarket that gaps in teaching and learning understand the worth of nothing. can be a great way to enhance and given a £5 note which means are filled and children’s wellbeing This is partly the responsibility of engagement. How will the money be they can’t accidentally overspend is addressed appropriately. This will good prep schools, where they spend best used? What types of events or or not pay attention to their strict lead to increased pressure on time much of their time, to ensure that activities will be popular? Involving budget. It teaches them valuable pupils in devising and running the and resources, but we must be children appreciate the value of lessons about the cost of food and careful not to neglect pupils’ wider activities themselves such as pricing money and how to use it wisely and importance of budgeting wisely or education and the skills necessary and handling cash, delivers a more with prudence. It is also an essential facing the inevitable consequences. for successful and accomplished hands-on experience. life skill to enable children to Other essential life skills are also lives. budget well and according to their As schools we should also be covered such as planning a menu, Few would disagree that financial income and means; how to manage teaching pupils how to manage a cooking it as a team and even literacy is essential for our their bank accounts and borrow bank account from a young age. setting a table properly. children and it is something that effectively as well as understanding Discrete PSHEE lessons, which schools should be teaching and the pitfalls and consequences actually require children to open a Social awareness and the importance incorporating into the wider of gambling, credit overuse and fictitious bank account and manage of a social conscience should be curriculum: not just for older overspending. Entrepreneurship is their money – using bank transfers, an important element of all school pupils but for prep aged pupils also an essential skill which can debit and credit cards, reading and curriculums. How this is covered too. Financial literacy should not support the whole area of building understanding a bank statement, alongside the national curriculum be regarded as something to be financial security and this can be being aware of financial fraud and in a progressive and accessible way covered swiftly in years 12 and 13 easily incorporated into schools’ so on, is particularly useful. For is for individual schools to decide, ahead of preparation for university curriculums from a young age and younger children that is all about according to their circumstances. At or the world of work. Rather, it through a variety of innovative creating fun and interactive ways to Windlesham, we are in the process should form an integral part of the activities. grasp tips around managing money of establishing a social enterprise school curriculum from a much Delivering financial literacy in a fun, and living within one’s means. which will involve the whole school younger age ensuring that skills and enjoyable and accessible way to As part of our Diploma programme community, teaching valuable skills, understanding around finances are young children, needs to be built in school we have introduced a both practical and financial along developed gradually, with enjoyment into the curriculum and to become number of financial modules. the way. and in an age-appropriate way. part of everyday life. This can be Entrepreneurship is covered through In summary, the reality of managing Children are never too young to done in a variety of ways as children a project in which pupils have to finances as an adult can be learn about financial stability, grow, develop and move through form a company, devise a product daunting and delivering sessions providing it is delivered effectively the school. For instance, year group/ to manufacture and ultimately sell and creatively. class cake sales where children price it at the Christmas fair. They each in an age-appropriate way is vital. As with all things, it is important Knowing the cost vs. the produce, handle the cash and have roles within the company from are able to calculate the money Managing Director, to Financial to keep children informed about understanding the worth made after each event work very Director, Sales and Production current affairs and in particular, All prep schools should be reviewing well. Charitable endeavours can Managers, and a Marketing Director. the effects of the pandemic on their whole school curriculums to also help to build knowledge and Their aim is to make a profit, which the financial stability of the UK ensure they are still fit for purpose experience through researching is all donated to the school charities. and other countries, without and adequately preparing children charities, looking at different Throughout the process they worrying them unduly or causing for this rapidly changing world. examples of need and poverty in learn about leadership, teamwork, unnecessary anxiety. As part of an There is no time to rest on our the UK and globally as well as independence and financial literacy. age-appropriate PSHEE programme, laurels or to continue to teach discussing how children can help. They learn about profit margins, children need to learn about general a curriculum designed purely to Schools might follow this through how accounting information should unemployment figures, how this enable pupils to pass exams. The with worthwhile fundraising (that be presented, pricing to sell and affects people’s lives and what it current pandemic has made this is more than just a mufti day), make a profit, marketing to achieve means for the economy. Along with even more prevalent due to changes which involves the children giving optimum sales and the perils of the pandemic, the impact of Brexit in the workplace and what jobs will up their time and hard work and under costing or over pricing. on trade is also an important topic be available in the future. Nurturing understanding the tremendous value to cover. Implemented properly and and harnessing an understanding of the money they raise. Social awareness combined of the value of money, financial with social conscience sensitively, it will ensure our children management and planning along Fundraising is a great platform Another great module we have are well-informed, sensitive to the with the distribution of wealth and introducing financial literacy incorporated is the Shop, Cook needs of others and better prepared what this means, can be taught at a Whole school fund raising is also and Eat challenge where groups to take their place in society when young age through cross-curricular helpful in boosting knowledge of four children are given £5 with the time comes.

10 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] 175 years of inspiring women St. Margaret’s School for Girls, in Aberdeen, are celebrating their 175th Anniversary with the launch of a new Inspirational Women series that they hope will inspire girls across the world.

The brand new series – which world. We hope that inviting is free and open to the public women who have gone on to Subsequent webinars will include: – features stories and insights make a positive difference in their 25th March MARY CONTINI, OBE from women in all walks of life – chosen field to talk will inspire and Bestselling author, food writer, one of Scotland’s top chefs and owner of including sport, science, business, encourage girls around the world Italian deli Valvona & Crolla. journalism, social enterprise and to aim high and thrive in their politics. The series, supported by 22nd April career.” MELANIE REID Aberdeen Standard Capital, is set The Times writer and disability campaigner. to inspire and encourage girls from The first webinar of the series took across the globe to be the best place earlier this month (March) 29th April JORDAN BROOKS they can be. with Dr Nicola Steedman, Interim Former Deputy Director of the Council on Women and Girls in the Deputy Chief Medical Officer Anna Tomlinson, Head of St Obama Administration, and currently the Executive Director at the at the Scottish Government, Margaret’s School for Girls, United State of Women. discussing her career path to said: “It is a privilege to be 18th May becoming one of the most senior celebrating St Margaret’s 175th LEANNE CRICHTON, JUDY MURRAY Anniversary this year. The women supporting Scotland’s Recently retired Scottish international footballer, with 72 caps. Currently school has gone from strength COVID-19 response. Video Glasgow City midfielder. Screening of an intimate interview between St. Margaret’s pupils and Judy Murray, Scottish tennis coach. to strength, adapting to the messages from special guests needs of successive generations. such as Lorraine Kelly and a new 10th June At St Margaret’s, our aim is to campaign video featuring teachers LOUISE MACDONALD, BRIANA PEGADO Louise, Chief Executive of Young Scot and Briana, Creative Director for Fringe of have happy, confident girls who and pupils from St. Margaret’s Colour, and Chair of YWCA Scotland. were shown to celebrate know their strengths when they Tickets can be booked in advance at www.stmargaretsevents.com eventually leave us for the wider International Women’s Day.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 11 Armed Forces Covenant signed

The Stamford Endowed Schools have formally pledged their commitment to supporting current and former members of the Armed Forces. Principal, Will Phelan, has signed the Armed Forces Covenant, which demonstrates the Schools’ commitment to fair treatment for those who serve, or have served, in Awards celebrate successes the Armed Forces. The Covenant supports serving personnel, service leavers, veterans, and their families, and ensures in a difficult year for all that they are treated with fairness and respect in the communities, After a challenging year the Independent Schools Association (ISA) celebrated economy, and society that they serve. the successes of its Members’ schools with the ISA Awards 2020. Outstanding The signing of the Covenant marks recognition of the longstanding local community involvement, sustainability and environmental education relationship between the Stamford and outstanding provision for learning support are just some of the areas of Schools and the Armed Forces. Forces families make up a third of the excellence celebrated at the virtual awards ceremony. boarding community at Stamford, with Forces parents serving across The ISA Awards celebrate the ISA Senior School of the Year personal growth, as well as the UK and internationally, including breadth of excellence and was awarded to Adcote School academic success. a large number from nearby RAF innovation across the independent for Girls in Shropshire. To be ISA Junior School of the bases Wittering, Waddington, sector, and recognise the hard ISA Senior School of the Year, Year went to St Christopher’s Molesworth and Alconbury. work of Headteachers and their applicants must demonstrate School in Epsom. The winner The Schools’ Combined Cadet Force staff. This past year has been how the school makes a positive of this prestigious award must (CCF) started in 1916 and is one of unprecedented for all, but one difference to the educational demonstrate the clear cause-and- the largest voluntary contingents in thing that has remained is the outcomes of the children in its effect between decisions made by the UK, with almost 250 students dedication and hard work from care. Adcote’s efforts over the the school and the exceptional from Years 10 to 13 enrolled across ISA Members and their schools past few years to take on board outcomes achieved. The sparkling Royal Navy, Army and Royal Air Force to push on and continue to offer the wishes of parents, self-reflect, creativity of all teaching staff and sections. Students meet weekly to an excellent education to all the put changes in place and then the Headteacher shone through at engage in a range of challenging children in their care. measure the results so clearly, St Christopher’s, with innovative educational activities aimed to This was evident from the high gave them the edge. The systems approaches to lockdown, develop their personal responsibility, standard of entries received, which put in place have had a positive community engagement, specialist leadership, and self-discipline. were as strong as ever. impact in many ways, including art and music, and much more. Stamford’s CCF has a symbiotic relationship with the local town, offering a strong representational The winners of the other ISA Awards 2020 were: presence at events such as the ISA Award for Outstanding Sport in a Small School: St David’s College, Llandudno annual Remembrance Parade. ISA Award for Outstanding Sport in a Large School: LVS Ascot Principal, Mr Will Phelan, pictured, ISA Award for Excellence and Innovation in Performing Arts: Duke of Kent School, Ewhurst said: “I am delighted to have signed ISA Award for Excellence and Innovation in Fine Arts: MPW College London the Armed Forces Covenant on ISA Award for Outstanding Provision for Learning Support: LVS Hassocks behalf of the Stamford Endowed ISA Award for Outstanding Local Community Involvement: Leighton Park School, Reading Schools. We have always been wholly ISA Award for Outstanding International Involvement: Essendene Lodge School, Caterham committed to supporting the Armed ISA Award for Outstanding STEAM Provision: St Faith’s Prep School, Canterbury Forces in every way that we can, ISA Award for Sustainability and Environmental Education: Kingsley School, Bideford and the Covenant is a fitting way to ISA Award for Excellence in Pupil Personal Development: Cardiff Sixth Form demonstrate that commitment. We ISA Award for Innovation in Pupil Voice: DLD College London are very proud of our longstanding ISA Award Marketing Initiative of the Year: Caversham Prep School, Reading relationship with the Armed Forces, and all of us benefit from the Pictured is Natasha Coccia, Leighton Park’s Assistant Head Outreach and Partnerships with pupils from Farley Hill School at a sustainable contribution that Armed Forces product development workshop. Other ‘Local Community Involvement’ projects included funding and making PPE during the early stages of the Covid pandemic; Year 10 Community Action Service volunteers working on a living town museum for the residents of nearby Whitley; plus bases and families make to our local a host of educational, practical and financial support initiatives. community”.

