Would You Choose a School by Its Uniform?

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Christ’s Hospital

Would you choose a school by its uniform?

Pupils at St Margaret’s What you wear at school is as important as what you learn, says Katrina Schollenberger

rom boaters to blazers, but must abide by St margaret’s stand- parents are ever keen for ards. therefore, skirts cannot be their children to look short, shirts or blouses must be worn smart and professional. with collars, and flip-flops and train- but how much influence ers are strictly off the curriculum. by Fdoes a uniform have over the choice introducing the rules, girls will be less of a school? distracted and look more profession- the purpose of a uniform is to pro- al, claims hardy. vide order and certainty among stu- boys, it seems, are easier to police. dents, but some fashion-conscious ‘I spent 10 years working in an all- pupils flout the rules by altering the boys’ environment,’ says hardy, ‘and length and style. At the start of the uniform wasn’t an issue beyond get- current school term, 56 pupils were ting them to tuck in their shirts and sent home from Djanogly City Acad- fix their ties.’ emy in Nottingham for wearing the the uniform issue is a hot debate. wrong shoes. Some parents say they diminish a rose hardy, headmistress at child’s individuality and development St margaret’s School in bushey, hert- of personality; others argue it teaches fordshire, has been criticised for in- children the importance of dressing troducing a new set of dress rules for smartly in formal situations. It’s un- sixth-form pupils this year. the girls deniable, however, that uniform re- are permitted to wear what they like, flects what a school is all about. ■ w

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Christ’s hospital Uniform introduced in: 1552 Alumni: Thomas Barnes, William Camden, Samuel Taylor Coleridge Style: The distinctive uniform is the oldest in the country, virtually unchanged in over 460 years: long navy blue coat, white band at the neck, bright yellow socks. Girls wear a pleated skirt under the coat; boys wear breeches. The buttons on the coat depict the founder of the school, King Edward VI. Despite the uniform’s old-fashioned look, students are proud to wear it.

Garden house Uniform introduced in: 1951 Alumni: Lady Margarita Armstrong-Jones Style: A co-educational day school in Chelsea, considered one of the most prestigious in London, Garden House boys and girls share facilities but are taught separately. Uniforms are in tones of blue, grey and white. Girls wear blue overcoats, grey scarves and blue berets, while boys wear blue blazers and grey ties.

oundle Uniform introduced in: Early 1900s Alumni: Richard Dawkins, Sir Peter Scott, Cecil Lewis, Charles Wintour Style: A leading independent co-educational boarding and day school, Oundle is located in Northamptonshire. The uniform for girls includes a navy blazer, white collared shirt and long, fetching pinstriped culottes. The girls say that the longer the culottes are, the more fashionable.

harrow sChool Uniform introduced in: 1615 Alumni: Winston Churchill, Lord Byron, Julian Metcalfe, Terence Rattigan Style: Harrow, an all-boys school in northwest London, is famed for the boater hats. Varnished straw is secured with a dark blue band. Despite having two uniforms, everyday dress for boys is smart, including a white shirt, black silk tie, black shoes and light grey trousers. A photo of two Harrovians in Sunday dress overlooked by three working-class boys made the News Chronicle (now Daily Mail) back in 1937, becoming a popular national symbol for class divide.

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eton coLLege Uniform introduced in: 1784 Alumni: Prince William, David Cameron, Tom Hiddleston, Eddie Redmayne Style: If you didn’t know better, you’d think Etonian boys were off to perform a piano concerto at the Proms. Eton College is located in Berkshire, near Windsor, and was founded in 1440 by King Henry VI. The dapper uniform of the school includes black tailcoat jackets, paired with buttoned waistcoat vests, a white-collared shirt with a white bow tie and pinstriped trousers. It’s an exceptionally interesting outfit, so far worn by 19 British prime ministers during their time at the school.

