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Education | ED05 | Summer 2018

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PRICELESS<br />

SUMMER <strong>2018</strong><br />

Sponsored by<br />

Kent | Sussex | Surrey


Senior School Open Morning<br />

Saturday 15 September <strong>2018</strong><br />

9.30am to noon<br />

(Entry at 13 and 16)<br />

Boys and girls 13 to 18<br />

HMC – Boarding and day<br />

Upper Dicker<br />

East Sussex BN27 3QH<br />

T 01323 843252<br />

admissions@bedes.org<br />

Prep, Pre-Prep and Nursery<br />

School Open Morning<br />

Saturday 29 September <strong>2018</strong><br />

9.30am to noon<br />

Boys and girls 3 months to 13<br />

IAPS – Boarding and day<br />

Duke’s Drive, Eastbourne<br />

East Sussex BN20 7XL<br />

T 01323 734222<br />

prep.admissions@bedes.org<br />

bedes.org


Reading about our school<br />

is an education in itself.<br />

At Vinehall we foster a love of learning for its own sake<br />

by encouraging our children to ask questions and think for<br />

themselves.<br />

Our children develop the necessary skills to work<br />

productively and to become resilient, resourceful and<br />

reflective learners, unafraid to try something new or of<br />

making mistakes.<br />

Our innovative curriculum includes Life Skills, Ethics and<br />

Engineering; embedding knowledge that will enable them<br />

to flourish in the ‘real world’.<br />

We have high expectations for our children, inspiring them<br />

to achieve excellence in all that they do.<br />

We offer a diverse and exciting curriculum, delivered by<br />

highly qualified, inspirational teachers.<br />

“Pupils show a profound sense of awe and joy of learning”.<br />

ISI January <strong>2018</strong><br />

admissions@vinehallschool.com<br />

01580 883090 /www.vinehallschool.com<br />

Vinehall<br />

CO-EDUCATIONAL DAY, BOARDING SCHOOL &<br />

NURSERY, FOR CHILDREN AGED 2-13


<strong>Education</strong> Magazine<br />

Contents<br />

Barnardo’s Registered Charity Nos. 216250 and SC037605 20021dos18<br />

The cover image and the image above were photographed<br />

by David Merewether at Mayfield mayfieldgirls.org<br />

7<br />

11<br />

17<br />

21<br />

23<br />

27<br />

NOTICE BOARD<br />

News from local schools<br />

START RIGHT<br />

Starting schooling<br />

on the right foot<br />

10 THINGS I WISH I’D<br />

KNOWN WHEN MY<br />

KIDS WERE YOUNG…<br />

Lessons learned from<br />

parenting<br />

TALKING HEADS<br />

We talk to the teachers<br />

THE JOY OF MUD<br />

Michael White calls for<br />

children to enjoy the<br />

outdoors<br />

GOING ANALOGUE<br />

The best of electricityfree<br />

toys<br />

43<br />

47<br />

48<br />

53<br />

56<br />

58<br />

CITY SLICKERS OR<br />

COUNTRY MICE<br />

Hilary Wilce asks where is<br />

best to grow up<br />

TALKING HEADS<br />

We talk to the teachers<br />

COOL KIDS COOK<br />

Fun recipes for kids to cook<br />

YOU’VE GOT TO<br />

MOVE IT, MOVE IT<br />

How three schools<br />

encourage sport for all<br />

EXPERT EXTRAS<br />

The benefits of specialist<br />

visiting teachers<br />

THE ART OF<br />

LEARNING<br />

The accomplished artwork<br />

of six schools’ students<br />

Foster today, change a young<br />

person’s life tomorrow.<br />

We are looking for foster carers who can<br />

welcome and support young people aged 12<br />

and over from all backgrounds.<br />

We believe you can foster, and so should you.<br />

Contact our friendly team<br />

T: 01892 510 650<br />

W: www.barnardos.org.uk/fostering<br />

Barnardos<strong>ED05</strong>.indd 1 18/05/<strong>2018</strong> 15:12<br />

Bespoke design & build treehouses, playhouses<br />

and elevated platforms.<br />

Commercial & International commissions welcomed<br />

29<br />

33<br />

CENTRE STAGE<br />

How drama can enrich<br />

a child’s education<br />

RUCK AND ROLL<br />

Matt Mitchell on his rugby<br />

based children’s charity<br />

65<br />

69<br />

KEEP CALM AND<br />

CARRY ON LEARNING<br />

Two teachers thoughts on<br />

our current exam system<br />

THE IT CROWD<br />

Coding for kids<br />

37<br />

39<br />

TALKING HEADS<br />

We talk to the teachers<br />

SING!<br />

Life as a St. Paul’s chorister<br />

72<br />

FAMILY HOMES<br />

Family friendly<br />

home accessories<br />

Published by JPS Media Ltd, Kettle Chambers, 21 Stone Street,<br />

Cranbrook, Kent. TN17 3HF. Tel: 01580 714705.<br />

Email info@wealdentimes.co.uk wealdentimes.co.uk<br />

copyright JPS Media Ltd <strong>2018</strong>©<br />

TEL: 01403 262219<br />

www.cheekymonkeytreehouses.co.uk<br />

3 wealdentimes.co.uk<br />

CheekyMonkeyS40.indd 1 25/01/<strong>2018</strong> 15:42


WWW.ASHFORDSCHOOL.CO.UK<br />

#ADVENTUROUSLEARNERS<br />

ASHFORD SCHOOL<br />

ADVENTUROUS LEARNERS<br />

JOIN THE ADVENTURE<br />

OPEN DAYS <strong>2018</strong><br />

TO BOOK A PLACE PLEASE CONTACT THE ADMISSIONS OFFICE:<br />

01233 739030 REGISTRAR@ASHFORDSCHOOL.CO.UK<br />

CO-EDUCATIONAL DAY, NURSERY & BOARDING SCHOOL FOR BOYS & GIRLS AGED 0-18


02624_Babington_Wealden_Times_AD_Layout 1 02/05/<strong>2018</strong> 22:26 Page 1<br />

<strong>Education</strong> Magazine<br />

Babington House School<br />

Independent Day School<br />

Chislehurst, London Borough of Bromley Kent BR7 5ES<br />

Editors’ letter<br />

Excellent* in all<br />

areas and across<br />

every age group<br />

from 3 to 18<br />

Welcome to our fifth <strong>Education</strong> magazine – and<br />

the first with a joint editors’ letter, because<br />

the project was planned and commissioned<br />

by Lucy and then prepared for print by Maggie.<br />

This is rather a neat reflection of the stages each of us is<br />

at on the path of parenting through the school years. Lucy<br />

is currently on maternity leave with her second and third<br />

children (she had twins!) with two-year old Olive happily in<br />

nursery and looking forward to school. First uniform!<br />

Maggie is at the other end, with 15-year old Peggy now<br />

waiting for her GCSE results and feeling very excited about<br />

starting the next level of her education. No uniform!<br />

Both of us know how overwhelming the choices can seem<br />

at times, from when to start nursery, to which school, what<br />

subjects and where next?<br />

With advice and guidance from a wide range of education<br />

experts, on everything from the benefits of drama and sport,<br />

to what shaped the education of senior teachers, we hope this<br />

magazine will help to steer you through all the stages.<br />

And, above all, celebrate all that is wonderful about<br />

watching our children grow through learning.<br />

<strong>Education</strong> Team<br />

Editors ........................................................................................... Lucy Fleming<br />

Maggie Alderson<br />

Editorial Assistant ........................................................................Rebecca Cuffe<br />

Sub Editor ........................................................................................Emily Pavey<br />

Design .........................................................................................Powerful Pierre<br />

Design Team ..............................................................................Anthony Boxall<br />

Rob Cursons<br />

Freya Bruce<br />

Tanya Goldsmith<br />

Managing Director ........................................................................ Julie Simpson<br />

Commercial Director ............................................................... Colin Wilkinson<br />

Sales Team ........................................................................................ Jude Brown<br />

Sarah Norwood<br />

Distribution ....................................................................................... Kate Watts<br />

Jude Brown<br />

Come and see<br />

for yourself<br />

Tel: 020 8467 5537<br />

*In recent ISI Inspection<br />

www.babingtonhouse.com<br />

5 wealdentimes.co.uk<br />

BabingtonHouseSchool<strong>ED05</strong>.indd 1 08/05/<strong>2018</strong> 10:18


JOIN THE “TOP CO-EDUCATIONAL<br />

DAY SCHOOL IN SURREY”<br />

Four years running - The Telegraph and The Sunday Times<br />

MONTHLY OPEN MORNINGS<br />

For dates and to register please visit rgs.to/open<br />

Reigate Grammar School, Reigate Road, Reigate, Surrey, RH2 0QS<br />

reigategrammar.org | 01737 222231 | info@reigategrammar.org<br />

facebook.com/reigategrammarschool<br />

@reigategrammar


<strong>Education</strong> Magazine<br />

Music to our ears<br />

St Edmund’s School Canterbury celebrates the arts this summer with a<br />

sensational line up of world-renowned musicians and family events. After great<br />

success in last year’s inaugural show, Director of Drama, Mark Sell, and Head of<br />

Performance, Ian Swatman, have worked tirelessly to create another exhilarating<br />

and inspiring program. From Wednesday 27 June to Tuesday 3 July there is<br />

much to see, hear and do, beginning with an opening night concert with leading<br />

violinist, Tasmin Little, performing alongside celebrated pianist, Martin Roscoe,<br />

and ending with a grand finale firework display and ‘prom’ orchestral and choral<br />

favourites from The Festival Symphony Orchestra and Choirs. In between times<br />

there will be swing dancing, the Mad Hatter’s Tea Party, pottery, painting, and<br />

poetry as young people get the opportunity to watch, listen and play alongside<br />

some fantastic performers and showcase their own talents. stedmundsfestival.org.uk<br />