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Get in touch with our school transport specialist [email protected] 07793 067 664 zeelo.co/schools Changing FACES... Changing Places... Lockers Park School, He joined Lockers Park in 2007. Mr James Thomas from the University of London Hertfordshire, In his 13 years, Mr Taylor has is to be the new and also the National Professional Deputy Head, Mr immersed himself in a range of Headmaster of Qualification for Headship. Gavin Taylor, has roles spanning Form Teacher, Head Sutton Valence In his early career he was a Head been promoted of Sport and Head of Boarding School, Kent, from of Department (Theology and to Headmaster through to Head of Pastoral and September 2021. Philosophy) at both Dulwich and will take over the helm from Deputy Head, the latter a role he Mr Thomas will succeed Bruce College and Wellington College, September 2021. has held for the last six years. Grindlay, who departs at the end of where he was also in charge of this academic year after 12 years. Oxford and Cambridge applications. Albyn School, Stefan attended the University Mr Thomas studied at St Paul’s He then became the Director of Aberdeen, has of Cambridge for his PGCE in School, London, and then went on Studies at Harrow International announced the Secondary Education (geography) to receive his undergraduate degree School Hong Kong before moving appointment of its after achieving a degree in in Theology from Trinity Hall, to the British School in Tokyo in new Headmaster, Geography from the University of University of Cambridge. He holds August 2014 where he is currently Stefan Horsman. Oxford, and is a Fellow of the Royal an MA in Educational Leadership Head of the Senior School. Geographical Society. He was Head Currently Deputy Head of Senior of Geography at Cheadle Hulme School at Robert Gordon’s College, School before moving to Robert Hereford Cathedral followed by a Masters and PhD at Stefan will become Head of Albyn Gordon’s College where he was School has the UCL Institute of Education. School in April. Deputy Head. announced that Michael taught at Halliford School Dr Michael Gray in Shepperton and St Edward’s will succeed The 14th Warden of Alastair was brought up in Oxford School, Oxford, before joining Paul Smith as Harrow in 2013 as Head of St Edward’s, Oxford, and attended the Dragon, winning Headmaster in September. Politics. He subsequently became will be Alastair a Scholarship to Eton where he later taught. He took a Congratulatory Dr Gray, who is currently Director Academic and Universities Director Chirnside, currently First in Classics and Modern of Studies at Harrow School, before taking up his appointment Deputy Head at Languages at Merton College, graduated from King’s College as Director of Studies in 2019 Harrow. He will take up the role in Oxford, where he also won a London with a First in History, with overall responsibility for all September 2021. Lightweight Rowing Half Blue. after which he completed a PGCE, academic matters at Harrow.

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14 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] When you’re building brighter futures

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9454_Press ADs_End_Customer_Education_ISMag_210x297_AW.indd 1 01/03/2021 14:12 These have been difficult times for all and much praise has, quite rightly, been afforded to those that have helped steer the country through some testing days... key workers across the NHS, teaching, retail, public transport. This page pays tribute to an often forgotten sector – school support staff whose work has assumed a demanding extra dimension through the pandemic... Schools’ unsung heroes ‘It’s quite simple – without if they are 100 or 1000 in number, continue to provide a full menu up and tested 1800 girls and boys cleaners, catering staff, there are still things that have to which is prepared in-house and over the three days prior to school maintenance workers and be done to ensure that we have distributed around the campus. opening on March 8”. caretakers, no school can open,’ followed specific guidance and ‘At Bolton School we don’t feel In order to accommodate the says Ian Clarke, Head of Estates at regulations, for example treating like unsung heroes but I do hear large scale test centre within the Bolton School. water to control Legionella, a lot of stories anecdotally of following fire regulations such as leisure complex and sports hall “Whilst the media kept reporting caretakers being run ragged and weekly testing and the monitoring on schools being closed, the reality given no thanks or breaks. We Ian’s team has had to reconfigure of all such systems.” is that up to two hundred support have been lucky in that we have one way systems and make and teaching staff were on site at Ian is convinced that school sup- been well supported by governors socially distanced waiting areas as Bolton School every day during port staff deserve to be inoculated and our senior leadership teams well as introduce extra sanitising lockdown, along with nearly 300 as a priority. ‘The sooner we can as well as being backed by all the stations. Such a centre has also young people. Like all schools get the jab the better; my frontline School’s employees.” greatly increased the demand on we were open to the children of staff are in daily proximity to Last month (February) Ian and support staff to keep the facility key workers and for vulnerable children”, he said. his team were gearing up for the running behind the scenes. The girls and boys. Our support staff ‘Our staff are on the front-line full return to school. In one busy estates staff have also been has stepped up to the plate and each and every day. Our cleaners week they upgraded the testing required to undertake significantly met every demand with, as far as are going around each school centre from one which served key longer working hours to not only possible, a smile on our faces. Yes, continuously and they regularly workers/staff during lockdown to prepare such facilities but to also there have been moments of crisis come into contact with the bodily one which could accommodate resource car parks during which and wobbles but, overall, our staff fluids of children, when they clean the full return. “Various school have been outstanding throughout toilets, wipe handrails, window sills staff have been trained – teaching, they also safely handed out NHS the pandemic. and door knobs, and empty bins. academic support staff and Central registration cards and barcodes “Whenever we have people in our Our catering staff are face to face Services support staff – to deliver which are needed to register buildings, it does not really matter with the pupils each day as we testing”, said Ian. “We scaled this ahead of each test. Meet the Foggers! The Facilities Assistants at St they have been asked to drop Facilities Assistants are remarkable There is a tremendous sense of Peter’s School, York, have named everything and do some fogging people and, along with so many camaraderie and excellent good themselves ‘The Foggers’, in honour to ensure the smooth running of others on the support staff, humour among them all and I am of their newly acquired role which the school. have been working tirelessly to delighted to pay tribute to our they have been performing since keep everyone safe at St Peter’s. fantastic Foggers!” Fogging is carried out in addition the start of last term. to the cleaning done by the The Facilities Assistants work school’s housekeeping team and in all corners of the School, provides an extra layer of antiviral from Boarding Houses to broom protection. cupboards, to create a safe and secure learning environment for The team of Foggers includes staff and pupils. Jack ‘The Machine’ Hopwood, Gary ‘The Legend’ Marshall, Mick Since September, they have added ‘The Bandit’ Hagan and Dave ‘The ‘fogging’ to their list of duties. Handyman’ Matterson. This involves spraying an atomised spray of antiviral disinfectant into Mr Richard Blanchard, Estates various spaces across the site from Manager, said: “Like Ninjas, the classrooms and meeting rooms to Foggers go about their duties corridors and dining halls. often unnoticed. They have been doing an amazing job and we are The Foggers have primarily been incredibly grateful for everything working out of school hours, on they do.” weekends and evenings, to ensure that all spaces are thoroughly Mr Jeremy Walker, Head Master disinfected. Occasionally, though, of St Peter’s School, said: “Our

16 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] About Hayes Parsons Insurance Brokers What our clients say

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Profile.indd 1 02/03/2021 15:28:25 Advertorial Feature

Learning in an outdoor environment

Education thought-leaders have alongside social development and work very closely with schools, Enhancing school space to provide long championed the benefits mental wellbeing. both directly, and through rain, snow and UV protection are architects and contractors to of learning in an outdoor As the nation looks forward to the primary objectives we work to, environment and recent events a post-COVID landscape, the deliver our structures. This gives and this collaborative approach have only served to bring the general public is looking to spend us full scope on the varied ensures that any project to provide notion to a far greater audience. more time outside, and parents requirements of the school opportunities for outside learning David Attenborough’s Blue and teachers are no exception community across the UK,” Fraser is delivered successfully and within Planet served as a stark reminder to this. Schools nationwide are continues. “Enhancing pupil the brief.” that future generations can looking at their footprint and experience by creating a solid and Outside learning, be it for sports or act now to make a difference, working with specialists to ensure aesthetic learning environment academia, is fully obtainable and instilling a respect for outdoors that they maximise year-round is not simply restrained to the covers discovery, experimentation, and the natural world. Likewise, use of their outside space. One fabric of the building, but rather connecting to the natural world the coronavirus pandemic has such firm is Fordingbridge plc; a extended outside. The visual value increased the public’s respect West Sussex based construction of our timber and steel canopies and engaging in environmental for fresh air and time outside, contractor, specialising in canopies are, of course, a supplementary activities. And with the UK weather, with people spending more time and covered walkways. “We have benefit, with the main emphasis providing an area of cover is outdoors for both exercising and long worked with educators to on practical performance. certainly a worthy consideration. socialising. help them increase the use of their Similarly, the pandemic also raised outside space, and it is clear that many questions among educators the situation has hit home for with regards to space, where many teachers,” explains Fraser schools running with reduced class Dixon, Business Development numbers were forced to generate Manager at the firm. “Our regular new ‘classrooms’ almost overnight. installations cover a multitude Many schools soon became of situations, whether it be an awash with white plastic tents enclosed courtyard to create an to provide a safe environment additional dining space, or covering amid the requirement for social a MUGA for weather-protected distancing. While these filled a sport, but the need among teachers need and met a brief, they are a for taking their lessons outside has far cry from the desired setting of been very clear.” most independent school, where “Operating completely in- educators seek to create a suitable house, from design through to environment for education, manufacture and installation, we www.fordingbridge.co.uk [email protected] 01243 55 44 55

18 Independent Schools Magazine Advertisement Sales: 01242 259249 Over 55 years engineering & construction expertise OverOver 55 55 years years engineering engineering & & construction construction expertise expertise to maximise usable space for school toto maximise maximise usable usable space space for for school school

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www.fordingbridge.co.uk www.fordingbridge.co.uk [email protected] [email protected] [email protected] 55 44 55 0124301243 55 55 44 44 55 55 ProfileIn conversation with Lisa McDonald