Lancing coLLege Uniform introduced in: 1848 Alumni: Sir Michael Darrington, Sir Roy Calne, Tom Sharpe Style: The school is based in the countryside of West Sussex, near the village of Lancing. Nowadays, the thriving school is co-educational. Girls wear knee- length blue tartan skirts, a hiLL house blue jumper and navy-and- Uniform introduced in: 1951 white striped ties. It was Alumni: Lily Allen, Prince founded originally by Reverend Charles, Yasmine Naghdi Nathaniel Woodward, whose Style: Pupils are always on the sole purpose was to give back move around the Sloane to the village, as it was rife with Square, Knightsbridge and poverty in the 1800s. Chelsea areas of London. They are distinctive for burgundy knickerbockers, round-neck mustard jumpers and grey Roedean knee socks. The uniform is Uniform introduced in: 1885 designed to move from Alumni: Dame Margaret Cole, Alison classroom to sport field without Adburgham, Verity Lambert OBE changing. Founder Lieutenant Style: The modern uniform includes a long colonel Stuart Townend’s wife blue pinafore, to be worn with socks or once said, ‘A grey uniform tights, and a navy blue jumper over the produces grey minds’. top. The pinafore was modelled around the dress of North African tribesmen, known as a djibbah, designed by one of the three sisters who founded the school.

cheLtenham Ladies’ coLLege Uniform introduced in: The 1950s Alumni: Kristin Scott Thomas, Helen Rosa Wright, Beatrice Harraden, Talulah Riley Style: The Cheltenham Ladies’ College girls mix greens, navy blues, light blues and blacks. Girls say they live in their jumpers ‘every day, no matter what season’, dyed in a dark green to symbolise the college. For generations, even green knickers were an essential part of the uniform.

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What do independent schools offer? it’s a question that parents ask all the time. the answer, as Vanessa berridge reveals, differs for everyone but the benefits are plain to see

INDEPENDENT SCHOOLS ‘people aspire to this kind of educa- OFFER… tion all around the world. You are also small class sizes, personal buying continuity, tradition and attention, intellectual rigour, top steadiness. there’s also breadth and facilities – these are qualities depth of opportunity in extra-curric- parents are looking for when ular activities which are not afford- choosing independent education. able in the maintained sector. but do these schools have other ‘the structure of boarding schools, virtues worth paying for? We speak and even independent day schools, to several to find out what their means that the days are longer, which unique offer is. requires a greater sense of dedication

istock ‘You are buying an international on the part of the teachers,’ say paul kite mark,’ says alice phillips, head- kelly, head of school and university mistress of St Catherine’s, Bramley. placement at educational consult- w

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Team players: Boys and girls come together on the rugby and hockey fields at Moor Park Above: The serene setting of Malvern St James in Worcestershire

ants Gabbitas. ‘modern languages maintained school locally,’ says char- our choristers learn in depth about and sciences are flourishing in the lie minogue, formerly of all-boys Ald- our heritage, and come to understand independent sector and close bonds wickbury, hertfordshire, and newly the rhythm and vocabulary of poetry. formed between pupils at boarding appointed headmaster of co-ed moor only the choristers board, but that schools can lead to a wonderful sup- park. ‘aldwickbury was set up for gives the school a family feel. port network later in life.’ boys, so i shall beat a different drum ‘the cathedral pays 60 percent of ‘independent schools have the au- at moor park. i’m just glad that par- the choristers’ fees and they will in- tonomy to provide a whole school ents have a choice.’ variably go on to get a music scholar- curriculum which fits the children ‘We offer a beautiful location in ship at their senior schools. becoming they are educating rather than having idyllic countryside, small class sizes a chorister means you can get an in- to abide by the national curriculum,’ and excellent facilities,’ says david dependent education at a good price.’ says rose hardy, headmis- ‘We say to our girls “who tress of St Margaret’s do you want to be?” and help School, hertfordshire. ‘and ‘Our girls really are known as them craft their school expe- our staffing ratio means rience appropriately,’ ex- that girls really are known individuals, it’s impossible to plains a spokesman for Mal- as individuals. it is impos- vern St James. ‘the soft sible to fall through the fall through the cracks here’ skills that employers seek, cracks here.’ such as resourcefulness, the ‘our christian-based ability to problem-solve and ethos runs through everything,’ says sibson, headmaster of St Francis to negotiate as a member of a team, Jonathan bartlett formerly head of School, pewsey. ‘We also aim to make are honed through working and Moor Park School, shropshire. he our children good citizens, giving playing together. the girls find their starts this coming term as headmas- them opportunities for debates and strengths and nurture their talents, ter of st andrew’s pangbourne. ‘moor school committees. our farm was an and create teams where their skills park is a very kind school, with an initiative driven by the pupils who are complemented and balanced.’ emphasis on thinking of others, and wanted the school to be more self- ‘Manchester High School for Girls on good manners. there are oppor- sufficient. i know every child and is a vibrant, stimulating environment tunities to shine and be valued outside speak to each one most days.’ where girls are inspired the classroom. even if pupils are less ‘choir boys are involved in achiev- to aim high,’ says a school represent- strong academically, they have time ing something greater than them- ative. ‘in 2015, 98 percent of all to grow in confidence in other areas.’ selves,’ says richard murray, head- a-level grades attained were in the a* ‘parents choosing an independent master of Christ Church Cathedral to b range. the international bac- school can select the school which School, oxford. ‘they are part of a calaureate girls secured an average best suits their child rather than long tradition, and are in group where point score of 38 against the global having to settle for the one-size-fits-all the choristers are the equal of adults. average of 30.’ ■

