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Celebrating the UK’s independent schools

PLUS + St Swithun’s School’s strong women of the future + Degree apprenticeships – the perfect start? + Highlights from GESF 2019

NAVIGATING EXAM SEASON Four independent schools share their tips for getting students exam-ready When we pull on our kit we’re all ready to play. Win, lose or draw, we stick together. We are the #1 sportswear brand for Independent Schools. For kit designed exclusively for you with a simple one-stop online shop, speak to Squadkit. #countmein

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SQ016_Squadkit_A4_Ads_V1_AW.indd 2 11/02/2019 09:57 contents ON THE COVER 59 FEATURE | RARING TO GO What are the tried and tested techniques for getting students exam-ready? Kim Renfrew investigates

REGULARS 08 DIARY Lesley Franklin of George Heriot’s on preparing pupils for life after school 10 NEWS The latest news from the independent school sector 12 APPOINTMENTS A warm welcome to new sta members 14 TALKING HEADS How are you managing the growth of other international schools and remaining competitive? 18 OPINION Hilary Moriarty delves into the history of Redmaids

22 SCHOOL LIFE 59 22 SCHOOL SPOTLIGHT Jo Golding visits St Swithun’s School in Winchester 27 FEATURE | A WORLD OF OPPORTUNITIES? Steve Wright examines the advantages and challenges of international expansion

41 33 INTERNATIONAL Highlights from this year’s GESF in Dubai 38 CATERING News from the independent school catering sector 41 FEATURE | TACKLING THE GENDER IMBALANCE IN STEM Keri Beckingham finds out how schools are engaging female pupils in STEM 46 FINANCE Fundraising and finance news from the sector 52 48 LEGAL COLUMN VWV explores the eective running of investigations 50 FACILITIES Dulwich College restores its most iconic buildings 52 F EATURE | DEGREE APPRENTICESHIPS The perfect start for students? Nicky Adams finds out 64 TECHNOLOGY News of schools’ digital successes 67 COMMENT 78 The scientific challenge faced by schools 70 COMMENT Teachers must be part of the mental health solution 72 INTERVIEW Will le Fleming, head of Fulham School, on the major changes ahead for the institution

EVENTS 76 PREVIEW | COBIS ANNUAL CONFERENCE COBIS considers the future of international education 78 PREVIEW | HMC SPRING CONFERENCE Shaun Fenton reveals HMC’s spring endeavour

@ie-today | ie-today.co.uk | 05 welcome

Publisher Dougal Templeton [email protected]

Managing editor Paddy Smith [email protected]

Editor Jo Golding [email protected]

Sub-editor Peter Stillman

Reporter James Higgins [email protected]

Contributors Lesley Franklin, Hilary Moriarty, Steve Wright, Keri Beckingham, Nicky Adams, Tabitha Cave, Alice Reeve, Kim Renfrew, David Anderson, Tom Lawley, Shaun Fenton

Senior designer Jenny Sims [email protected] Page 27 Designer Kirsty Dearman

Key account director Fiona Cowan [email protected] Global gain Account manager ith new gures released by ISC Research revealing that there Jason Hewitt [email protected] has been a huge growth in the market for international private schooling in China (see the full news story on page 10), international Commercial director W Craig Daykin matters are very important for independent schools right now. [email protected] This is why we have dedicated our May issue to the topic, and on page 27 have

Marketing manager provided an in-depth look at the potential advantages and challenges of international Sophie Postma expansion. While setting up a sister branch abroad can be exciting and full of [email protected] opportunities for both teachers and students, it can also be time-consuming. Rather ttingly for this international theme, you will nd a review of the To subscribe Tel: 0117 300 5526 impressive Global Education & Skills Forum on page 33. I was lucky enough to Email: [email protected] attend the event at the end of March and as I packed my bags for Dubai I could only imagine what was in store for me; I was certainly not disappointed. WILDFIRE COMMS LIMITED Unit 2.4 Paintworks With plenty of talks to interest teachers, as well as many opportunities to share Arnos Vale ideas with other teachers from around the world, it was an event I won’t forget. Bristol BS4 3EH Tel: 0117 300 5526 South Hampstead High School teacher Emma Russo told me the focus on teacher www.wildfirecomms.co.uk voice was something she liked in particular, and I couldn’t agree more; taking more

Wildfire Comms is an independent time to show teachers how valued they are can only be a good thing. publisher, specialising in the education Lastly, if our front cover caught your eye this sector. Some of our other titles include: month, don’t panic! There are plenty of tips for Independent School Sport, University IN THE Business and Education Technology. preparing students for exams on page 59. NEXT ISSUE: Note: Copyright – all articles and features ● How teachers are including illustrations and photos may not be reproduced, reprinted or posted on the internet, using technology in part or whole without the express permission of Wildfire Comms Ltd. Jo Golding ● The most intelligently Disclaimer: The legal responsibilities for all images designed classrooms or copy supplied to Independent Education Today Editor by third parties remain those of the third-party ● supplier. The magazine cannot be held responsible The evolution of for copyright – or similar – infringements that sports day may arise as a result of images or copy sent in by contributors outside of Wildfire Comms Ltd. The obligation to check for such issues is the duty of the party who supplied the images or copy. Content Connect with us… supplied for print may also be used online, and vice versa, unless otherwise requested. For all the latest news and views in independent schools, visit www.ie-today.co.uk Printed in the UK on paper from a sustainable source. ISSN 2398-7995 © 2019 facebook.com/ietoday @IE_Today

JUSTIN STANLEY, HYMERS COLLEGE Page 12

@ie-today | ie-today.co.uk | 07 diary

How to prepare pupils for life after school

Lesley Franklin, principal of George Heriot’s School in Edinburgh, explains the importance of a school’s role in preparing pupils for the next chapter

ot only do pupils in S5 and important to life a er school. That’s because – as barriers to graduates’ success, whilst S6 have to contend with entering the workforce for the rst time eight out of ten school leavers are found to the pressure of exams, they can be a real challenge. School leavers and ‘lack essential workplace skills’. The fact must face the potentially graduates face the task of standing out is, many employers feel that young people daunting task of leaving from a crowd of equally inexperienced, simply don’t have the skills necessary to Nthe comfort of the school environment but keen and clever candidates. be eective members of the workforce. to embark on their next chapter. Even if they do manage to pip their Schools have a responsibility to ensure Whether that means going on to study counterparts to the post, young people that pupils develop the so skills necessary at university, pursuing a vocational course can struggle to get on in the world of to navigate the world of work. So skills or entering the world of work, it is our role work if they are not equipped with are not necessarily innate. Just like ‘hard’ as educators to prepare them for this leap. the right skills. Without knowing skills, so skills can actually be taught. While academic excellence and technical how to meet the expectations of their skills are clearly important, it is equally employers and colleagues, even the ENCOURAGING CREATIVITY as important that we help our young most academically strong could stumble That’s why at George Heriot’s School people develop so er life skills including at an early stage in their career. we have introduced programmes and problem-solving, resilience, condence, According to a study by CIMA, two- activities which have been specically teamwork and time management. thirds of businesses cite a lack of ‘so skills’ – designed to encourage the development Such skills are equally, if not more, life skills like resilience and self-management of our students’ so skills. These include

08 | ie-today.co.uk | @ie_today diary

RIGHT: Principal Lesley Franklin with pupils at George Heriot’s School

work experience and voluntary service Finally, when it comes to the everyday programmes, enterprise challenges, lessons life skills, schools can play a role in to help students identify their strengths Providing pupils with a providing these much-needed tips and and work-ready qualities, challenges that clear path to follow will help advice. Something as simple as teaching encourage teamwork and creativity, and pupils what they can cook in student a focus on punctuality and smartness. when it comes to making big accommodation or how to manage their Over the past few years, we have decisions throughout life nances will go a long way to setting them forged strong relationships with some of up for the challenges that lie ahead. Edinburgh’s most exemplary businesses. By We must make the nal year of school providing our students with the opportunity to follow will help when it comes to an unforgettable one, for all the right to get hands-on experience at these fantastic making big decisions throughout life. reasons, and set our pupils on the right companies, we provide them with the As part of our S6 curriculum at George path for a lifetime of opportunities. resources to thrive in a place of work. Heriot’s we provide extensive assistance It is our responsibility to equip our young As well as hands-on experience, we also and support when it comes to subject people with the skills they need to succeed encourage business owners and professionals choice, oering clear guidance on career in their life aer school. Clearly that means to give talks to the pupils and provide progression and requirements for university. ensuring academic excellence, but it also valuable advice and anecdotes of their Having the choice when it comes to means nurturing essential life skills from an own career progression. This exposure subjects, university degrees and careers early age, so we can ensure that our young to real-life examples from a variety of opens up a multitude of opportunities. people can have the con dence to succeed. industries allows the pupils to understand that there is no ‘set route’ and that skills other than academics are important. This not only bene ts schools and their students, but it also provides businesses with a pool of candidates from which to recruit, particularly in areas where they might be facing skills shortages such as engineering or childcare. We also focus on promoting a culture of kindness – such an important but oen overlooked trait. Our unocial motto is ‘work hard, be kind, be happy’ and, I believe, this helps to remind our students to look aer one another and themselves. This is a mindset we are keen to encourage from an early age. Extra support for senior pupils in S5 and S6 when it comes to subject choice and UCAS requirements can also be

Top leftTop & boom right © depositphotos.com vital. Providing pupils with a clear path

@ie_today | ie-today.co.uk | 09 news British independent schools bloom in China have plans for further campuses over the next few years.” Walker said: “Parents appreciate in particular the opportunities we provide their children to access higher education overseas. They also appreciate the opportunities we provide, through our holistic approach to education, to develop so skills and personal qualities such as independence, curiosity, self-awareness Malvern College Qingdao, China and open-mindedness.” ew gures released by Enrolment in Chinese-owned International in Hangzhou. Although China prescribes ISC Research reveal a private schools has gained pace Many more, like Wellington a national curriculum that all Nsurge in international since 2013/14, with a 63.6% College’s newly opened Huili schools must follow, independent private schooling in China, with increase across the sector. Under School in Shanghai share a schools have greater freedom to 48 new international schools set Chinese law, these schools are successful service agreement. introduce additional aspects to to open in the next few years. not permitted foreign ownership Director of international the curriculum. Huili School, At least 30 British but 31 have partnerships schools at Malvern College for example, oers half its international schools have or service agreements with Allan Walker expects classes in English and creative established partnerships or foreign institutions. enrolment at its two mainland lessons that draw on aspects service agreements with a These links help oer Chinese schools in Qingdao of the British curriculum. Chinese investor, including independent Chinese schools and Chengdu to double Powered by rising household Reigate Grammar School, signi cant educational over the next ve years. prosperity and the two-child Durham School, Fettes College support, brand integrity, Walker said: “In collaboration policy, more families than ever and Westminster School. business relationships and with our existing East Asia want to take advantage of this Between them, the 30 an international outlook. partners we are opening a internationally recognised British-style independent Some even bear the name of second campus in Chengdu and education. Changes to national schools in China now educate their partner school in the a second pre-school in Hong laws have also helped breathe new around 16,000 students. UK, like Wycombe Abbey Kong this September, and we opportunities into the sector.

Feminism for the Love Island generation

How to solve a problem like had to t the small categories Love Island? That is the question and narrow narratives. being posed at Bolton School She said of the show’s aer the hit ITV2 reality ethos: “Finding Prince show sparked debate about Charming becomes monetary its portrayal of gender and and nding a boyfriend relationship stereotypes. becomes raison d’etre.” Deputy head Helen Brandon But Love Island has helped challenged the controversial to encourage conversations programme in a lunchtime about gender roles, she talk about the use of fairy-tale added. Pointing to comments tropes in modern media. She made by Women’s Aid Helen Brandon, Bolton School said the controversy around about emotional abuse on Love Island has promoted the show, Brandon said Aer its ratings hit a new high for the format when it returns. conversations about feminism. this would help others to at the end of the last series it Brandon concluded her In her talk, Brandon said boys recognise the warning is likely to be a huge hit, but talk with statistics on how are portrayed as heroes and girls signs of domestic abuse and aer a series of ex-contestants’ few women are in powerful as vulnerable. These stereotypes violence in relationships. suicides were allegedly linked positions today and called limit narratives for men and The new series is set to to their time on the show, there for “a renaissance of the women and stars on Love Island commence this summer. are likely to be tough questions suragette movement”.

10 | ie-today.co.uk | @ie_today news

Holiday tuition ‘in moderation’ Photography competition to urges HMC chair challenge outdated The chair of the Headmasters’ image of engineering and Headmistresses’ Conference (HMC) says that parents should be wary of introducing too much extra tuition into their child’s life. Shaun Fenton, who is also head of Reigate Grammar In a bid to challenge the School, said in an interview stereotypical image of hard with Vanessa Feltz on BBC hats and dirty overalls often Radio London: “Tutoring isn’t associated with engineering, always bad, tutoring can be the Institution of Engineering helpful. A little focus on catch- and Technology (IET) is calling up work or keep-up work on young people to enter its on literacy or numeracy can Engineering and Technology help. As my gran used to say, Junior Photographer of the everything in moderation.” Year 2019 competition. Fenton said parents would Participants should do better to “help their submit a photograph of children to climb trees and Shaun Fenton, Reigate an engineering-related make believe, there is so much Grammar School subject that captures the more to a great education than exciting and modern face what they learn at school”. “Parents can help. They can provide a place to work of engineering today. “Children don’t need, at and set a routine so homework becomes a habit and The Gadget Show’s a time when we are worried does not become a chore, they can manage phones Georgie Barrat is among the about mental health, their and access to social media” judges and said: “Engineering parents to get anxious and Shaun Fenton, Reigate Grammar School is exciting and fast-changing, competitive and pass on that shaping the world around worry,” he continued. hiring tutors to help them “Parents can help. They can us and improving the quality Feltz was interviewing learn the curriculum. provide a place to work and of our everyday lives. This Fenton a er a story from The Fenton, who has teenage set a routine so homework photography competition Times reported that parents children, said parents do becomes a habit and does not is vital in challenging felt so out of their depth have an important role become a chore, they can public misconceptions helping with their children’s in helping their children manage phones and access and inspiring the next homework that they were to succeed at school. to social media,” he said. generation of engineers.”

Children reap beneﬁts of outdoor learning

something that Ipswich shoreline of the River Orwell. High School strives to “Not all classrooms have include in its curriculum, four walls and, as well as the thanks to its Forest School health and wellbeing benets of and Beach School. The being out in the fresh air, it also Woolverstone school boasts leads to improved behaviour, 84-acre grounds, in which improved concentration and pre-prep school pupils can increased motivation levels.” play, learn and work. The research found that there Headteacher Oona Carlin is a cause-and-eect principle, said: “Our Forest School and in which improvements in Oona Carlin, Ipswich High School Beach School classes capture education resulted directly from A new study has revealed notes that lessons in the our pupils’ curiosity, stimulate being outside more o en. Key the positive gains of al outdoor environment lead their senses and nurture their ndings included ‘nature has fresco teaching for a child’s to students being more wellbeing. The sessions allow rejuvenating eects on attention’ academic development. engaged, attentive, self- us all to explore and investigate and ‘vegetated settings tend Professor Ming Kuo’s research motivated and disciplined. the woodland in our grounds, to provide calmer, quieter, in Frontiers in Psychology Outdoor learning is and nearby beach on the safer contexts for learning’.

@ie_today | ie-today.co.uk | 11 appointments

Waszek to bring ‘period of stability’ to Rydal Penrhos ydal Penrhos School has announced Justin Stanley R that John Waszek Incoming Hymers will continue in his role as College head to executive principal until September 2020, a er making prioritise o ering best a “massive impression” at education possible the prep and senior sites. Hymers College has Julian Barnes, chair of appointed a new headmaster governors at Rydal Penrhos, to take the school into a said: “This will bring a much- new era. needed period of stability. Justin Stanley joins Hymers Sally Harding will continue as from Hereford Cathedral senior school head teacher and School where he is deputy Alison Hind as prep school head headmaster (academic). teacher; and combined with John Waszek He will take up the reins at the the other senior leaders of the Hull co-educational day school school, we are fortunate to have inspections and was designated School since 2013 – a post he at the beginning of the new such a very experienced team. as ‘exempt’ from inspection by has now relinquished to enable school year in September. “This decision also gives the Department for Education. him to take up this interim role. A graduate of Emmanuel us time to undertake a full Since leaving St Edward’s, In addition to his various College, Cambridge, Stanley recruitment process for a new Waszek has been a school roles within education, Waszek has more than 20 years’ principal, starting in September eectiveness adviser, working served as a non-executive experience in the independent this year. This is the normal in a variety of settings with director of the Royal Liverpool education sector and has time to go to market and school governors and leadership Children’s Hospital (Alder taught at Manchester for candidates to be looking teams on school improvement. Hey) for several years at a Grammar School, where he for new opportunities.” He was previously a head challenging time for the hospital was head of classics and Waszek is an experienced of department and boarding following the publication of assistant head of sixth form, principal, having led St housemaster at Rugby School. the Redfern Report into organ and Nottingham High School, Edward’s College, Liverpool He is the chair of governors retention. He is currently where he was head of classics. for 24 years from 1992 to 2016 at St Aidan’s Primary School advising the new medical school He will succeed David during which time the school in Knowsley and has served as at Edge Hill University on Elstone, who is retiring as secured several ‘outstanding’ a governor of Rydal Penrhos student admissions’ criteria. headmaster at the end of the summer term after 13 years. Stanley said: “I’m delighted to be asked to take on the King’s Ely principal appointed responsibility of being the next head of Hymers College. deputy lieutenant of Cambridgeshire Hymers is a school of high standards and all-round Sue Freestone, principal and lieutenant of Cambridgeshire. September 2004, is one of excellence. It enables each chief executive of King’s Ely, Freestone, who has been six new deputy lieutenants of its pupils to fulﬁl their has been appointed as a deputy in post at King’s Ely since selected by Her Majesty’s Lord academic potential, delivers Lieutenant of Cambridgeshire, strong pastoral care and Julie Spence OBE QPM DL. provides outstanding extra- Deputy lieutenants assist with curricular opportunities. any duties as may be required, “My priority will be to build with their over-arching on the outstanding work responsibility to promote their of my predecessor and, country, including at local together with the sta and ceremonies and ocial events, the governors, to ensure the Spence said: “Sue’s education we oer is the considerable skills and best it possibly can be for the experience will be extremely pupils and parents of Hull and useful in supporting me in Sue Freestone the East Riding of Yorkshire.” the execution of my duties.”

12 | ie-today.co.uk | @ie_today promotion WHEN IS AN ADJUSTMENT UNREASONABLE? Tracey Eldridge-Hinmers, a specialist education solicitor at Sinclairslaw, presents this guide to making reasonable adjustments for disabled pupils

he Equality Act 2010 applies to all schools, T but nine years a er its introduction many in the independent sector are yet to embrace it. As well as triggering parental complaints, this can result in costly and stressful litigation before the First-tier Tribunal. You should start by grappling with the duty to make ‘reasonable adjustments’ for disabled pupils. Spare yourself pain by following our tips below.