Schools and University Attended: Your early teaching experience was of the biggest benefits of an IB education, along eight years in Jersey, a sleepy Channel with the focus on personal development and a Craigholme School for Girls, QIsland which you then exchanged for the very intentional approach to character education. Glasgow, Aberdeen University frenetic pace of Manhattan. How did you prepare As educators, we constantly strive to hold for such a massive change in lifestyle? Can you (LLB Hons) and Cambridge in balance the teaching of subject specific pinpoint a couple of aspects which worked out knowledge and skills and the development of University (PGCE) as you expected, and a couple more which most character attributes that prepare children for life surprised you? beyond formal education. The IB gives teachers First job: I actually lived in Jersey for 14 years, and schools the tools to be able to do that Legal Trainee, Mourant du Feu & 11 of which were spent teaching. As authentically and effectively. a Glaswegian though, I would class Jeune, Jersey A In essence, one is able to achieve all of the myself as a city girl at heart and there is much about the grit and feistiness of Glasgow that learning outcomes of the ENC but they First management job: is mirrored in New York. I knew that I would are planned and delivered in a format that encourages pupils to inquire and discuss broader 2009 Samares School, eventually gravitate back to city life and so, although different in many ways, I felt very questions that challenge their thinking and Head of Lower KS2 much at home in Manhattan. It’s only really on enable them to make connections across subjects. reflection that I realise what a big move it was. At Another major upheaval for you last year, First job in education: the time, however, I took it in my stride and settled swapping the Big Apple for a school set very quickly both personally and professionally. Qin 48 acres of Hertfordshire countryside, 2004 Teacher, Rouge Bouillon Having started my legal career in Jersey in a and the responsibilities of prep school headship School, Jersey large international law firm, although island life amid the tribulations of a pandemic. How was generally serene, my professional life was did your time in the US prepare you for your probably just as intense as it was in New York. Appointed to current job: current job? Did it change your view of the UK’s Life in general in Manhattan was pretty much as education system? September 2020 I expected, although I don’t think I ever came to It’s wonderful to live and work terms with the bold and assertive way in which surrounded by fresh air and greenery Favourite piece of music: New Yorkers approach their daily lives. I am a and it’s a change of scene that I am very massive believer in kindness and compassion A 90s pop! content with! when dealing with people, and it’s what I aim to instil in our pupils, without exception. That wasn’t I certainly didn’t have any idea what lay ahead Favourite food: always my experience in New York and, culturally when I visited Edge Grove in January 2020 post Any type of Italian speaking, that probably took me by surprise. appointment and my first year of headship has certainly presented unforeseen challenges in the The British International School of current circumstances. Favourite drink: New York serves a diverse set of Qpupils from 3 – 16, using the English In making the transition from Deputy to Head, you Champagne National Curriculum within the framework of have to consider whether you have the knowledge the International Baccalaureate (IB). Can you and experience to assume a completely different Favourite holiday destination: describe how this twin-track approach works in professional identity in moving away from the practice? day to day operational aspects of leadership to Cyprus focus on the broader strategic leadership of the As a British international school, it school and business. It’s exciting to be able to Favourite leisure pastime: was important to retain the rigour have reached a point in your career where you can and structure of the ENC within which Going to the gym/training A widen your sphere of influence and impact on the outcomes for pupils are ambitious and clear. whole school community. The IB is a framework that provided scope to Favourite TV or radio incorporate the knowledge and skills of the At BISNY, I was lucky enough to develop a great ENC whilst retaining an innovative and diverse working relationship with the Head, Jason programme/series: approach to teaching, that ensures that pupils Morrow. Jason is former Head of Norwich High Line of Duty are encouraged to drive their own learning and School for Girls and is a forward thinking and where critical thinking and problem solving influential leader. What that relationship has are a fundamental part of the curriculum. The taught me is that the very best leaders coach and Suggested epitaph: opportunity to develop a global perspective and develop their staff by leading from the front and Always be kind become more culturally aware are probably two by example. Through working with such a brilliant

20 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Lisa McDonald has been head of Edge Grove School, Hertfordshire, since last August. She was previously Deputy Head of the British International School of New York.

mentor and watching and learning how to Education must be about the whole absence of an adult, is no mean feat. Early Years think strategically and courageously to solve child and we have a responsibility to staff must have an acute understanding, not problems and how to lead and manage people Anot only develop our pupils’ academic only of how young children move through the with integrity and balance, even in the toughest knowledge and skills but to also equip them to key stages of development, but of how they can circumstances, I have been very well equipped to face the challenges of the future. There are skills tailor their provision to provoke, challenge and deal with the demands of my first year. and character attributes that are essential to extend children through play. success in life and opportunities to explore and As an Early Years advisory teacher, all too often Working in an international school has taught learn these should permeate school life. me the importance of cultural awareness and you come across settings where the continuous instilling in our children an ability to have a Children should be taught to be principled, to provision for play based learning is not designed broader perspective on the world they’re living reflect, to be kind and caring, to be open minded to challenge children or develop basic maths or in. Above all, it has cemented my belief that and balanced, but these must be discussed and literacy skills but rather, it is a series of table top a sharp and engaging curriculum, breadth of modelled at school so that pupils begin to act holding activities to keep children occupied until opportunity for all children at school and a focus them as well as talk about them. the teacher is available. A deep understanding of how areas for learning aid skill development on personal development make for a compelling At Edge Grove, a set of key behaviours for is crucial. If you were a three year old, would you and academically rigorous education and, above learning are incorporated into school life. By want to use the sand tray for digging, moulding, all cultivates intellectually curious, well rounded actively teaching the children about these developing language through imaginary play and kind individuals. and by using the same language consistently with your friends, or would you want to use a The well-being and mental health of throughout all phases of the school, pupils sieve to scoop out some plastic letters to make both pupils and staff have been brought understand and begin to embody these three letter words? into sharp focus by the pressures of important traits. Q Finland is considered a superpower in early remote schooling. What is your approach to Opportunities for pupil leadership and voice are education and, contrary to popular belief, it’s not monitoring and intervention? important for personal development too and because children don’t start formal school until help children to develop a sense of agency and The key for me in terms of wellbeing and they are seven. It’s because Early Years teachers responsibility as they move through the school. personal development is to know the must go through rigorous training to develop children well and to have the structures Helping children to learn through service in a deeper understanding of early childhood A the community or by taking action is also a key development. and systems in place to set them up for success feature of the Edge Grove Baccalaureate in the before issues arise, both at school and during Upper School. Growth mindset – the theory that remote learning; being passive isn’t an option. intelligence and learning can be For me, education is the whole package; Our whole school wellbeing programme Flourish, Qdeveloped and improved – has gained academic ambition and rigour, coupled with has a weekly focus and challenge, which helps traction in educational circles in recent years. breadth of opportunity for strong personal to keep pupil support at the centre of the home How do you seek to instil such a mindset in development. learning agenda. Our weekly parent workshops your staff and how do you monitor its effect provide advice and family support on a variety The Education Policy Institute on pupils? of topics. researched the qualification-levels I’m glad you asked that question Qof early-years staff in a wide variety because I don’t have an answer! Firstly, At Edge Grove, strong relationships exist of settings in 2018, and found a very mixed you have to believe in the theory of between the pupils and their class teachers picture. Overall qualification levels were found A a growth mindset and you have to have one or form tutors. During remote learning, pupils to be disappointingly low, given the importance yourself! The hardest thing in terms of staff and teachers are regularly interacting in live of Early Years. What is your view on the best training is coaching staff out of using language lessons and each day begins with a morning way to lift the level of Early Years provision like ‘low ability’ or ‘weak’ and that’s very difficult check-in and pastoral discussion. These regular across the country to benchmark standards? to do because we ourselves have grown up to be opportunities to connect are essential for I will always say that it is the quality taught that ‘we were no good at Maths at school’ teachers to touch base with pupils and identify or we ‘weren’t sporty’. If that has been your own any issues that arise. of teaching and not initiatives or programmes that make a difference to school experience, then the likelihood is that you A will impart that to the pupils that you teach. PSHEE teaching continues weekly for all pupils outcomes for children. and our Head of Wellbeing also provides 1:1 and It is a truth, (not necessarily universally I often hear teachers say, ‘I teach the low group coaching intervention for any pupils who acknowledged either), that the Early Years ability set but the children don’t know that.’ My would benefit. curriculum demands highly skilled staff with response to that is, of course they do! If you are The development of ‘character’ is one of a strong understanding of child development. approaching a group of children that you know the cornerstones of your approach to Play is young children’s work but fostering an as ‘low ability’ then it is very hard for that not to have an impact on your ambition for them. Qeducation. What do you mean by this, Early Years environment where children remain and how do you achieve it? engaged and actively learn through play in the Continued >

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 21 ProfileIn conversation with Lisa McDonald (continued)

My point is, because many teachers character education and personal development I have always wanted to teach as unwittingly work with a fixed mindset are lynchpins of a good education. far back as I care to remember and I would always call myself a teacher themselves, the key to change has to start by I am still in touch with my former Headmistress A unpicking that and finding ways to alter the and Head of Junior School via social media and first and foremost – not a Head or a manager language that we use. Fundamental to it all is there is also a former pupil group which enables or anything else. I wouldn’t say anyone in a genuine belief that all children are capable of us to reminisce and share news. particular inspired me to become a teacher but achieving great things. that it was just a calling really. Keeping in touch with former pupils is a really You were educated at Craigholme important part of school life and at Edge Grove When I went to university I didn’t think I was School for Girls in Glasgow, now part our Development Manager works tirelessly good enough to become a teacher and so Qof Kelvinside Academy. Did you keep up to make connections and keep in touch with I did a law degree and began training as a with your old school as an alumnus, and, if so, alumni. I recently had a wonderful online vintage Jersey Advocate. Even throughout my first in what way? How can schools best encourage tea party with some former pupils from the degree I voluntarily went to a primary school their former pupils to make a contribution, 1940s and 50s. It’s such a delightful way to retain every week to help out and I also did weekly whether financial or otherwise? the school’s heritage by connecting former and voluntary work with a little boy who was severely autistic and needed structured play I was incredibly disappointed to hear current pupils. We all lead such busy lives but sessions in a sensory environment. that Craigholme was closing its doors being proactive in engagement with them is so Aas a standalone school. I had a very worthwhile. If I hadn’t plucked up the courage to leave the rich and happy school experience and I know Who or what inspired you to become law behind and pursue the PGCE I probably that my education there from the age of a teacher? If you hadn’t gone into would have remained an offshore litigation eight was instrumental in setting me up for Qeducation, what else would you have lawyer. I may have been richer in material terms future success. It’s probably why I believe that chosen to do? but a lot less so in terms of career satisfaction!