Noticeboard<br />

Oliver!<br />

Bede’s Senior School’s production<br />

of ‘Oliver!’ at the Devonshire<br />

Park Theatre in Eastbourne<br />

from Thursday 1 – Saturday 3<br />

March treated sold-out audiences<br />

to a whirlwind of drama, music<br />

and dance on an ambitious and<br />

professional scale. Following<br />

Lionel Bart’s version of the story,<br />

the Bede’s production featured all<br />

of the play’s much-loved songs –<br />

including ‘Food Glorious Food!’,<br />

‘Consider Yourself’ and ‘Who Will<br />

Buy’ – with the story’s colourful<br />

characters expertly played by<br />

Bede’s pupils from across the year<br />

groups. Pupils were involved in<br />

all areas of the production from<br />

performance and set design, to<br />

make up and costumes. bedes.org<br />

The latest school and event news from the South East<br />

All the world’s a school<br />

Bickley Park School in Bromley has<br />

enhanced its students’ understanding<br />

of volcanoes with a trip to Italy as 32<br />

students enjoyed visiting Pompeii,<br />

Vesuvius, and the Island of Capri. Trip<br />

organiser Sara Marriott believes that<br />

“it’s imperative for students to get out<br />

of the classroom to help enhance their<br />

education” and has achieved this by<br />

showing students the environmental<br />

and human effects of volcanic activity,<br />

while also experiencing Italian culture<br />

with a pizza-making class and visit to a<br />

mozzarella farm. bickleyparkschool.co.uk<br />

Fine dining<br />

Longacre School in Guildford<br />

is enjoying new £1.5 million<br />

dining and kitchen facilities. They<br />

were opened by writer, presenter,<br />

Masterchef critic and editor of<br />

Waitrose Food magazine, William<br />

Sitwell, who planted a bay tree in<br />

the school’s new herb garden which<br />

the pupils will maintain to grow<br />

ingredients for their lunches. IID<br />

Architects have specifically designed<br />

the development to cater for young<br />

children with increased seating in a<br />

light and bright environment, and<br />

views over the school playing fields.<br />

Headmaster Matthew Bryan says<br />

the new facility provides “a quality<br />

and range of food that is second<br />

to none.” longacre.surrey.sch.uk<br />

Bowled over<br />

Since cricket was introduced for female students at Dulwich Prep in<br />

Cranbrook last summer it has been very well recieved and this year the<br />

girls have joined the boys’ team on tour. The teams travelled to Devon<br />

and Somerset for some thrilling matches against local sides, a visit to bat<br />

maker Millichamp and Hall, and a lucky encounter with former England<br />

player Marcus Trescothick. It is undoubtable that cricket for girls is now<br />

firmly part of the Dulwich curriculum. dulwichprepcranbrook.org <br />

7 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

Good sport<br />

Hurstpierpoint College is proud of its sporting achievements this year in netball.<br />

Five teams qualified for national finals, the under 13s team won the Independent<br />

Assosiation of Prep Schools National Netball finals and the school earned triple<br />

wins in the Sussex Cup and Sussex Independent School’s Netball Association<br />

tournament. Head of Netball, Rebecca Jutson, has said “the girls are committed,<br />

train hard and demonstrate positive teamwork. The future is bright!” hppc.co.uk<br />

Noticeboard<br />

Special delivery<br />

Manor House School in Bookham<br />

has sent their old uniforms to Kenya.<br />

In a drive by Headteacher Tracey<br />

Fantham to re-energise the school,<br />

its uniform was given an update in<br />

September, leaving the question of<br />

what to do with the great quantity of<br />

very usable old uniform. A biology<br />

teacher, Mrs. Felicity Charles, got in<br />

touch with Kenyan St. Martin’s Oluti<br />

Mixed Secondary School’s Principal<br />

Mark Origa and with the help of<br />

a parent with friends in bordering<br />

Uganda, a plan was hatched to send the<br />

uniforms to the very grateful students<br />

of St. Martin’s. Fast forward a lot of<br />

donating, sorting, bagging, and one<br />

very long journey, and Mr Oreiga was<br />

given nearly half a tonne of uniforms<br />

to his students and bragging that “our<br />

students look so smart now. They<br />

brought the local market to a standstill<br />

when they were going home as all<br />

the people left the market to come<br />

out to see them... I have no words to<br />

express the happiness in the whole<br />

school now.” manorhouseschool.org<br />

Read and right<br />

Frewen College, near Rye, has<br />

been recognised for its best<br />

teaching practice of dyslexic<br />

students by the British Dyslexia<br />

Association (or BDA) and as<br />

a result, students and teachers<br />

were recently chosen to take part<br />

in a series of short films about<br />

how dyslexic students learn and<br />

progress. The films are being<br />

used by the BDA to support other<br />

teachers wishing to teach students<br />

in a more dyslexia-friendly style.<br />

Frewen is one of the first schools<br />

in the country to adopt Microsoft’s<br />

cutting edge Assistive Technology<br />

and one of the films focussed<br />

on how the dyslexia-friendly<br />

software (including dictation and<br />

read-aloud features) has helped<br />

students overcome reading and<br />

writing barriers. frewencollege.co.uk<br />

New school<br />

On Tuesday 24 April, Reigate Grammar<br />

School expressed its gratitude to Peter<br />

Harrison and The Peter Harrison<br />

Foundation at the grand opening<br />

ceremony of the Harrison Centre.<br />

This new learning and community<br />

resource includes a new Sixth Form<br />

Centre complete with café and social<br />

facilities, a High Performance Learning<br />

and Innovation room, a library and<br />

learning resource centre, dedicated<br />

library classrooms and a series of<br />

private study areas. Peter Harriso,n<br />

whose generous gift made the building<br />

possible, said that he felt it would be<br />

“a massive addition to the school’s<br />

established reputation for delivering<br />

a powerful education, together with<br />

student happiness.” reigategrammar.org<br />

Odd Socks<br />

Children at Banstead Prep School were thrilled to be one of only ten<br />

schools chosen for Andy and the Odd Socks band to visit, following<br />

participation in the Odd Socks campaign to raise awareness and funds<br />

for the Anti-Bully Alliance. Headteacher Miss Vicky Ellis explaines<br />

that the school has embraced Odd Socks, to illustrate the school<br />

ethos of “celebrating diversity and allowing everyone the freedom<br />

to be themselves and express their individuality.” The visit took<br />

place during the school’s Kindness Week. bansteadprep.com<br />

8


HAPPINESS • CONFIDENCE • ACHIEVEMENT<br />

‘ Excellent ’<br />

Latest ISI Inspection<br />

Open Mornings 2 October <strong>2018</strong> & 5 March 2019<br />

A happy, caring environment for girls & boys in Woking aged 3 - 13 & just 25 minutes from London<br />

hoebridgeschool.co.uk admissions@hoebridgeschool.co.uk 01483 227909<br />

HoeBridgeSchool<strong>ED05</strong>.indd 1 26/04/<strong>2018</strong> 14:32<br />

OPEN MORNINGS<br />

21st & 22nd September<br />

9 wealdentimes.co.uk<br />

LongacreSchoolS42.indd 1 29/03/<strong>2018</strong> 15:57


• State day & boarding for 11-18 years<br />

• Selective entry at 11+ & 13+<br />

• Ofsted outstanding<br />

• 96% A*-C GCSE<br />

• 71% A*-B A-Level<br />

• Oxbridge, Medical & Veterinary success<br />

• Expansive co-curricular provision<br />

incl. CCF & DofE<br />

Get in touch!<br />

Visit: www.cranbrookschool.co.uk<br />

Email: admissions@cranbrook.kent.sch.uk<br />

Tel : 01580 711804<br />

CranbrookSchool<strong>ED05</strong>.indd 1 04/05/<strong>2018</strong> 15:30<br />