THE LAW Headteachers are not lawyers, nor would they wish to be! However, in this instance it helps to know some law. Familiarise yourself with key concepts in the Equality Act such as the de nition of disability and the di erence between direct making the adjustment; the nancial and KEEP RECORDS and indirect discrimination. Be aware of other costs of the adjustment; the resources In the event of a challenge, it is vital you the all-important duty to make reasonable of the school and the availability of nancial can demonstrate a rigorous decision- adjustments, which requires you to take or other assistance; the practicability; health making process. Record your discussions reasonable steps to remove the disadvantages and safety requirements; the interests and decision-making processes, list a disabled pupil faces, putting them in the of other pupils and prospective pupils. options and factors considered and give same position as their non-disabled peers. Whilst some adjustments can be onerous, detailed reasons for the outcome. much can be done at little expense. IS A PUPIL DISABLED? Remember that the duty includes the FINAL THOUGHTS Decide whether a pupil is ‘disabled’ in the provision of auxiliary aids and services, It is advisable to: review parent contract legal sense. This will be the case where i.e. anything which provides additional documentation and school policies there is a physical or mental impairment support, to include teaching assistants, to ensure they re ect the law; ensure with a substantial (not minor) and long- therapies and equipment. This is where procedures are in place and sta term (likely to last for at least 12 months) we regularly see complaints, o en when understand the school’s reasonable adverse e ect on the pupil’s ability to carry a school recommends that the child adjustments duty; and consider appointing out normal day-to-day activities. In most requires additional support, but then seeks a governor with speci c responsibility cases, parents will know about the condition to charge parents for the provision. for SEND and equality matters. and will tell you. Alternatively, you may Decisions about reasonable adjustments need to spot it yourself. Conditions such DO IT FOR FREE! are usually highly fact-sensitive and as ASD, ADHD, dyslexia and dyscalculia It is unlawful for a school to charge the value of running a scenario past a are accepted to be such impairments. for a reasonable adjustment in any professional cannot be overstated. Our circumstances, whatever the nancial specialist education lawyers have a wealth IDENTIFY THE ADJUSTMENT cost and however the school is funded. of experience in this complex area and Determine what is required to mitigate Cost is a factor that should be considered our history of representing parents o ers the adverse impact of the impairment. when deciding whether the adjustment a unique insight into the issues that can In many cases parents will be able to is reasonable. However, having decided arise when dealing with sensitive matters. tell you; they may have an Educational that an adjustment is reasonable, you must Psychology report recommending strategies. provide it at no additional cost to parents. Otherwise, you will need to form your own view, perhaps obtaining expert advice. KNOW WHAT IS NOT EXPECTED There are certain things you are not obliged Contact Sinclairslaw and whatever your WHAT’S REASONABLE? to do. The law does not generally require need, our expert team of solicitors can The law doesn’t require you to do the utmost you to remove or alter physical features help with straightforward advice that to remove disadvantages, you only have to and, even in the case of a disabled pupil, you can trust. do what’s reasonable. However, deciding selective schools are entitled to insist on what is reasonable in individual cases can certain levels of academic ability and T: 02088 914 488

Image © freepiks.com be di cult. Consider: the e ect of not attainment, for admission purposes. W: www.sinclairslaw.co.uk talking heads

How are you managing the growth of other international schools and making sure that you remain competitive? As international schools continue to grow all over the world, we asked three school heads how they are maintaining the success of their schools

Shrewsbury School was an early mover in the expansion of British international schools. Ensuring that the first overseas entity carries the genuine DNA of the parent school is top priority. Then, it is a matter of delivering There is currently the highest standards of academic excellence – this is the something of a cornerstone of the reputation of British education across the gold rush mentality globe. Once established, the usual market dynamics apply, amongst independent requiring a school to communicate its points of difference schools operating and retain a clear and distinct presence. It is important to internationally, and it listen carefully to the expectations of existing and prospective is important to manage parents and to keep monitoring the activities of new entrants growth sustainably to the market. Keeping linked to the core identity of the UK and to continue to parent school is essential. Above all, as with any fee-paying provide real value to school, it is the unerring focus on the excellence of the pupil our partners, parents experience that will help an international school to thrive in an and pupils overseas. increasingly crowded context. One way in which we Leo Winkley, headmaster, Shrewsbury School are able to do this is to exploit the competitive advantage we gain through having a Haileybury has considerable growing group of experience of working with partner schools. This provides schools; Haileybury Almaty opened us with opportunities in 2009 and our partner school in for collaborative Astana opened two years later. These curriculum work across schools are now the market leaders in the region. multiple campuses, for They remain competitive by oering the very highest example, in addition standard of education. We are in the process of to more traditional signing a contract to partner a school in Europe to opportunities such open in September 2020 and we are in discussion as teacher and pupil with other interested parties who would like us to exchanges. partner schools elsewhere. We have successfully Allan Walker, managed this growth through the creation of a fully director of international staed partnership o ce. Exciting times lie ahead. schools, Malvern College Martin Collier, master, Haileybury

14 | ie-today.co.uk | @ie_today promotion ABSOLUTE PERFORMANCE SUPPORT STRENGTH AND CONDITIONING WITHIN EDUCATION performance centre, tried and tested to provide a unique focal incorporating an S&C area and point in Bryanston’s signature colours. sprint track, to support their Three Pro-Series full racks take centre Performance Sport Programme. stage in blue and gold, nished with Specialists in creating S&C Werksan plates branded with the school facilities, Absolute Performance crest. Fullling the brief to support the (AP) was draed in to work creation of a strong team ethos, benches, with the school team from so plyo boxes and dumbbells all bear the early planning stage – the Bryanston crest, reinforcing the cementing a relationship professional approach and team spirit the that spans several years. school encourages from all its pupils. We set about equipping an S&C area that would not THE RESULT THE TASK only stand up to the daily rigours of school A bespoke functional facility allowing Sport is key to life at Bryanston. It was use but also rival professional elite centres, the school to take their Performance therefore no surprise to hear that plans as well as support Bryanston’s focus on the Sport Programme to the next level. were afoot to expand their existing sports individual and one-to-one approach. “Once installed, the kit had an immediate facilities. The main driver was to enable all e ect on not only the pupils using it, but also pupils to develop a ectionate connections THE SOLUTION everyone entering the new S&C area. Over with sport, whilst also acting as a catalyst Working with the school, AP designed time it will inspire both Bryanston pupils and for continued success and excellence for an S&C facility using products from elite sportspeople across the country,” said the school’s competitive sports teams. Legend Fitness, which have a proven track Alex Fermor-Dunman, director of sport. As part of this rejuvenation of facilities, record in delivering solutions to the US the school added a purpose-built high- collegiate system. Fit for purpose, it is W: www.aperformance.co.uk

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Alternatively, please contact Alice Reeve Brought to you by on 0117 314 5383 or at [email protected] Powered by promotion MAKING YOUR LAUNDRY EFFICIENCY TOP OF THE CLASS King Edward’s School chose Miele Professional for laundry equipment that oered uncompromised eciency. Clare Long, business account manager at the professional division of Miele, looks at the impact they have had

hether it’s for faster processes or to ensure minimal use of energy, W water and detergent, there are many great reasons why boarding schools should ensure their on-premise laundry is running at peak performance. That’s why it’s crucial to put e ciency on the list when shopping around for new commercial washers and dryers. That’s what King Edward’s School had in mind when its laundry equipment needed upgrading. Keen to ensure speedy but high-quality cycles, it needed equipment from a brand that promised uncompromised e ciency. So, laundry manager Karine Butcher consulted Miele’s local partner, Solent Laundry Solutions (SLS). Both parties agreed that Miele equipment would deliver on the school’s laundry needs and two Miele machines were installed. From day one as repeatable programmes and placed as are washed for that length of time. The King Edward’s saw a considerable reduction one of the rst options when turning on washing can then be dried and returned in water and detergent consumption. the machine, making laundry operators to the owner as soon as possible. King Edward’s School said: “We more inclined to wash items e ciently. ●B rands like Miele oer washing machines would highly recommend Miele to other ● OPL gives schools the freedom to choose with a high G-force – that’s the power businesses. In our opinion they are a the specic models that launder their of a spin cycle to extract water out of great investment and perform excellently. items. That means being able to select the items being washed. The higher the We look forward to many years as a models that use alternative energy sources. G-force, the less time the spin cycle needs satised Miele Professional customer.” Take Miele’s HO dryer, for example. It to be on, saving on energy too. Miele’s is powered primarily by hot water, which washing machines have an exceptionally HOW TO MAKE YOUR LAUNDRY MORE EFFICIENT oen comes directly from a combined high G-force compared to other brands, Energy, water and detergent e ciency: heat and power unit or is produced using with models oering a rate of up to 526. ●L aundry equipment that oers wash local heat networks or alternative energies. cycles precisely tailored to laundry needs Hot water produced as a by-product of Space utilisation: are vital for e ciency because they use other systems can also power it. As a result, ●W ith the right machines, boarding only the temperatures, spin cycles and drying can be much more cost-eective. schools can increase their throughput of the amount of detergent required for ●C hoosing a water-e cient washing laundry without taking up more space. the item being washed. This can be machine can also have a signicant Miele’s Little Giants take up as little as achieved by using machines that oer nancial benet. Buying a washing 1m, are stackable and cater for loads up a range of programmes that can be set machine on the Water Technology List to 6.5kg. As a result, a backlog of items (WTL) allows organisations to claim that need washing needn’t exist and back 100% of the machine’s cost of instead they can be laundered promptly. purchase against taxable prots. The WTL was introduced to incentivise PRIORITISE EFFICIENCY organisations to buy water-e cient From sports games to food technology products and systems, and Miele is a classes, the activities of boarding schools brand that oers machines on the list. are certainly diverse, and hundreds of items need washing daily. That’s why it’s crucial to Time saving: have an e cient laundry facility. That begins ●A s well as keeping costs down, with the school’s choice of equipment, programmable controls ensure that time and a conversation with the right expert isn’t wasted washing items for longer to see how running laundry equipment than required. For example, muddied can be made as economical as possible. sports kits require a longer cycle than Karine Butcher, laundry manager uniforms, and controls can ensure that For your free laundry consultation, at King Edward’s School only items that are particularly soiled call 0845 123 7033. Miele. With you for the long term...... and beyond. Miele have built a global reputation Our Approved Partners have a for making high quality machines that wealth of expertise and experience in perform way beyond the ordinary. So designing, installing and maintaining when it comes to delivering that quality on-premise laundries into schools, so to our customers, we need partners you know you’re in good hands right that share our high values. from the start, and beyond.

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Indepenent Education Today_2019_A4_out.indd 1 14/02/2019 09:06

Client - Miele Professional Trim Size - 297 x 210 +3mm Publication - Independent Education Today Contact - [email protected] Insertion Date - 02.2019 0118 3094264 opinion

A compelling past Hilary Moriarty delves into the rich history of one of Britain’s oldest girls’ schools

nce upon a time, I the hands of the right recipient. parents being deceased or decayed’. was deputy head of Mostly things pass o well, even if there You can imagine the ripple in the the oldest girls’ school is a small kerfue later while students audience, ‘deceased’? Well clearly not, in the country, The swap the prize they didn’t expect with the if we are in the audience to hear it said. Red Maids’ School in person who got the one they wanted. ‘Decayed’? Ah, well now, that may OBristol. On founder’s day every year – the Reading the extract was an important have various interpretations, and the school’s equivalent of speech day – the part of the day for the head girl and usually audiences of (mostly) happy parents usually head girl read to the assembled parents, an ordeal. Scan any will from the 17th took the description in good part. pupils, sta and dignitaries an extract from century and I am sure you will see why the will of the founder, John Whitson, a it makes for hard reading for a nervous ‘Go and be apparelled one-time merchant of the city and MP. young person in front of a large audience. in red cloth’ Any deputy head will tell you, speech And, unintentionally, it was not without Every year I heard the extract from the day is a nightmare of organisation, its comic moment. The will decreed that will and wondered what was behind it. particularly when it comes to getting he le a sum to be used for the benet What made Whitson decide to leave some the right prize, cup or book into of ‘40 poor women of this parish, their of his wealth to found a rudimentary

18 | ie-today.co.uk | @ie_today opinion

to see if there were clues to his particular trying to prevent the foundation of the benefaction and I invented scurrilous school and the loss of her inheritance. reasons. Maybe the third wife, the ‘hussy’, All good grist for the dramatist’s mill, who was much younger than poor Whitson, even if (really) a ight of fancy. But a slave was very put out by his generosity to trader? I think not. But even considering orphan children? But so far as I was able the quandary has been interesting. to research, no particular reason for his bequest emerged, though it was fanciful to Centuries of education imagine a scene in an inn where he might Generations of girls have bene ted from the have played one-upmanship with other education they have received at The Red merchants of the time – ‘I’ll start a school!’ Maids’ School, but the start-up money had to ‘I’ll start a better one!’ ‘Mine will have come from somewhere. In this case, I believe girls, you never thought of that, did you?’ the trade in wine and wool, not human souls. The straw in the wind and the strongest So it feels laudable, altruistic and ‘clean’ for possibility I saw which might have want of a better word.

The history of Britain’s many independent schools, good, bad or indifferent, is part of our heritage

generated his generosity, was the loss of Colston’s money was (apparently) his daughters. Two died as children and garnered in a trade which is now one in her early 20s during childbirth. abhorrent. But is there no redemption for Three girls and none to survive him. the good use of the money in educating Whitson dealt in wine and politics. generations of children in Bristol? He had three wives, three daughters Indeed, Colston is a name to conjure and the wherewithal, generosity with in Bristol, with his name on at least and foresight to found a school for 20 streets, and in schools, pubs and a major girls which thrives even now. concert venue – now being refurbished for Redmaids’ High School (pictured) was formed So far as I know he did not deal in slaves. its opening in 2020 with a dierent name. from the joining of Redland High School for He gave his age as 31 in 1589. 100,000 The press tells me that last October, teachers Girls and The Red Maids’ School in 2017 African slaves were being shipped across at the city’s respected Colston’s Girls’ School the Atlantic by a later generation of Bristol removed any reference to him from its annual school for girls, who would originally merchants between 1672 and 1698. Had service. What irony, when it wouldn’t exist have been the literal waifs and strays of the slave market existed in Whitson’s without him. Irony, but no redemption. the streets of the city? Queen Elizabeth’s time, would he have been in the thick of The history of Britain’s many independent Hospital already existed for boys. Red Maids it? And if the timing were dierent and schools, good, bad or indierent, is was the equivalent for girls, who were, he was involved in that trade, would I part of our heritage. We bring modern also according to the will, ‘to go and be have wanted to write about him at all? sensibilities to bear upon schools with long apparelled in red cloth’, hence the name. In my time working in Bristol, another histories reaching into dierent times. I thought it was quite a wondrous tale, independent school was named aer its own We might usefully reect that however and I also thought that every year, it was benefactor and founder, Edward Colston. our forebears and founders got the money, sliding past both its speaker and its audience, Colston’s fortune, which enabled him to many of us – indeed thousands of us – have with nobody paying it due attention. be the benefactor to the city, was built bene ted from what they did with their How could I bring it to life for a up while a deputy governor of the Royal ill-gotten gains. We should be grateful. contemporary audience? These days African Company. I am a realist enough – or I might have been looking to a TV I do not know enough about Whitson – to company to make a documentary: believe that had he lived at the same time, he Hilary Moriarty is an Who Do You Think He Was? might well have been involved in the same independent advisor for Then I wrote a play. I called it ‘Whitson’s trade. Could I have written such a story? schools, a former head Will’ partly because his widow fought the I think the answer is no. I was content to and former national will and its bequest for girls’ education for consider that he may have been a womaniser, director of The Boarding some ve years aer his death, delaying its who met his match in his third wife, who Schools’ Association. foundation. I tried to explore Whitson’s life fought his will for ve years aer his death,

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WANT TO PUT YOUR SCHOOL IN THE SPOTLIGHT? Email jo.golding@ wildﬁ recomms.co.uk

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Modest excellence Jo Golding visits St Swithun’s School in Winchester, where impressive academic results go hand in hand with quiet self-conﬁdence – producing strong, independent women of the future

love talking about the school,” The school, which educates girls from the headmistress of St Swithun’s three to 18 years old (both day and boarding), School told me as we wrapped up has both senior and prep buildings, with our interview. Jane Gandee started ongoing refurbishment important on at the independent girls’ school both sides. At the Prep School, outdoor Inine years ago and embodies the values of play is very much encouraged, with the school that she heads up; she strives for beautiful outdoor gardens to play in and academic excellence but understands the even an outdoor classroom for learning. importance of sport, speaking your mind Both schools share some fantastic facilities and, importantly, having a sense of humour. such as a swimming pool, gym, sports hall She says: “We have three words above our and outdoor courts for activities such as front door: caritas, humilitas and sinceritas netball and lacrosse, giving the students (charity, humility and sincerity). For me plenty of opportunities to be active. it’s about kindness, compassion and a quiet self-con dence. We try hard to make sure LEADING THE WAY that we don’t overpromise; we do what The school is relatively unselective yet we say we do. We also don’t take ourselves its pupils continue to achieve incredibly too seriously. I think it’s important to have impressive exam results, with 52% of A-level a sense of humour and laugh at yourself, students in 2018 achieving all A* or A grades. as well as having a sense of perspective; Gandee explains: “The reason we don’t not to worry about the small things.” interview is because we don’t just want to choose one type of girl. It’s not fair to judge Five numbers girls on how well they can speak to an adult they don’t know, which is what you get Founding year: 1884 from an interview. We have girls who creep Pupils: 520 (Senior School), down the side of corridors who are a bit shy, 200 (Prep School) and then we have girls who run around the Percentage of international boarders: school – and that doesn’t matter to us. 15–17% “We do say ‘don’t run so much’,” she Ratio of boarding to day pupils: 45:55 jokes, “but the point is, it doesn’t matter. Senior School fees per term: £11,200 We are welcoming and accepting of all of (boarding), £6,855 (day) these individuals, no matter who they are.” The school has also recently started

@ie_today | ie-today.co.uk | 23 school spotlight

High Performance Learning (HPL), a pedagogy-led framework that teachers can integrate in their schools. “High Performance Learning is a programme that a number of schools are doing at the moment and the ethos behind it is the belief that everybody can reach a high level of performance, even if it takes some people longer than others. The way in which we can reach this is by asking about the di erent types of academic skills and characteristics they need to have.” At the heart of the framework are advanced cognitive performance characteristics (ACPs),