Mars competition win Robotics – talents of the future The second year of the popular School Robot Competition challenged teams of UK school children to design a robot to explore the surface of Mars using their innovating augmented reality app. Team ‘OM2020’ from Bede’s Prep School in East Sussex won two LEGO EV3 systems and a robot masterclass for their performance in the terrain challenge. Peter Barclay, Head of Computing at the school, tells the story... I recall the joy of playing with controlling semi-autonomous awarded robotics kits, which will to all pupils. Those pupils arguing Transformers toys as a child, and robots on the surface of other continue to help our pupils explore against the robot revolution cite imagining man and machine worlds. After exploring the tools for this discipline. One of the pupils how robots may take employment coexisting. Fast forward and the creating robot designs, by choosing went on to submit his robot design opportunities away from people future where robots are among the most efficient combination of as part of a Design and Technology and emphasize the concerns of us is gradually becoming a reality. components from a selection of scholarship application. machines becoming intelligent. This Perseverance has landed on Mars wheels, motors, sensors and other As a matter of course, pupils triggers one of the most interesting and robots are now supporting parts, pupils programmed and study control systems in their discussions; current machines are many industries; you can even tested their designs in a simulated Computing lessons and the topic not capable of feeling emotion - is purchase a robotic vacuum cleaner Martian environment. The reality is constantly evolving; robotics has this a good or a bad thing? We find of sending a machine so far away from a high-street store! become a significant focus within pupils are fascinated by such ethical and the cost of tiny mistakes During the summer term of 2020, it. Organisations such as Boston debates. became apparent, but the ability to Dynamics continue to develop with the country in lockdown Bede’s pupils continue to be keen reset and try again kept the pupils robotic solutions that combine and schools closed, we delivered to learn more about robotics, and motivated. The news of NASA’s engineering and computational a remote learning programme will often ask to discuss the latest successful Mars landing has caused thinking, and whose advances at Bede’s Prep that encouraged developments of Boston Dynamics. great excitement and Year 8 pupils inspire our young learners to pupils to take an interest in have volunteered to join the remote imagine their potential future As we continue to prepare pupils robotic design. The School Robot soil analysis team for the rover! world. In our lessons now, we look for jobs that might not yet exist, Competition, run by Twinkl and Two of our pupils designed at the Atlas® range of humanoid I believe many individuals have the UK Robotics and Autonomous rovers that caught the eyes of robots; this amalgamation of been inspired to take forward their Systems Network (RAS*) was competition judges from robotic electricity and hydraulics can run, interest and pursue further study active at the time and gave research institutions. The school jump, and perform manoeuvres in this area, and into the related an opportunity to test pupils’ subsequently won a tour of a that match or exceed what the field of artificial intelligence. engineering potential. research lab, which we look forward human body is capable of. The One day, the pupils might have Here, there came the chance to to undertaking when circumstances introduction of Lego WeDo has influence within these disciplines learn about the work of scientists permit. The school was also enabled broad and creative access that impacts us all. * UK Robotics and Autonomous Systems (RAS) Network was established in March 2015 with the mission to provide academic leadership in RAS, expand collaboration with industry and integrate and coordinate activities at eight Engineering and Physical Sciences Research Council (EPSRC) funded RAS capital facilities, four Centres of Doctoral Training (CDTs) and with, currently, 30 partner universities across the UK. The UK Government identified RAS as one of the Eight Great Technologies that will play a significant role to improved international competitiveness, productivity and economic growth.

22 Independent Schools Magazine Advertisement Sales: 01242 259249 Sustainable & Environmentally-friendly SPORTS STRUCTURES

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01225 618188 www.paragonstructures.com [email protected] Advertorial Feature Flexible Building Design for Changing Environments By Robert McKinley, BB&C Architects Limited Over the past year we have been Moveable partitions, which allow is a living document that gives a living in unprecedented times, spaces to be divided or opened valuable oversight of functions and which have brought substantial up, can also be a great asset to interrelations. It often highlights changes to the ways we work, maximise flexibility. Of course, inefficiencies of use that are not educate and live. The enforced for any space to increase in size obvious ‘on the ground’, and allows need for flexibility has brought its neighbour has to reduce, so for strategic decisions to be quickly many challenges, but also coordination of adjacent functions modelled, tested and implemented. opportunities to revisit the status is key. Remember that moving This minimises temporary, short- STEAM Hub, St Faith’s term and abortive works in favour quo and reflect on better ways of partitions take time and people a box office and bar. The foyer of long-term adaptability to suit doing things. to adjust; careful consideration space can also function as separate is required to avoid the partition ever changing demands and needs. As we move into a post-Covid teaching or meeting space during becoming just an expensive wall. world, this article reflects on Replacing and Enhancing: the day. ideas for how to design flexibility Small details can affect how flexible Great Hall, The Leys School Elsewhere in the building into school buildings without a space can be. Chairs and tables Our brief was to replace this circulation space is enlarged compromising the quality of the that stack efficiently will allow a secondary school’s existing theatre and arranged to become lesson experience for pupils and teachers. classroom to become a large clear with a much larger performing breakout space, the circle foyer The specific pressures of the space without having to have arts centre incorporating a second pandemic will hopefully soon be the items transported and stored studio theatre, drama teaching space doubles up as an art gallery behind us, but the opportunities for elsewhere. department, dance studio and an and the science labs are laid out extension to the adjacent science to allow a seamless transition from good flexible design will remain. Our school clients have commented block adding three new labs. This practical to theory teaching spaces. on the challenge of funding Design Considerations for required efficient spatial planning, administration facilities, particularly Great Flexible Spaces fitting nearly three and half times Making Something out At the heart of a great space when seen as at the expense the amount of usable floor area of Nothing: STEAM Hub, is the need for it to function of money for teaching spaces. into a building footprint only 1.75 St Faith’s School The potential for homeworking correctly. It does not matter how times bigger than the original. Instead of constructing a to continue may encourage the nice it looks, great the view nor completely brand new building, flexible design solutions that could Even with this increase in spatial how sophisticated the equipment efficiency, the brief necessitated our design solution repurposed a be used for administration or within, if the space cannot be multi-use and flexibility. Most largely unused gap between the teaching. Perhaps there is even an easily used for its purpose. It is significantly for the main theatre opportunity for a more permanent existing science, technology and art important to define right at the space to move from whole school repurposing, releasing existing (the A in STEAM) departments. start of a building project how you assemblies of over 600 to full admin building stock for teaching At its simplest, the project added want it to work. But how does performance mode with moveable or front of house functions. this fit with the idea of flexibility? racked seating relocated to give a glazed roof to this void and By considering all the potential At the other end of the scale, 330 fully tiered seats in the stalls enclosed it at either end, creating requirements as a whole, your having a school-wide building and balcony. Closing an acoustic an internal atrium space that can designers can then coordinate these masterplan can be a great tool for screen creates space for an enlarged be used for gathering, teaching and and make sure that even the most efficient and flexible use of the foyer and the adjacent student social functions. demanding requirements are met. building stock. The masterplan coffee shop is transformed into The classrooms are accessed direct For instance, a music practice room from the atrium, enabling the will need better acoustics than existing internal corridors to be a meeting room, but often the absorbed into the class spaces cost of integrating these higher and further increasing the space requirements into the building available for teaching. Lessons can fabric is minimal if done as part spill out into this huge volume; of the main project work. For next great for expansive science to no extra cost, you now have experiments and technology a meeting room that can also be projects. used for music practice, because flexibility was considered early on. Both case studies demonstrate Equally important is the the value of allowing time for relationship between neighbouring reflection on building functions to spaces. By widening a narrow maximise the potential to deliver circulation corridor, a space for high quality, flexible and hard- art display or small group work is working spaces to enable your created from almost nothing. Great Hall, The Leys School teachers and pupils to flourish. 01223 313386 [email protected] www.bbcarchitects.co.uk

24 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Merger announced Charterhouse and Edgeborough delivered in beautiful, inspiring School, Surrey, have announced grounds and facilities.’’ that Edgeborough will join the Dan Thornburn, Charterhouse family in September Headmaster of 2021 as the two charities merge to Edgeborough, said: create a co-educational prep and to Charterhouse at thirteen and The merger will take effect senior school offer. “This merger will thrive there, there will be no from the start of the 2021/2022 see Edgeborough expectation following the merger academic year. Welcoming joining with one of the foremost that an Edgeborough pupil will Edgeborough into Founded in 1611, Charterhouse senior schools in the country, with join Charterhouse, and those the family, Dr Alex moved from London to its current the overriding aim of providing wishing to apply will participate in Peterken, Headmaster 250-acre site in Godalming, a truly exceptional educational the usual admissions process, just of Charterhouse said: Surrey in 1872. The Charterhouse offering, unparalleled both in the like any other applicant. Similarly, STEAM Hub, St Faith’s “Under the leadership of Dan curriculum follows the normal local area and beyond. Building on Charterhouse will continue to Thornburn, Edgeborough is enjoying path to (I)GCSEs in Year 11, the excellent all-round education recruit pupils from the same wide significant success and momentum, followed by a choice of A Levels, on offer at each school, coming range of schools as today. with record pupil numbers and together will further enrich the an EPQ and a choice of elective growing interest in admissions. A single Governing Body will have experience for all pupils. subjects or the IB Diploma At the same time, Charterhouse responsibility for both schools, Programme in the Sixth Form. “I am proud of everything we with three current Edgeborough is currently undergoing the most Girls first joined Charterhouse in exciting transformation you will find have achieved at Edgeborough Governors joining that body. the Sixth Form in 1971, and the in any independent school in the in recent years, and this exciting Dan Thornburn will remain as School welcomes the first Year 9 country, and we are delighted that development will now help Headmaster of Edgeborough, and girls in September 2021. Edgeborough can be part of that inject further energy, immense Alex Peterken will continue to be journey. educational history and additional Headmaster of Charterhouse with Founded in 1906, Edgeborough expertise into our onward “For parents seeking a joined-up overall executive responsibility has been at its Frensham Place journey. It is the most wonderful prep and senior school education for both schools. Both schools home since 1939. Current pupils opportunity for Edgeborough to for their child, we believe our offer will retain their current identity, number 355. (Edgeborough’s move onwards to the next level.” will be exceptional; rooted in an name, ethos, values, badge and key entry points are at Nursery, academic yet all-round curriculum, Whilst a steady stream of uniform, as well as their day-to- Pre-Prep and Year 3). It has been with a real breadth of choice and Edgeborough pupils already move day operational autonomy. coeducational since 1992. The Independent Schools Affinity Leasing Specialist Exclusive offers on a range of makes and models, find your perfect new car on a finance package that suits you. 0800 060 70 70 Toyota RAV4 2.5 VVT-i Hybrid Icon CVT 2WD. [email protected] from £249.99 per month (48mth PCH including 24,000 contracted www.affinity4u.co.uk mileage allowance and a £2249.91 initial rental) Log in with the unique code: "school" Toyota 1.8 VVT-i Hybrid Icon 5dr CVT from £199.99 per month (48mth PCH including 24,000 contracted mileage allowance and a £1799.91 initial rental)