chinthurstschool.co.uk<br />

chinthurstschool.co.uk<br />

Open Day 4th October Outstanding 11+ Results <strong>2018</strong><br />

Co-educational school for children aged 3-11 years<br />

52 Tadworth Street, Tadworth, Surrey, KT20 5QZ<br />

admissions@chinthurstschool.co.uk<br />

Telephone 52 Tadworth 01737 Street, 812011 Tadworth, Surrey, KT20 5QZ<br />

admissions@chinthurstschool.co.uk<br />

@Chintschool facebook.com/ChinthurstSchool<br />

Telephone 01737 812011<br />

Co-educational school for children aged 3-11 years<br />

@Chintschool facebook.com/ChinthurstSchool<br />

Part of the Reigate Grammar School Family<br />

Part of the Reigate Grammar School Family<br />

surrey-homes.co.uk<br />

10<br />

ChinthurstSchool<strong>ED05</strong>.indd 1 08/05/<strong>2018</strong> 15:29


<strong>Education</strong> Magazine<br />

Startright<br />

A child’s very first steps in education – even before they start school<br />

– can set them up for the years to come, and there are interesting<br />

new ideas how to approach this crucial stage<br />

Forest School<br />

Reigate St Marys<br />

‘Forest school’ is a specialised learning<br />

approach which takes place in a<br />

woodland or natural environment. It<br />

offers children regular opportunities<br />

to develop confidence and selfesteem<br />

through hands-on learning<br />

experiences. It is also great fun and<br />

our kindergarten eagerly look forward<br />

to their weekly trip to the woods.<br />

Forest School is a learner–centred<br />

method focusing on building strong<br />

relationships with the outdoor<br />

environment and ensuring the children<br />

know the importance of taking<br />

care of the woodland. It supports<br />

the normal Early Years Foundation<br />

Stage curriculum, but its focus is<br />

on risk taking, creative learning and<br />

reconnection with nature, so helping the<br />

children to develop a broader skill set.<br />

The children just love it! Each session<br />

begins with them looking for changes<br />

since their last visit. Crunchy leaves in<br />

autumn or beautiful spring bluebells<br />

are woven into stimulating learning<br />

experiences which involve exploration<br />

and investigation. They ‘discover’ a fairy<br />

door at the base of a tree and fill ‘prickly<br />

tickly’ boxes with items found in the<br />

undergrowth. The children connect<br />

with nature and their confidence soars.<br />

At Forest School the children are<br />

encouraged to look for what has changed<br />

since their last visit to the woods<br />

It’s a type of learning which is<br />

suitable for all children. Each lesson<br />

is carefully planned, taking into<br />

account each individual child’s needs.<br />

Groups are small and each child’s<br />

progression is observed and used<br />

when preparing for the next visit.<br />

Parents recognize that the sessions<br />

enable their children to learn<br />

important skills whilst getting the<br />

benefit of freedom and fresh air.<br />

They see it as a welcome break from<br />

technology and a reconnection with<br />

nature and imaginative play.<br />

Reigate St Mary’s<br />

01737 244880 reigatestmarys.org<br />

<br />

11 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

A balanced approach<br />

Dulwich College Cranbrook<br />

Mrs Johanna Scanlon,<br />

Head of Nash House<br />

Children can join us in the term after<br />

they turn three, starting with as little<br />

as three half-day sessions a week,<br />

gently increasing over the year.<br />

We want every parent, child and<br />

member of staff to feel part of one<br />

cheerful family, so before a new child<br />

starts we visit them in their home<br />

and speak to key workers, gathering<br />

as much information as possible.<br />

Every classroom has an outdoor area<br />

where children can enjoy the fresh air<br />

Each child is also<br />

invited to Nash<br />

House with their<br />

parents to chat with staff and their<br />

new classmates. We also run parent<br />

and toddler groups from 18 months<br />

so many children are already familiar<br />

with the setting before they start.<br />

We are incredibly lucky to have a<br />

purpose-built building and playground,<br />

designed to create a safe, supportive<br />

environment for our little community.<br />

Classrooms are flooded with natural<br />

light thanks to their south-facing aspect<br />

and each has its own delightful outdoor<br />

learning area under a retractable canopy.<br />

Each day is thoughtfully structured<br />

with a lively mix of teacher-led and<br />

child-led activities. Specialist music, PE,<br />

art and French teachers enthuse<br />

our children to create an inspiring<br />

space. Finally, our Learning Support<br />

Department provides invaluable<br />

support, ensuring every child<br />

fulfils their unique potential.<br />

I had a very magical childhood and<br />

I want to be able to create this for<br />

the children at school through storytelling,<br />

the freedom to be outside<br />

exploring the grounds and creating<br />

a sense of wonder. You must never<br />

lose the ‘magic’, this is what drives<br />

curiosity and a hunger for learning.<br />

Life at Nash House is all about<br />

nurturing happy, independent<br />

children who love learning and feel<br />

confident expressing themselves.<br />

We laugh a lot, so we learn a lot.<br />

I think we have to teach children<br />

from a young age to slow down<br />

sometimes and relax and so we<br />

teach the children a yoga move a<br />

week as a relaxation technique.<br />

To me Dulwich Prep is “the<br />

best of both worlds”.<br />

I feel there is an excellent balance<br />

of academic studies and music,<br />

art, drama and sports and outdoor<br />

activities. Because of the wide range of<br />

opportunities there is something for<br />

every child, and we all have a great time.<br />

Nash House, Dulwich Cranbrook<br />

dulwichprepcranbrook.org<br />

surrey-homes.co.uk<br />

12<br />

SteyningGrammar<strong>ED05</strong>.indd 1 15/05/<strong>2018</strong> 16:53


HURSTPIERPOINT COLLEGE


Cranbrook: a prime<br />

location in high demand<br />

Savills Cranbrook<br />

01580 720 161<br />

Since opening our office in 1998, we have prided ourselves on delivering a personal and<br />

local service to Kent’s sellers, buyers, tenants and landlords across a range of property<br />

types, from individual building plots and townhouses, to listed Wealden hall houses and<br />

new build developments.<br />

Although our core area is within a<br />

seven mile radius of Cranbrook, we<br />

also provide thorough coverage of<br />

popular locations such as Tenterden<br />

and Sutton Valence, and extending as<br />

far as Rye and Wittersham.<br />

Our expert team not only work here,<br />

we live here too, enabling us to provide<br />

an insider’s perspective of Cranbrook<br />

with personal insight and practical<br />

knowledge. Over the decades, we<br />

have become the only local agent to<br />

offer access to an extensive range<br />

of residential services as well as<br />

other disciplines via our national and<br />

international network, from planning<br />

and property management, to auctions<br />

and asset management.<br />

The property market in Cranbrook and<br />

the surrounding villages has remained<br />

strong, with demand coming from a<br />

variety of buyers. This includes those<br />

who already live in the area as well<br />

as families moving out of London.<br />

Outstanding schools continue to be a<br />

key factor for families who are looking<br />

to relocate, so the high performing<br />

schools in the area are a definite draw.<br />

Buyers are also attracted by the<br />

relative good value for money the area<br />

represents compared to London, and<br />

the wide variety of properties to suit all<br />

requirements, from large family homes<br />

set in beautiful landscaped gardens to<br />

stunning period cottages in the heart<br />

of the village. In addition, excellent<br />

transport links and an enhanced<br />

quality of life explain the unwavering<br />

popularity of the area.<br />

James Lloyd<br />

Associate Director<br />

Residential Sales<br />

jlloyd@savills.com<br />

Sarah Simmonds<br />

Director<br />

Head of Office<br />

ssimmonds@savills.com<br />

Sarah has been working in the<br />

Cranbrook office since 2004 and is<br />

the head of office. She has been in<br />

residential sales in the locality since<br />

1999. Sarah gives priority to providing<br />

first class customer care and one of her<br />

many strengths is her local network of<br />

personal and business clients.<br />

Christopher Linton<br />

Associate Director<br />

Residential Sales<br />

clinton@savills.com<br />

Christopher joined Savills in 2015 and<br />

has expert knowledge of Cranbrook and<br />

the surrounding villages, having lived<br />

and worked in the locality all his life. He<br />

started his career in property in 1992 in<br />

Hawkhurst. He is a long term member<br />

of the National Association of Estate<br />

Agents and a keen rugby and cricket<br />

enthusiast with links to local clubs.<br />

James specialises in country and<br />

village properties within the Cranbrook<br />

School catchment and extending<br />

across to the east Sussex coast and<br />

east Kent. James began working in<br />

property in London following five years<br />

for an international ship broking firm as<br />

a sales and purchase broker. He moved<br />

to Kent and worked in Locksbottom<br />

before moving to Savills Cranbrook<br />

office, closer to his family home.<br />

Leanne Gammon<br />

Associate<br />

Residential Sales<br />

lgammon@savills.com<br />

Leanne specialises in the sale of<br />

residential properties across all price<br />

ranges in the Cranbrook area. She<br />

began her career in estate agency in<br />

2001, joining Savills in 2007. She is an<br />

experienced negotiator with excellent<br />

knowledge of the local area. Leanne<br />

is a keen runner and a member of a<br />

local running club.<br />

Talk to us today<br />

If you would like to find out more about the local market, register for early alerts for new<br />

properties coming to the market, or would like a market appraisal for your current home,<br />

please do not hesitate to contact the team at Savills Cranbrook on 01580 720 161.<br />

savills.co.uk


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SuttonValence<strong>ED05</strong>.indd 1 11/05/<strong>2018</strong> 10:33


<strong>Education</strong> Magazine<br />

things I wish I’d<br />

known when my<br />

10kids were young…<br />

With three children now into adulthood, Hilary<br />

Wilce reflects on her experience as a mother and<br />

shares her retrospective wisdom<br />

Hindsight is a wonderful thing. With the wisdom<br />

of looking back, we’d all be perfect parents.<br />

Now that I’ve had the chance to watch my<br />

children grow up, navigate through university, embark on<br />

their careers, find partners and start their own families,<br />

I can see so much more clearly what children need from<br />

their parents in order to build good adult lives.<br />

And it tends not to be what we think at the time.<br />

In the thick of it we are – inevitably – consumed by<br />

the dilemma of the day, however small or fleeting that<br />

might be. How, we agonise, will we ever get them to sleep<br />

through the night? Should they eat sweets? Will they<br />

get into the right school? Why didn’t they do better in<br />

their reading test? Do they have the right sort of friends?<br />

How can I get them to wear their coat when it’s cold?<br />

And what does this ‘sleepover’ party actually mean?<br />

But what children really need from us, rather than this<br />

moment-to-moment fussing, is consistent, long-term help with<br />

all the really big stuff of life. The shaping and guidance which<br />

will help them develop genuine self-confidence, the ability to<br />

assess risk, good judgment of character, balanced self-awareness,<br />

and the warmth and trust to develop good relationships.<br />

So here – with all that wonderful wisdom of<br />

hindsight – are five things I wish I’d done less of, as<br />

a parent, and five things I wish I’d done more.<br />

LESS<br />

1Nagging<br />

How I wish I’d done a lot less of that,<br />

especially as it wasn’t even slightly effective!<br />

I wish I’d chosen my battles more carefully,<br />

concentrated on the big issues, and let other things<br />

slide. If I really wanted something done, I wish I’d<br />

had a more effective strategy than just going on – and<br />

on and on – about it. As it was, I don’t believe my<br />

children heard a word I said after the age of about ten.<br />

2<br />

Worrying<br />

Like most parents, I worried my way through<br />

my children’s childhoods. I worried that my<br />

son had the attention span of a gnat, and<br />

that his sister couldn’t get her head round maths, and<br />

that his other sister had a pathological inability to say<br />

sorry. I worried about their health and their friends<br />

and their social lives and what they got up to in their<br />

teenage years. Did most of the things that I worried<br />

about matter in the long run? Not a single jot.<br />

3<br />

Comparing<br />

It’s so hard, as a parent, not to compare your<br />

children with others and then find them<br />

lacking. This might be in the classroom,<br />

at sports, art, music, popularity or sociability.<br />

Whatever it is, though, you know even as you’re<br />

doing it that it’s stupid and counterproductive,<br />

but even so the tyranny of modern parenting<br />

kicks in and there you are wondering yet again<br />

what you need to do to get your child shining<br />

with all the other brightest stars in the room.<br />

4<br />

Ignoring<br />

Although I was physically present during<br />

my children’s childhood I was mentally<br />

absent most of the time. Other things, like<br />

work deadlines and household chores, were always<br />

uppermost in my mind. “Uh-huh” I’d say as I<br />

listened to them talk, but more often than not I was<br />

thinking about making that important phone call, or<br />

getting on top of the laundry before the weekend.<br />

5<br />

Pronouncing<br />

As an opinionated mother, I gave my children<br />

the benefit of my wisdom on everything<br />

from why dark green is a horrible colour<br />

to what the Liberal Democrats needed to do to win<br />

more votes. Never a car journey went by without<br />

them having to listen to how I’d solve the traffic<br />

problems of south-east England, or why obesity was<br />

always going to be an insoluble problem. Poor things.<br />

No surprise that they gravitated towards partners<br />

whose main approach to life is live and let live. This<br />

was my own particular personality problem as a<br />

parent. You will have yours. You will. I promise.<br />

<br />

17 wealdentimes.co.uk


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CanterburyCathedralChoir<strong>ED05</strong>.indd 1 04/05/<strong>2018</strong> 15:42<br />