I think it’s important to have a sense of humour and laugh at yourself, as well as having a sense of perspective; not to worry Five facts about the small things 1. St Swithun’s is set in 45 acres of countryside, overlooking the South Downs in Hampshire and values, attitudes and attributes (VAAs), which together create high performers. . Over the last ﬁve years, over a quarter There are numerous studies that show that of leavers have gone to either girls’ academic performance can be enhanced Oxbridge, Durham or Bristol universities by studying in a single-sex environment, . There are 160 co-curricular activities although I expect the school’s ethos has a every week large part to play in their pupils’ success too. Jane Gandee “The key thing is to forget that it’s . There are 387 instrumental music girls,” Gandee says when I ask her about lessons each week girls in the room. The speaker might talk the key to teaching girls and preparing for 10 minutes but it can spark an interest.” . There are 81 sports teams them for the world of work. There are many other opportunities “They have no sense that there’s to increase condence. Bajer says the anything they can’t do as a girl, and that’s e ective way of encouraging the girls. In terms roles available for students are a good key. They all have a go at everything and if of STEM we happen to have a lot of parents chance to practise leadership skills, with they don’t like something it’s not because who are medics and I think that can help. many of the girls who went for her role they’re a girl, it’s because they don’t like it. But I started here nine years ago and STEM taking on other important jobs now. Everything is open to them as women.” was popular then, and it’s popular now. A positive education programme at the “The range of topics discussed in our school also looks at the strengths of the BUCKING THE TREND assemblies, talks and clubs mean that there girls, rather than weaknesses. As Gandee The underrepresentation of girls in STEM should be something for everyone. And we try says: “Part of that programme is the idea is a widely discussed topic in education, really hard to congratulate everybody equally, that life’s a bit tough and you’re going however, at St Swithun’s STEM is particularly whether it’s giving out maths certicates or to feel a bit rubbish some days, but pick popular, with 68% of students taking one talking about a play, we try to give children a yourself up and get on with it, rather than or more STEM subject at A-level. Head sense that all these things are equally valued.” the idea that you should be happy all the girl Mia Bajer, a full boarder, tells me that Daily assemblies, which Gandee describes time, which is unrealistic and unhelpful.” biology is the most popular A-level at the as a “great advantage”, provide the girls These words give me the impression school, and that the school is looking at with the chance to speak their mind. “The that St Swithun’s is doing a lot more than bringing in a computer science GCSE. girls can take assembly if they want to and preparing girls academically, but also Gandee discusses how St Swithun’s we’ve been quite strong on girls standing up preparing them to navigate the world as encourages the girls to consider all di erent and talking about issues such as LGBT or adults; I don’t blame Gandee for relishing types of subjects, even ones where women mental health, especially if they have personal the opportunity to talk about it. are in the minority: “We’ve got great teachers experience with it. They still feel like they across the range here, which is one really can talk about it, even though there’s 500 W: www.stswithuns.com

24 | ie-today.co.uk | @ie_today spanishschooltours.com BESPOKE chool STOURSTOURS in Spain

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0034 956003300 promotion THE CHALLENGES OF ESTABLISHING AN INTERNATIONAL SCHOOL

Fiona McKenzie, managing director of Gabbitas Middle East, outlines the challenges and solutions of managing a school overseas

he dramatic increase in the number What role do the local regulators play? challenging in some parts of the world. Salary of British schools opening branch The challenge for opening any new school is an element but the overall package and T campuses in locations across the is choosing a realistic opening date to t with opportunities for professional development globe has largely been fuelled by demand the academic education cycle; schools cannot are also important in this competitive eld. from both local and expat parents. These aord to miss the start of the academic year. Pupil recruitment in the early life cycle parents want to give their children a In terms of HR, it is crucial to have of the school is mission critical. The growth world-class education and help them gain a timeline setting out when the key of pupil numbers, either below or above access to top universities and global people need to be brought on board. target, can present challenges in terms employment opportunities. A founding principal should ideally be of stang as well as the cost implication; However, embarking on developing and in post at least a year before the planned both need to be managed carefully. managing a school overseas requires serious opening date. They will be responsible for The key is to deliver what was consideration and a clear understanding establishing the curriculum, recruiting promised, to ag up and be open about of what lies ahead on the journey from the key team members as well as any challenges and most of all to try to conception to delivery and beyond. bringing the school to market. For this, stay true to the integrity and purpose The rst step is to gain an in-depth they will need to be supported by an of the initial vision for the school. understanding of the current education admissions and marketing team who are landscape and the prevailing market familiar with the local environment. E: [email protected] forces. What are parents looking for? Teacher recruitment is another key T: 02077 340 161 What is the competition like? aspect and recruiting good sta can prove W: www.gabbitas.com

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Rugby Thailand A world of opportunities? Could your school beneﬁt from an overseas ‘sister’ branch? Steve Wright examines the potential advantages, and challenges, of international expansion

The new Xinjin Campus, Malvern College Chengdu

@ie_today | ie-today.co.uk | 27 special report

ver the past two decades, many of “Overseas exchange next term. A group of Rugby pupils will spend Britain’s leading independent schools expansion time at Rugby Thailand, enjoying all aspects of school have begun to look overseas, and prompts life, including opportunities to explore Thailand; at the to consider bringing their historic, reflection on same time, a cohort from Rugby Thailand will spend trusted educational brand to new time at Rugby UK, taking a full part in school life. a school’s core markets around the world via sister schools, developed Rugby are also developing a professional culture of shared O educational in conjunction with a local education partner in the host best practice among teachers at both schools, where country. The fast-growing economies of the Middle and ethos, and how teachers can share teaching ideas and resources online. Far East, in particular, have seen a huge growth in ‘sister far this might “A well-considered extension of a school’s educational schools’ of major UK independent schools, as has Europe. be able to be mission overseas oers three related bene ts,” adds The Council of British International Schools transferred Dr Cameron Pyke, deputy master external, Dulwich (COBIS) now has 261 member schools, in destinations to a different College. “Firstly, it prompts reection on a school’s from Bulgaria to the Congo, Marbella to Mauritius, setting” core educational ethos, and how far this might and holds its 38th Annual Conference this May, be able to be transferred to a dierent setting. allowing international schools, UK schools with “Secondly, it symbolically underscores a school’s overseas branches, or those interested in learning more commitment to internationalism and outward-facing about the international market, to come together. values, whilst oering considerable opportunities for “An increasing number of UK independent schools student engagement and sta professional development in have been entering the international school market a dierent context. For example, the Dulwich Olympiad in recent years,” con rms Dr Fiona Rogers, COBIS’ 2019 (the second such event – the rst was hosted by deputy CEO and director of professional development Dulwich College Beijing in 2015) brings together over and research. “An international branch can raise the 600 pupils and sta from across the family of schools pro le and increase recognition of the UK school brand for a series of creative and sporting events in London name overseas, which can have a positive impact on the in the year of the founding school’s quatercentenary. recruitment of overseas students back to the UK.” “Finally, overseas engagement has the According to data from ISC Research, the potential to oer a long-term source of income international schools’ sector has been growing, on to reinforce a school’s educational mission in average, by more than 6% per annum, with the its local context, through providing a relatively number of new schools increasing, on average, by secure source of funds for bursarial access.” more than 450 each year. “There is signi cant demand Bene ts can be experienced everywhere across school for well-respected British education overseas, from life too – not just in nancial terms. Allan Walker is both local families and globally mobile professionals,” director of international schools at Malvern College, Dr Rogers continues. “Parents around the world which since 2012 has opened four sister schools – in Hong choose British international schools to give their Kong, Cairo, and Qingdao and Chengdu, both China – children the best possible educational opportunities, to accompany its parent school in Worcestershire. “The including facilitating entry to the UK education development of our international portfolio has opened the system at the school or university level.” door to a wide range of initiatives, from teacher and pupil exchanges to the development of a platform for sharing The full experience teaching resources between our schools,” Allan explains. Overseas expansion is clearly a route being taken by many schools, but what are the potential bene ts and the pitfalls to keep in mind? Ian McIntyre is international development director at Rugby School, whose rst sister school opened in Thailand in 2017, Rugby’s 450th anniversary year. “Rugby School Thailand is an expression of our ambition to be able to oer a Rugby education to families around the world,” Ian explains. “It allows boys and girls in Thailand and across the region to enjoy the full Rugby School boarding experience within a culture identical to Rugby’s, where each pupil aspires to academic excellence, and where the development of the whole person is the whole point.” And so far, the strategy seems to be working, not least the boarding-school format, which is appealing to Thailand’s busy parents. “We are nding that many families in Thailand are choosing Rugby in order to avoid sending their children to day schools in the capital, where the inevitable pollution and trac can mean children spending hours each day in cars. Rugbeans in Thailand have plenty of time and space in their day to enjoy the huge range of co-curricular activities on oer.” Continuing the initiative, Rugby School and Rugby Malvern College Egypt School Thailand will be running their rst pupil

28 | ie-today.co.uk | @ie_today special report

Malvern College, UK

“For example, we are currently working on an “Setting up they bring with them a wealth of transferable skills initiative to run an inter-campus curriculum project sister schools (cultural awareness, global outlook, EAL experience) involving pupils from our associated preparatory abroad is as well as a renewed enthusiasm for teaching.” school, The Downs Malvern, and pupils from the same exciting. How, though, should schools ensure that their identity year group at two of our international schools.” and ethos remain strong across all sister schools? Can It is also a new sister school in, say, south-east Asia, with all the Renewed enthusiasm hugely time- latter’s variables in terms of culture, climate, professional Sta recruitment can also benet from the extra consuming” practices and more, always hope to embody the same opportunities and career experience that overseas values as its centuries-old parent school here in the UK? expansion can bring. “An international branch can “Setting up sister schools abroad is exciting. It is also support sta retention, providing opportunities also hugely time-consuming,” Ian McIntyre reects. for UK sta to spend time overseas within the same “Putting in place a robust quality assurance programme school family and return to the UK with renewed is important. Our goal is to develop genuinely authentic enthusiasm for their chosen career,” says Dr Rogers. sister schools that share Rugby UK’s aims and ethos. “Recent COBIS research into Teacher Supply A strong quality assurance programme prevents ‘brand revealed that international experience can play a dilution’ and ensures that Rugbeans the world over signicant role in teacher retention. Nearly a third of can enjoy the same outstanding quality of education teachers entering the international school sector were for which Rugby is renowned. For example, I will thinking about leaving the profession before taking be making annual visits to our sister school with an international job, whereas some 80% of teachers senior sta from Rugby, to check that it is operating who work internationally are happy or very happy in accordance with Rugby’s operating standards.” with their experience. Furthermore, when teachers Choosing your host location – and, in particular, leave the international sector and return to the UK, partner organisation – is key. “A school should

@ie_today | ie-today.co.uk | 29 special report

consider carefully where in the world it might wish ABOVE: Rugby to engage,” Dr Pyke advises. “In doing so, it should Thailand not underestimate the amount of time required to set RIGHT: Malvern College Egypt (top), up and sustain an educational institution at a distance. Dulwich College However, the most important area of due diligence will Olympiad 2009 be the choice of partner, which must be wholly aligned (bottom) with the school’s ethos, educationally driven as well as commercially astute, and sensitively attuned to the local political, cultural and regulatory frameworks. “It is the subsequent legal arrangement between a school and the partner which will de ne the Knight Frank, Middle East. “The schools on oer position and relationship of the founding school include well-recognised global institutions oering in the future. The latter should be clear on its curriculums from Britain, America and Switzerland ‘bottom lines’ in terms of brand control, de ne its amongst other locations, and with an inux of schools desired response to every eventuality, and set up continuing, like North London Collegiate, there a formal mechanism and institutional framework are an increasing number of options every year; in for preserving control and oversight.” 2018–2019 alone 13 new schools were opened.” Allan Walker at Malvern echoes the need for both a reliable (and embedded) partner in the host Access for all country, and for robust contractual controls. “These Elsewhere, the UK-based Nisai Group delivers quality, controls – for instance the right to appoint the head internationally recognised education to students across and the right to quality-assure the strength of the the globe. Beginning 20 years ago in the UK, Nisai is educational provision – are an essential starting point now one of the nation’s most established online education in overseas brand management,” Allan Walker stresses. providers, speci cally catering to young people who “Ultimately any successful international strategy relies are unable to access mainstream education due to heavily on the strength of the partnership developed health, personal situation or geographical location. with the school’s local in-country operators.” Some years into its existence, Nisai made the When looking at chosen destinations, an awareness decision to plan its overseas expansion. “The of the strength of the target market is crucial and there decision to proceed with expansion was based are clearly some buoyant markets out there. Dubai, for on the international market supporting and example, is experiencing a surge in demand for a UK- complementing the existing UK oer, rather than style education. “The Royal Atlantis Residences has seen replacing it,” explains Veebha Subchak at Nisai. a number of expat families with young children moving “Aer becoming approved as a Cambridge to Dubai, and the Emirate’s large and comprehensive International School and running pilot programmes education sector oers a breadth of choice for all age in Australia and the Philippines, we identi ed groups,” explains Maria Morris, head of residential, south-east Asia as our target market. We were

30 | ie-today.co.uk | @ie_today special report

Malvern College Qingdao aware that local educational needs would be “Your chosen cultural capital, and the success of this export market di erent, and so it was important for us to form partner must be over more than two decades has relied primarily partnerships with local organisations.” wholly aligned on a reputation for strong educational provision. Nisai’s rst international partnership was with with the So, the quality of education is fundamental to the Thailand’s Amnuay Silpa School (ANS). Nisai o ered commercial success of any international school project. school’s ethos, ANS students primary and secondary Cambridge However, managing this sustainably is challenging programmes leading to Cambridge IGCSE and educationally and relies not only on internal factors such as teacher A-levels, allowing ANS students to progress on to driven as training and upgrading facilities, but also on external further and higher education anywhere in the world. well as social and cultural factors which are inherent in any Nisai then used a mix of technology and tradition, commercially international business arrangement in today’s society.” and British and local expertise, to deliver their astute, and It is also important, Walker continues, to education overseas. “Aware of the risks of overseas sensitively be honest about the nature of the school’s recruitment, we decided that our own UK teachers attuned to local international o shoots and not to be too strict in would deliver their international Cambridge frameworks” your blueprinting of the original ‘parent’ school. programmes to students abroad, at a time suitable for “It is naive to expect an international campus the students. ANS local teachers provide classroom to be an exact replica of the UK school, since support while the Nisai Virtual Academy is projected the cultural and educational context in which on to a screen with a Nisai UK teacher delivering a live it exists is likely to be very di erent. lesson, creating a blended learning environment.” “The ability to understand and embrace these Nisai are now in the process of agreeing the delivery di erences is, in my view, fundamental to building a of Cambridge programmes in Japan, Vietnam, Malaysia group of schools with a shared global vision and outlook. and Indonesia, all through local partnerships. This requires a shi in view from seeing the UK school Finally (and crucially), the advantages, whether as the ‘mothership’ to seeing it as one member of a global nancial or otherwise, of overseas expansion will family of schools with a shared ethos and common values, depend on that most essential criterion: the educational appropriate for life in the globalised 21st century.” excellence of the host school being reproduced at the new site(s). “The nancial benets of internationalisation Useful information can seem obvious but, without strong academic performance, parents will not choose to send their The Council of British International Schools: www.cobis.org.uk children to the school,” Walker continues. COBIS report on teacher supply in international schools: https://resources. “Financial reward is dependent on the ﬁnalsite.net/images/v1536159762/cobis/bu6zyw9c7cdxpjsbq2uk/ quality of the educational outcomes delivered COBISTeacherSupply_FinalReport_July2018.pdf by international o shoots. This aspect of the 38th COBIS Annual Conference: 11–13 May, InterContinental London O2 internationalisation process requires particularly https://www.cobis.org.uk/cpd/annualconference careful attention and sympathetic management. Nisai: www.nisai.com/about.html “Around the world, British education is seen as

@ie_today | ie-today.co.uk | 31 promotion ARE YOU READY FOR THE MOST IMPORTANT EXAM OF YOUR LIFE? Tracy Shand, author of Boardingology, asks you to grab a pen, take a deep breath and let’s start

hen was the last time you took an exam? 10 years ago? 20 years ago? W Or one second ago? What does the word exam mean to you? Are you having a testing time in the game of life? What if I told you, you are taking an exam every day that measures your success. No grades, no Image © freepiks.com numbers – just your feelings and actions. make one now. It is a set of items that when 3. WHAT DO M AND C STAND FOR IN THE What a statement I have just made, you are not having a great day you can look EQUATION Y = MX+C? but is it true? It is time to address the at to remind yourself how awesome you are. Oops, wrong exam! How did you feel when 24-hour personalised life curriculum For me, I have family photos, bubble bath, a you saw this question? Feelings and thoughts that is determining your success one face pack, a colouring book, a funny DVD drive actions. Track your day in terms of second at a time. Success starts with you, and a big bar of chocolate. What about you? emotions and draw up one strategy to try so grab that pen now and let’s start. tomorrow to measure your success in smiles. 2. WHAT ONE THING DO YOU NEED TO LEARN Take time today to answer the 1. WHAT IS IN YOUR WELLNESS TOOLBOX? TO MOVE FORWARD? questions and then take action Do you have one? If you do not have one, How can you do it, and when will you do it? that will unlock your success.

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Celebrating sporting achievement and innovation within independent schools

For anyone committed to the wellbeing of children and young people.

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Wellbeing Education provides courses at The Institute for Arts in Therapy Celebrating sporting achievement and innovation within independent schools Is hiring a former pro sports coach a be er investment than state-of- and Education. Graduates develop a meaningful career path promoting the-art facilities? child mental health and emotional wellbeing in education, health and social If we allpulltogether Perfect balance Whether competitive PLUS SPORTING PLANS FOR 2019 + HOCKEY'S MARK PRECIOUS + OVERSEAS TRIPS or recreational, sport is Radley College shows how key for wellbeing, says care, independent, statutory and voluntary sectors. The Wellbeing Faculty Glenalmond College fantastic facilities can inspire PLUS Choosing a sports surface + Famous rugby alumni + Reinventing the PE kit + Sports and sustainability more pupils to give sport a go delivers placements in a wide range of settings and has an exceptional staff team with leaders from the fields of Youth Work, Social Work, Mental Health, Therapy and Education. Curriculum covers a wide range of topics including: THE LATEST NEWS AND VIEWS FROM A Whole-school Culture of Wellbeing, Organisational Change, Child THE SECTOR, INCLUDING SPORTS FACILITIES Development, Mindfulness and Compassion, Family Systems, Life Story Work, AND EQUIPMENT, NUTRITION, SCHOOL TRIPS Creative Arts and Play, Child and Adolescent Mental Health, Inter-cultural AND TOP ACHIEVEMENTS. Issues, Applied Therapeutic Thinking, Facilitation Skills, Children’s Rights, Child Protection and Safeguarding, Trauma-Informed Care, Research and Evaluation. ie-today.co.uk/iSS-Magazine MORE INFORMATION / BOOK AN OPEN DAY www.wellbeingeducation.org @ISS_magazine international | GESF review

Peter Tabichi from Kenya won this year’s Global Teacher Prize Teachers ma er GESF 2019 in numbers The Global Education & Skills Forum brought together world leaders and teachers from 144 countries to reinforce the message that education 2,000 is key – and teachers maer. Jo Golding reports delegates

here are many events achieve education for all. having “no future”. Now in the education sector The event made a great, if he is the youth co-ordinator T but perhaps none somewhat unexpected, start of the Canadian Rohingya 40 as extravagant as the Global with an opening speech by Development Initiative, striving ministers of Education & Skills Forum 10-year-old presenter and to bring formal education education (GESF). This became clear vlogger Braydon Bent who made to the Rohingya youth. when I was whisked o to Dubai the purpose of an education Bana Alabed, aged nine, led at the end of March. Not only event abundantly clear. a gripping talk at GESF talking did the event boast a glamorous “It’s my world too. It will be about her time documenting 1 venue of Atlantis The Palm, my generation that will be le through Twitter Syria under head of it also put on a concert with behind to deal with this mess, so siege. She spoke of teachers government performances from Little Mix, let’s try harder,” he said, going as her heroes: “My hero is Rita Ora and Liam Payne. on to interview inspirational someone who teaches me, These alluring touches were people from around the teaches me to be brave.” all in aid of the celebration world, and cover topics such as 297 of teachers, with the hashtag education for children in refugee Renewed enthusiasm speakers #Teachers Matter becoming camps and climate change. A physics teacher and head a key message at the event. Ahmed Ullah told his of year at South Hampstead This year, GESF looked at story of living in a refugee High School was also in who is changing the world, camp in Bangladesh and attendance, delivering a talk 144 and brought together world being refused education with other teachers on how to countries leaders to seek solutions to on the basis of supposedly get more girls into STEM.