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tUrmoIl in the sixth form michael Gove’s a-level reforms are dividing opinion, reveals Vanessa berridge

levels have been under a levels, but will continue to examine pressure for years. the everyone at as. Universities like as International bacca- as it gives them a realistic guide to a laureate (Ib) is a long- young person’s abilities.’ established competi- the first tranche of subjects to be ator, but recently the appearance of the reformed include biology, chemistry, cambridge pre-U seemed to offer the economics, english literature and his- linearity and depth that a levels were tory, followed next year by languages, believed no longer to do. so the a* geography and music. maths and fur- grade was introduced at a level to sort ther maths may not be phased in until out the excellent from the good. now, 2017 or 2018. at shiplake college near starting this term, we have the Gove- henley-on-thames, pupils will be sit- reformed a levels. these will be ting a combination of reformed and phased in over several years, with as non-reformed subjects. Ian munro, therefore remaining in some subjects deputy head, academic, explains that the national syllabus if it’s good but disappearing in others. confused? the school has decided that, unlike enough – and the new linear a levels I know I am. so, too, are many schools. st catherine’s, bramley, ‘in reformed look as though they will be.’ alice phillips, headmistress of the subjects, we will not offer the as qual- martin reader, headmaster of academically high-achieving st cath- ification. We believe our pupils will cranleigh, wonders whether schools erine’s, bramley, is trenchant. ‘a-level benefit from spending more time compromise by mixing Ib with a lev- reforms are a disaster. as levels gave learning and less time being tested.’ els. ‘are you saying that a levels aren’t wings in the first summer of the sixth surprisingly, perhaps, neither Ib as good?’ he asks. he is, however, very form to young women. When the nor pre-U has gained the popularity sorry that the reformed a levels didn’t current a-level system was introduced that might have been expected. In- look at Ib assessment methods. ‘the in 2000, it produced more breadth deed, anecdotally, there appears to be challenging english oral presentation without narrowing choices too early. a slight reverse trend with schools re- is a good preparation for university It gave flexibility.’ turning to a mixed offer of Ib and seminars.’ at cranleigh, pre-U has she believes that the Ib leads more a levels. King’s college school, Wim- been offered in maths and further naturally into an american liberal arts bledon, the country’s top Ib school, maths and also in art. degree. ‘We are going to stick with offered Ib alone for just six years. an- but pre-U has failed to take off, drew halls, headmaster since 2008, with only a few schools, such as Win- elected to return to a mixed economy chester, taking it on wholesale. paul from 2013. ‘It was my hardest decision Kelly, head of school and university in 17 years as a head to do a volte-face placement at educational consultants on Ib,’ he recalls. ‘but the diploma Gabbitas, sees merit in all three diplo- doesn’t suit everyone.’ now, in a sixth mas. ‘Ib has great attraction for bright- form of 200, the Ib cohort is just 70. er students, as it stretches them and King edward’s school, Witley, students can perform well across a a school with many international stu- variety of subjects,’ he says. ‘but there dents, is also phasing in some a levels, is nothing to beat maths and further and may introduce more, depending maths at a level.’ on how the new reforms work. ‘the Ib In general, schools seem to be does help attract overseas pupils,’ says remaining with a levels while cherry- headmaster John attwater. ‘but as a picking from Ib and pre-U. at the UK school, we ought to be able to offer mount school in York, students do the