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Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 25 Music, Drama & Dance

Valentine’s initiative raises funds for orphanage An initiative launched by musicians in person. Determined to still at King’s Ely to spread love and celebrate the month of romance positivity during lockdown has and to raise funds for their linked raised more than £1,400 for an charity, the Bethesda Life Centre orphanage in India. Boys’ Orphanage in Goa, the boys decided to sing to people King’s Ely’s award-winning boys’ a virtually instead and the ‘Barbers’ cappella group, The King’s Barbers, Valentine’s eCard’ was launched. shine all year round, however Valentine’s Day and the month of The Barbers united virtually to create audio and video February is a particular highlight to accompany a wonderful for them, as they spread cheer arrangement of John Legend’s ‘All around school by singing to people of Me’ by Year 13 Barber, Jamie in return for small donations, Layfield. People were then able raising hundreds of pounds for to send the video via the eCard good causes. to someone they love or care for This year, due to the current around Valentine’s Day in return as California! To date, it has helped create the video that we circumstances, the Barbers sadly for a minimum £2 donation. The raised more than £1,400 for the included in the eCard. This was were not able to serenade members initiative was hugely popular, orphanage. a joint effort with many boys of the King’s Ely community attracting attention from as far Peter North, Founder and Director contributing both audio and video of The King’s Barbers and Head of for the brilliant arrangement that Vocal Studies at King’s Ely, said: Jamie Layfield made of ‘All of Me.’ “There is no doubt that the Barbers’ Throughout this strange time it has Valentine’s celebrations this year been important to me that we have exceeded our expectations by a tried to create opportunity out of long way! We had set ourselves adversity and I am really proud of a target of raising £500 for the what we have achieved together.” orphanage but at the final tally we The Barbers, who were recently will be able to transfer over £1,400 crowned National Youth a Cappella with gift aid. This is an amazing Champions, have been supporting amount and the Barbers would like the Bethesda Life Centre since to thank everyone who contributed 2019 after they visited the charity’s so generously. My thanks go also orphanage for boys during their to the Barbers themselves, who tour to India that year. Pictured: The King’s Barbers pre-lockdown and online ‘Lockdown: The Musical’ Students at Brentwood School, that deep down the rules need produced and performed in just and over 100 virtually staged Essex, have come together to be followed. ‘Lockdown: six weeks entirely under lockdown events. Highlights have included to create an ambitious and The Musical’ is a seven song, restrictions. a Les Misérables Spoof video, unique pandemic production. 40-minute-long lighthearted Mr Bulmer said: ‘We all felt upset weekly chamber concerts, full ‘Lockdown: The Musical’ is a insight into a teenage perspective for our Upper Sixth students when choral evensong, a 180-student never-been-done-before project of Covid-19 and reminds us that, the Winter Musical was cancelled production of Bugsy Malone written entirely in lockdown by although we can’t be in the same this year. It is the highlight of and the school won the 2020 two teachers at the school - and room, we can still make special many of our students’ seven-year Shakespeare Schools Festival. performed entirely by students in memories together. stint at the school - especially lockdown. This latest and most ambitious those who have given everything ‘Lockdown: The Musical’ project from Brentwood to the Performing Arts during that celebrates the story of Neo School has been created by time. Mr Cooper and I made the and Chloe, a young couple Matthew Bulmer, the Director decision to write something special forced apart as a result of the of Performing Arts, and Florian for these dedicated and talented national lockdown as teenagers Cooper, Director of Music. It is individuals in January and a few everywhere navigate a new performed by eight members weeks later here we are.’ world full of challenges. Being of the school’s Upper Sixth The Brentwood School Performing a teenager in lockdown has not who were unable to perform in Arts Faculty has been a national been easy for many students, the annual School Musical in leader in lockdown with well over especially when the government December, which was cancelled as 70,000 international YouTube has banned kissing! However, as a result of the global pandemic. views, more than 5000 individual hard it may be, the teens know The impressive project was online performance submissions https://www.youtube.com/playlist?list=PLkVH0QMpBHwuP1YMCq2OuKz21eYWsUSBS Pictured: Could it be Boris in ‘Lockdown - the Musical’?

26 Independent Schools Magazine Advertisement Sales: 01242 259249 .pdf 1 11012021 1342

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Music, Drama & Dance Drama thrives through pandemic Drama at Dauntsey’s School, pupils had to be socially distanced Wiltshire, continued to thrive in at all times, while the audience spite of the restrictions imposed configuration had to ensure seating by the Covid 19 pandemic. The was ‘bubbled’ by year group and School’s Drama department found by House. In spite of several creative ways of continuing to rehearsals being conducted via involve pupils in Drama, whether Microsoft Teams, the end result they were at home due to saw the cast cultivate relatable and lockdown, or in school with social three-dimensional characters, each distancing measures in place. of them learning a large number of Last term, when pupils and staff lines in a short timescale. were in school, Dauntsey’s staged Following this success, the its first socially distanced drama Drama Department released its production, Chatroom, a play by first binaural audio performance Enda Walsh. A powerful depiction entitled The Crossing. Binaural is of modern-day isolation and a method of recording sound that the power of technology, the uses two microphones, arranged to offering, Dauntsey’s has launched missed being able to run our plot depicts five young people create a three-dimensional stereo LAMDA (London Academy of Music usual programme of creating and who meet on the internet and sound sensation of actually being and Dramatic Arts) and more than performing Drama through the encourage each other’s bad in the room with the performers. 40 pupils have opted for on-line pandemic. Pupils and staff have behaviour. The cast required was The production was devised and lessons with first examinations been committed to delivering small, enabling social distancing produced by twenty Sixth Formers, performances, in spite of the scheduled for the Summer. on-stage, while a team of pupils in response to a true story about many obstacles we face and I from Second Form through to the human trafficking. The Crossing Chris Walker, Head of Drama, am immensely proud of the two Upper Sixth were responsible for was created whilst adhering to Dauntsey’s said: “The performing productions we have pulled stage design, lighting and sound. social distancing guidelines. arts are part of the fabric of life together under very difficult Casting two ‘bubbles’ meant that As a means of extending its drama at Dauntsey’s and we have all circumstances”. Livestream dance 30th virtual and drama lessons music concert St Peter’s 8-13, Yorkshire also (perhaps more importantly) celebrated their 30th Virtualosity a way for members of the wider Concert recently. school community to come The Virtualosity concert series together. was first launched in March “Each week we see staff, 2020, to give pupils at St parents, grandparents, aunts Peter’s 8-13 the opportunity to and uncles ‘zooming’ in, and perform in front of an audience it is so wonderful to think that at home. The concerts proved for those 30 minutes, the miles so popular that they continued disappear, and we are attending in the autumn term and have a concert together. My thanks become a weekly highlight for to our amazing team of pupils and parents. instrumental and vocal teachers The concerts are streamed via and to the children for concerts During the lockdown, the Downe dance lessons. Each workshop is Zoom every Friday lunchtime, that have been jam packed House, Berkshire, Drama and Dance designed to get everyone dancing and since the concert series with enthusiastic, talented, Department livestreamed dance along to fun, upbeat music from began there have been 359 expressive music.” lessons and recorded drama lessons the comfort of their own homes. solos, 175 different pupil Andy Falconer, Head of St for both Infant and Junior pupils Parents, guardians and siblings are soloists, 10 staff solos, 18 Peter’s 8-13, said: “It’s hard to at prep schools and local primary also encouraged to join in, so the different instruments, 7 parent believe that Mrs Craven came schools. workshops can also act as a fun appearances, 117 performers in up with this idea at the start In the first week, over 110 family activity which everyone can ensembles and 18 ensembles. of the first lockdown, and here boys and girls from seven local participate in!’ 750 minutes of live music have we are 359 performances later! primary schools and fifteen prep been performed over Zoom On the drama front, the Drama I’ve been astounded at the way schools across the UK joined the or sent out on YouTube, with the musical life of the school Scholars at Downe House created a livestreamed lessons. The dance a combined total of 1,687 has managed to continue both series of four pre-recorded Drama lessons were taught by Miss YouTube views. remotely and also last term lessons, two for the Infant age Olivia Ward, pictured, the Head Holly Craven, Director of within year group bubbles. group and two for Juniors. of Extra Curricular Dance who Music at St Peter’s 8-13, said: This has allowed the children said, ‘I am absolutely delighted If any primary or prep schools “When the first lockdown was the opportunity to continue to be running such an exciting would like to join in the Dance announced, it seemed vital to playing in ensembles as well as outreach opportunity for so many and Drama programme for the us to provide something that performing in front of friends, children who may not currently second half of term, please email allowed live performances, but family and staff.” be able to access extra-curricular [email protected]

28 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Competition launches to showcase young people’s art to world leaders at COP26 – still time to enter! An art competition for young and launched in collaboration Sharma in Spring 2021. Special How To Take Part people across the UK has with the WWF to encourage prizes will be awarded for the • To enter the Creative Earth launched, with the winners young people to use the power best artwork in each age group competition, visit the having their artwork displayed of art to capture their hopes 8 years and under; 9-12 years; competition website to at the COP26 Climate Change and dreams for the planet in the 13-16 years. Judges will also download the circle template. conference this year in Glasgow. future. select the best pieces to be • Entrants can use the template displayed at the COP26 summit in whatever way they choose; The Creative Earth competition Creative Earth artwork entries in November this year. either print the template out is part of a UK Government will be judged by a celebrity and draw directly onto it, use initiative, Together for our Planet, panel and COP26 President Alok Alok Sharma, COP26 President computer software to create a said: “Across the world, young graphic or draw the circle onto people are leading the call for an A4 sheet of paper. climate action and we want to make sure this is properly • Whether it is green forests recognised at COP26 in Glasgow. and garden cities, clear skies and wind turbines, or oceans That is why I hope young people teeming with life, children from across the country will seize are being invited to paint, this opportunity to showcase their draw or design a piece of art vision for a greener future.” that depicts how they would The Together For Our Planet like our planet to look in the campaign aims to work with future. businesses, civil society groups, • All entries must be submitted, schools and the public across along with a completed entry the UK to help build awareness form and a competition form around the importance of tackling signed by a parent or guardian, climate change in the run up to before 11.50pm on Monday 5th the COP26. April 2021. https://together-for-our-planet.ukcop26.org/creative-earth

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 29 Advertorial Feature BUILDING WORKS IN EDUCATIONAL SETTINGS Building works at school premises can take on many forms, from maintenance and refurbishment of buildings to extensions and new buildings. The maintenance works and some refurbishment works may be carried out by inhouse teams, whereas with extensions and new builds, most schools will employ contractors to complete them.