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“Girls and young women are Emma Russo, a physics teacher at South Hampstead High School, interested and engaged in areas spoke about how to encourage girls to take STEM further such as physics, engineering and technology, and they achieve highly, but we need to actively work hard to counter the in uences that tell them that these opportunities are not for them,” Emma Russo said. She continued: “The world of technology in particular is developing quickly and the world will be better for everyone if the ideas and contributions of women are included.” How can independent schools encourage participation in STEM for girls? Russo said: “I think the number one thing has to be to support any initiative towards wider gender equality both in your school, and in wider society. Everything that I have observed or learned from others is that global network of teachers. fact every single one of them “There is a real focus on teacher voice and the value of “I met such inspiring has believed at one point or teachers, and I’d love for more teachers to feel valued people, mostly other teachers, another that they had ‘failed’. and appreciated for all of their hard work” such as Andrew Moat from Karen Giles, a headteacher at Birmingham who created the London-based Barham Primary this can have a profound eect to see this work, as they would No Outsiders programme, School and part of the Varkey from outside of school. do with sport, music or drama.” ensuring that all students in Foundation’s advisory board, “I also think that skills and She commented on GESF: his school feel a secure sense said that ethical leadership activities such a coding should “It was an incredible of belonging, or Marj from was the way forward. “Some be taking place from a very opportunity to meet and learn South Africa who has been schools have become so young age, in junior schools. from amazing educators and championing girls’ education results-driven that it is used as I want to encourage schools to policy-makers. A lot of the and is running a girls’ an excuse for the teachers to nd opportunities for students discussion was at a policy or conference that I hope to be become bullies. We must be to show o and be proud of the government level, so one of the involved with in the autumn. kind and courageous leaders.” work they are doing in STEM things I really took away was “I would really recommend One of the most anticipated subjects, whether it be through ideas for how to aect education attending GESF as it was so parts of the event, the revealing taking part in competitions or policy-making, and a renewed inspiring to hear people’s stories of the winner of the Global giving parents an opportunity enthusiasm for being part of a and to make connections that Teacher Prize, was another will benet my teaching, my major highlight. The prize of students and my school. There $1m went to Peter Tabichi, a is a real focus on teacher voice science teacher from Keriko and the value of teachers, and Mixed Day Secondary School I’d love for more teachers to in Pwani Village, Kenya. He feel valued and appreciated gives away 80% of his monthly for all of their hard work.” income to help the poor. He’s also changed the lives of Ethical leadership students including introducing I was lucky enough to attend science clubs and promoting another talk on school peace between dierent leadership and how school ethnic groups and religions. principals can be agents of With plenty on the agenda change (I say lucky because at GESF, from edtech to the room was packed). school leadership, I believe It was touching to see a room there was something there full of school heads come to appeal to anyone with Braydon Bent (right) interviews Bana together, sharing knowledge an interest in education as a Alabed (left) on the last day of GESF and taking comfort in the tool for positive change.

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A GLOBAL APPROACH TO QUALIFICATION RECOGNITION Peter Monteath, Regional Director, Europe at Cambridge Assessment International Education, explains how its qualiﬁcations are recognised globally

t Cambridge International, we 62% of these applicants were accepted worldwide to ensure that we are know that our students are o en into the UK’s top universities, including targeting our recognition resource A globally mobile and may wish to all of the Russell Group universities. This as eectively as possible. continue their studies anywhere around the compares with only 28% of ‘all’ applicants Recognition goes beyond ensuring world. This presents a challenge in terms of getting into Russell Group universities. our qualications are accepted. university recognition and schools frequently Over 10 years ago, we set up a US Higher By building relationships with universities ask me how Cambridge qualications are Education Advisory Council (HEAC) to around the world, we can ensure that our understood so widely, in so many popular advise us on recognition of Cambridge curriculum and educational programmes study destinations worldwide. qualications in the US. Made up of senior such as Cambridge International For that, we have our Global admissions sta from top universities – A-level and Cambridge Pre-U evolve Recognitions team to thank. including Brown, Duke, Florida State, in line with their expectations and the Over the last ve years, our Global MIT and Washington – the Council helps changing nature of global education, Recognitions team has grown substantially, us increase understanding of Cambridge and develop the knowledge and skills with recognitions experts based in the US, programmes among admissions oces required. It’s about making sure that India, South Africa, Pakistan, Singapore and also advises on the development of when students arrive on campus, they and in China, as well as in Cambridge to Cambridge qualications. Now over are well positioned to succeed. cover the UK, Europe and the Middle East. 600 US universities accept Cambridge Finally, our work with international The team works proactively with universities qualications, including all Ivy League and universities also gives a boost to the across the globe to make sure Cambridge Ivy Plus universities, with many oering recognition of UK qualications. qualications are understood and that advance college credit to students holding UK NARIC, the national agency Cambridge students have a smooth transition Cambridge International AS and A-levels. for the recognition and comparison to the next phase of their education. The more people we can reach, the of international qualications, has As a result, Cambridge qualications better. According to the OECD report benchmarked Cambridge IGCSE and are accepted by over 1,400 institutions Education at a Glance 2018, the global Cambridge International AS and A-level across 195 countries, and the number is market for international students has to the standard of the equivalent UK growing continuously. In a 2018 survey of grown by 30% since 2011, with the USA, qualication, so, by giving universities higher education admissions tutors at the Australia, Canada and New Zealand worldwide this information, we are in world’s universities, 100% of respondents taking advantage of that growth. turn helping UK education because said Cambridge programmes give students They continue to be important our exams are so closely linked. excellent preparation for university. destinations for Cambridge students, and If schools or students have any questions Our Cambridge International A-levels we are working closely with universities in about how Cambridge qualications oer students choice and exibility for those countries as well as looking to expand are accepted, there is a wealth of their higher education studies and research our relationships in Europe and other information on our website (including a from the UK Universities and Colleges regions around the world. The world order searchable recognitions database) on our Admissions Service backs this up. From is beginning to change. This is something Recognition and acceptance pages. 2014–2017, 95% of Cambridge International we expect to see reected in our annual A-level students who applied to UK higher Student Destinations Survey, which we Visit www.cambridgeinternational.org/ education institutions were oered places; carry out with Cambridge schools recognition for more information. promotion

GOOD FOOD WORKS SMART Amanda Ursell, CH&CO Independent’s consultant nutritionist, asks if the food served to pupils makes the grade

ith the nal term of the current school year upon us, many teenagers W will have exams looming. Whether mocks or the ‘real’ thing, GCSEs and A-levels bring with them unique demands, which require particular support. Schools can help to provide this not just in a day-to-day practical sense with revision and exam techniques, but by working with their caterer from a nutritional perspective to help support the emotional and cognitive demands that exam season brings. And, engage with pupils about the bene ts of good nutrition and hydration through conversation and marketing. If they understand the positive impacts, behaviours can change. Here we identify ve ways in which good food, and therefore good nutrition, works smart.

1. Nutrients like iron can a ect IQ and energy drinks to give them a ‘boost’. something else or are worried about taking mood and therefore exam results The solution? The last caeine- too many loo breaks in class or exams. How? Iron is crucial for making containing drink should be around The solution? Encourage pupils to carry haemoglobin, the red pigment in eight hours before bedtime. water in reusable bottles so they can top-up blood, which helps to transport when they need to and to keep an eye on their oxygen to your brain. 3. Slow-release carbs help concentration urine. Pale straw colour indicates hydration, What is the problem? Just over half of teenage How? Eating carbohydrates like oats deep yellow suggests they need to up uids. girls in the UK are not eating the ‘lower in porridge, multigrain and sourdough recommended intake’ of this nutrient1. This breads, pasta, basmati rice, pitta and tortilla 5. Skipping meals a ects brainpower can lead to extreme tiredness, mood swings, wraps help to give a slow release of sugar and emotional wellbeing poor focus and concentration. Research into the blood, which aids concentration, How? Long periods of time without food indicates that restoring iron intakes can during the hours aer eating. aect blood sugar levels and ability to focus. Mealtimes with friends and family also help teenagers to discuss concerns Just a one to two per cent loss of body ﬂuid and worries and to relax, switch-o and can a ect the way the brain thinks and works. experience some vital downtime. If you don’t drink enough ﬂuids, it can a ect your What is the problem? While the French spend two hours and 13 minutes a day energy levels too eating, we manage one hour and 19 minutes in the UK, on average3. impact positively on exam performance. What is the problem? Lots of teenagers The solution? Time around the table can help The solution? Diets should contain iron- prefer fast-release carbs like croissant and children to calm down and communicate. rich foods every day, such as lean red white toast, muns and sugary cereals. As well as directly bene ting mood and meats, oily dark sh, eggs, peas, lentils The solution? Make the slow-release stress levels, it provides time for discussion and baked beans, nuts, dried apricots carbs easily available, tempting and and contemplation on issues such as and forti ed breakfast cereals. front of mind to help shi choices. sustainability to seasonality. Being mindful around food works – on every level. 2. Cappuccinos, lattes and energy 4. Even mild dehydration drinks could disrupt sleep a ects cognition and mood www.chandcogroup.com/education How? Even hours aer consuming, How? Just a one to two per cent loss of body caeine can adversely aect sleep patterns, uid can aect the way the brain thinks References: 1. National Diet and Nutrition Survey (NDNS) Rolling leaving youngsters stressed, tired on and works. If you don’t drink enough Programme (2014/ 15 – 2015/16) waking and less able to function. uids, it can aect your energy levels too2. 2. Roger A. Fielding, PhD, director of the Nutrition, Exercise Physiology, and Sarcopenia Laboratory and a What is the problem? The ‘coee culture’ What is the problem? While thirst is professor at the Friedman School of Nutrition Science is embedded in many teenagers lives triggered by the brain in response to low and Policy. Tufts Nutrition Newsletter, April 2019. Vol, 37, No 2. by the time they reach sixth form age, uid balance in the body, teenagers may 3. www.statista.com/chart/13226/where-people-spend- while younger pupils may be relying on override thirst cues if they are busy doing the-most-time-eating-drinking/

catering

Independents by Sodexo wins King’s School contract ndependents by Sodexo has been awarded a CH&CO sets out ve-year contract to I sustainability targets manage catering services at co-educational day school, Last year, CH&CO became The King’s School, Chester. the largest and most Sodexo’s independent diverse contract caterer to schools’ business won the be awarded the top-level £4m contract following a three-star Food Made Good competitive tender process rating by the Sustainable and took over the service on 4 Restaurant Association (SRA). April 2019. The new catering Pupils at The King's School, Chester Now, the company, which service will oer a wide range serves many sectors including of dishes with a focus on fresh, us throughout the tender delighted to be entering into independent schools, has nutritious and seasonal food. process. They took the time this partnership with The King’s set out its 2020 sustainability Independents by Sodexo will to understand the ethos of the School. We know that young targets in its Planet Report for provide investment to the school school and what we are looking people want variety in their food the current academic year. for the ongoing development for from our catering service. but are also conscious about Some of the targets listed of the services, while the onsite “Independents by Sodexo sustainability and provenance. in the Planet Report include team will have opportunities have an impressive track “Our highly skilled chefs sourcing ﬁsh responsibly, to continually enhance their record of taking an innovative will be creating a selection serving more vegetables and culinary skills by taking part in approach to providing healthy of dishes using sustainably better meat. the company’s chef scholarship, school meals, and we are sourced ingredients that will Terry Waldron, COO at which provides access to looking forward to working not only interest and excite CH&CO, said: “In the CH&CO industry-leading training. with the team to develop the pupils but will also power Planet Report, we share some Hayley Jordan, bursar at menus that will nourish and performance to help them of the ways we serve great The King’s School, said: “We satisfy pupils and sta alike.” get the most out of school.” quality food that doesn’t cost were really impressed with Jeremy Alderton, managing The King’s School, Chester the earth and helps towards the way the Independents by director for Independents currently has over 1,100 our goals for the future.” Sodexo team engaged with by Sodexo, said: “We are pupils aged four to 18.

Bespoke menu helps pupil control epileptic seizures A member of Solihull School’s Sticking to the strict diet catering team has won a and with no medication, charity award aer helping to Enaya has been seizure-free improve the life of a young for more than 170 days. pupil who was suering up to When Enaya joined 30 epileptic seizures every day. Solihull School, assistant Year 3 pupil Enaya Hoque catering manager Yvonne has had childhood absence Pearce had a meeting with epilepsy since she was ve the pupil’s parents and the years old, suering seizures school nurse about her which le her incoherent for needs. She created a bespoke up to 10 seconds each time. menu, based on the school’s She was put on medication existing menu but adapted which had severe side-eects, for Enaya’s ketogenic diet. so her family began researching Enaya’s mum nominated alternative therapies and Yvonne for a Matthew’s Friends came across the ketogenic Keto-Star award to thank her. diet: a special high-fat, low- Pearce said: “This is what I was carbohydrate diet which trained to do and I like doing has been used to control it. It’s something I do every seizures in some people with day so the award was a real Chef Michelle Whitehouse, with Enaya Hoque and Yvonne Pearce epilepsy since the 1920s. surprise but a truly lovely one.”

38 | ie-today.co.uk | @ie_today DYNAMIC learning ENVIRONMENTS

ARCHITECTURALLY DESIGNED CLASSROOMS Beautifully crafted, individually tailored, diverse teaching spaces promotion

WHY BEAUTIFUL DIGITAL TOOLS MATTER FOR THE FUTURE OF LEARNING n the last 10 years, there’s been a the aspirations of who we want to become. training it takes to design good websites. huge push to redesign and beautify Beauty allows us to express who we Plus, most students don’t need to reinvent I learning spaces. Teachers started are and who we hope to be. Beauty has the wheel every time they want to share implementing exible seating on their own, the potential to create meaning in our their work. This is why we o er a limited Starbucks became a agship model for lives and the classroom is no exception. number of fonts, colors and formatting. We classroom redesign and #ditchdesks started bulb Digital Portfolios began with one promise your work will always look good. trending on Twitter. big idea for education: to design a simple, This push to reconsider the look of beautiful and powerful learning environment. PLENTY OF WHITESPACE the physical classroom was welcomed by At bulb, we take design seriously, White space, or negative space, is the space the right-brain-inclined inner aesthete. because we believe it’s the foundation of between elements in a composition. You’ll It’s also been well-researched as an a quality education. We know beautiful see plenty of space between collections, advantageous pedagogical shi to increase tools inspire beautiful work, and pages and lines of text on bulb. Avoiding e cacy and performance in schools. beautiful work changes the world. noise and clutter gives students a sense of This is why everything about how balance, harmony, time and empowerment bulb functions is thought through with to create from a clean slate. You’ll notice Beauty allows us an eye for beauty, an a nity for good your eye likes whitespace, too – it’s easier to to express who we are design and the realisation that students read, pick out important information and and who we hope to be. take pride in creating beautiful work. connect ideas when your eyes have time and space to rest between bits of information. Beauty has the potential COVERING THE ‘HOW’ SO YOU CAN FOCUS Winston Churchill once said: “We shape to create meaning in our ON THE ‘WHAT’ our buildings; therea er they shape us.” lives and the classroom Some of the best tools get out of the user’s Our digital environments, just like our way. In bulb, we want you to get working on physical ones, remind us who we are. is no exception what really matters: creating, re ning and Just as beauty and good design are publishing, right away. bulb is intuitive and deeply powerful forces in the ‘real world’, One such study, undertaken by The consistent, from our tile and list view layout so they are in the digital one. bulb Digital University of Salford in 2015, found to our dialog boxes. You shouldn’t ever have Portfolios is leading learning to the future. that the physical characteristics of a to guess how to do something on bulb. We classroom, like air quality, colour and light make it obvious and hope this simplicity increases the learning progress of primary and ease frees up your time and energy to students by as much as 16 percent. focus on your quality content, not the app. Historically, society has valued exceptional architecture, prominent public installations CONTROLLED STYLE OPTIONS and ‘civic beauty’ zones. Our physical Not everyone has time to be a web designer. Sign up for a free trial today at spaces are re ections of who we are and We understand the amount of time and bulbapp.com focus

Tackling the gender imbalance in STEM Keri Beckingham ﬁnds out how today’s independent schools are engaging female pupils with STEM

Aldenham School has seen an increase in female students taking STEM subjects

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oday’s technology-driven world has meant the STEM subjects more appealing to girls.” the way in which we live, work and learn Aldenham School has also seen an increase has changed. However, there are concerns in the number of female students taking STEM that the economy is struggling to subjects in recent years, particularly across design keep up with these developments, with a technology subjects. Commenting further, Williams T2018 report by STEM Learning nding that the Science, said: “According to a study by Wise Campaign, Technology, Engineering and Mathematics (STEM) women amount to 23% of the core STEM skills gap is costing the UK economy £1.5bn a year. workforce now – still lower than we would like Jade Parkinson-Hill is the founder of Steam School, to see, but higher than it has been previously.” which is on a mission to connect thousands of students Parkinson-Hill also agrees that more work still needs across the globe with STEAM (the added A standing for to be done by schools to encourage female students Arts) innovators and inspire them to create positive global to study STEM subjects, in terms of explaining what change with science and technology. Discussing the way it means to work in these sectors. She said: “A-level that education providers are looking to overcome this computing saw the biggest popularity jump in entrants problem and equip the future workforce with the skills last academic year, rising by 23.9%. However, a that they’ll need, she says: “Here in the UK, the private sector, universities and education services, like Steam School, are working together to address this skills gap. “There is an abundance of STEM toys, curricula, events in museums, aer-school programmes and corporate sponsored competitions to inspire, inform and help young people to develop the skills that they need to access careers in STEM.” At Aldenham School in Hertfordshire, one female Year 12 pupil recently secured a three-week work experience placement at a major construction and architecture rm as part of the school’s collaboration with industry through Class of Your Own’s Design... Engineer... Construct! (DEC) learning programme. Commenting further on the STEM skills gap and the issues of gender inequality within the industry, Andrew Williams, headmaster, says: “The government is calling for greater emphasis on STEM subjects within schools. “They want to see more homegrown engineers, with a focus on improving the gender imbalance that currently exists in the industry, which has in the past been predominantly male.” Philip Stewart is the headmaster of Terra Nova School in Cheshire, where all pupils are encouraged to undertake engineering challenges as part of their 6% of students at girls’ school Moreton Hall took four STEM A-levels last year design technology curriculum. He believes that whilst the ever-changing STEM landscape is challenging for schools, students are undoubtedly bene ting as it becomes a key element of the curriculum. He adds: “STEM is a high agenda item and one you will now oen nd prospective parents asking about. “One big change in the very best schools is that STEM is changing from a token ‘day’ or ‘club’ to a mindset that is embedded in a wide range of subjects.”