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Schools_TurmoilInSixthForm.indd 56 14/09/2015 14:35 extended project Qualification epQ,( it won’t be reformed until at least 2017 to parents in the catchment area, says based loosely on the ib’s extended concerns Ward. Jonathan mitchell, director of teach- essay) and take part in a global think- Headmaster andrew Fleck likes ing and learning. but the epQ will be ing programme with echoes of pre-U’s the breadth of ib but believes it compulsory for sixth-form students global perspectives. Deputy principal wouldn’t work at sedbergh, a boarding from this september, and the school Jo Hayward is proud of what has been school in cumbria. ‘but we have stolen will also offer basic-speaking courses achieved. ‘the highlight of my year is some great ideas from it. We are teach- in additional languages such as por- the epQ presentation,’ she says. re- ing a nine-star programme to our tuguese, russian and mandarin. ‘We search starts in march of year 12 and 13- year-olds, which is based on the ib consulted with 20 major universities encompasses topics as varied as as- theory of knowledge course,’ he says. and employers, who want students to trophysics, war’s contribution to med- in the coming year, sedbergh plans to show interest and to be proficient com- ical advance and Japanese flower retain as in all but four subjects. ‘the municators in writing and in speech. structure. ‘students are taught study as is a useful interim target for boys.’ so we’re giving students vivas at the skills, have to fill in a logbook to mon- Fleck thinks the reforms are going in end of the LVi [lower sixth form], and itor their progress and provide a mini the right direction, although opportu- again in the UVi [upper sixth form].’ essay to explain their thinking.’ nities have been missed. ‘the science Dr kevin stannard, director of the mixture of innovation and four a levels and learning at the the epQ provides ‘We believe pupils will benefit from spending girls’ Day school the ib breadth trust, suggests but also speciali- more time learning and less time being tested’ that sixth-form sation, believes study is dictated stephen Ward, by specialism at head of sixth form at traditional of film could have been introduced british universities. ‘but both schools istock; getty images getty istock; a-level school, Lancing college. the into physics to engage pupils and make and parents are striving for the Holy school is introducing pre-U in photog- them aware of employment opportuni- grail of a diploma that will capture raphy. ‘a-level reform is in a mess, but ties. We are still wedded to 20th-cen- breadth beyond a levels. i won’t consider english and history tury-style academic education which ‘that is what all the best schools at pre-U until these reforms have fed won’t engage most children.’ offer – and schools are right to through.’ seventy-five per cent of his For Forest school in east London, pick and choose and craft their sixth form take maths, so the fact that the familiarity of a levels is important own diplomas.’ ■

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00DISPLAY AD Template.indt 1 11/09/2015 11:19 independent schools special

Downtime with the Bard for a pupil at St Martha’s

Mindfulness in class

pausing at the start of lessons to relax the mind and attain a ‘sense of being’ is part of a growing ethos in independent schools, says Vanessa berridge

n recent years, schools have in mind and respond to individual Kelly. ‘in education, mindfulness is become acutely aware of the needs. our marking is interactive, so about honing attention to use it more pressures on their pupils. that the dialogue between teacher effectively. We mostly live in the past academic league tables, the and child helps each child develop.’ and the future; students need training advent of social media with a current buzz word is ‘mindful- to live in the present. they have to be iits potential for bullying and self- ness’, interpreted by schools in differ- helped to step back from their exposure, and the increasingly com- ent ways. claire Kelly is operations thoughts to be able to comment on petitive job market are a toxic combi- director of the mindfulness in schools them.’ previously deputy head at nation that has led to an increase in project, which has developed the ‘.b’ South Hampstead High School, mental problems among young Kelly introduced a mindfulness people. teachers have had to look course there, greeted initially by how best they can help pupils ‘We mostly live in the past some staff cynicism. now, how- cope with these challenges. ever, there is a trained team ‘once upon a time we would and future, students need teaching the .b course, which, have been encouraging year 11 says Kelly, ‘gives the girls a tool- to work harder,’ says carol training to live in the present’ box of strategies they can use’. chandler-thompson, mindfulness works with chil- headmistress of Blackheath dren’s instinctive behaviour. High School. ‘now we emphasise (or ‘dot-be’, meaning ‘stop-breath-be’), ‘children are naturally quite in the that they need downtime.’ nine-week course, based on cognitive moment,’ says dimitra louskas, schools are responding much more therapy. it is usually embedded in a headmistress of St John’s Wood w than in the past to the special require- school’s personal, social and health ments of every child from their earli- education (pshe) or Well-being pro- est years. brodie bibby is head of gramme, but can also be incorpo- North Bridge House Preparatory rated into academic teaching. School, in north london. ‘We’re quite students are asked to pause at the a traditional prep school,’ he says. ‘We beginning of each lesson, and move believe that rote learning is still of their attention away from the noise benefit for seven-, eight- and nine-year- in their heads to thinking about their olds for times tables and spellings. breathing and the physical sensation Under-10s still but children learn in different ways. of sitting in a chair with their feet on learn by rote at some, for instance, are more visual the floor. ‘Just this simple exercise North Bridge Prep than others. our teachers bear that helps with calmness and clarity,’ says