With works being carried out on site there is an increased risk of damage At the very least, all schools should have in place a hot works permit to property or injury to persons and you have duties under the Health system. This document will ensure that contractors (or your inhouse and Safety at Work Act 1974 to ensure a safe working environment. maintenance team) obtain permission from an authorised person You also have responsibilities under the Construction (Design and before starting work and fire prevention precautions are taken. Management) Regulations 2015 (CDM 2015). Building Works Contracts Risk assessments and sharing information The JCT Minor Building Works Contract is often used as the basis of The Management of Health and Safety at Work Regulations 1999 the agreement between the school and the building contractor for reinforce the 1974 Act and places explicit responsibilities on employers; smaller works. Although the JCT do not set a limit, the works are the main duty being to undertake risk assessments to identify potential typically less than £500,000. The 2016 agreement is the latest issue. hazards to employee health and safety and anyone who may be affected The agreement includes reference to insurance, and it is important by their work activity. to check who is responsible for the insurances for the property whilst under construction. In addition, who is responsible for insuring the Employees, including temporary employees and contractors, must be existing structure, if the works are an extension or refurbishment provided with all necessary safety information in an understandable programme. The clauses are: format. Where employers are sharing premises with another employer, such as when contractors are on site, it is necessary for the employers • Clause 5.4A – Works insurance by Contractor in Joint Names to co-operate and co-ordinate health and safety activities. The risk • Clause 5.4B – Works and existing structures insurance by Employer assessments and preventative measures should be shared and agreed in Joint Names between the employers. • Clause 5.4C – Works and existing structures insurance by other means For schools, it is important that safeguarding risk assessments are included. The safeguarding measures likely to be considered will include For larger works the JCT Intermediate or JCT standard Building the following: Contracts may be used or the JCT Design and Build Contract. These all include insurance provisions, and it is wise to seek your broker’s input • Segregate – to avoid contact between contractors and pupils regarding the insurances you require. • Supervise – to supervise any contact that does take place with a member of staff or a suitably vetted volunteer Joint Code of Practice The Joint Code of Practice on the protection from Fire on • Code of conduct – to require contractors to observe a code of conduct Construction Sites and Buildings Undergoing Renovation was first • Regulate Access – to regulate access to the premises introduced in 1992 and is now in its ninth addition (2015). As its • Checks – to undertake checks where appropriate name suggests, the objective of the Code is the prevention of fire on construction sites. The code covers activities carried out prior to and Fire risks during the procurement, construction, and design process. Fire risks are significantly increased when hot works are undertaken and so these works need particular scrutiny. Hot works can involve several For large projects that exceed £2.5m compliance with the joint code activities such as plumbing with the use of heat guns and blow torches, of practice is a requirement of insurance companies. In circumstances roofing activities using torches and bitumen burners, and grinding and where fire risk is considered high, this threshold can be reduced. cutting processes or use of flame cutting tools. Useful link Under section 2 and 3 of the Health and Safety at Work Act 1974 HSE explanation of responsibilities under the Construction (Design and controlling the hot works activity is not for the contractor alone, as Management) Regulations 2015 (CDM 2015): the responsibility is shared by the school. https://www.hse.gov.uk/construction/cdm/2015/commercial-clients.htm

Author: Mark Rose, Cert CII Account Executive at Hayes Parsons Insurance Brokers 07841 430 237 | [email protected]

30 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Advertorial Feature BUILDING WORKS IN EDUCATIONAL SETTINGS Have you considered a modular eco-building to add facilities at your school?

TG Escapes bespoke timber framed buildings are used for a myriad of purposes including canteens, offices, sports facilities, studios and chapels, as well as classrooms and early years provision. They range in size from single room service is turnkey which means one buildings up to two story multi all-inclusive price including: classroom blocks accommodating • Planning permission/ building hundreds of students. The buildings regulations include: • Foundations and clearance • Best in class active ventilation to • Service connections maintain healthy air circulation Energy-efficient technology can • Energy efficient technology to deliver a building that is net-zero in reduce running costs operation. Solar energy, sun pipes • Biophilic design connecting to living roofs and smart lighting are nature for improved well-being available. • To engage students in the and date of planting and includes challenges facing the planet and a picture of both the tree and the • Offsite construction minimising The eco-friendly designs enhance increase their awareness of the farmer taking care of it. Students disruption cost and risk well-being by following biophilic need for sustainable living will be able to virtually travel to design principles: • Tree planting program engaging their trees using Treetracker, an • To help support schools in students in sustainability • incorporate natural elements app and web application utilising their Rights Respecting Schools amazing satellite maps, allowing “Working with TG Escapes was a • provide easy access to the agenda by supporting farmers them to see the trees and even very positive experience.” outdoors and their families in Uganda ‘chat’ to them. David Leen, Bursar • use materials and textures that • To offset a proportion of a TG Escapes have built over 700 Holy Cross Prep School reflect those in nature school’s carbon emissions - each Eco Buildings in 12 years, are • maximise penetration of, and tree will absorb 250Kg of CO2 Each building is a bespoke design members of Construction Line exposure to natural light over its lifetime by Metropolis Architects completed Gold, partners with the Institute in a variety of finishes including • provide a healthy level of interior Each tree that is planted under the of School Business Leadership, timber, composite cladding or air quality EcoMatcher scheme is recorded and customers score 4.9 out of 5, render in a range of colours, • provide views of the natural by an app which logs the location based on 154 reviews. and brick slips. The fast modular world outside process uses offsite construction to minimise time and disruption “The facility is a vast improvement on site, ensuring educational on our previous canteen and also the space can be used outside continuity and cost certainty. service times.” Smaller buildings can be completed on site in as little as 6 weeks and Matt Devereux, Facilities Manager larger buildings can cost just £1500 St Bernard’s School 2. per m TG Escapes also plant trees on Author: Mark Rose, Cert CII Every project starts with a FREE behalf of school customers. The Account Executive at Hayes Parsons Insurance Brokers site visit and building design. The project has three aims: 07841 430 237 | [email protected] For more information call 0800 917 7726 or [email protected]

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 31 Are independent schools managing their risks effectively? Faith Kitchen - Heritage & Education Director at Ecclesiastical Insurance discusses the challenges educational establishments face when managing their risks.

The education sector is constantly the potential impact of all types In 2020, Ecclesiastical worked with under strain from new challenges of risk, at all levels, so educational independent and state schools and threats which go beyond just establishments can manage their as part of a panel to help create managing the day-to-day running risks. But trying to find resources the Education Risk Barometer. of an educational establishment. and tools can be both challenging This report highlighted that 79 Protecting property, assets, staff and time consuming. percent of teachers agree that risk and students is key to providing So at Ecclesiastical we have created management is key to creating a education for students. Preserving 2 the Hub for Education, an online safe environment . reputation, protecting staff and resource that places our risk Explore the Hub for Education students from cyber threats and expertise and key risk information managing their mental health and to identify and manage both all in one place, and where wellbeing is essential for longevity. strategic and operational risks to independent schools can access build resilience today and prepare With so many risks, how relevant and reliable risk guidance. for the challenges of tomorrow. does an educational As one of the leading insurers of The hub provides risk guidance, establishment protect schools in the UK1 our commitment insights and self-assessment themselves? to support schools with insurance tools along with guidance and The risk landscape is constantly solutions spans more than 65 years. templates to help manage risks at changing especially with the impact We understand the challenges a strategic level. of COVID-19 which has turned the independent schools find themselves To join the Hub visit: education sector upside down. So in when trying to identify, mitigate www.ecclesiastical.com/ISM to it is vital to keep up-to-date with and manage their risks. sign-up, or contact your broker.

1. Named by brokers as the best provider of insurance for Charities, Education and Commercial Heritage for the last 13 years running. Ecclesiastical FWD broker opinion surveys 2007 to 2020. 2. Ecclesiastical Education Risk Barometer 2020 Prep school expands to GCSE Copthorne Prep School, Sussex “What parents tell us they need will have an excellent set of – featured in recent snow as the now is a quality, senior school qualifications that reflect their background cover image on this alternative if moving on to one hard work. They will also have issue – has announced that pupils of the increasingly academically benefited from a wide range of starting Year 7 in September 2021 selective independent schools other opportunities to develop will have the chance to be the is not right for their child. As their skills, talents and interests school’s first-ever GCSE students much as we celebrate the 50% in a nurturing environment in its 120-year history. of our pupils who move on with where their physical and mental scholarships to these schools, we wellbeing is as important as their Currently a Nursery, Pre-Prep and know that our other pupils have academic results.” Prep school for children from just as much potential to succeed 2-13, Copthorne will expand year Copthorne Senior School will given the right environment. on year from September to offer offer small class sizes, of no children who wish to join other an all-through education right up “By expanding our provision to more than 20 pupils, where every to Year 11. Copthorne’s first GCSE offer GCSEs, Copthorne Senior pupil is well-known, supported independent schools will leave exams will be in 2026. School will provide an ambitious and catered for. There will be a Copthorne at 11+, and those who environment for pupils to move maximum of 200 pupils in the remain will stay and take their Headmaster Chris Jones, pictured, on to from our prep school, or senior school at capacity. said: “Copthorne is a school which GCSEs at Copthorne. into from other local primary prides itself on developing pupils’ Children currently in Year 6 who schools. We are fortunate that Senior school places for external confidence, providing opportunity remain at Copthorne in September most of our Department Heads are candidates will be offered and realising pupils’ potential. 2021 will have the choice to stay already secondary-school trained after a combination of formal We are also a school that has at Copthorne until Year 11, or will and have experience teaching up continually adapted throughout be supported for 13+ entry to assessment, interviews and to GCSE level. our 120-year history to meet the other senior schools if that is their groupwork with an emphasis on changing needs of our parents. When they leave us at 16, pupils aim. From 2022, it is likely that the potential of the whole child.