Girls in STEM With the STEM landscape changing, are more female pupils engaged in STEM subjects today than they were 10 years ago, and what are the main reasons for this? Kat Boyland, head of DT and STEAM at Terra Nova School thinks that there de nitely are, and attributes this to the new curriculum having a multi-substrate approach, allowing projects to be directed into personal interest areas and gender stereotypes being reduced. She said: “There is no doubt that schools are also focusing their attentions on developing girls in a range of STEM subjects. Leadership teams, alongside At Terra Nova School, all pupils are encouraged to undertake engineering challenges their curriculum teams, are focusing on making

42 | ie-today.co.uk | @ie_today focus

Teachers at St Swithun’s aim to inspire the next generation of STEM professionals

to inspire the next generation of STEM professionals. To do this, they aim to nurture a natural interest in the subject through a range of eld trips, visits to lectures and themed activities such as a recent forensic studies day. She explains: “The over-arching philosophy is one of helping students to think about science in a real- world context, to problem-solve, to question and to nd evidence. Through challenging discussion and healthy

They want to see more homegrown engineers, with a focus on improving the gender imbalance that currently exists in the industry, which has in the past Andrew Williams, Aldenham School’s headmaster, says been predominantly male the government is calling for more emphasis on STEM staggering 88% of all students were male – meaning debate, students develop intellectual condence and only 12% of computing students were female. We genuine appreciation for the role of science in their lives.” need to demystify what it means to work in STEM Last year, 70% of students at Moreton Hall School sectors and help young people to ‘connect the dots’.” for girls in Shropshire took at least one STEM A-level, 38% took two or more, 22% took three or Inspiring the next generation more and 6% took four. Further mathematics was In 2018, 55% of all A-levels achieved at St also a particularly successful subject for the school, Swithun’s School for girls in Hampshire were in with 16 students out of the sixth form’s total of 125 STEM subjects, with 15% of leavers choosing choosing to study the subject, compared to the national to study medicine at university and a further average of just 16 girls out of every thousand. 13% opting for engineering courses. In addition, Caroline Lang, senior sixth form tutor is in no doubt 73% of the school’s current sixth formers are that this success is as a result of the school’s single-sex studying at least one STEM subject at A-level. learning environment. She says: “The condence As Suzanna Wilkinson, head of science explains, a gained from the ‘safe’ single-sex learning environment key goal for teaching sta in the science department is is hugely benecial: there is much anecdotal evidence

@ie-today | ie-today.co.uk | 43 focus

In 2018, 55% of all A-levels at St Swithun’s School for girls were in STEM subjects

fast. Students are introduced to the idea that nothing is ‘wrong’ in DT, but that we should evaluate, think Girls can tend to exhibit perfectionist tendencies and and challenge the accepted version of what is ‘right’.” worry about getting things ‘wrong’, and this is actively Andrew Williams believes that it’s important not to patronise girls when it comes to STEM subjects, and at challenged in DT and STEM (STEAM) at Terra Nova Aldenham School they encourage their female pupils to study subjects such as resistant materials or textiles by holding them to the same expectations as male pupils. that many of the women who have made it to the top of Discussing this further, he says: “We oer a their STEM elds cite their single-sex education as of wide variety of opportunities in the co-curricular signi cant bene t in their development and evolution.” programme to complement the design and At Terra Nova School, Philip Stewart believes the technology curriculum including the build your own key to STEM engagement is to surround female pupils computer club, motor club, robotics club, design with positive images of women in STEM, in order to engineer construct club and eco garden. Through encourage them to challenge negative stereotyping and these we hope to appeal to all of our students.” teach them to ‘fail fast’. An example of this is where Is it completely balanced yet? No. However, the key the school encouraged female members of their parent is that we are improving the gender imbalance, ensuring body who are involved in STEM careers to talk with our future is in the hands of both boys and girls. students in support of International Women’s Day. Explaining this idea further, he said: “Girls can tend to exhibit perfectionist tendencies and worry about Thornton College trials MekaMon robots to teach coding getting things ‘wrong’, and this is actively challenged Thornton College for girls in Milton Keynes has been one of the ﬁrst schools in in DT and STEM (STEAM) at Terra Nova. the country to use Reach Robotic’s MekaMon robots to teach coding to “Failure is not seen as a negative, we fail fast but learn their students. The school has been working with Reach Robotics as part of the pilot programme for Reach EDU. MekaMon is a highly advanced quadruped robot, which uses the new ReachEDU app to oer a structured pathway to learning coding and, crucially, the option to be creative once students have got to grips with the concepts. Speaking about Thornton College’s use of MekaMon, Jo Scott, careers and enterprise leader, says: “The reception to MekaMon at our STEM event last month was amazing, so naturally we were delighted to be part of the EDU pilot programme. As a girls’ school, we are particularly keen to promote STEM to our pupils – both in terms of their studies and future careers.” John Rees, co-founder of Reach Robotics, says: “It has been brilliant working with Thornton College. As we prepare to launch ReachEDU next month, we want to ensure we are getting as much feedback and input from teachers and pupils as possible. We want to deliver an education platform that entertains, Last year, 70% of students at Moreton Hall for girls took inspires and educates. Our time at Thornton is integral to achieving this aim.” at least one STEM A-level

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BREAKING THE ART/SCIENCE BINARY Reach Robotics can help young people realise their potential before ‘STEM anxiety’ sets in

tudents nd themselves split between two subject groups all too S oen. The perception that you can be good at either the arts or the sciences has persisted, resulting in an arti cial split between skill sets and a lasting legacy of STEM anxiety. At the beginning of their formal education, learners are unlikely to be entrenched with these ideas, simply engaging with lessons that they nd interesting, regardless of content. But a move from more uid, play-based learning into an increasingly structured curriculum beyond Key Stage 1 carries with it the risk of drawing red lines between dierent subjects. This, in turn, leads to the insinuation that dierent skills are required for each. Students can feel themselves ltered based on their perceived predilections rather than realising how these level of computer science experience. CROSS CURRICULAR aptitudes are relevant across their studies. ReachEDU oers several applications to Discover Mars with MekaMon as your Aer all, there’s a reason that girls asked to help jump-start students’ passion for STEM: Mars Rover, delve into the MekaMon draw a scientist stop drawing female ones universe to inspire creative writing and aer the age of 16 (Miller et al. 2018). FREE DRIVE use MekaMotion to create short lms or Taking into account that an estimated From manoeuvering around obstacle futuristic drama projects. From Maths 85% of jobs that will exist in 2030 are courses to testing MekaMon on dierent to Art, Physics to English, MekaMon as yet unde ned, it is essential that the terrain, Free Drive oers unparalleled is widely applied across classrooms. next generation are fully literate in both freedom of robotic movement. Beyond the core app features, new STEM and the so-called ‘so’ skills experiences, missions and resources will that will equip them for a post-fourth DRAW be continually developed in conjunction industrial revolution economy. Trace a line across the screen and with experienced teachers to deliver a truly Problem-solving and critical thinking MekaMon will follow. Add animations eective cross-curricular tool for all students. were recently listed by The World and head colour changes at dierent points Economic Forum as the top skills children on its journey to fully customise the For more information on getting need for success, along with creativity. robot’s journey across whatever obstacle MekaMon and ReachEDU in your It has, therefore, never been clearer that course or terrain you can imagine. school, visit edu.reachrobotics.com separating the arts from science does or contact [email protected] a disservice to the learners of today ANIMATE and the workforce of tomorrow. Code directly on the MekaMon robot. Top tips for breaking the binary ReachEDU uses the highly advanced Move each of MekaMon’s limbs to build 1. Lower STEM anxiety MekaMon robot to entertain, inspire up a series of movements and create STEM doesn’t need to be intimidating. and educate the next generation of unique animation that can be used Fun challenges like obstacle courses help innovators. With four legs, lifelike across MekaDraw and MekaCode. demystify abstract concepts by oering a locomotion and a personality of its own, recognisable challenge. MekaMon captures the attention of a CODE classroom from its rst wave hello. Gain full control over MekaMon 2. Creativity is key From there, learners’ imaginations by coding direct commands in Those in STEM careers use creative are sparked and lessons lead from a place Scratch-based block coding, building thinking every working day. Imbue STEM of inspiration. Coding, robotics and programs and creating games. lessons with creative tasks to set students engineering are demysti ed with the help up with the skills they need to succeed. of a characterful sidekick that encourages GUIDED LEARNING MISSIONS students to creatively apply what they’ve Learn everything from loops to variables to 3. Engage and inspire learned right across the curriculum. debugging processes. An ever-expanding Entertaining edtech can be the key to Crucially, the ReachEDU app is roster of missions oer entertaining getting children on board with a lesson. designed to make coding education as challenges and puzzles designed to test Showing where their learning can take instinctive and user-friendly as possible, learners’ understanding of programming them is vital for ongoing engagement. ideal for any teacher regardless of their concepts while inspiring their next project. ﬁnance

Millfield exceeds £73m in GDP contributions ill eld and long association with the local In recent years Mill eld has Mill eld Prep community and are active developed strong relationships M surpassed £73m members of Somerset and the with both sta and pupils at local in contributions to UK gross South West region. Through state schools including Elmhurst Millfield headmaster domestic product (GDP), educational and community Junior and St Dunstan’s through Gavin Horgan with £38m contributed to the partnerships and providing art, music and sport projects. It Mendip area in 2017/18. employment, the schools has also expanded the established “Our work on a local Equating to 2% of GDP support the local economy and volunteering programmes and national level seeks to for the whole of the Mendip open up cultural events and the in the local area including promote accessibility and area, Mill eld schools have a use of its facilities to the public. activities with organisations collaboration at all levels and such as Shapwick Moor, Street I look forward to expanding Harvest, Southlawns Care our relationships still further Home, South West Volunteers in the future and encourage and Cheddar Vale Gateway everyone across the country Club. In addition, Mill eld to do the same. Together we welcomes local teachers to join can make a dierence.” its teacher training programme. An infographic released by Headmaster Gavin Horgan the school shows gures such as said: “Mill eld has always been Mill eld delivering 1,800 jobs an active member of the local in the community, putting on area and we are proud to be 80+ music, drama and dance both a leading employer and a productions open to the public keen participator in community every academic year and raising Millfield House and educational partnerships. £26,000+ annually for charity.

Charity gala funds to support bursaries and scholarships

In order to help more young art learning facilities. people gain access to its The evening featured the international education musical talent of students programmes at ACS Cobham, including ACS Cobham’s Egham and Hillingdon, ACS jazz band, The Messengers, International Schools has and Kai Yamazaki and Yuki thrown a charity gala – raising Zhang, aged 17, who duetted £64,000 in the process. on violin and piano. The money will also be used Tim Cagney, chief executive to develop inspiring learning of ACS International Schools, spaces for its students. said: “This was a fantastic Almost 350 parents and night which truly highlighted alumni from ACS’s global our commitment to global community attended the gala citizenship and extending Kai Yamazaki at London’s Guildhall on 2 our renowned international March and it was the rst education to talented young and for decades to come.” Guests at the charity gala major fundraising event since people who would otherwise be Pianist, Yuki Zhang, bid for a range of lots in a live ACS became a fully registered unable to come to our schools. commented: “I was very and silent auction including UK charity in 2018. “We have exciting plans excited about performing with breakfast at Tiany’s agship The funds raised will to enhance facilities across Kai at the Guildhall which store in New York, a behind- help support bursaries and our campuses, helped is such an iconic and historic the-scenes visit to the lming of scholarships for students enormously by the generosity space. It was an honour to TV series Marcella, and a tennis who would otherwise be of our guests who share our represent ACS on such a special racquet used by Novak Djokovic unable to attend the schools vision, to bene t the learning evening and the acoustics on in his 2019 record-breaking and create state-of-the- experience of our students now the stage were incredible.” seventh Australian Open win.

46 | ie-today.co.uk | @ie_today Help young people

get ahead in LiFE 62% of young people say they now receive inancial 81% of young people are worried about money. Students need education in school, up to leave school with the essential knowledge to make informed 18% compared to last year* nancial decisions. LiFE is a low-cost e-learning programme that educates students about money in an engaging and interactive way. Students can learn in their own time and at a pace that suits them. Join our LiFE programme which has already helped over 100,000 young people. 83% want to learn more about money in school, LiFE up from 76% last year* Lessons in Financial Education: • Essential life skill – foundation for inancial education • Online learning platform • Learn at your own pace • Does not rely on timetabled teaching time 71% of young people across all age groups worry about money. And this igure rises to Discover how easy it is to deliver 81% in the 1718 age group.* our qualifications libf.ac.uk/fc *Young Persons Money Index 2018

We were looking for a “ inancial course to oer our Year 12 students as part of our broad range of Electives subjects oered to students taking 3 A levels in Year 12. The CEFE course seemed to be interesting, challenging and achievable within a year for able Year 12 students post GCSE.

Ann-Marie Conway ” Francis Holland School

Teach Sec 210x297 LIBF-FC APR19.indd 1 09/04/2019 16:06 legal column

Private investigations Tabitha Cave and Alice Reeve, partners at law ﬁrm VWV, explore the eﬀective running of school investigations

ome of you may recall the Dire 1. What is the purpose of the one, but concerns which may warrant Straits song of the same name of investigation? investigation can also be made in a myriad 1982 and share Mark Knop er’s In order for an investigation to be of other circumstances, such as concerns pessimism about the very fair, there will need to be clarity and about current governance, the historic nature of private investigations. eective communication about the management of issues, or association SEven if you’ve never heard of it, it is rare purpose of the investigation and the with third-party organisations. to nd people who are evangelical about procedural framework to apply. At VWV, we recommend that careful investigations, yet they remain a basic tool We recommend that schools start by consideration is given to the nature of for the eective running of any school. considering the purpose of each investigation the issue being raised and the application This article examines some of and the relevant regulatory framework. of relevant legal or regulatory duties the important considerations when It is common for schools to commission and internal documents which may embarking on an investigation investigations in an employment context, mandate reporting obligations, third-

and provides some top tips. following a parental complaint, or a pupil party involvement and/or next steps. Main image © depositphotos.com

48 | ie-today.co.uk | @ie_today legal column

2. Who should undertake the prejudice a potential criminal investigation. of the concerns and the evidence in investigation? This does not mean that schools will support of them and to ensuring that Most investigations can be undertaken by always need to wait for the conclusion of they have a right to make representations school sta , but some may warrant or require criminal proceedings before undertaking about the matters complained of. external investigation. Decisions about their own investigation. This will depend Consideration should also be given this should involve the consideration of on the circumstances of the case. to anonymising documents so that factors such as the complexity of the issues, third parties cannot be identied. the amount of material and witnesses, the 5. Should you suspend the possible need to maintain appeal or review person complained of during the 7. Will the investigation report mechanisms and the possible outcomes. investigation process? be disclosable? In all cases, the investigation should Again, this will be fact-specic. There may be some circumstances be conducted by someone who has In an employment context, the recent where investigation reports are the training, skills and resources to do case of Lambeth LBC v Agoreyo held protected from disclosure because they what is required. They should also be that the proper test for suspension is are condential or legally protected unconicted, i.e. not themselves involved whether there is ‘reasonable and proper from disclosure by way of privilege. in the events being investigated. cause to suspend’. Careful consideration However, as the status of reports Even if they are not directly involved in the matters complained of or their management of them, consideration should We recommend that schools start by considering the purpose be given as to whether there is a perceived conict, for example by their personal of each investigation and the relevant regulatory framework proximity to the matters to be considered, or that of their family or friends. In a sta disciplinary context, the ACAS should be given to the management of and their disclosure can be subject to Code of Practice talks of the importance of a risk, what a school is seeking to achieve challenge, whether on complaint, by separation of roles between the investigating by suspension and whether suspension is subject access or freedom of information ocer, the disciplinary decision-maker a reasonable way of achieving that aim. request or by litigation, we suggest that and the individual(s) hearing any appeal. Suspensions should be kept under review. in most cases, investigation documents Although this is not always required, The school will have a continued duty and reports are prepared on the basis the possible benets in separating out the to support the person suspended and this that they will be disclosable, at least responsibility for gathering the facts and will usually include a duty to pay them to the complainant and individuals making a decision on them should be if they are a member of sta or educate who are the subject of the complaint considered, especially where the potential them if a pupil. In either circumstance, and if the intention is otherwise, that consequences of the investigation are serious. the school should be careful about consideration is given to this at the outset. communication to the school community Robust and fair investigations 3. What are the terms of reference? to minimise the risk of undermining the underpin all subsequent decision- It is important that the nature and scope position of those under investigation. making and failure to investigate of the investigation are considered at the issues properly poses a risk of outset and that the investigator agrees to 6. What evidence is needed? challenge, delay and legal and this. It is always helpful to have written This will depend on the terms of reference reputational risk. terms of reference (this could be just in and what facts need to be established. an email or letter) to ensure that there is The investigator should undertake a clarity, although it is not mandatory. reasonable and proportionate investigation In some cases, the investigator will be – too lengthy a process and/or report responsible for collecting and collating can be as problematic as one that it too the relevant evidence, but in others they supercial. The investigation should be will also be expected to make ndings of even-handed and not just a search for fact (generally on the civil test, namely evidence to prove a particular set of facts. the balance of probabilities), decisions An investigation will usually involve For further guidance on these and related on the matters being investigated and/ collecting relevant documents and speaking issues please contact Tabitha Cave or Alice or recommendations for improvement. to key witnesses before speaking to the Reeve at leading education law ﬁrm VWV. person who is under investigation. Where 4. How does a school investigation witnesses are to be interviewed, they Tabitha can be contacted on 0117 314 5381 or tally with the involvement of should be interviewed individually to avoid at [email protected]. Alice can be contacted external agencies? allegations of collusion. Consideration on 0117 314 5383 or at [email protected]. In circumstances involving crime or should be given as to whether witnesses VWV is running a training seminar in London safeguarding concerns, contact with the should be o ered a right to be accompanied. on 13 June aimed at all those who are police and/or local authority should be Similar factors should then be considered involved in undertaking investigations in their made before embarking on an internal in relation to putting matters to the person role within a school. To ﬁnd out more about investigation. Schools should only progress who is the subject of the investigation and the seminar, please visit https://bit.ly/2Z304Tc their own investigation when relevant to the provision of relevant information or call 0117 314 5294. agencies have conrmed that they can to them. Care should be taken to explain do so in order to ensure that they do not the process to be followed, the nature