6Time<br />

See four, above. By which I mean quality<br />

time, not in the oh-my-precious-babyyou-are-the-centre-of-the-universe<br />

way,<br />

but in a respectful, being properly present when it<br />

matters way. Children who get enough of this kind<br />

of attention cannot fail to flourish and grow.<br />

7Freedom<br />

Children are little animals. They need to run,<br />

jump, wrestle and explore. Later they need to<br />

expand their horizons, walk to the shop alone,<br />

go out on their bikes, and then (gulp) go up to the city,<br />

go to the pub, go travelling… It’s so hard to know how<br />

and when to release the brakes, but it has to be done to<br />

allow them to grow their own strength and judgment.<br />

8Encouragement<br />

I wish now, I’d done more to positively<br />

encourage enthusiasms of every sort, from<br />

photography to riding. At the time I saw<br />

these interests as passing (and potentially expensive)<br />

fancies. Now I can see that they were creativity<br />

looking for its way out. With hindsight, I would<br />

have switched off their screens more, and encouraged<br />

them much harder to get up and get doing.<br />

9Trust<br />

Of course, you can’t trust a baby to navigate<br />

stairs alone, or a teenage boy to drive safely<br />

without some experience behind the wheel,<br />

but micromanaging children’s lives definitely does more<br />

harm than good. I wish that – within sensible limits –<br />

I’d shown my children more trust in their developing<br />

abilities to make good decisions and also shown more<br />

forgiveness when they inevitably got things wrong.<br />

10<br />

Love and laughter<br />

Life isn’t always a serious business, and I<br />

wish I’d done more to help my children<br />

see that. All children need to discover that<br />

mistakes are how you learn, that it’s possible to bounce<br />

back after bad stuff has happened, and that, on the<br />

whole, nothing matters quite as much as we think it<br />

does and quite a lot of things don’t matter at all.<br />

A childhood of love and laughter is probably the best<br />

recipe I know for a happy, healthy adulthood.<br />

Which is not to say they didn’t have plenty. They did,<br />

and it’s been a joy to see them grow up happy and<br />

resilient. But no child can ever have too much.<br />

In fact, if we love our children, and make sure<br />

that they always know that we do, then they will<br />

be absolutely fine. So forget hindsight, and all the<br />

the conscience-pricking lessons it wants to teach<br />

us. They are for perfectionists only. And when did<br />

perfectionism have anything to do with parenting?<br />

surrey-homes.co.uk<br />

18<br />

SpringGroveSchoolWT194.indd 1 15/03/<strong>2018</strong> 15:22


Junior King’s provides an outstanding all-round education for children<br />

between the ages of 3-13, within a happy, secure, and caring environment.<br />

We aim to build strong and confident foundations by developing each<br />

child’s physical, social, spiritual, cultural and intellectual life.<br />

Arriving at the Pre-Prep, you will instantly sense the welcoming atmosphere and<br />

know that you are in a special place. A place of cooperation, collaboration and<br />

achievement –the bright and stimulating classrooms, the extensive grounds<br />

and Forest School in our own woodlands.<br />

Founded in 1879 as the preparatory school to The King’s School,<br />

Canterbury. In 1929 the School moved to a stunning 80 acre countryside<br />

location just two miles from Canterbury, opened by Rudyard Kipling.<br />

The Barn is one of the oldest buildings at Junior<br />

King’s and has its roots as far back as 1580. It is<br />

the main area for teaching drama and also used<br />

for assemblies, orchestra and choir practice,<br />

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fully equipped<br />

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Our facilities include a purpose built astro turf<br />

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We aim to nurture happy, confident children and<br />

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Open Morning - Saturday 13th October <strong>2018</strong><br />

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Talking<br />

HEADS<br />

<strong>Education</strong> Magazine<br />

Taking the lead<br />

Heads of department create the unique personality for how each subject is taught in a school,<br />

while head teachers flavour the school as a whole. We asked seven heads to tell us about their<br />

jobs – and the teachers and subjects which shaped them in their own school days.<br />

Vinehall School<br />

Paul Borrows, Assistant Head Academic<br />

Favourite subject when you were<br />

at school When I was at primary<br />

school, my favourite subject was<br />

undoubtedly maths. As I approached<br />

my GCSEs, I was beginning to<br />

appreciate English more and more, thanks to an inspiring<br />

teacher called Mrs Jarvis. I found choosing my A levels<br />

very difficult because I liked learning about most things.<br />

Most inspirational teacher when you were at school<br />

I was incredibly fortunate to have a number of wonderful<br />

teachers but it was my Year 1 teacher, Mr Voce, who instilled<br />

a love of learning that endures to this day. I still remember the<br />

lesson in which Jennifer Donaldson, with her bright blonde<br />

hair, stood in the centre of the classroom while some of the<br />

other children circled around her, pretending to be planets.<br />

Favourite character from a book or film It’s perhaps not<br />

very original, but I would probably have to say, Atticus<br />

Finch. For a while, I tried to persuade my wife that we<br />

should name one of our children after a character from To<br />

Kill a Mockingbird; it’s probably for the best I didn’t<br />

get my way. We do have a cat called Scout though.<br />

Best school memory I took part in a music exchange<br />

with a middle school in Pittsburgh, Pennsylvania, while<br />

I was at school. The whole experience left a lasting<br />

impression and I look back very fondly on that time.<br />

Is there anything you wish you’d studied at school that<br />

you didn’t? I would have loved to study English Literature at<br />

A-level and I would have really enjoyed studying Art History.<br />

What’s your proudest achievement at your current<br />

school? I started at Vinehall in January so there’s not<br />

very much I can take credit for yet! We have got plans<br />

to introduce STEM as a curriculum subject in Year 5,<br />

focusing on encouraging our children to ‘think like an<br />

engineer’, and expanding our Life Skills curriculum to<br />

ensure our pupils are able to flourish in the ‘real world’.<br />

What are you looking forward to this coming year?<br />

Embracing an outward-looking, forward-thinking programme<br />

of study for our pupils that will mean they are fully prepared<br />

for the 21st century world that awaits them after Vinehall.<br />

St Edmund’s School<br />

Canterbury<br />

Dr Gemma Jones, Head of Science<br />

Favourite subject when<br />

you were at school<br />

My favourite subject at school was<br />

History (surprising for a Head of<br />

Science!). I loved learning about the past, comparing<br />

it to my life and how my teachers managed to make<br />

what we learnt about relevant and current.<br />

Most inspirational teacher when you were at school<br />

My most inspirational teacher was Mrs Riddell,<br />

my English teacher. She was such a jolly<br />

character and took such a great interest in the<br />

development of each and every pupil.<br />

Favourite character from a book or film My favourite<br />

character has to be Matilda from the Roald Dahl<br />

novel. I remember reading it as a little girl and finding<br />

her so courageous in the face of such adversity.<br />

Best school memory My best school memory is the<br />

time I tried to forward the time on the clock in my maths<br />

classroom when my teacher Mr Wordsworth popped<br />

out. Needless to say he returned and caught me in the<br />

act; the clock fell off the wall and smashed into pieces.<br />

Is there anything you wish you’d studied at school<br />

that you didn’t? I wish I had studied Geography at<br />

GCSE level as it was a subject I enjoyed and think it was<br />

would have complemented my science studies. I chose<br />

Food Technology instead and can bake a mean cake.<br />

What’s your proudest achievement at your current<br />

school? My personal proudest achievement at St<br />

Edmund’s was becoming Head of Science in 2016. It is<br />

a privilege to work in such a motivated department and<br />

I’ve enjoyed the varied challenges of the job. With regards<br />

to the pupils they never cease to make me proud and<br />

no more so than the success of four of my Upper Sixth<br />

who won gold (two), silver and commended medals in<br />

the <strong>2018</strong> National Biology Olympiad competition.<br />

What are you looking forward to this coming year?<br />

This coming year I’m looking forward to having my<br />

third baby and returning to the job I love in January.<br />

21 wealdentimes.co.uk


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<strong>Education</strong> Magazine<br />