32 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] ‘Motivating young people to engage more regularly with acts of responsibility, kindness and community can foster a stronger sense of self-leadership’ Pupils as leaders - It is not all about wearing a badge How can we help our youth to develop their leadership skills and behaviours? When pupils are given leadership roles in school they mature quicker. Yet, pupils perceive leadership as a relational process rather than solely involving someone in a formal badge-wearing position. To explore pupil leadership perceptions and its relationship to wellbeing and hope, sense of school membership and academic self-regulation, a research study was conducted at Sevenoaks School by Dr. Ceri Sims (Chartered Psychologist, Buckinghamshire New University) and Paul Thompson (Head of Geography, Sevenoaks School, Kent - pictured). The survey was completed by just under 250 pupils. The key expectations were that feeling hopeful about the future. informal leadership behaviours may This research has been published higher levels of perceived leadership Only those with higher formal be just as important, if not more so, in Innovate: Journal of the would predict a higher sense leadership self-perceptions reported as being selected to wear a badge. Institute of Teaching and Learning of belonging and internal self- having higher levels of hope. The Encouraging pupils to develop (November 2020) and is accepted regulation, which in turn predict hope scale measured Snyder’s hope their goals and supporting them to as a presentation at the European higher levels of both hope and theory (Snyder et al., 1991), whereby develop strategies, the willpower Congress of Positive Psychology student wellbeing. and the confidence to achieve them having high hope involves setting taking place in Iceland in 2022. The results showed that more goals, developing pathways could provide another route. The longer-term aim is to promote experiencing formal leadership to achieve them and having agency Motivating young people to the understanding of these links positions was associated with self-beliefs to motivate them to use engage more regularly with acts having more leadership identity and those strategies to reach their goals. of responsibility, kindness and between leadership self-beliefs, responsibility, as well as a stronger community can foster a stronger providing opportunities for everyday sense of school membership. Furthermore, leadership identity, sense of self-leadership. Students leadership and the important role However, of particular interest perceived school membership, with high hope typically are more this has for student wellbeing is that students who regarded academic self-regulation and hope optimistic, they focus on success – pupils seeing themselves as themselves as someone who shows all predicted students’ wellbeing. A rather than failure when pursuing independent self-regulators as well informal leadership behaviours, such high level of hope bears a strong 1. Named by brokers as the best provider of insurance for Charities, Education and Commercial Heritage for the last 13 years running. Ecclesiastical FWD broker opinion surveys 2007 to 2020. as community service, mentoring, relationship to wellbeing. Thus, goals and they perceive themselves as connected to a bigger community 2. Ecclesiastical Education Risk Barometer 2020 helping others and involvement encouraging pupils to develop their as capable of solving problems and within the school. informal leadership identities and tend to experience more purpose in organising school events or Moreover, if we can harness activities, also had higher leadership behaviours may be a key ingredient in life. Moreover, secondary schools students’ hope for the future, they identity, responsibility perceptions for increasing hope and improving can find ways, perhaps through are prepared to handle the many and an increased sense of school wellbeing in young people at school. PSHE classes, to communicate belonging. In fact, seeing oneself as The findings suggest that formal the message that leadership is challenges and obstacles that life a leader through everyday informal roles might not be the key driver for in everyone, by making use of will throw at them and thus will behaviours was more important than student leadership and that building everyday opportunities and informal more confidently continue to pursue wearing a badge when it came to a leadership identity through leadership experiences. their goals and ambitions in life.

More information on this study can be found in Innovate, the annual academic journal from the Institute for Teaching and Learning: www.sevenoaksschool.org/teachinglearning/research/innovate

October 2019 online February 2020 This magazine, and back issues, are available 24/7 to read or download, visit: Chair Head Bursar Registrar Staffroom School Office ...the professional journal for Management & Staff Chair Head Bursar Registrar Staffroom School Office www.independentschoolsmagazine.co.uk/view-issues.html ...the professional journal for Management & Staff You can receive notification of future issues immediately they are published – simply register your email address here: www.independentschoolsmagazine.co.uk (Your email address will never be sold on or otherwise made available to third parties and you can cancel at any time) There is no charge for these online e-magazines, thanks to the support of:

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 33 Advertorial Feature

The project won Somerset Building Control Partnership’s Educational Building of the Year Award

Game on Investment in state-of-the-art tensioned membrane buildings has put the leading independent school, Millfield, at the forefront of school cricket and golf facilities.

Millfield School is the first school than traditional sports buildings – compared to steel or brick is 10 times better than building in the UK to install not one, but both Millfield projects completed buildings, minimise waste to landfill regulations limits, create highly two ground-breaking tensioned within just seven months – and due to reduced foundations and thermally efficient buildings to membrane buildings from Paragon considerably more cost-effective prefabrication, and result in low significantly reduce running costs. Structures, specialist providers to too, with up to 40 per cent cheaper construction site traffic. They have “Paragon Structures has taken our the sport and education sectors. capital costs. also achieved a BREEAM rating of golf and cricket facilities to the “When your school’s mission Excellent. With vast clear-span interiors, next level. I’m blown away by the is to be a world leader for the generous roof heights and Meanwhile, superior insulation results. Compared to traditional development of children and translucent daylight panels that combined with the airtightness constructions, Paragon’s sprung offer them outstanding sporting flood the space with natural light, of the membrane design, which structure solution was unbeatable; opportunities, you need to take they provide the ideal playing we essentially ended up with two a step into the unknown and environment for both training and challenge what’s gone before. It competitions. new buildings for the price of one was a gamble that’s certainly paid traditionally-built, all delivered in The new Millfield Indoor Cricket off,” says Neil Chapillon, Head of just seven months from start to Centre features PitchVision Estates at Millfield School. finish,” says Chapillon. technology on three lanes, a 4G The award-winning golf and cricket fielding area, three adaptable structures have been endorsed by bowling and batting surfaces, as leading cricket and golfing figures, well as five nets and an expansive including David Graveney MBE 22-metre run-up. (former England Chairman of Selectors and current ECB National The John Graveney Golf Centre Performance Manager) and Sophie includes six practice bays with the Keech (Women’s Professional opportunity to hit balls from the Golfer), and facilitate year-round inside to outside. A further six practice for pupils and the wider practice bays, an 81sq m Huxley sporting community, including putting green and the use of the English Cricket Board for its the GC Quad Ball Monitor, allow coaching and umpire courses. players to have feedback on all shots, including putting. Using patented technology, Paragon’s insulated tensioned Entirely bespoke, the sports membrane buildings are a viable buildings are made with solution for schools looking for environmentally-friendly materials a sustainable and cost-effective including an aluminium frame, sports facility. The structures are which is 100% recyclable. They significantly quicker to construct use low carbon footprint materials www.paragonstructures.com

34 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] Striking new build for 200-year-old school Modular construction specialist library also boasts large floor- Darwin Group has delivered a new to-ceiling windows, flooding the pre-prep and nursery building for interior with natural daylight. Eagle House School in Sandhurst, When the school delivered online Berkshire. education and looked after A 535 sq. m development for Eagle key workers’ children at school House School, Berkshire, includes during summer 2020, in response a brand-new wing for nursery to the COVID-19 pandemic, and reception classes, as well as the programme of works was a complete refurbishment of the accelerated to take advantage of the original building for Year 1 and opportunity to build whilst many Year 2. fewer children were in school. £3m development scheme The new build houses seven The development is the first part of A tiered music and drama additional classrooms, a library, a large renovation being delivered amphitheatre, new spacious break-out teaching spaces, new for Eagle House School, with work classrooms and changing facilities toilets and a creative space. now underway on an extension, – just some of the features to be which will house a new music school completed by the end of the school The original main school building, due for completion this Spring. The year at Hertfordshire’s York House first rented by Eagle House School space will be used for rehearsals, School. in 1886, has red brickwork and large small performances and pre-prep windows. Designers at modular Having seen a steady growth in group activities. construction specialist Darwin Group the numbers of pupils attending worked closely with the school to Darwin Group aims to create the school over the last few years, create a concept that blended the buildings that minimise the state of the art new buildings traditional and modern elements of environmental impact and is will allow children to benefit from both exteriors together. committed to minimising waste greater, high quality learning spaces and consumption of resources. As and co-curricular opportunities, The solution was to use stone a result, Eagle House School’s new with cutting-edge music and drama cornices and a pitched tiled roof building has achieved a ‘Very Good’ facilities and the addition of a to tastefully mirror the original BREEAM rating, meaning the school specialist English teaching room. architecture of the main building. music room is also a welcome could save approximately 15.55% of Jon Gray, Headmaster, pictured, Eagle House School’s new pre-prep feature as this will increase visibility its CO2 output. said, “The school has been co- of the subject itself and provide Malcolm Young, Bursar at Eagle ed for approaching a decade a light, airy and modern space to House School, said: “The staff and and we now have well over 100 practice and perform in.” pupils absolutely love their new girls on site, so the four new premises that are light, airy, spacious, changing rooms will be a welcome The project is currently running to well-appointed and fun to be in. We addition for all children. We are schedule and is set to be completed are thoroughly looking forward to particularly excited about the by late summer 2021, with children showing prospective parents around tiered performance area, which benefiting from the new facilities in future as the new build greatly we’ll also use for house meetings from the start of the new academic enhances our whole school.” and assemblies. The double height year in September 2021. State of the art senior school and Sixth Form building mark 25th anniversary Fulham School, London, has The building has been named after for independent study that offers unveiled its new Jane Emmett the founder of Fulham School, Jane a more mature style of learning for Building in Chesilton Road, Emmett, who is still actively involved Years nine to 13. London, hosting students from in school life and sits as a Governor Located in a residential street but year nine and upwards. on the school’s board. close to the vibrant shops and Launched in the school’s 25th The site offers a range of integrated cafes of Fulham Road, students anniversary year, the new facility facilities to provide the best will be able to use the surrounding is also set to cater for its first- environment for learning and amenities during lunch breaks ever Sixth Form provision from personal development. The new and after school, as well as take September 2021. features include lighting that gives advantage of the additional sports optimum intensity levels for the and exercise options available, such our students in years nine and above classroom and colour schemes as rowing on the Thames, cycle as they become more independent. that instil a positive, calming and studios, climbing walls and access Despite the challenges presented homely environment, as well as to Fulham School’s football and by opening a new school building supporting alertness and creativity. rugby fields. in the middle of a pandemic, I’m There is also acoustic treatment in Chris Cockerill, Head of Fulham extremely proud that when our place to provide further clarity in Senior, pictured, said: “Every detail students returned on the 8th March, the space, ergonomically designed of Jane Emmett Building has been they were able to jump straight back furniture both inside and outside meticulously designed to create an into physical learning in a new, state the classroom, and numerous areas elevated learning environment for of the art facility”.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 35 The Digest Time for a Sea Shanty!