@ie_today | ie-today.co.uk | 49 facilities

Dulwich College restores iconic Barry Buildings The Grade II star-listed Barry Buildings, complete with spire feature, have been refurbished to ensure their continuing glory for years to come

ulwich College, an independent day and boarding school D Dulwich College for boys aged seven to 11, has undergone a major programme of external restoration work, of all windows; repairs to “JLL successfully managed taking place in an active school in particular, to the Grade II the roofs; and cleaning of cost constraints whilst environment, especially in the star-listed Barry Buildings. the Cloister elevations. managing the programme middle of the all-important The work was carried out in Major refurbishment works within a busy school, and were exam season. Considerable collaboration with Julian Harrap were also discovered to be crucial in procuring the work eorts were made to reduce Architects, and the project and essential to the central ‘lantern’ competitively and ensuring the impact of the scaolding development services team at spire feature of the main close control of a heritage and visual aesthetics, noise global property consultancy JLL. building, involving signicant project that was on budget and contractor movement. The Barry Buildings are repairs to its underlying and on time. The project has Helen Gough, lead director, the most prominent teaching structure, as well as works to been a real success, resulting Project and Development site at the school, named a er renew roong and timberwork. from excellent collaboration Services UK, said: “Working on architect Charles Barry Jr, Simon Yiend, chief operating of the professional teams with the Dulwich College campus, and date from 1870 when the ocer of Dulwich College, the College’s own team.” an active school site, was an school moved to its present site. said: “The College has a JLL provided project exciting challenge for JLL. Barry’s design was admired responsibility to preserve its management, contract Our focus over the course of the for its eclectic style at the time historic buildings whilst administration, cost two-year project, was to help and he was awarded a gold ensuring excellent facilities for management and CDM the college achieve its project medal by the Royal Institute future generations of pupils. The services, working alongside goal of essential restoration of of British Architects, with his work was essential to restore the Julian Harrap Architects and its rich historical architecture. work at Dulwich College cited fabric of the Barry Buildings and specialist engineers, The “The external restoration alongside other major works. ensure their continuing glory Morton Partnership. A key of the building provided some The external work included for at least another 150 years. challenge of the project was unique challenges but through the repair and replacement of to manage the change process careful management, and severely weathered terracotta linked to the ‘discoverables’, selecting the right specialists and stonework at roof level, with as close inspection of the to partner with, we have been like-for-like replacement of buildings revealed the true able to deliver the project to many of the original terracotta condition of many elements. the highest standard with nials, pinnacles and lattice It was important that limited impact on the day-to- panels; refurbishment, pointing throughout the project, JLL day running of the college. repairs and cleaning of six of and main contractors, PAYE, We look forward to working the principal exterior facades; were sensitive to the fact that with other schools, on similar repair and refurbishment the restoration project was projects, in the future.”

50 | ie-today.co.uk | @ie_today promotion OFFSITE CONSTRUCTION THE WAY FORWARD FOR INDEPENDENT SCHOOLS?

Chris Spiceley, director of AMCM – the parent company of Magna O-Site Solutions – explains how to achieve the best solution for your school’s requirements

y their very nature independent schools tend to procure bespoke B projects with a high degree of design integrity but this should not preclude standardised o -site solutions from your construction programmes. Magna O -Site Solutions believes that the freedom the sector has in terms of procurement provides it with a fantastic opportunity to leverage the investment by the Department for Education (DfE), and the o -site sector as a whole, to achieve the optimum solution that best ts the individual business case and requirements of the teaching environment that are to be created. The DfE is currently consulting on a four-year framework for the delivery of schools (primary and secondary, new The freedom the sector has in terms build and extensions) for Design for of procurement provides it with a fantastic Manufacture & Assembly (DfMA) and/or o site methods. This framework will follow opportunity to leverage the investment on from the DfE’s existing component by the Department for Education (DfE), school frameworks and supplement the and the o-site sector as a whole existing DfE construction framework. The DfE’s intention is to create a a comprehensive project brief far more traditional construction, however, it will greater degree of standardisation and focus important than when building traditionally, create diverse risks and opportunities that on manufactured o -site solutions, to further underpinning the need to appoint will need to be managed and mitigated improve quality and eciency to deliver a more comprehensive and DfMA at di erent points in the project lifecycle. programme and value savings, whilst experienced team earlier in the project cycle For example, the investment in design fees maintaining the integrity of design. The to complete detailed options and appraisals. and construction costs will be earlier than new framework will also be open to a On completion of the brief, options and a traditional route, but this will be o set greater number of suppliers and di erent appraisals, and concluding that DfMA is by the reduced construction period and methods of o -site construction, including to be utilised, Magna would recommend impact on the existing school environment. modular and portable buildings, kit that the design is not developed beyond In conclusion, Magna’s experience buildings and prefabricated componentry. RIBA Stage 2 without the input of either of DfMA is that to ensure you With the public sector already on this the turnkey manufacturer/constructor optimise your investment, the journey, what are the key considerations or the manufacturer and constructor following key processes are critical: for the independent schools’ sector? team. This will ensure that the design is ● Prepare a detailed project brief Inevitably the scale of the DfE programme developed in accordance with the specic with clear expected outputs is going to attract investment by the o -site design and manufacturing requirements ● Appoint the complete project team sector in variable DfMA solutions that of the chosen solution and mitigate the earlier in the development cycle would not be achieved with bespoke, one- all too oen experience of having to re- ● Establish your procurement strategy and o projects. It is therefore important that engineer the design to a product which objectives as part of your project brief the independent schools’ sector appoints has been procured based on a detailed ● Allow your procurement strategy a project team that has experience and design that is not appropriate for DfMA. to be bespoke but output driven knowledge of the DfE programme so that it Early engagement of the team does ● You must have a collaborative can leverage the DfE’s investment eciently. not have to mean reduced cost certainty culture from day one Magna’s DfMA experience across the and quality but it does mean that your housing and education sectors leads us to procurement strategy needs to be bespoke to For more information or to consider understand that for every great solution your objectives. Magna would recommend DfMA options as part of your future there is always some form of compromise, that your procurement strategy is concluded planning, please contact Chris Spiceley: whether in the form of spatial arrangement, during the options and appraisal stage. E: [email protected] appearance or performance. This makes DfMA should not create more risk than T: 07918 628 210 advice

Degree apprenticeships – the perfect start? Earn while you learn degree apprenticeships are tempting smart school leavers away from university. In this as yet unregulated new territory, how do schools sniﬀ out the best opportunities? Nicky Adams speaks to the professional guidance team at Felsted School

or young people who are committed to formers. The prospect of racking up an average RIGHT: Former a high- ying career and can’t wait to get £44,000 debt while studying for a degree at university Felsted student William Alexander started, degree apprenticeships can be the and then plunging into the highly competitive is studying for ideal launchpad,” says Louise Scoeld, graduate job market is enough to strike fear into the a degree in director of professional guidance at the heart of even the straight-A student. How much engineering on 1,000-pupil Felsted School, an hour from London less stressful to earn while you learn and know that an apprenticeship F with technology but in the heart of the north Essex countryside. you are being prepared exactly to your employer’s ﬁrm Dyson She continues: “So, it’s vital we’re able to give specications for a long and successful career? our students all the information and skills they need Certainly, degree apprenticeships are the long to make the most of these great opportunities.” game – and, in future, they could be the only game. While the concept of apprenticeships is not a “We hear some employers say they may no longer new one – think Medieval guilds – it’s only in oer graduate roles, just degree apprenticeships,” says the last few years that employers have begun to Scoeld, adding: “So we do put a lot of eort into take on young people with a view to nancing communicating to our students, and their parents, that their study for a degree-level qualication, while the apprenticeship packages now being presented by at the same time giving them ‘a proper job’ in the employers in the UK may be as successful as Russell company, with a proper salary to go with it. Group degrees in accessing the top careers and indeed, This combination of education and paid some degree apprentices are projected to have higher employment is music to the ears of many sixth- lifetime earnings than a Russell Group graduate.”

52 | ie-today.co.uk | @ie_today advice

FAR LEFT: Felsted School LEFT: Felsted’s annual Careers and Higher Education Fair last year

@ie_today | ie-today.co.uk | 53 advice

GROWING CAREER PATH Banking and nance, administrative services, IT and technology rms in particular have seized on degree apprenticeships as the preferred method of immersing their young proteges in the company culture at an early age and currently 282 UK companies are oering recognised degree apprenticeship programmes. This number grows almost daily, thanks to the government’s new requirement for companies with an annual payroll of more than £3m to contribute to the apprenticeships levy fund, which the rms may then use to create their own apprenticeship programmes. Representatives from all of these business sectors, as well as apprenticeships experts, jumped at the chance to attend Felsted’s annual Careers and Higher Education Fair last December, which brought together year 12 students from schools across East Anglia with their potential future employers, and proved to be something of an eye-opener for many. Felsted also held its rst-ever Futures Conference last June where Year 12 students attended sessions speci cally focused on apprenticeships. “The vast majority of the students attending were fully expecting to go on to university aer school, so some were quite surprised to discover that degree apprenticeships are a really viable alternative,” says Sally Everist, director of the Good Schools Guide: Careers, one of the invited speakers. “A lot of them were unaware that apprentices have a much lower drop-out rate than university students and that they can look forward to higher lifetime earnings than even Russell group graduates.” Established three years ago with a remit to cut through some of the confusion surrounding degree apprenticeships, the Good Schools Guide: Careers has been working with careers advisers at Felsted and other schools across the UK to bring some much- needed information to students as young as 13. “Professional guidance at Felsted begins with bespoke careers advice to students in Years 9 and 10 through PSHE lessons and builds through workshops and fortnightly timetabled careers lessons for Year 11s,” says Sco eld. “We oen run talks by former pupils who are now on degree apprenticeships, which the A lot of them were unaware that apprentices have a current students nd very inspiring.” much lower drop-out rate than university students and Students in Years 12 and 13 discuss the whole range of careers in tutorials and half-term workshops, and that they can look forward to higher lifetime earnings Sco eld plans to host further Futures Conferences too. than even Russell group graduates “It’s important that all of the post-18 options are included in our dialogue,” she says, “but we nd that degree apprenticeships need the most explanation and for prospective university students,” laments Sco eld. we use a whole range of methods to communicate. “Instead some are advertised on the government Social media is useful for this – Felsted’s professional apprenticeships website, others are on employers’ guidance department has its own pro le on several websites and UCAS advertises a few, so there’s a channels and we are very active, passing on information lot of legwork. The Good Schools Guide: Careers on employers and advice on apprenticeships and has recently compiled its own directory of degree how best to apply for them. We do nd that some apprenticeships, complete with a summary of what parents can be quite reluctant to consider alternative each one comprises and links to the employers’ pathways, so this is a great way to reach them too.” application form, so we’re nding that helpful.” Advice on nding degree apprenticeship opportunities Once they have tracked down the ideal is particularly valuable, so the professional guidance team degree apprenticeship, young people expecting includes a specialist apprenticeships adviser. “There is the application process to be a walk in the no central admissions system for apprentices as there is park are in for more hard work.

54 | ie-today.co.uk | @ie_today advice

“These are actually job applications,” reminds Sco eld, continuing: “Unlike UCAS there is no ‘one-size- ts-all’ personal statement. Each apprenticeship application requires a CV and a tailored covering letter, so we focus on developing students’ CV writing, interview technique and even teach them what to do in the dreaded group task situation. These are skills young people going to university don’t usually need until they are applying for a graduate position, but now we are bringing them forward and into school.” Felsted’s professional guidance team hones and builds on attributes their students already have. “There is a lot of emphasis throughout their school careers on developing personal qualities through activities such as DofE, CCF, group projects, team games and charity work, for example,” says Sco eld. “They build con dence through drama and the generally supportive environment where it is acceptable to speak up; and public speaking through the long tradition of debating and activities such as Model United Nations. These are all invaluable when it comes to applying for apprenticeships or jobs.”

SUCCESS STORIES Indeed, Felsted students have bagged impressive apprenticeships in recent years. William Alexander, who le the school in 2017, was among the rst intake to the Dyson University, where he studies for an engineering degree two days a week while also working for the innovative British technology company. He says: “We have help from engineers across Dyson and academics from the University of Warwick on a one-to-one basis to make sure we are con dent with what we are learning. When we’re in the workplace, we’re in teams with Dyson engineers, working on live projects helping to solve real-world problems, and at the end of the course I am guaranteed employment if I get a 2:1.” Meanwhile Luke Johnson, who le the same ABOVE: Students year, passed up an oer to study maths at Warwick from Felsted University to join City of London Big Four School’s sixth form accountancy rm Deloitte on its BrightStart LEFT: Year 12 students met Higher Apprenticeship Programme. potential future He says: “Deloitte oered a career path while employers at studying, so I had no hesitation in accepting. Felsted’s careers I enjoy being in a working environment, where fair last December I can put the skills I’m learning into practice and I’ll qualify as an accountant within ve years with good career prospects here.” He spends around a h of his working hours studying for his ACA quali cation and the rest of the time travelling the country looking aer clients in a range of industries. “William and Luke are typical of Felsted students,” says Sco eld, adding: “They are bright and hardworking of course, but they also have the breadth and depth of character that make them real assets to top companies. That’s why it’s so vital that all of our students have the information they need to negotiate the application process and make the most of these superb new degree apprenticeship opportunities.”

@ie_today | ie-today.co.uk | 55 promotion

FILMMAKING FOR THE FUTURE

LitFilmFest is touring the world adding: “Being able to combine their ideas Simon Hall, head of English at UCS Prep, helping children develop their and produce really strong pieces of written said: “It was a roaring success. The pupil own voice through ﬁlmmaking. material which they were able to perform.” and parental feedback has been tremendous, Could your school be next? It’s no surprise that with higher levels of and the lms were hugely impressive.” engagement comes higher levels of progress chools are constantly challenged by and it wasn’t only the teachers at UCS who ST GEORGE’S INTERNATIONAL parents to prepare their pupils for were able to see this link. In the words of SCHOOL, LUXEMBOURG S the future and develop skills which one year six boy: “We put a lot of eort into Clare Nuttall, head of primary at St George’s ensure children are ready to take on a rapidly making the whole script and then lming, International School, Luxembourg, was evolving world. so watching it was really satisfying because keen to develop a sense of purpose for the Three pioneering schools in Europe it showed our last three weeks of work.” traditional literacy that her pupils and teachers have risen to this challenge by bringing The connection between hard work and were undertaking in the classroom. Over lmmaking into the classroom, an approach the satisfaction of a job well done is a value three days, the LitFilmFest team delivered which won the Institute Of Education’s worth developing in a world which too workshops to engage the whole school with EDUCATE award for improving literacy easily succumbs to instant grati cation. digital literacy, using simple lmmaking progress. Each school worked with the team of experienced teachers at LitFilmFest, who deliver training and class workshops to enable pupils and their teachers to use 21st-century skills for purpose. “LitFilmFest recognises the value of lmmaking not only in children developing their own voice and creativity but as a powerful way for children to learn literacy and digital skills,” said Graham Brown- Martin, author of Learning ReImagined.

UCS HAMPSTEAD PREP, LONDON It became quickly apparent to Anthony Lambe, head of year ve and six at UCS Hampstead Prep, that LitFilmFest was going to be a hit with the boys. “The fact that it was really dierent from normal classroom teaching, they were really enthusiastic about that from the start,” he explained, promotion

FAR LEFT: St George's International School LEFT: Political speeches delivered at Bede’s Prep School BELOW: Filmmaking at UCS Hampstead Prep

techniques and video-editing skills. Prep School, said: “One of the things we House of Commons, featured by YouTube Teachers and students quickly began to believe in so passionately is that pupils Kids and The Week Junior, interviewed on use lm as a tool to communicate their are given opportunities to be able to do BBC radio and showcased in local press as stories and reach an audience, rather than things dierently. So many students have well as national press like The Guardian. just using technology for technology’s sake. found a voice through this, and it’s been Nuttall said: “An excellent experience on more than just producing words on a PREP FOR THE FUTURE so many levels. Superb training empowered page. It’s brought the learning to life.” Creating opportunities to prepare pupils sta to con dently use technology as a The showreel at their event included lms for the future is essential because, in time, medium for literacy and beyond. Fabulous about digitising homework, creating healthy they will go on to become our leaders. classroom projects allowed students to diets for international athletes, campaigns LitFilmFest CEO Dominic Traynor spoke use technology in their English work promoting tap water and the importance of on the TEDx stage about how schools can and involved them in global issues.” play for children using poetry from Michael challenge their pupils to change the world St George’s held their LitFilmFest Rosen, one of LitFilmFest’s partners. through these opportunities. He explained: screening in their impressive school Michael Rosen, former Children’s “I have enormous passion for the role auditorium with family, friends, VIPs Laureate, said: “Play is one core element education plays in aecting change. Children and press gathering around to celebrate in learning. It allows us to experiment, try give us the chance to make a better world.” the pupils’ achievements. Even the British things out, learn what works or doesn’t work, LitFilmFest brings the whole school Ambassador to Luxembourg, John see what happens, do things that end up community of parents and students together Marshall, was in attendance. He said: with the unexpected. It enables us to work in an incredible event which showcases “I think a lm festival is a wonderful at our own pace or to switch when things cutting-edge teaching and learning with thing to do. I’ve had the privilege to don’t work out. These are all productive strong social messages. They work alongside go to a number in Luxembourg, and moments when we can learn and grow.” schools in order to achieve accelerated this is by far and away the best!” Participation in LitFilmFest also provided progress and give our young people a voice. these three schools with an excellent The team behind LitFilmFest were BEDE’S PREP SCHOOL, EASTBOURNE opportunity to develop teaching practice the winners of the COBIS Supporting When an opportunity comes along that while creating shareable media. This brings Member Award 2018 for their work with challenges students to explore a range their achievements to a global audience. St George’s, Luxembourg. They also won of global issues using digital media, the The schools had access to over 300 hours of the Institute of Education’s EDUCATE impact extends far beyond the school fully resourced projects from the LitFilmFest award for their research on how their gates. Step forward Bede’s Prep School, library. Created with various partners such as digital approach improves traditional Eastbourne. The school recently held their the Houses of Parliament, Adobe, Michael English at 3.75 times the UK national LitFilmFest in order to deliver powerful Rosen, BBC Good Food, Change.org and the average rate (bit.ly/LFFResearch). messages of political, social and economic England Women’s football team, these projects importance to their community. have an inspiring impact. Using these projects, For information on holding your own Giles Entwisle, headmaster of Bede’s children have been congratulated in the LitFilmFest, email info@litﬁlmfest.com NOVEMBER 27, 2019 9:00AM – 5:00PM

CENTRAL HALL WESTMINSTER PRESENTS LONDON

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Dr Martin Vinnell Colin Periera Director of Health, Safety, Head of High Risk Occupational Health & Regulated & Security, ITN News Facilities, University of Cambridge