Wellies and walking sticks at the ready,<br />

these mini hunter-gatherers are enjoying<br />

the great outdoors<br />

The joy<br />

No more screens! The<br />

modern child needs to<br />

get outside and get dirty<br />

says Michael White<br />

of mud<br />

Many of us believe that a<br />

strong engagement with<br />

the natural world is vital<br />

for our children’s development, but<br />

amidst our busy lives, the wet boots,<br />

cold hands and uncomfortable overtrousers,<br />

how can we make it happen?<br />

The many wonders of our<br />

technological age have undoubtedly<br />

presented the ‘simple pleasures’ with<br />

some stiff competition. Digital devices<br />

and TV are little<br />

short of addictive<br />

and a child who<br />

chooses the woods<br />

over screen time,<br />

is a rare beast<br />

indeed. So, before<br />

anything else,<br />

designate some<br />

time purely for<br />

outside fun, free from the<br />

distraction of phones and tablets.<br />

Happily, millennia of human<br />

evolution has ensured that despite<br />

the pull of technology, children are<br />

still fully charged up with natural<br />

instincts and the deep-rooted drive to<br />

get out, seek food, water, shelter and<br />

warmth, can be a powerful motivator.<br />

Kids don’t need educating to<br />

love the countryside, just the<br />

opportunity and encouragement<br />

to let their instincts kick in.<br />

One such childhood instinct is an<br />

uncanny ability to sniff out a fake,<br />

so if you are hoping to inspire your<br />

children with natural wonders, it<br />

helps to be enthusiastic yourself.<br />

A bird feeder in the garden is a good<br />

start. The children will soon pick up<br />

on your interest<br />

The deep-rooted drive<br />

to get out, seek food,<br />

water, shelter and<br />

warmth, can be a<br />

powerful motivator<br />

in the different<br />

feathered visitors<br />

and before long,<br />

with some help<br />

from a decent<br />

book, the whole<br />

family will be<br />

able to identify<br />

a selection<br />

of wild birds. With a shared<br />

passion for twitching, the family<br />

walk will now hold a new level of<br />

excitement for young and old.<br />

With time set aside and a developing<br />

family appreciation of nature, we<br />

can now look at a few practical<br />

tips for unlocking those inner cave<br />

children. Food is a serious driver for<br />

most little ones and any country<br />

activity which incorporates eating is<br />

likely to be a resounding success.<br />

Foraging then, is a great activity when<br />

it comes to getting children excited<br />

about being outdoors. Safely identifying<br />

and sampling even a few of the basics,<br />

such as sweet wild strawberries (fragaria<br />

vesca) whilst out and about can take<br />

things to an entirely new level.<br />

However – if foraging isn’t your<br />

thing – anything food related, such<br />

as a picnic planned and packed<br />

with the kids and eaten in a special<br />

place, is always a winner.<br />

As we work through the cornerstones<br />

of human instincts, it’s useful to<br />

remember that not being cold is another<br />

essential ingredient to children relishing<br />

being outside. Of course, children<br />

should be dressed in warm, comfortable<br />

clothes but this potential negative<br />

can also be used in imaginative ways<br />

to inspire and motivate them. Camp<br />

building and fire lighting are always<br />

popular and if it is a little cold or damp,<br />

the edge of ‘necessity’ will have the<br />

kids rushing about with great focus as<br />

they gather materials and kindling.<br />

Hunting is another strong instinct, <br />

23 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

and although many would not choose to<br />

have their children pursuing live quarry,<br />

this very real urge can be harnessed in<br />

other ways. The good old scavenger<br />

hunt is a case in point and to hunt<br />

for objects such as feathers, acorns,<br />

and snail shells, with a prize at the<br />

end, is an exciting way for youngsters<br />

to engage with the natural world.<br />

Finally, an attraction to danger<br />

is another childhood trait that can<br />

be drafted into service. From years<br />

of working with children, I have<br />

discovered a simple truth. Whittling<br />

A scavenger hunt is<br />

always a winner<br />

a stick is ‘boring’ whilst whittling a<br />

long stick to make a spear is ‘amazing’.<br />

The impression of danger can be very<br />

inspiring (as long as in reality the activity<br />

is safe and well supervised). When<br />

planning kids sessions I incorporate as<br />

many fires, weapons and traps as I can.<br />

Through my business Rural Courses<br />

I have worked with many children<br />

and I am always pleased to share<br />

my ideas. I hope that as the days<br />

lengthen, they may inspire you to<br />

get out and involve your children in<br />

what is after all, their natural world.<br />

Michael White, founder of Rural<br />

Courses, was born and raised in<br />

the country and loved it so much<br />

that he stayed to build a selfsufficient<br />

life for himself and his<br />

family. The skills and techniques<br />

he teaches are those he uses daily<br />

to sustain his way of life and<br />

his knowledge and enthusiasm<br />

for the subject ensures an<br />

inspirational and informative day.<br />

For over fifteen years, Michael<br />

has run courses and workshops<br />

introducing hundreds of adults<br />

and children to a host of country<br />

activities from his ‘Rural H.Q’<br />

near Cranbrook. He has always<br />

had a particular passion for<br />

foraging and just to prove<br />

that it really is possible to live<br />

off the land, in 2009 Michael<br />

walked in excess of 300 miles<br />

from St. David’s, Wales to his<br />

home in Kent living exclusively<br />

on wild foraged foods.<br />

Ruralcourses.co.uk<br />

‘‘ Bringing out the best in boys ’’<br />

A day in the life of Aldro... come and see for yourself<br />

OPEN MORNING • Wednesday 20th June <strong>2018</strong> •10:00 –11:30am<br />

If you would like to attend an Open Morning, request a prospectus, or arrange an individual tour,<br />

please contact the Admissions Office on 01483 813535 or email: admissions@aldro.org<br />

Aldro, Lombard Street, Shackleford, Godalming, Surrey GU8 6AS www.aldro.org<br />

surrey-homes.co.uk<br />

24<br />

AldroSchool<strong>ED05</strong>.indd 1 17/05/<strong>2018</strong> 09:41


Be all you can be<br />

Open Morning Day | Saturday | Wednesday 6 October 9 May<br />

RSVP: Online event registration is available via our website www.stedmunds.org.uk | 01227 475601<br />

StEdmundsSchoolCanterbury<strong>ED05</strong>.indd 1 03/05/<strong>2018</strong> 14:33<br />

Open Day<br />

Saturday 29 September <strong>2018</strong><br />

9.15am – 12 noon<br />

The Principal will speak at 9.30am<br />

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26<br />

KingsSchoolRochester<strong>ED05</strong>.indd 1 10/05/<strong>2018</strong> 11:57


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Inspiring leadership<br />

and teamwork<br />

At Downsend there is a strong tradition for providing a great foundation<br />

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#TeamDownsend<br />

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T:01372 372311 • www.downsend.co.uk<br />

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Independent education for<br />

boys and girls aged 2-13<br />

<strong>Education</strong> from nursery to GCSE • New 3-year GCSE programme from Sept 2020 • 11+ & 13+ interest invited


<strong>Education</strong> Magazine<br />

Centre stage<br />

Studying<br />

drama enriches a young person in<br />

many ways beyond the glory of the curtain call<br />

Kent College<br />

Nigel Ashton, Head of Drama<br />

Performance, skills and process are all essential to<br />

enabling pupils to develop their own creativity. Our<br />

last show, Phantom of the Opera, included a full orchestra,<br />

a cast and crew of 200 and over 450 costumes – girls were<br />

able to take part in whichever part of the production they<br />

wanted from operating technical equipment, to making<br />

costumes, building the set or performing, to helping with<br />

box office. Creativity comes in all forms at Kent College!<br />

Drama enables students to grow in confidence and selfawareness,<br />

as well as learn valuable skills in self-discipline,<br />

organisation, communication and teamwork. Pupils<br />

here emerge as articulate, emotionally intelligent young<br />

people. The academic rigour we apply to studying texts in<br />

drama, enables pupils to appreciate and analyse some of the<br />

greatest theatre texts ever written; this is why we get great<br />

GCSE and A-Level results.<br />

In recent years I’ve seen a real trend towards higher<br />

education establishments and employers appreciating the<br />

benefits of drama. It is a creative subject, with academic<br />

rigour at its heart and the skills required for success in<br />

GCSE and A Level are extensive. Students finish their<br />

courses with a range of vital skills for an increasingly<br />

competitive world, including developing confidence and<br />

emotional intelligence.<br />

“Drama is a creative subject, with<br />

academic rigour at its heart”<br />

Battle Abbey School<br />

Linda Hopkins, Head of Drama<br />

At Battle Abbey we aim to<br />

develop the soft skills in every<br />

child, to encourage their creativity.<br />

Drama is a valuable means of<br />

developing social skills, particularly<br />

listening and being sensitive to<br />

others. It enables children to<br />

consider others’ points of view and<br />

it gives shy children a voice.<br />

Many jobs now ask for creative thinkers and drama allows<br />

children to develop their imaginative skills in a variety of<br />

ways, including how to put over an idea to an audience.<br />

It’s all about working as part of a team, taking controlled<br />

“It’s all about taking controlled<br />

risks and being sensitive”<br />

risks and being sensitive – as well as the more obvious<br />

presentation skills and development of how to use both vocal<br />

expression and body language to good effect in a social or<br />

work situation.<br />

We are very proud to have Joanna Lumley as our Patron<br />

of the Performing Arts. We have set up a scholarship in her<br />

name which funds applications from talented state school<br />

pupils and she returns to the Abbey periodically to meet the<br />

latest batch of Joanna Lumley Scholars.<br />

Kent College Pembury<br />

01892 820246 kent-college.co.uk<br />

Battle Abbey School<br />

01424 772385 battleabbeyschool.com<br />

<br />

Above: Kent College staged Phantom of the Opera with a cast and crew of 200 Above right: Sweeney Todd at Battle Abbey<br />