Andrew Wicks Andrew Wicks Creative Creative School Prospectus & Brochure Design Website & Email Design

Infographics West Buckland School, Devon, music department is well known for producing outstanding musical productions and staff and pupils alike have www.andrew-wicks.co.uk all missed the glorious sound of choirs and orchestras practicing during lunch breaks and after school and the thrill of live performances. To mark half-term, the school’s music staff brought out their excellent version of the famous sea shanty, The Wellerman. Pictured: (Top left) Nick Smith, Director of Music; (top right) Guy Monk, Head of EAL; (bottom left) Michael Bairstow, Head of Academic Music; (bottom right) Dominic Carter, Head of Prep Music Safe Sanitisation of Schools is Essential As one Deputy Head told us recently, “Sanitising a school is an enormous task; the advantage of using MicroSafe® is that large areas can be sanitised with no impact on the learning or safety of the students, staff or equipment.” Non-toxic, non-corrosive but highly effective, MicroSafe can be safely fogged, efficiently reaching every nook and cranny, leaving no harmful residue and requiring no wiping; reducing the quantity required and labour time. MicroSafe sets the gold standard in disinfectants making it ideal for use in school settings where it is safe to be used in all areas such as classrooms, labs, kitchens and dining halls as well as for general disinfection application. MicroSafe is 99.9999% effective in killing pathogens including viruses like Coronavirus and Norovirus with a 30 seconds’ contact time and has a proven track record of combatting epidemics around the world. Purazine is offering schools Covid prevention sanitisation advice. For a free consultation email [email protected] or call +44(0)3300880660.

www.purazine.co.uk The ISM Digest Cost-effective way to keep your business details in front of decision-makers in the independent Heads Hunted school sector month after month. Among the upcoming head Attractive series rates. and principal appointments: Lorenden Prep School Kent Please contact Sacred Heart School Sussex If you would like mention made of your upcoming head or Sean McKeon 01242 259249 principal appointment for which applications are sought [email protected] please let us know – there is no charge for a listing.

36 Independent Schools Magazine Advertisement Sales: 01242 259249 [email protected] “The chance for games staff to work alongside such expert practitioners, is a form of CPD that is worth its weight in gold...” Two new acquisitions Schools partner with Spurs Chatsworth Schools has announced the acquisition of Riverston School After months of lead-up with fears of the impact of and Beech Hall School from The COVID hanging over both the sporting and education Riverston Group. The acquisitions sectors, the Mill Hill School Foundation launched a new take the number of schools and nurseries in the Chatsworth Schools partnership with Tottenham Hotspur. Tottenham Hotspur family to fourteen. Global Football Development coaches now provide a Chatsworth has also appointed bespoke coaching programme, to support the delivery Professor Michael Lewis, Chairman of football throughout The Foundation. James Bedford, of The Riverston Group as a Head of Football Mill Hill School and The Mount, Mill Hill Governor of Chatsworth Schools. International reports... James Bedford Riverston School is a London based small co-educational and non- The link was first explored by Lotte It is important to us that this Launching this partnership during a selective School which celebrated its Goldthorpe, Director of Sport at partnership reaches a range pandemic has required flexibility and 90th anniversary in 2016. The School our prep school, Belmont. After of pupils. We strive to run an understanding from all parties, and has become synonymous with its she had laid the groundwork for inclusive games programme, with the ability to think on our feet. Prior ability to support children with the partnership, we were able to opportunities to participate and to Christmas, we were preparing for moderate learning needs in a caring increase the scope of the project to compete across the range of ages a launch in January with pupils in environment and was acquired by ensure it was a cross-foundation and abilities. Fundamental to the school and out on the pitch. In a the Lewis family in 1956. Riverston James Bedford venture, with all footballers within success of the partnership will be matter of days, these plans went out School has a Nursery and Early our group of schools set to benefit. ensuring that the benefits reach of the window and instead we set Years Department for children aged The idea that all schools within all of our footballers, and not just about forming a plan for live online 9 months to 4 years and a Senior The Foundation can work closely those who are currently the most sessions that pupils could access School for children aged 11 –19. proficient. together to provide pupils with a from home, regardless of the space Beech Hall is a non-selective high-quality sporting experience In part, we hope this can be or equipment available to them. school for boys and girls aged 6 and a clear, connected pathway achieved by the impact of the Our experiences of online teaching months to 16 years situated on from prep school to Sixth Form, partnership on our staff. The from the past year have aided this, a nineteen-acre site on the edge was one of the key motivators chance for our games staff to with a solid understanding of the of the Peak District. The school throughout. work alongside such expert technological requirements and provides a child-centered approach methods for delivering a live activity Having introduced football as a Core practitioners, is a form of CPD to education with a balanced focus to a large group of pupils. The Sport at our senior school, Mill Hill that is worth its weight in gold. on academic attainment, sporting use of projectors, cameras and big School, less than four years ago, the Through co-coaching games and opportunities, individual strengths screens has meant we can deliver partnership gives us an opportunity training sessions, those members and traditional values. in real-time to pupils practising at to further develop the sport, of our staff working with the home, whilst giving feedback to ensuring we are able to provide coaches from Spurs will have a Expansion looms unique opportunity to experience those relaying their live video back pupils with a positive, challenging Arnold House School, London, will some of the methods utilised at an to us. Combined with the technical and enjoyable experience of the expand their early years provision elite club. Alongside more bespoke expertise and enthusiasm of the game. It supplements our existing in September by launching a CPD opportunities afforded by coaches from Spurs, this has enabled partnerships programme which Reception class (4+) and a Pre- the partnership, our staff can us to continue to deliver high- spans across our other Core Sports, Reception class (3+), thus becoming reflect on these experiences and quality learning around individual such as rugby, hockey, netball, an Independent School for boys identify how they might develop skill, even whilst pupils have been and cricket, and includes Saracens aged 3 through to 13. confined to their homes during Rugby, Middlesex Cricket and their own coaching and support in our environment. This represents lockdown. These live lessons have In order to facilitate this Hampstead & Westminster Hockey a continual opportunity for certainly whetted the appetites of expansion, the Governors have Club. We encourage all our pupils to progression that means our staff can our pupils to get back on the pitch acquired the freehold ownership take a multi-sports perspective and develop their skillset to the same and to put what they have learned of The Huxley Building, 38 providing high-quality opportunities extent as the players. in the last few weeks into practice. Marlborough Place, just a few across our Core Sports is essential to minutes’ walk from the existing facilitating that. school site in Loudoun Road. The Global Football Development The Huxley Building (named after Programme works with schools, renowned biologist and educator colleges and universities, across a Thomas Henry Huxley who lived range of pupil ages in the UK and there in the late 1800s) is a abroad. Their understanding of Victorian property dating from overseas markets and experience c.1840 which retains many features in delivering across nationalities that are synonymous with Arnold and cultures is an asset, given the House’s existing school buildings. interest of our boarding pupils in Having been previously utilised football and the Premier League. as a teacher training school, it is Pupils at our international school, comprised of spacious classrooms, The Mount, Mill Hill International, offices, a beautiful drawing room will also have access to the leading onto a mature garden and programme through games sessions all the required facilities needed for with the senior school. early years education.

Advertisement Sales: 01242 259249 [email protected] Independent Schools Magazine 37 Making up for lost time Wrekin School, Shropshire, head Tim Firth presents his Top Tips for students and staff as schools return to face-to-face teaching and seek to make up any lost ground...

1. Fred Egerton, Prefect, said has been lost then there’s less to active, up there in front of the class unchallenged in a comfort zone. in Assembly online last week: make up. will also socialise them faster (and 9. Over summer, pupils should ‘’Ensure you are exactly where you alienation has been another danger 3. Pupils have been disadvantaged take an activity that sees them wanted to be if the pandemic had of lockdown). not being in lessons with other involved in teams: sport, theatre, not happened.’ This is great advice. pupils in the real world. The biggest 6. If we are worried about the need He told pupils to get out of their music – anything to socialise. The single thing they can do to make to catch pupils up over summer, comfort zones and not use the real problem of the pandemic has up lost time is to read: read, read, then the army of recently retired pandemic as an excuse for being not been pupils getting behind read. Nearly all exams right up teachers could be enlisted to take off the pace: very good, tough academically, but getting behind as to A level, with the exceptions of classes across the summer vacation. advice. We can externalise faults people getting ready to leave home, Maths, Chemistry and Physics, are I suspect strongly that these folk to an extent it’s true that we are which in essence is what school is essentially a literacy test. Reading would help out and for a very held back, but you must not make for. They should travel, too, if at can be done alone and all summer. reasonable rate. the mistake of thinking: it’s out of all possible, to get their confidence Reading almost anything, and my hands. 7. Speaking of concerns about back for being out and about plenty of it, will go a long way to pupils who haven’t socialised 2. The next thing to bear in mind improving a pupil’s literacy and get independently, whether this is going together, schools should arrange is that so many have been affected, them ready for Sept. ‘21. abroad or on a local bus, anything more assemblies, tutor group and so you are not suffering or failing to become a bit independent. 4. Reading will also offer useful community activities than usual, alone. It is true that some pupils decompression away from those and, again, some of these should 10. Pupils have been starved of the have been worse off than others screens that too often hold bitesize be run by the pupils so their voice is chance to get work experience or across the world depending on information and mitigate against heard and they practise interaction. a paid job. Getting hold of one or their access to technology, their ‘deep reading’ so important when it both of these opportunities would school culture, the extent to which 8. I would recommend debating comes to the depth of analysis it is be the best way to quickly future unions have (quite wrongly in my as an exercise on return. It would imperative to practice if you want proof themselves for employment. view) stopped teachers teaching, serve three functions; make pupils to score higher marks in exams, or, but it was always thus: education active academically; get them For the last few, and the next few, more importantly, think better. has of course never been a level working together and take place years grades in school exams and playing field. Exam grades are 5. Teachers should ask pupils to in front of big crowds (pupils have university degrees won’t be nearly being adjusted so that pupils aren’t teach topics to the class, to ensure hidden away for a year) and lead to so helpful to employers as indicators disadvantaged; indeed, we all know they are made active and recover healthy, live arguments where safe of suitability and success in the most will be advantaged in not from the potential passivity of being spaces are not allowed and views workplace as paper rounds you held sitting exams. The Government has, online and letting the teacher get are not ‘no platformed’. The danger down at school whilst captaining and quite rightly, made the best of on with it (which has been a real online is that pupils remain in echo sports teams or directing plays, or a bad job and ensured that if time danger in lockdown). Having pupils chambers and click away for hours preferably both.

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

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