Alistair Macdonald Gerard Forlin QC Former Award Wining Internationally renowned BBC TV Reporter & legal expert Media Trainer for Schools PLUS MANY MORE Scholastics Travel Risk Tool Kit: For you to take the OFFICIAL PARTNERS conference back to your schools. insight

Abingdon School Raring togo What are the tried and tested techniques of preparing for the forthcoming exam season? Kim Renfrew talks to four schools about how they are geing their GCSE and A-level students exam-ready

@ie_today | ie-today.co.uk | 59 insight

s independent schools preparing its girls for exams, including an switch into full examination all-subjects Revision Week for Years 11 and mode, an intense period 13 in the rst week of the Easter holidays; begins for all concerned, at Abingdon, boys are steered on speci c including teachers, parents requirements of exam papers during Year 11 Aand students in particular – whose GCSE and and, come Easter, set target hours for revision A-level results chart the course of their lives. and are given tips on how to organise time. Exams can take a toll: Childline held over At coeducational day school LOGS, 3,000 exam-stress counselling sessions in meanwhile, preparation for GCSEs starts in 2017–18, with students concerned about September for Year 11 pupils and parents, heavy workloads and not achieving adequate at an information evening where, says Year grades. But with careful planning and support, 11 head Louise Webster, “They will all students, tutors and families can navigate be given an information pack with details the period to achieve the right results. Here, of the months leading up to the exams, four schools – Abingdon School, Lewes from when study leave is, to dates reports A student at Lewes Old Grammar School Old Grammar School (LOGS), Manchester will go out, to when the mocks are.” High School for Girls (MHSG) and Roedean Although revision wheels are in motion School – discuss strategies for negotiating by Easter, exam prep is an ongoing process the slings and arrows of exam season. and understanding course content and paper speci cs is fundamental. At day Preparation, preparation, school MHSG, where one-third of students preparation attained 7–9/A–A* in all their GCSEs and The fundamental principle underpinning 74% of A-level students achieved A*/A, exam-readiness is starting early. Last year, fully grasping speci cation content is the Independent Schools Council published vital, says geography head Rachael Daly. examination tips, stating the best results are “At the beginning of each topic, I issue awarded not to the cleverest students but to students with a copy of the speci cation those who revise in the Easter holidays. and use the words of this for lesson and Abingdon School’s deputy head (academic), Graeme May Roedean deploys a myriad of ways of worksheet titles,” she continues. “We’ve had

Inside the classroom at Lewes Old Grammar School

60 | ie-today.co.uk | @ie_today insight

director of sixth form Dr Gemma Hannan, continuing: “This really helps the girls anticipate the conditions they will be working under, come the real thing.” They also emphasise self-suciency, giving students access to syllabuses and mark schemes, “so they can mark their own work and learn from their mistakes, which provides a great opportunity for self-reection. Needless to say, we also provide girls with revision guides, planners and timetables, to make sure they are as organised as possible, which takes a lot of the stress away.”

Focus on the individual The schools are acutely aware that one-size- ts-all approaches to exams don’t work, with students requiring tailored attention. A hallmark of Abingdon’s approach is clinics, held aer lessons and at lunchtimes. May says: “Boys can come with questions [and] have that opportunity across all subjects

Girls can do any paper under timed, supervised conditions, trying to replicate

Student life at Roedean School the exam situation

sessions where they annotate the specs with to get very speci c feedback.” If a student Top tips examples or relevant case studies, so that is struggling, the school takes back free they feel con dent with their knowledge. time and puts him into supervised study. ●Replicate exam situations with any I also provide students with a breakdown At LOGS, exam scripts are analysed paper under timed, supervised of exams, so they know what to expect. and a spreadsheet focusing on where each conditions I’ve also written out all the past questions pupil needs extra help is created. “We set ● Provide students with revision guides, into a table, which has helped the students targets based on this,” says Webster. planners and timetables to see similarities in the styles of questions.” “The information is passed onto the pupils’ ● Give students access to syllabuses and At Abingdon, where 84.7% of boys tutors, [who] timetable in one-on-one mark schemes attained A*/A at GCSE and 63.4% received time so they can see how they can help ● Hold an all-subjects Revision Week in A-A* at A-level last year, understanding individuals. As someone who has oversight the ﬁrst week of the Easter holidays what examiners want is key. Deputy head of the whole process, I have a complete ● Make students aware of tutors and (academic) Graeme May, says: “From the open-door policy in my oce. Pupils know counsellors they can talk to moment they’re choosing GCSEs, we tell they can walk in and tell me what’s wrong, ● Hold an information evening in them what the syllabus is. Teachers [use] past and I will put a strategy in place for them.” September where students are given an paper questions and explain what examiners Individualised approaches are supported information pack are getting at. Examiners’ reports will oen by mental health charity YoungMinds, ● Hold clinics after lessons and at be very speci c and say: this went really well, which exhorts stakeholders to “work with lunchtimes for questions and speciﬁc this is what we like to see and this kind of your child to nd what revision style works feedback writing does not play so well’. So we share for them” and “set aside one-to-one time so ● Analyse exam scripts and create all that.” This, says May, gives students that they can talk to you about any worries”. spreadsheets focusing on where each clarity about what they’re heading towards. As the exam season can be stressful, pupil needs extra help Roedean, where 48.2% of 2018 students pastoral care plays a vital role at all the ● Address sleep, diet and exercise to help achieved A*/equivalent at GCSE and 53.7% schools. Abingdon’s housemasters and performance in assemblies received A*/A at A-level, organises Past tutors meet with small groups of boys ● Remind students that extra-curricular Paper Parties every Wednesday and Friday daily, providing individual guidance activities, getting outside and time out for Year 11. “Girls can do any paper under wherever appropriate. May also notes: is crucial timed, supervised conditions, trying to “If the boys need more support we have ●Ensure the school has breakout and replicate the exam situation,” says assistant a team of counsellors, a chaplain and work spaces for quiet study head/head of Year 11 Dee Robins and assistant chaplain, so we hope it’s quite

@ie_today | ie-today.co.uk | 61 insight

Rachael Daly, head of geography at Manchester High School for Girls

hard for them not to have somebody they only ve-six hours sleep doubles, so it might go and let o steam to and ask for recommends students let o some steam a bit of help if they’re feeling stressed.” by walking, running or getting involved Roedean adopts a similar approach, in a sport. Webster’s advice echoes this, with weekly one-to-one tutor meetings reminding LOGS students that extra- throughout the year, plus, notes Robins and curricular activities and time out are crucial. Hannan: “There are three pastoral managers “You can only concentrate for a nite available during the day, plus peer listeners period and I tell all our pupils to remember and the school counsellor, if necessary.” to eat well, get enough sleep, exercise and do stu you enjoy in-between revising!” For May, extra-curricular activity – Pupils know they can walk ‘Other Half’ in Abingdonian terms – is absolutely “central”. “It’s important to the In the library at Roedean in and tell me what’s wrong, boys to keep doing other things – getting and I will put a strategy in out and having a run, carrying on with your team sport, going to the gym.” Determined and successful place for them Daly encourages MHSG girls to attend As for the students, what provisions do lunchtime activities, so they can de- they particularly like in preparing for the stress and enjoy themselves. Alongside exam season? Abingdon’s three-week LOGS and MHSG favour assemblies more traditional sports, Roedean o ers clinic and supervised study programme for addressing sleep, diet and exercise to relaxation techniques for coping during is valued by boys and parents. help performance and stress management, exam periods, such as yoga and Pilates. “It’s voluntary, but for those three weeks and focusing on the importance of balance “We try to remind girls to get out in of study leave, they can come into school during exams. A counsellor sees LOGS the fresh air, and that the chance to do and have something to occupy them pupils worried about coping, says Webster, something di erent which can act as a every lesson of the day,” says May. “or conversely for high-achieving pupils release is crucial,” say Robins and Hannan. At LOGS, 45 drop-in, lunchtime who let themselves get too anxious about Physical surroundings are also inuential, booster sessions o ered from September their results.” At MHSG, form tutors play an particularly at boarding schools, where of Year 11 prove popular. “They like that important role in the lead-up to exams, says students live and study. Therefore, Abingdon and respond very well to it,” says Webster. Daly, supporting students who are stressed. o ers varied breakout and work spaces, Daly says that her department’s optional where, May says, boys “can go and think”. lunchtime sessions at MHSG are a hit, with All work and no play Over at Roedean, boarders work and relax in over half her geography students attending. makes Jack a dull boy di erent places during study leave, while the She also praises her girls for rising to the Another way of equipping students is Sixth Form Centre separates social and study challenge of answering questions she sets through extra-curricular activities. environments so they can delineate the two. that they have not been asked before. The Sleep Council reports that, as exams “This has proved to be very popular with the “It is wonderful to see their enthusiasm and loom, the number of teenagers getting Year 12s and 13s,” says Robins and Hannan. determination to succeed,” she says.

62 | ie-today.co.uk | @ie_today Retain & develop great leaders National Professional Qualifications (NPQs) for International Schools

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BPN_International NPQ_advert_A4_v03.indd 1 2019/04/12 11:56 technology

Royal Masonic girls crowned cyber competition champions GCHQ National nalists from nine other schools. Cyber Security Centre Throughout the nal, the girls A competition to address worked as security professionals gender imbalances in cyber to investigate an ongoing security has been won by four cyber incident, presenting girls from The Royal Masonic their ndings and being School (RMS) for Girls in crowned national champions. Rickmansworth, Hertfordshire. Headmaster Kevin Carson Nearly 12,000 young women said: “These are four fantastic participated in the competition, RMS students, each with CyberFirst Girls, which has razor-sharp minds, and been designed to encourage we are incredibly proud more young girls to get involved of the resourcefulness and NCSC’ Chris Ensor, RMS’ Angelina Paz-King, Alexa in cybersecurity in order to determination that they Wol, Hattie Simpson and Laura Ferguson, Nick meet demand for more female have demonstrated to win a Lilley of RMS and NCSC’ Nicola Hudson professionals in the eld. national event as challenging The winning team comprised and prestigious as the NCSC challenge is a fabulous thing in will visit Windsor Castle for tea of four Year 8 students (Alexa CyberFirst Girls competition. itself, and for our RMS girls with The Duke of York in May. Wol, Angelina Paz-King, “Ninety per cent of the to have emerged victorious is Chris Ensor, NCSC deputy Hattie Simpson and Laura cybersecurity profession is a tremendous credit to Alexa, director for skills and growth, Ferguson) from RMS. They male, which means the industry Angelina, Hattie and Laura. said: “Congratulations to all our took part in a series of challenges (like so many others) is missing I could not be more proud of nalists and in particular The and enjoyed an exclusive dinner out on a huge pool of talent. the girls or of their amazing Royal Masonic School for Girls at Edinburgh Castle on the To encourage 12,000 young teachers at our school.” who performed impressively evening of the competition with women to participate in this Each of the top 10 teams throughout the nal.”

‘Coding is the literacy of the 21st century,’ says robot pilot school Thornton College Pupils at Thornton College, to teach coding. MekaMon is literacy of the 21st century, particularly keen to promote an independent girls’ a highly advanced quadruped so it’s an absolutely crucial STEM to our pupils, both day and boarding school robot, initially launched as skill for my students. in terms of their studies between Buckingham a gaming robot. The new “What’s great about and future careers.” and Milton Keynes, have ReachEDU app oers a MekaMon is its personality. Reach Robotics will launch been trying out advanced structured pathway to learning The students immediately ReachEDU in April. John Rees, robotics in the classroom. coding, as well as the option to latch onto its character, and co-founder of Reach Robotics, Working with Reach be creative once students have the level of movement means added: “It has been brilliant Robotics as part of the pilot got to grips with the concepts. they can create really fun and working with Thornton programme for ReachEDU, Joanne Hall, Year 6 engaging outputs for their College. As we prepare to the school has been using ICT teacher at Thornton coding. I can also see loads of launch ReachEDU next month, quadruped MekaMon robots College, said: “Coding is the potential for cross-curricular we want to ensure we are getting lessons outside of coding – as much feedback and input I’m really looking forward from teachers and pupils to experimenting more.” as possible. Jo Scott, Thornton College’s “We want to deliver an careers and enterprise education platform that leader, commented: “The entertains, inspires and educates. reception to MekaMon at our Our time at Thornton is STEM event last month was integral to achieving this aim.” amazing, so, naturally, we were delighted to be part of Thornton College will run the EDU pilot programme. ReachEDU sessions with Pupils trying out MekaMon “As a girls’ school, we are the upper school in April.

64 | ie-today.co.uk | @ie_today IET_Ad0219_DMC-Canotec.pdf 1 15/02/2019 12:31

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SMART SOFTWARE FOR A SUCCESSFUL SPORTS AND COCURRICULAR PROGRAMME Leading schools across the UK and worldwide are using SOCS to manage the school calendar, communicate their extensive sports programme and administer their co-curricular programmes Image © depositphotos.com

OCS is used in some of the largest pupil has a con ict between sports and curricular enables parents to keep up to date schools in the world, including drama, check attendance records and manage with their child’s activity clubs, SOCS sport S Mill eld, Wellington College, a student sign-up process. SOCS helps sta enables them to stay up to date on locations Whitgi and Dulwich College, and is also in charge of activities to see if a pupil is doing for the weekend’s xtures. With SOCS deployed at smaller preparatory schools with too much or too little with the production of sport, the sports sta can easily manage the no more than 100 students. SOCS o ers a periodic reports on individual pupil activity. weekly job of picking teams, identifying true ‘one-size- ts-all’ platform regardless of These can help to encourage both pupil and clashes, collating results and match reports. the scale of the school. More than 700 sta participation and discourage academic Producing participation statistics takes a few independent schools across 15 countries are disruption when a pupil is identi ed as doing clicks, and we have made it very simple to using SOCS. too much. Activity schedules are easily feed back to the senior leadership team. The full SOCS system consists of repeated the following year and records can The team behind SOCS are passionate separate modules for managing the be produced to help with ISI inspections. about working with schools to tackle the school’s calendar, sport and co-curricular Lucy Watkins, head of client management challenge of managing and communicating o erings. SOCS helps to manage xtures at SOCS, said: “Independent schools are xtures and clubs, whilst making sure that and team sheets, run activity sign-ups, renowned for focusing on the holistic the school sta don’t have to deal with yet communicate club schedules and content education of the pupil, as well as exam another tool that adds to the workload. and take registers. SOCS also provides results. With the help of SOCS, busy parents James Kershaw-Naylor, business competition microsites, making it easier are able to cut through the noise of the development director at SOCS, said: for schools to operate competitions each school life and follow their child directly, “The reduction in sta workload whilst season. Most schools are opting to use the by synchronising their smartphone to their seeing an improvement in the schools’ full range of SOCS modules, but it is also child’s activity calendar. This way they are communications with current parents is key. possible to pick and choose the aspects always up to date on where their child is We are giving the schools a tool to market of the system that are most needed to and what time they need to be picked up. their extensive sports and co-curricular strengthen the existing systems at a school. Having a system that is kept up to date on programmes to prospective parents too. Organising the school’s calendar can be a the latest data protection standards that sta , The SOCS calendar is the beating heart daunting task for any school, especially when pupils and parents can use safely has been at of the school, linking the content on the the range of di erent activities is broad and the centre of our strategy from the start.” SOCS sport and co-curricular systems, varied, but SOCS makes the management of Although SOCS calendar, SOCS co- and enabling parents to nd out when and the school calendar straightforward. O en curricular and SOCS sport have di erent where things are happening at a glance.” it is the small details that drive e ciency functions, when used together, these and progress at schools. For example, online di erent modules synchronise and work E: [email protected] registration makes it easy to spot when a seamlessly together. While SOCS co- W: www.misocs.com comment

The scientiﬁc challenge faced by schools In light of British Science Week in March, David Anderson, head of science at St Margaret’s School, lays out the requirements for equipping pupils with the tools for a successful, science-focused future

uch of the modern understanding of scienti c concepts in terms of nding a balance between debate around the and the processes required for personal striving to support pupils in achieving teaching of science decision-making. It should allow the outstanding exam grades, while the is about providing population to cope more readily with scienti c and practical skills are sometimes children with problems through the making of intelligent neglected due to the pressures of time. Mthe critical skills needed to cope with and informed decisions that will aect the scienti c challenges of everyday the quality of their future lives. The balance between exam life, so-called ‘scienti c literacy’, but It is not, however, seen as the grades and practical skills this term in itself can be confusing. knowledge of lots of science, but rather the For instance, scienti c literacy might include Generally, the term is seen as providing understanding of how science really works. understanding the vocabulary of scienti c children with the knowledge and This can present a challenge for schools constructs required to read contrasting

@ie_today | ie-today.co.uk | 67 comment

views in newspapers and magazines, or the understanding of the process of scienti c enquiry. The national curriculum reects these values today and the current GCSE and A-level courses are arguably better at addressing these issues than they have ever been. From Key Stage 2 right through to A-level, there is a gradual development of the skills that schools are trying to teach through the vehicle of science. Schools however, oen nd themselves having to balance these loy ideals with the expectations and demands of parents at all levels, particularly in the case of those who pay the fees to have their children educated in private schools in order to achieve the highest marks in exams. At Key Stage 2, this is to gain admission to their senior school of choice, at Key Stage 3 this is so that they can choose a separate science at GCSE level. At Key Stage 4 this is to take up a place at a ‘top’ senior school, as de ned by the league tables. David Anderson, head of science at St Margaret’s School The demands at A-level are even higher for those children hoping to gain admission into a top Russell Group University. These skills tend to develop particularly We are also seeing more girls moving well at A-level where the sciences are taught into science-related subjects, which is Unrealistic pressure in a more hands-on manner, within small very encouraging. Girls now genuinely can impact wellness classes and with the support of highly believe that they are able to compete This oen manifests itself in those parents experienced, specialist (possibly slightly on an equal footing with boys, both in that may not understand the value of the eccentric) and passionate teachers. university applications and in science- skills schools are trying to teach. Some related career prospects. One of the ways parents see the route to improvement Alumni can be great we strive to promote this attitude in being reected by the amount of time that role models school is to point out the recent successes their children spend with their textbook Over recent years subject heads in the of our pupils at university and in their or yet another expensive study guide. sciences are expected to become something careers. We regularly invite our alumni Unfortunately, the undue and oen of an expert in their eld of study. They in to address our pupils and they are unrealistic pressure placed on pupils today should therefore be continually drip- the very best role models out there. can lead to mental health-related issues and feeding knowledge and information about as a result, schools are increasingly having speci c elds of study, university courses Science for the future In terms of the future, it is unlikely that the content of science speci cations will The key is to nurture pupils who can achieve good grades change much over the next few years and as we move away from AS examinations, it is as well as possess the skills needed in day-to-day life likely that there will be a greater emphasis on skills as opposed to examination results. At the moment despite many comments to teach pupils about resilience and the and possible careers to their pupils. At St to the contrary, the bottom line is that ability to view things in perspective so that Margaret’s, this has been particularly true if you achieve excellent exam grades, they can cope with pressurised situations. of the Biomedical Society, which is having a then you will have a strong chance of Many of the top universities out there are great impact on the aspirations and choices of achieving a place at a good university. looking for students with positive attitudes, our science pupils and we plan to expand this In future years, pupils will be completing passion for the subject, independent into the engineering elds in the near future. their UCAS applications without AS or thinking, perseverance, inquiring minds, While there is oen a general perception A-level grades and hopefully universities teamwork and critical thinking ability. The based on past headlines, that the number will be looking speci cally for skills good news is there are many great schools out of pupils going on to study science-related in their potential applicants, such as there that are producing pupils who are ready degree courses is falling, more recent mathematical, analytical, evaluative, for university study in the scienti c elds evidence does not support this and in fact, practical, investigative and creative across all due to their independence and possession data from the Higher Education Statistics of the science subjects. As we move towards of the skills needed to thrive at university. Agency has revealed that numbers of STEM more entrance exams for universities The key is to nurture pupils who can students in undergraduate and postgraduate in the future, one also hopes that these achieve good grades as well as possess roles have risen over the past ve years are the skills that they will be testing the skills needed in day-to-day life. despite the fall in overall numbers. students on, rather than just content.