29 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

Manor House School<br />

Mrs Teresa Williams, Head of Drama<br />

Manor House School, Shakespeare Festival<br />

At Manor House School, we pride ourselves on our allinclusive<br />

approach to drama. We believe that drama is<br />

for all and that the emphasis should be on enjoyment and<br />

fun. All girls, up to and including Year 9, have timetabled<br />

drama lessons and it is also a popular GCSE option.<br />

Lessons are skills-based with an emphasis on practical<br />

group work. Girls are encouraged to present their work<br />

and also to consider the design aspects of theatre, including<br />

lighting, make up, costume and set.<br />

In the spring term, the Senior production for Years 7-11 is<br />

a musical, as they lend themselves to a large cast. All senior<br />

girls are encouraged to be involved either in a performing,<br />

technical or backstage capacity. The emphasis is on working<br />

as a team to create a work of excellence. The Prep School<br />

production is in the summer. Again, this is a musical with<br />

all of Year 6 cast in the speaking roles, supported by an<br />

ensemble consisting of every pupil in the Prep School.<br />

Additional drama events include the Lower Prep’s<br />

nativity, LAMDA, Senior Drama Club, drama evenings<br />

and our annual involvement in the Shakespeare Festival, a<br />

national event. In short, we offer something for all, and our<br />

performances are highly anticipated and acclaimed events.<br />

Former pupils often recall their involvement in drama as<br />

being one of the highlights of their time at Manor House.<br />

Drama is a wonderful thing for a child’s development,<br />

that encourages creativity, team work, expressive learning<br />

and confidence building. Children discover hidden talents<br />

and the growth in self-esteem that develops from that.<br />

Our drama lessons are almost entirely practical and an<br />

opportunity to learn in a different way.<br />

I believe that an increasing number of higher education<br />

establishments and employers are beginning to appreciate<br />

the benefits of drama. It builds confidence, improves<br />

communication skills and the ability to work as part of a<br />

team; essential skills in all walks of life.<br />

“Drama is not a soft option, it<br />

builds confidence and the ability<br />

to work as part of a team”<br />

St Catherine’s<br />

Sally Gallis, Head of Drama and Alice Phillips, Headmistress<br />

Drama plays an important part in life at St Catherine’s,<br />

both on the timetable and as a very popular extracurricular<br />

activity. It starts in the Prep School where girls<br />

aged four and up take their first steps on the big stage in the<br />

eagerly anticipated nativity play – not a dry eye in the house!<br />

In Year 6, girls always see their end of year musical as a rite of<br />

passage before moving on to their secondary schools.<br />

From Year 7 to 9 drama is taught on rotation with other<br />

creative arts subjects. Girls can choose drama as one of their<br />

GCSE options whilst A-Level Theatre Studies follows on.<br />

Two major school productions take place during the year;<br />

Middle School in October, and the Senior production in<br />

February. Both are for auditioned casts, but there are many<br />

roles for the girls to become involved in backstage. A whole<br />

school musical is staged every other year.<br />

LAMDA Speech and Drama are extra-curricular options,<br />

there is an annual House drama competition that everyone<br />

is involved in and Middle and Senior School productions, so<br />

there is something for everyone.<br />

“Being able to communicate<br />

clearly and confidently will<br />

never be wasted”<br />

As for future careers, suggesting that subjects such as drama<br />

might be considered ‘lesser’ is wrong and myopic. For those<br />

young people more gifted in these areas, feeling they are of<br />

little value, is unhealthy and undesirable, not just for them<br />

as individuals, but for everyone. It really does take all sorts<br />

to make a world and it’s just too easy to ghettoise subjects<br />

and fail to see the beneficial overlapping and dovetailing that<br />

exists between the arts and sciences, for example, in the ‘real<br />

world’ of work.<br />

The so-called soft skills will always be in demand, for<br />

teamwork, collaboration, communication and resilience<br />

and these are definitely well honed in drama, both on stage<br />

and backstage too. Whichever avenue a young person takes<br />

in their very long working life, being able to communicate<br />

clearly and confidently will never be wasted.<br />

St Catherine’s Prep School<br />

01483 893363 stcatherines.info<br />

St Catherine’s, The Crucible<br />

Manor House Bookham<br />

01372 458538 manorhouseschool.org<br />

surrey-homes.co.uk<br />

30


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31 wealdentimes.co.uk<br />

BlacklandFarmWT138.indd 1 10/07/2013 FrewenCollege<strong>ED05</strong>.indd 17:31<br />

1 08/05/<strong>2018</strong> 14:13


Registered charity 1101358<br />

From the School of the Year, expect a winning formula.<br />

Maya Raman Jones came to Sevenoaks<br />

when she was eleven. In the Sixth Form she studied<br />

Chemistry, English, Maths, History, Biology, Russian<br />

and Theory of Knowledge.<br />

“At eleven I really loved English. Later on,<br />

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between the arts and sciences until I applied to<br />

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the one for me.”<br />

Which explains why Maya is now reading<br />

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a PhD and a career in scientific research.<br />

www.sevenoaksschool.org<br />

Maya scored an impressive 44 in the International Baccalaureate (IB) and is now in her first year at Oxford.<br />

Our commitment to the IB is unwavering after 40 years, thanks to world-class, life-shaping results like this.


<strong>Education</strong> Magazine<br />

Ruck and roll<br />

Rugby-based charity Wooden Spoon creates<br />

amazing sporting opportunities for special<br />

needs children, Matt Mitchell leads the charge<br />

Can you tell us a little bit about Wooden<br />

Spoon’s history? Why was it created?<br />

A woeful performance of the England Rugby Team<br />

during the 1983 Five Nations Rugby Championship<br />

left an unexpected but wonderful legacy in the<br />

founding of the charity Wooden Spoon.<br />

After finishing the Championship firmly at the bottom<br />

of the table with a 25-15 defeat in Ireland, five England<br />

supporters were presented with a wooden spoon, wrapped<br />

in an Irish scarf, on a silver platter.<br />

Accepting the gift with good humour,<br />

the group – which included Wooden<br />

Spoon’s Peter Scott – resolved to hold a golf<br />

match to see who would have the honour<br />

of keeping the tongue-in-cheek gift.<br />

A few months later, the golf match<br />

(at Farnham GC, Surrey) raised<br />

more than £8,500. This money was<br />

used to provide a new minibus for a<br />

special needs school in the county. Wooden Spoon was<br />

born and the rugby community has been supporting<br />

disadvantaged and disabled children ever since.<br />

Something that makes the charity unique is that we<br />

spend funds raised in the region in which they were<br />

raised. Our 38 regional teams of volunteer committees<br />

tirelessly co-ordinate and support fundraising events<br />

and put forward identified projects to be funded.<br />

“No child should<br />

miss out on<br />

the health and<br />

wellbeing benefits<br />

of sport”<br />

The regional teams are supported by a fabulous network<br />

of community rugby clubs. In Kent, Surrey and Sussex<br />

alone there are more than 25 Wooden Spoon Partner<br />

Rugby Clubs helping to improve the lives of children and<br />

young people with disabilities and facing disadvantage.<br />

What opportunities are currently available for<br />

disabled children who want to get involved in sport?<br />

What type of conditions are they affected by?<br />

We believe that no child should miss out on the health<br />

and wellbeing benefits of sport, no<br />

matter what their circumstances.<br />

The children and young people<br />

our projects support are affected by a<br />

range of conditions including: hearing,<br />

speech, language, vision or orthopaedic<br />

impairment; emotional disturbance;<br />

intellectual and learning disabilities;<br />

traumatic brain injury; and autism as<br />

well as other conditions and disabilities.<br />

How are their needs catered for and what age range do your<br />

projects work with? Are girls and boys equally involved?<br />

With such a wide range of conditions, our projects support<br />

the needs of many different children. For some this might<br />

be giving children sensory stimulation through one of<br />

the 14 sensory room and gardens we funded last year.<br />

For other children it might be the opportunity to ride<br />

or groom a specialist horse we have purchased for a<br />

Top left: Children enjoying a sensory room Top middle: Everyone gets involved in the fun Top right: Wooden Spoon have funded<br />

specialist playgrounds Bottom left: Teamwork is the name of the game Bottom right: Rugby is the driving force behind the charity<br />

<br />

33 wealdentimes.co.uk


EpsomPlayhouseS43a.indd 1 26/04/<strong>2018</strong> 17:18<br />

disability riding school, or play wheelchair or tag rugby.<br />

Projects target boys and girls under the age of 25 equally.<br />

Although your roots lie firmly within rugby, you fund a<br />

varied range of projects – can you talk us through a couple?<br />

Rugby has always defined Wooden Spoon and and our future is<br />

shaped by it. Each year we support about 70 projects including<br />

respite and medical treatment centres, sensory rooms, specialist<br />

playgrounds and community-based programmes. We also fund<br />

programmes that help disabled and disadvantaged children<br />

access sport, recreation and the opportunity to play rugby.<br />

PROJECT: Sussex Sail-ability - Dinghy<br />

Wooden Spoon Sussex have helped Sussex Sail-ability based in<br />

Shoreham-by-Sea purchase a specially designed and equipped<br />

dinghy for use by disabled children and young people.<br />

PROJECT: Sherwood Park - Discovery Forest<br />

Wooden Spoon Surrey have just funded specialist equipment<br />

and facilities for an accessible Discovery Forest at Sherwood<br />

Park School in Wallington, which is a special school for<br />

pupils with severe, multiple and profound disabilities.<br />

PROJECT: Kent Rugby - Disability Tag Rugby Programme<br />

Each year Wooden Spoon Kent Region funds a programme<br />

which helps Kent Rugby Football Union to employ a<br />

specialised coach to visit disability and specialised schools<br />

and delivery adaptive and tag rugby sessions to pupils.<br />

PROJECT: Argonauts Wheelchair Sports Club<br />

The Argonauts are an inclusive wheelchair sports club<br />

breaking down barriers between abled and disabled<br />

people. The club provides opportunities for people of<br />

all abilities to participate in wheelchair sports. Wooden<br />

Spoon Kent have funded the purchase of 10 new sports<br />

wheelchairs which will enable members and visitors<br />

to get involved and compete with other clubs.<br />

What’s going on around Kent, Sussex & Surrey this year?<br />

For the full diary check out woodenspoon.org.uk<br />

How can people get involved?<br />

We are always looking for volunteers to get involved with<br />

our regional teams at a local level. Volunteering with us is<br />

a great way of supporting local projects and causes.<br />

Join a regional team, hold a fundraising event or<br />

challenge yourself to do something amazing. Hold a<br />

Wooden Spoon Sock Day at your club or school, cycle<br />

100 miles, host a cake sale or simply become a member<br />

of Wooden Spoon for less than £1 per week.<br />

Together we can change children’s lives through the<br />

power of rugby.<br />

Find out more at woodenspoon.org.uk, on Twitter<br />

@charitySpoon #wearerugby and on Facebook<br />

WoodenSpoonCharity<br />

Matt Mitchell is National Rugby Manager of<br />

Wooden Spoon<br />

surrey-homes.co.uk<br />

34<br />

EpsomPlayhouseS43b.indd 1 26/04/<strong>2018</strong> 17:19


Boys 13 - 18 • Boarding and Day<br />

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/TonbridgeUK<br />

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@TonbridgeUK<br />

TonbridgeSchool<strong>ED05</strong>.indd 1 15/05/<strong>2018</strong> 15:17<br />