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Constructive minds: Boys work together at St James Junior School

Pre-Prep School in london. ‘if they of every lesson, we have a prayer often need detailed strategies – which is are engaged, they focus. it is almost applicable to the subject. and the what his programme offers. students built-in and we try to maintain that.’ chapel is always open; a quiet place are expected to monitor their sleep, mindfulness is linked with the away from the bustle of the day.’ diet, exercise and their self-control. educational philosophy of St James For some children, kindness and ‘We encourage pupils to set targets Junior School, west london, which understanding may not be enough to for themselves and to be aware of their aims to develop the mind, emotions help them achieve their full potential. behaviour to others. Understanding and physical wellbeing of its pupils. an extension of the mindfulness con- yourself is the key starting point.’ ‘all these aspects need support for a cept is tougher minds, a programme a measure of the programme’s suc- rounded education,’ says headmis- devised by Jon Finn. it sprang out of cess is its naming as education ini- tress catherine thomlinson. ‘We his phd work to find out why some tiative of the Year at the 2014 inde- teach our pupils that everybody has young footballers reach the highest pendent school awards. ‘some the same essential nature, but equal- echelons while others, equally tal- parents have said it has transformed ly we each have individual talents. ented, fall by the wayside. his pro- family life,’ claims Finn. ■

‘One former pupil spoke of how much she valued those pauses in which arguments were washed away’

We celebrate diversity through unity.’ gramme has been in operation at part of the school’s teaching prac- Colfe’s School in Greenwich for the tice is to have periods of quiet before last two years. and after every lesson. ‘there is to- ‘it is broken down into building getherness in that quiet moment. one confidence; getting emotional control; former pupil told me how much she learning to concentrate and gaining valued those pauses in which argu- motivation,’ explains Finn. ‘these ments were washed away.’ four pillars work together. We also ‘mindfulness is not a term we need to teach people how they learn would use,’ says matthew burke, so that they can use their particular headmaster of St Martha’s School, skills to best advantage.’ barnet, ‘but as a concept, it is part of Finn believes that it is good that St James girls what we do. as a catholic school, we mindfulness is gaining so much share and learn offer time for reflection. at the start ground, but argues that schools also

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00DISPLAY AD Template.indt 1 14/09/2015 10:28 Independent schools specIal

Christ’s Hospital has the highest level of bursary support in the independent sector

King Edward’s School, Witley retains links to City of London livery companies more than a charIty public schools have a long tradition of giving to the community and helping those most in need, writes Vanessa berridge

ost major public evolved gradually from a boys’ school merchant. he left provision in his will schools were orig- into a co-educational foundation in for a school for orphans, an original inally founded to the 1950s, when parents first paid fees. grant that has been added to by dona- educate poor pu- there are now 400 pupils, of whom tions down the centuries. ‘We have pils and schools 25 per cent are on special foundations built up a fund of several million msuch as christ’s hospital, King ed- and a proportion are fully funded. the pounds from which money is drawn ward’s school, Witley, and Qeh, bris- school retains its historic links with down to support needy boys and for tol, have remained close to those city of london livery companies who building projects,’ explains andrew charitable roots. st thomas’s hospital, help with funding. so, too, do several lewis-barned, development director. christ’s hospital and bridewell royal charities, including buttle UK and the Qeh was a grant-aided grammar hospital (now King edward’s school, royal national children’s Foundation. school until the late 1960s, but then Witley) were all founded in the 1550s ‘We have our own criteria for select- chose to become an independent in after the dissolution of the monaster- ing pupils,’ explains headmaster John 1975 rather than a state comprehensive. ies by the bishop of london a further crunch came to care for the city’s poor. when the assisted places headmaster John Frank- ‘Children are fantastic at mixing, scheme, set up by the con- lin is proud of what Christ’s servatives in 1980, was with- Hospital still achieves 460 especially if you leave them to it drawn after labour’s elec- years after the school’s foun- tion win in 1997. schools dation: nearly 80 per cent of and don’t make assumptions’ such as Qeh and King ed- pupils receive financial sup- ward’s Witley had to enter port, with 14 per cent paying the market to attract more nothing. ‘our level of bursary support attwater. ‘boarding may be needed for fee-paying pupils. ‘Fee inflation has is the highest of any independent children who are dealing with illness been higher than standard inflation,’ school in the country. each pupil who in the family, or have lost a parent. says lewis-barned, ‘so our endow- qualifies for a place is assessed and there are little pots of scholarships, ments have been eaten away. In our charged fees according to their family’s some provided by individual donors.’ 425th year, we are launching a strong financial circumstances. this lends King edward’s has also worked at initiative to raise funds to replace or the school a unique egalitarian ethos being an international school and now enhance endowments.’ and enables capable children from all has pupils from 43 different countries. today, Qeh supports about 10 per backgrounds to live and work together.’ ‘children are fantastic at mixing, es- cent of the boys on full bursaries, with the history of King Edward’s pecially if you leave them to it and don’t other smaller amounts being offered School, Witley, has been slightly dif- make assumptions,’ says attwater. according to need. ‘We are academi- ferent. effectively an orphanage until QEH, bristol, was founded in 1590 cally selective,’ says lewis-barned, ‘but the beginning of the 20th century, it by John carr, a wealthy bristol socially comprehensive.’ ■