68 | ie-today.co.uk | @ie_today SFP Non-Recourse - we take the loss if your parents are unable to pay. In response to the ever-increasing need to make school fees more manageable for both your school and your pupils’ parents, SFP has developed a product that will give you everything you need whilst still giving your parents fee payment choices.

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Time for change Tom Lawley, English teacher at Woodbridge School, argues that teachers must be part of the solution to our mental health crisis

came across a typically worthy if it exists in a silo, to treat it as something article in the TES recently. It was separate. When help is needed experts can decrying, loudly, the appalling state be called in by the DSL, they can counsel of mental health services in this children and advise sta, and then leave. country. Here is something I came Or else, when the need arises, children are Iacross in the article – and I quote this word sent out to spend time with these other for word: “Whilst all this is happening, it quali ed professionals while teachers get is parents and teachers who are expected on with what they are paid to do, teach. to ‘mop up’ children in crisis. Parents and teachers generally aren’t quali ed therapists, Train to improve but even if they were to practise on their Lindy Wheeler, my writing partner, is child or pupil, it would constitute a ‘conict a quali ed (and extremely experienced) of interest’ (it’s important for ecacity therapist and school counsellor. of treatment that you don’t know your Her Human Toolbox Programme aims therapist in another capacity or vice-versa).” to apply a clear framework for tackling I had to go back and read this several times mental health in schools. From her Bury to make sense of it. Then I walked away, and St Edmunds practice she trains TAs, came back, and read it again. Same result. teachers and counsellors to become Nothing. I understood all the words but quali ed practitioners in her programme, somehow it simply made no sense to me. which in the simplest terms, helps equip I feel I have to state my own interest children and adults with some very well- here. I myself am not a mental health needed clarity with regard to how they can professional, I am a teacher and a parent. manage their own emotional wellbeing. I was a prep school head of English; I am in The programme is based on the premise no way quali ed to provide a therapeutic that children and adults have the innate service any more than I could service your tools to manage their emotional wellbeing, boiler. But to argue that parents and teachers and simply need to be taught to use them. should not be part of the solution to our I came to Lindy’s training course as Woodbridge School mental health crisis is at best ridiculous an English teacher with a very personal

tutor group (oen organised vertically, as at Woodbridge School) and also be part To argue that parents and teachers should not be part of the of a cast for a school play. That same child solution to our mental health crisis is at best ridiculous and at would have a sense of identity that saw himself aligned with a particular ‘house’ worst downright dangerous within the school. In addition to all of these support structures, he or she would also have a sense of belonging to, pride in and at worst downright dangerous. interest in emotional wellbeing and a and allegiance towards their own school. Independent schools’ literature is full professional fascination with language The organising structure that, to my of words like individuality, character and as a force for good with regard to mental mind, commands the very least loyalty con dence; schools have been talking about literacy. This shared mutual interest gave among children, is the year group. Yet for ‘shaping minds’ for generations. Thankfully rise to It’s All About Bodd, a book aimed many schools this is the primary structure it is no longer the case that the words at KS1–2 children that helps introduce with which many children – particularly ‘building resilience’ are generally closely them, and their parents, to the concepts in the state sector sadly – are encouraged to followed by the phrase, ‘it never did me any and ideas of the Human Toolbox. identify. In Sir Ken Robinson’s Changing harm’. But we live in a time when mental The best schools that I have known (and the Education Paradigm (if you’ve not health is what people refer to as a thing. my own experience is almost exclusively seen this take a look on YouTube) we are The best schools have their own policies on within the independent sector) have seen shown that we are trying to educate our it now; in some schools, the mental health their children co-existing in a multi- children in schools and using methods that policy even applies to the sta. Gosh. faceted web of such networks. Just one in many ways have not moved on in 100 There is a tendency in all schools child might simultaneously be part of a years. This factory model, he maintains, though, to treat mental health support as sports team, a music ensemble or band, a continues to be the main organising force

70 | ie-today.co.uk | @ie_today comment

behind our schools: they educate in batches feel they deserve.” children. Quid custodiet Ipsos custodies? which take little account of the individual As he also points out, it is completely Prep schools in particular provide a needs of children and they subject them to impossible in a classroom to separate the wonderful opportunity for teachers to standardised tests that promote conformity roles of teacher, behaviour manager and model responsible behaviour. Where else above creative or imaginative thinking. (mental health) mentor. It’s not good do the same teachers and children interact enough to talk about workloads and in such a varied landscape? On the games People, not punishment claim that teachers are stretched enough pitch, in a play and in the classroom the In When Adults Change Everything Changes, as it is: this is what the best teachers same teacher can use the same language Paul Dix talks convincingly of a culture and the best schools are already doing. and model the same approach towards of hostility that exists between children Isn’t a clear, kind, consistent inclusivity challenges and building resilience. This and adults. ‘Di cult’ children are labelled what we are all striving for anyway? is the very stu of the independent school and parcelled from school to school where Children need to constantly be reminded and it is hard work. Teachers need to their experiences of hostile groups of adults of the amazing tools they have at their know that their senior management team never change. They are given up on, passed disposal, so emotional literacy among all are as worried about their sta’s mental up a conveyor belt of angry adults who are sta is vital. According to Dix: “Once health as they are about the children’s. unable to understand or meet their needs. you understand how even a low-level Teachers can be the solution to our They are processed through sets of policies threat can trigger an emotional response, it mental health crisis, but we need to take which confer on them the notoriety that they changes everything: the way you speak to more responsibility. As we move into the desire, and which culminate in the exclusion students, how you give feedback on their third decade of the 21st century it is time to they so desperately don’t need. He sums it up work, how you speak to them when you throw aside the xed mindset that continues nicely: “Damaged children need people, not are angry.” The government has stated to tie schools to the industrialised 19th punishment. It is time we gave them what policies need to be in place that safeguards century. The needs of our children have they need to succeed, not simply what we the mental wellbeing of both teachers and changed, maybe we need to change also.

@ie_today | ie-today.co.uk | 71 interview

Fulham School A change is as good as a rest From working as a journalist to sword-ﬁghting in London’s top tourist aractions, Will le Fleming now takes up the role of headmaster at Fulham School, where he is at the helm of a major period of change for the forward-thinking institution

What is your career history? I joined Fulham School as headmaster – there’s a lot to consider. The portfolio Q I grew up on a farm in Gloucestershire and head of Fulham Senior. Alongside of work is very varied too, particularly and was educated at Eton and then Clare teaching I’m also a writer – a novel, Central at the moment when the school is College, Cambridge. A er graduating Reservation, was published in 2011. undergoing a period of change. I spend I worked as a journalist for a number of almost as much time with architects and years, before forging a career in education What are the best things about structural engineers as sta and students. in museums and palaces. I worked at Q being a headteacher, and the the Museum of London and the Tower biggest challenges? What exciting things are of London, with the odd stint sword- One of the best things about being a Q happening at Fulham School ghting and wearing armour! I also headteacher is the sense of responsibility at the moment? looked a er education at Hampton Court that comes with the role, the fact that Quite simply everything that’s happening at – everything from the adult lecture series you are helping an entire community to Fulham School at the moment is exciting. with celebrated speakers, to primary school ourish. Everything we do at Fulham We’ve got a new senior school building sessions with excited 11-year-olds charging School is about nurturing individuals opening next year, we’re remodelling our gleefully around the Tudor apartments. to reach their full potential and it is so other two sites that house Fulham Prep From there I moved to St Paul’s School, exciting to play a part in that. Obviously, and Pre-Prep, with a new kitchen, dining where I developed an interest in the there is also the rare privilege of looking room, art studio, science lab, performance academic and pastoral support of students enigmatically over one’s glasses at pupils space, and we’re developing the curriculum– alongside classroom teaching. In 2014 I was who are sent to see me as they wonder there is a lot going on at Fulham. appointed to the senior role of undermaster why they are in the headmaster’s oce. Fundamentally, this is a powerful next before moving to St Paul’s Girls School In terms of challenges, it’s an incredibly step for the school. Fulham School began where I worked as deputy head and director complex role given the intense level of with 12 students around 20 years ago and of senior school. In September last year, statutory obligations that need to be met now caters for 700 on two sites; soon it will be three. We’re also launching our new sixth form shortly, so we’ll oer education right through from four to 18 One of the most exciting changes is the launch of Fulham for those who want it, as well as the best Core, a programme teaching our children all the skills they prep education for those leaving at 11 or 13. This is an exciting, major step for Fulham. need to thrive and find purpose in the modern world One of the most exciting changes is the launch of Fulham Core, a programme

72 | ie-today.co.uk | @ie_today interview

Fulham School selects students of all dierent abilities

co-educational environment, where diverse abilities are recognised and celebrated. Central to our ethos is that no matter how oversubscribed we are, we never narrowly select students from one pool based on an arti cial set of criteria. That is, we select a mix of dierent personalities and abilities. Admission should not be about training children from a horrifyingly young age to pass a limited set of assessments. In my mind that’s crushing the joy out of learning and I really stand against the idea. Fleming says the school encourages creativity and problem-solving When it comes to secondary education at Fulham, we think it’s really important that teaching our children all the skills they sixth-form intake, we’re also looking to our children learn beyond the curriculum. need to thrive and nd purpose in the work more with our partner international They need to know how subjects connect modern world. The Core programme schools. We’re part of the Inspired Group, and how the present world relates to ideas won’t be a tokenistic bolt-on, it will sit at which spans ve continents, and gives us a that have been developing for centuries. the heart of what we do. Our children will remarkable wealth of talent and experience Above all we are a school in which each learn to make their own minds up about on which to draw. It exposes our pupils pupil’s personal talents are identi ed and what happens in the wider world, and the to global perspectives and the best in developed and given the fullest possible potential opportunities and barriers they educational approaches across the world. expression. From the most academic to will encounter along the way. That there the most creative, the most driven to the is no fear in failure, that they should not What makes Fulham most supportive, we want each student be afraid to falter, learn and try again. QSchool stand out? to take delight in everything they do. At Fulham School our commitment We support academic high-yers to achieve What are your future plans is to encourage the development of the scholarships and university places that Qfor Fulham School? creative, problem-solving individuals, will challenge them, alongside pupils whose Apart from rebooting Fulham School with tenacity, kindness and self-worth. passions are expressed in rehearsal rooms with new facilities, new buildings, the We achieve this through a distinctive, or on the sports eld or in the kindness launch of Fulham Core and welcoming the forward-thinking and outward-looking and service they oer to each other.

@ie_today | ie-today.co.uk | 73 Powering Your Curriculum The Paperless Admissions Oﬃce

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BENENDEN SCHOOL Page 78

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Vision 2030 School leaders and expert speakers will set their sights on the future of international education at the th COBIS Annual Conference

he COBIS Annual Conference is the essential global gathering for leaders of TBritish international schools and has been the agship event for heads, governors, proprietors and senior leadership teams in this sector for over four decades. This year’s conference, the 38th annual edition, will explore the theme of Vision 2030: The Future of International Education. It takes place from 11–13 May 2019 at the Intercontinental Hotel – The O2 on the banks of the River Thames in London. Dr Fiona Rogers, deputy CEO and director of professional development and research at COBIS, said: “This conference is the leading event for those working in the international British schools’ sector. It oers delegates the chance to hear from high-prole keynote speakers, as well as a choice of insightful seminars and Last year's COBIS conference workshops all designed to challenge and inspire. “Considering COBIS schools operate in diverse geographical locations (80 countries in ve “With excellent Professor Tanya Byron, clinical psychologist, and Sir continents), the conference is a vital opportunity for opportunities Tim Smit KBE, executive vice-chair and co-founder attendees to nd common ground and to learn about to network of the multi award-winning Eden Project in Cornwall, cutting-edge issues facing the sector as a whole. and connect will also be addressing delegates. Sir Tim Smit KBE’s “With excellent opportunities to network and session is entitled, ‘The issue is not what sort of planet connect with suppliers and service providers, it is with suppliers we are leaving our children, it’s what type of children a fantastic opportunity for all who take part.” and service we are leaving the planet?’ Owen Henkel, director of Focusing on the future of international education, the providers, it ecacy and research, Pearson Aordable Learning 38th COBIS Annual Conference will feature a host of is a fantastic Fund, Pearson, will provide a fascinating insight expert speakers examining what could lie ahead for the opportunity into the Future of Skills: Employment in 2030. sector. Andreas Schleicher, who oversees the Programme for all who COBIS is committed to safeguarding and promoting for International Student Assessment (PISA), and is take part” the welfare of children, young people and adults. director for education and skills at the Organisation In addition to safeguarding presentations and workshops for Economic Co-operation and Development during the main conference programme, delegates (OECD), will talk about trends shaping education. are also able to attend a shoulder course providing Graham Brown-Martin, author of Learning {Re} advanced training for designated safeguarding imagined, the best-selling book on global education, leads in international schools. Other optional will explore Education for the Fourth Industrial sessions include facilitator training for the COBIS Revolution, and Priya Lakhani OBE, founder CEO Programme for Middle Leaders and a UK Education of CENTURY Tech – the articially intelligent and Assessment Update, hosted by GL Education. learning platform for teachers and students – will Overall, there are 21 inspiring seminars to ask delegates to imagine if robots ran our schools. choose from, with titles ranging from Developing Professor Rose Luckin, professor of learning with & Maintaining Resilience, to Millennials for 2030: digital technologies at UCL’s Institute of Education, The Future of School Leadership. There will also be an opportunity for delegates to learn more about the COBIS Patron’s Accreditation and Compliance – the school improvement scheme that has now reached 100 schools worldwide. This year will see also a return of our successful speed dating, with two sessions on Leading the Way and Wellbeing in Education, coordinated by Innovate My School. Overall, there will be more than 130 exhibition stands at the event showcasing creative solutions for international British schools overseas.

Booking is still open for the conference, which is sponsored by Pearson, with full delegate tickets starting from £499 + VAT. For more information, please see www.cobis.org.uk/annualconference

76 | ie-today.co.uk | @ie_today Sponsored by #COBIS19

38th Annual Conference

Vision 2030: The Future of International Education

The COBIS Annual Conference is for Heads, Governors, Proprietors and Senior Leaders from international schools around the world including COBIS member and non-member schools.

InterContinental London – The O2 London, UK 11-13 May 2019

www.cobis.org.uk/annualconference events

Changing education for the beer

Shaun Fenton, chair of the Headmasters’ and Headmistresses’ Conference (HMC), looks at what is in store at this year’s Spring Conference and discusses how we can widen access to great education even more

here is an invisible web binding independent schools to their local Tcommunities, and those ties are getting stronger. At the same time, our renewed e orts regionally, nationally and even internationally mean we are able to play our part in improving education for more children, wherever they are taught. This year’s gathering of heads at the HMC Spring Conference (British Library, 1 May) is aimed at celebrating and encouraging that shared endeavour. We have much to build on. Every HMC school is involved in a partnership, and many have large programmes helping state schools with academic subjects, sport, music, drama and university. Community activities tend to be highly responsive to local need, including supporting local shops, volunteering and even doing conservation work. The Schools Together website, the national showcase of Benenden School pupils run a sport session for children at Benenden Primary School such involvement, now has just under 4,000 projects listed (www.schoolstogether.org). These run alongside signicant e orts Unsurprisingly, it’s already a sell-out! opportunity but also like value for money. to open our doors to children from all As educationalists, we like to learn This is just one way in which HMC backgrounds; over £1m is spent every and to challenge our own thinking. is already helping to change education day on means-tested bursaries, including With this in mind, the nal conference for the better, for all children. many fully funded places paid for not session is a discussion with the authors We campaign for fair outcomes in only by endowments and trusts but by of Engines of Privilege chaired by examinations and good mental health, imaginative fundraising campaigns. Matthew Taylor, the chief executive train new teachers, help keep minority Yet there is always more to do. I see of the RSA and frequent contributor subjects alive amidst dwindling state extraordinary commitment amongst the best to BBC Radio 4’s The Moral Maze. sector numbers and share fantastic HMC schools, which is nothing to do with The book concludes that the government resources to help young people make good box-ticking and everything to do with social should help funded places in independent decisions about their use of technology justice and a deep sense of charitable purpose. schools as a way of opening up access through our Tech Control campaign. Nevertheless, political pressure is mounting and truly changing the social mix. I know that independent schools care and schools who can, should. Clearly, it’s In this, as in many ways, we have deeply about all children, wherever they not easy to bring disadvantaged pupils into discovered there is more that unites than are educated. It comes with the territory our schools, or to identify partnerships divides us. We are already working with of being a teacher. It’s what we do. The which will provide real and long-term the DfE to place hugely disadvantaged ivory towers beloved in popular mythology benets. The HMC Spring Conference, children and those already in care, via the exist less and less, if at all; rather, we Partnership and Collaboration in Practice, Boarding Schools Partnership and through work shoulder-to-shoulder with many aims to provide practical help in doing so. the established Springboard programme. brilliant teachers from state schools to The one-day membership Our o er of up to 10,000 places at give every child the best start in life. conference will explore how to: independent schools for lower income families Many people have their own inspiration, ● Find, care for and fund means- is not far away from their vision, and the which they carry with them through times tested places for children from the authors acknowledge that there is goodwill on of challenge. For me it’s Issy, a full bursary most disadvantaged backgrounds our side. Our global perspective helps here; student who went from relying on food ● Organise and run a genuine successful public-private partnerships exist parcels to getting to Cambridge, working independent/state school partnership in various countries which increase access in a refugee camp and powering through ● Show impact to excellent fee-paying schools for children the fast-track course at the Civil Service. ● Develop national collaborations from modest backgrounds. Perhaps, post- We commission our students as they in key areas such as teacher Brexit, this will be seen to be a compelling leave our schools to make the world a training, sport and wellbeing idea for those who want greater educational better place. We must do the same.

78 | ie-today.co.uk | @ie_today Blow their minds, not your budget.

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