The<br />

“Pupils benefit from an excellent all<br />

round education - an atmosphere of<br />

enjoyable, collaborative endeavour<br />

permeates school life, and is reflected in<br />

high achievement across a wide range<br />

of academic and other disciplines.”<br />

ISI Report 2017<br />

THE GRANVILLE IS AN<br />

EXCEPTIONAL SCHOOL.<br />

We combine the very best of a Prep School<br />

tradition with a vibrant, forward looking<br />

outlook where change is embraced and<br />

innovation celebrated.<br />

www.granvilleschool.org<br />

01732 453039<br />

Independent Preparatory School for<br />

girls 3–11 and boys 3–4 years<br />

Granville School, Sevenoaks, Kent TN13 3LJ<br />

35 wealdentimes.co.uk<br />

GranvilleSchoolWT195.indd 1 06/04/<strong>2018</strong> 10:15


Senior School & Sixth Form<br />

13–18 years, co-educational boarding and day school<br />

Lancing College offers pupils a journey of discovery. Stretching horizons, building<br />

on strengths and ensuring every child achieves to their full potential. We inspire<br />

pupils to explore new opportunities, and ensure they leave as confident young<br />

people with strong values, ready to take their place in the world.<br />

Registered Charity Number 1076483


<strong>Education</strong> Magazine<br />

Talking<br />

HEADS<br />

Matthew Bryan<br />

Headmaster, Longacre School<br />

Favourite subject at school I always<br />

loved Latin and Greek, and they have<br />

been part of my life since I was eight.<br />

The subject I miss most is maths.<br />

Pure mathematics can be wonderful and mesmerizing.<br />

Most inspirational teacher at school Mrs Beasley,<br />

my prep school classics teacher. Not only did she<br />

seem to know everything about Latin and Greek<br />

(and Sumo!), but she also knew exactly how to<br />

challenge every pupil so we were motivated and<br />

achieved a lot without ever feeling under pressure.<br />

Favourite character from a book or film I have too many<br />

to list, from Odysseus to Mr Chips. At the moment,<br />

my favourite is Babe from Dick King Smith’s The Sheep<br />

Pig. There’s such a powerful and inspiring message<br />

of the boundless opportunities in this world if one is<br />

prepared to be polite, work hard and listen to advice.<br />

Best school memory The applause at the end of the first<br />

prep school play that I was in. I can’t remember the play<br />

(though I recall borrowing my grandfather’s pipe and having<br />

drawn-on sideburns), but I can still feel the excitement, pride<br />

and camaraderie of playing a part in a successful production.<br />

Is there anything you wished you had studied at school<br />

but didn’t? I was immensely fortunate to go to schools<br />

that provided the fullest possible academic programme<br />

and was always able to choose my favourite subjects. I<br />

would have loved Forest School – it’s such a valuable<br />

means of taking learning outside, connecting with one’s<br />

environment and developing social and personal skills.<br />

What is your proudest achievement at your current<br />

school? Our new leadership and teamwork area. We know<br />

that grades and academic success are hugely important,<br />

but success in today’s fast-evolving world will depend on<br />

inter- and intra-personal skills. There’s little value in having<br />

all the answers if one can’t convince others to follow.<br />

What are you looking forward to this coming year?<br />

Every summer I look forward to our leavers finishing<br />

their journey with us and stepping forth into the<br />

next chapter of their lives. Then we look to the next<br />

year group to step up and fill their shoes, building on<br />

their achievements. We’ve got some new curriculum<br />

developments, with robotics and critical thinking, but<br />

really it’s the children’s development that is most exciting.<br />

Longacre School<br />

01483 893225 longacreschool.co.uk<br />

Rose John-Cox<br />

Head of Maths, Hawthons<br />

Favourite subject at school My<br />

favourite subjects at school were<br />

definitely maths and sport. My mum<br />

taught maths early on in her career<br />

and so playing with numbers was<br />

just something we always did at home. My dad loved<br />

all sport and encouraged us to play everything. The<br />

team games, like netball, were always my favourite.<br />

Most inspirational teacher at school My most<br />

inspirational teacher was Mrs Mayer. She was my<br />

maths teacher during secondary school. She made the<br />

subject fun but also challenging, stretching us beyond<br />

our comfort zones. She always made us feel supported<br />

and offered continual encouragement. She made me<br />

realise how important it is for teachers to inspire and<br />

help their students develop a love of the subject.<br />

Favourite character from a book or film When I<br />

was young I did not really enjoy reading. A love of<br />

books only came at the age of 15, when my sister,<br />

who was a voracious reader, recommended a series of<br />

mystery books to me. From then on I have never really<br />

looked back and am now never without a book and<br />

love my monthly book club. I have a real passion for<br />

cinema and was raised on old black and white films.<br />

My favourite is probably ‘To Have and Have Not’<br />

with Humphrey Bogart or any Hitchcock thriller.<br />

Best school memory My best school memory<br />

would be sports days, sitting with my friends<br />

on hot, balmy afternoons, competing in the<br />

different races, cheering our teams on and feeling<br />

exhausted but happy at the end of the day.<br />

Is there anything you wished you had studied<br />

at school but didn’t? I wish I had studied more<br />

languages and worked harder at them. When you<br />

travel, it is a wonderful thing to be able to talk freely<br />

with the people you meet along the way; it is a gift<br />

and changes one’s whole experience in a country.<br />

What is your proudest achievement at your current<br />

school? My proudest moments are when pupils who<br />

first come to class with a lack of confidence or fear of<br />

maths, leave at the end of that year with a belief that<br />

they can succeed and enjoy maths. As a teacher, if I feel I<br />

have made a difference and helped a pupil, I am happy.<br />

What are you looking forward to this coming<br />

year? As a relatively new head of department, I am<br />

excited about the new ideas I have and seeing them<br />

come to life, such as a variety of enrichment activities<br />

to inspire pupils with a love of maths. I would like<br />

pupils to investigate maths in nature, use maths<br />

practically in Architecture workshops, see how maths<br />

affects everyday life and the world around us.<br />

The Hawthorns School<br />

01883 743048 hawthorns.com<br />

37


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CHORISTER EXPERIENCE<br />

FosseBankSchool-<strong>ED05</strong>.indd 1 09/05/<strong>2018</strong> 11:49<br />