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Christ Church Cathedral School Pre-Prep & Preparatory School for Boys with Co-Ed Nursery “...too good to be true.” Tatler Schools Guide 2016

OPEN MORNING Saturday 3rd October 2015 9.30 am - 12 noon 3 Brewer Street, Oxford OX1 1QW www.cccs.org.uk [email protected] 01865 242561

I AM A MOUNT GIRL. Discover an extraordinary education for girls.

Sixth Form Taster & Open Day Thursday 8 October

01904 23 23 23 [email protected]

00DISPLAY AD Template.indt 1 14/09/2015 12:04 INDEPENDENT SCHOOLS SPECIAL

Independent Schools

Useful contact information for independent schools and educational organisations

SCHOOLS Shropshire: 01584-876061, u Shiplake College, Oxfordshire: u Aldwickbury School, Hertfordshire: www.moorpark.org.uk 0118-940 2455, www.shiplake.org.uk 01582-713022, www.aldwickbury.org.uk u Mount St Mary’s College, Shefeld: u South Hampstead High School, u Blackheath High School, London 01246-433388, www.msmcollege.com London NW3: 020-7435 2899, SE3: 020-8853 2929, u North Bridge House, London NW1: www.shhs.gdst.net www. blackheathhighschool.gdst.net 020-7267 6266, u The Mount School, York: 01904- u Christ Church Cathedral School, www.northbridgehouse.com 667500, www.mountschoolyork.co.uk Oxford: 01865-242561, www.cccs.org.uk u St Catherine’s School, Bramley, u Winchester College, Hampshire: u Colfe’s School, London SE12: Surrey: 01483-893363, 01962-621100, 020-8852 2283, www.colfes.com www.stcatherines.info www.winchestercollege.org u Cranleigh School, Surrey: u St Francis School, Pewsey, Wiltshire: 01483-273666, www.cranleigh.org 01672-563228, www.st-francis.wilts.sch.uk ORGANISATIONS u Forest School, London E17: u St James Junior School, London u Gabbitas Education: 020-7734 0161, 020-8520 1744, www.forest.org.uk W14: 020-7348 1777, www.gabbitas.co.uk u King’s College School, Wimbledon, www.stjamesschools.co.uk u Girls’ Day School Trust (GDST): London SW19: 020-8255 5300, u St John’s Wood Pre-Preparatory 020-7393 6666, www.gdst.net www.kcs.org.uk School, London NW8: 020-7722 7149, u Girls’ Schools Association (GSA): u Lancing College, West Sussex: www.stjohnswoodprep.org.uk 0116-254 1619, www.gsa.uk.com 01273-452213, www.lancingcollege.co.uk u St Margaret’s School, Hertfordshire: u Headmasters’ and Headmistresses’ u Malvern St James, Worcestershire: 020-8416 4400, Conference (HMC): 01858-469059, 01684-892288, www.stmargaretsbushey.co.uk www.hmc.org.uk www.malvernstjames.co.uk u St Martha’s School, Hertfordshire: u Mindfulness in Schools Project: u Manchester High School for Girls: 020-8449 6889, www.st-marthas.co.uk email, enquiries@mindfulnessinschools.

i u

STOCK 0161-224 0447, Sedbergh School, Sedbergh, org; www.mindfulnessinschools.org www.manchesterhigh.co.uk Cumbria: 01539-620535, u Tougher Minds: www.tougherminds. u Moor Park School, Ludlow, www.sedberghschool.org co.uk

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