Tuesday 2 nd October <strong>2018</strong>, 2.00–6.00 pm<br />

Visit the School to discover more about life in the Cathedral<br />

Choir and why being a chorister at St Paul’s is the experience<br />

of a lifetime. St Paul’s choristers sing in one of the most famous<br />

and beautiful places of worship in the world, perform in<br />

concerts around the globe, and receive a fi rst-class academic<br />

education at the Cathedral School. Boys are not expected to<br />

have fully-developed voices or much formal singing experience –<br />

enthusiasm, intelligence and musical potential are the keys.<br />

— 100% tuition fees for all choristers<br />

— One of the country’s top preparatory schools<br />

— The most famous cathedral choir in the world<br />

Entry is in Year 3 or Year 4. If your son shows musical<br />

promise, he could become one of the next generation<br />

of choristers at St Paul’s.<br />

For more information please contact:<br />

Clare Morgan, Registrar, St Paul’s Cathedral School<br />

020 7248 5156 · admissions@spcs.london.sch.uk<br />

surrey-homes.co.uk<br />

38<br />

StPauls<strong>ED05</strong>.indd 1 08/05/<strong>2018</strong> 17:15


<strong>Education</strong> Magazine<br />

Sing!<br />

An insight into the unique<br />

school life – and opportunities<br />

– of a St Paul’s chorister<br />

Jaco Brand<br />

Deputy Head and Head of Boarding<br />

St Paul’s Cathedral School<br />

The Choir School for boy<br />

choristers dates from about<br />

1123. After the Restoration,<br />

the choristers enjoyed a somewhat<br />

chequered history, but a vigorous<br />

campaign by the redoubtable Maria<br />

Hackett led to the re-establishment<br />

of a purpose-built school in Carter<br />

Lane in 1874. There it remained<br />

until the 1960s, when it moved to<br />

its present site on New Change.<br />

The school day for choristers differs<br />

only slightly from that of day pupils<br />

in that they attend morning rehearsal<br />

whilst day pupils have form time.<br />

The choristers and day pupils then<br />

come together for the majority of the<br />

school day, starting with assembly<br />

at 9.00am. Twice a week, these<br />

assemblies are held in the Cathedral.<br />

A chorister’s tuition fees and music<br />

lessons are paid for by the Chapter<br />

of St Paul’s Cathedral. Parents are<br />

asked to pay the boarding fee, but<br />

can apply for assistance with this<br />

as financial circumstances should<br />

never withhold a boy with talent<br />

from becoming a chorister.<br />

The main task for the choristers<br />

is to sing the daily office in the<br />

Cathedral. However, they also take<br />

part in many services of national<br />

importance, often attended by<br />

royalty and world leaders. They<br />

regularly represent the cathedral<br />

and the country on international<br />

tours and continue to build their<br />

already substantial discography<br />

with recordings on the Hyperion<br />

and Decca record labels.<br />

They perform Handel’s Messiah and a<br />

Bach Passion each year in the Cathedral.<br />

In recent years they have also appeared<br />

St Pauls Choristers in the cathedral<br />

Picture by Graham Lacdao<br />

at the first night of the BBC Proms, at<br />

the Royal Festival Hall and on BBC<br />

Breakfast. After they finish, choristers<br />

frequently win music scholarships to<br />

senior schools. Music also features at<br />

university level with many taking up<br />

choral scholarships. Choristers then<br />

go on to pursue varied careers such as<br />

international cricketers, award-winning<br />

actors, scriptwriters, poets, novelists,<br />

composers, opera singers, teachers,<br />

lawyers and company directors.<br />

THE CHORISTER: Kasper Lootens, Chief Chorister, Year 8<br />

All the choristers head to the<br />

cathedral to start rehearsal at<br />

7.50am every morning. From 9am<br />

to 3.40pm we have a normal school<br />

day. We then have a snack and start<br />

afternoon rehearsal at 4.10pm.<br />

On most days, we have Evensong<br />

at 5pm, ending at around 5.45pm,<br />

when we have supper. Then we do<br />

our homework and music practice<br />

until 7.40pm at which point we<br />

have free time. We can go on our<br />

phones, play outside, or go over<br />

to the boarding house to play on<br />

the Wii or watch TV. Our day<br />

ends with 20 minutes of reading<br />

at 8.40pm and lights out at 9pm.<br />

Although we do a lot of singing,<br />

we also get a lot of privileges,<br />

including making recordings, doing<br />

concerts, meeting members of<br />

the Royal Family<br />

and touring.<br />

It was a lot of fun<br />

working with the<br />

BBC last term to<br />

film a documentary<br />

about St Paul’s<br />

at Christmas. We also get a lot of<br />

treats, including an annual trip to<br />

Thorpe Park, bowling and cinema<br />

trips. Christmas and Easter are our<br />

busiest times and it’s hard not being<br />

at home. The school and teachers<br />

help us to enjoy the celebrations<br />

and we get lots of presents at<br />

Christmas and chocolate at Easter!<br />

Outside school, I train in the<br />

martial art of Kuk Sool Won.<br />

I’ve made it to the rank of black<br />

belt and help out at camps<br />

as a junior instructor.<br />

<br />

39 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

THE CHORISTER’S PARENT: Joanna Lootens<br />

Kasper started at St Paul’s in Year<br />

4 when he was eight and a half.<br />

He will have been at St Paul’s for five<br />

years when he finishes in the summer.<br />

He previously attended Milbourne<br />

Lodge in Esher and his violin teacher<br />

there suggested Kasper might enjoy<br />

being a chorister. I looked at the St<br />

Paul’s website and it seemed so easy<br />

to set up a first informal audition<br />

that I thought “why not?”.<br />

We didn’t prepare much for the<br />

audition – Kasper had never had a<br />

singing lesson! – and we had never<br />

been to St Paul’s Cathedral before.<br />

We had a lot of thinking to do<br />

when he was offered a place. We<br />

had never planned to send Kasper to<br />

a boarding school aged eight… But<br />

we liked the fact that it was a normal<br />

co-ed school. So, alongside being a<br />

chorister, Kasper would have a normal<br />

school day with non-chorister friends.<br />

Our proudest moment was the first<br />

time we saw him singing on a televised<br />

service, seeing him looking so happy<br />

and confident in the music. More<br />

recently, it was wonderful to see him<br />

and his friends singing solos in the<br />

Messiah and St Matthew’s Passion.<br />

We’ve got to know all the boys so well, it<br />

feels like they are all part of our family.<br />

“The cathedral<br />

community is incredibly<br />

welcoming to people of<br />

all faiths and none”<br />

As the boys spend so much time in the<br />

cathedral, my personal view is that it’s a<br />

good thing if both the chorister and his<br />

family feel comfortable in that religious<br />

environment. That doesn’t mean that<br />

the boys need to come from a Church<br />

of England background. A genuine love<br />

of music and<br />

performance,<br />

and the ability<br />

to work hard as<br />

part of a team<br />

are much more<br />

important.<br />

The cathedral<br />

community is incredibly welcoming<br />

to people of all faiths and none.<br />

Kasper always enjoyed music.<br />

When he was around two years old,<br />

I remember him saying that opera<br />

on the radio was “lovely music”.<br />

However, whilst I’ve always encouraged<br />

music enjoyment, I wouldn’t say<br />

we are a particularly musical family.<br />

Whilst there are choristers from<br />

very musical families, there are also<br />

those, like Kasper, who have really<br />

developed their talent in the choir.<br />

St Paul’s Cathedral School<br />

020 7248 5156 spcslondon.com<br />

Co-educational, day & day boarding & boarding school for school 3-18 years for in 3-18 South-East years in England South East England<br />

With small class sizes and exceptional facilities, St Lawrence College provides<br />

outstanding opportunities for all pupils academically, in sport and in the arts.<br />

Junior School Open Day: Fri 5 October <strong>2018</strong><br />

Senior School Open Day: Sat 6 October <strong>2018</strong><br />

T: 01843 572931 E: admissions@slcuk.com www.slcuk.com<br />

St Lawrence College, College Road, Ramsgate, Kent CT11 7AE<br />

surrey-homes.co.uk<br />

40<br />

StLawrenceCollege<strong>ED05</strong>.indd 1 09/05/<strong>2018</strong> 10:30


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<strong>Education</strong> Magazine<br />

City slickers or<br />

COUNTRY MICE?<br />

Hilary Wilce considers the pros and cons of<br />

where to raise your family – and gets some<br />

personal reports from the recently grown up<br />

Of course, children themselves don’t question<br />

their surroundings. They accept either trees<br />

or tower blocks as completely normal.<br />

But to parents it can be an agonizing choice, and in<br />

our part of the world there are many families who have<br />

moved from the city into the villages, small towns and<br />

countryside of The Weald with the express intention<br />

of giving their children the benefits of country life.<br />

For them the reasons seem obvious. The air is clean, the<br />

pace of life slower, and children can be surrounded by nature.<br />

There are plenty of good schools, and for parents there<br />

can be the huge relief of breaking free of the arms race for<br />

school places that so often blights family life in the city.<br />

But this move isn’t always as easy.<br />

Sarah Crouch, who moved from “a lovely<br />

life” in south London when her children were<br />

11, 8 and 4, found many pluses and minuses.<br />

As a country child herself, she wanted<br />

more space and freedom, and her family<br />

has grown up happily in a Wealden village<br />

where they have found a good community.<br />

“But I’d say it takes five years to settle<br />

in,” she says, “and as for freedom – children can’t ride their<br />

bikes safely round here.” When they were little, she says, her<br />

children, loved having camps and dens in the garden. But<br />

now, as teenagers, they prefer to hop on the train to London<br />

and go to Convent Garden. “Even so, they’re always a bit<br />

shocked by the filth of the city and are happy to come home.”<br />

Jane Skeet, a sales executive, moved from Streatham to the<br />

deep Kent countryside when her children were seven and<br />

12. But she found there were no pavements, no friends, and<br />

she was forever either in the car or tied to the school bus<br />

service. Neither did her children take to country life. “Noone<br />

ever went in the tree house. It was far too spidery!”<br />

Things slowly fell into place after her daughter<br />

switched schools, she started working in a farm shop<br />

and they moved to the edge of a nearby town.<br />

“No one ever<br />

went in the treehouse.<br />

It was far<br />

too spidery!”<br />

“I’d say it’s fifty-fifty between the country and the city.<br />

You win some things and lose others. There are lots of<br />

things I like now and I think it’s made us all broader<br />

people, but the moment I realized I was really grateful<br />

to be down here, was when I was talking with friends in<br />

London and they were saying they sent their 15-yearolds<br />

off to the Reading Festival with their own bottles of<br />

vodka. They said everyone was doing it. I was horrified!<br />

And I realized that down here you can keep an element of<br />

control. You can keep your children younger for longer.”<br />

But city families often see such early independence<br />

as a positive. “They definitely get smarter earlier,” says<br />

Shirley Hanson, an arts writer who has brought up a<br />

son and a daughter within spitting<br />

distance of Camden market.<br />

“Anthony was mugged three times<br />

coming home from school, but he learned<br />

how to get himself out of trouble. He<br />

developed the gift of the gab early on and<br />

it’s been a great asset for him ever since.”<br />

City parents also that point out<br />

that their children get plenty of<br />

freedom in local parks and playgrounds. They say there<br />

are museums, concerts and endless activities – from<br />

baby yoga to teenage drama workshops – to keep their<br />

children entertained. And their children also have lots<br />

of friends around the corner, so as parents they don’t<br />

find that they’re running a permanent taxi service.<br />

But what do the children themselves think?<br />

I asked some young adults to reflect back on their childhood<br />

environments. All of them – city and country children alike<br />

– said they had loved their life when they were young, and for<br />

urban children that love had continued into their adult lives.<br />

“I grew up in north London and even when I went away<br />

to university I always came back at weekends,” says Ali<br />

Montaine, an advertising assistant in her twenties. “There’s<br />

so much going on, so many different kinds of<br />

<br />

43 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

people. I couldn’t live anywhere else. I feel nervous<br />

if there isn’t a Tube station round the corner.”<br />

But for those growing up in the<br />

country the pattern was different.<br />

Rod Osborne, an operations manager living and<br />

working in east London, grew up of the Isle of Wight<br />

and said he adored roaming on his bike, and playing<br />

in the woods. “Our summer days revolved around<br />

when high tide was – so we could meet at the right<br />

time to jump off the pier into the harbour.”<br />

But, like many country children, he got<br />

itchy feet as a teenager, and has now lived<br />

in London for more than a decade.<br />

“Even so, I believe I’ve carried with me a sense of<br />

adventure, a feeling for the importance of play, and a<br />

profound sense of calm when I see the open water.”<br />

Likewise, his partner, Jen Aitken, a London-based filmmaker<br />

who grew up in West Sussex, says she is developing<br />

“a new appreciation for nature, going on walks, fresh air,<br />

space, the seasons, and all the things about the country<br />

environment I took for granted when I was younger.”<br />

Both think that if they have children they<br />

might leave the city to bring up them up in<br />

a cleaner and healthier environment.<br />

So it seems that country children – surprisingly -<br />

may have a broader outlook on life than children who<br />

only know the buzz of the city. They are comfortable<br />

in a wider range of environments and understand that<br />

both city and rural lives have their own merits.<br />

Although for some people the happy medium will<br />

always be best. Sue Millwood, a teacher who grew<br />

up in a quiet cul-de-sac on the edge of a town in<br />

Buckinghamshire, swears she had the perfect childhood<br />

– friends in next-door houses, a safe road to play in at<br />

the front, and fields to roam in at the back. “Also, the<br />

old lady on the corner made us fairy cakes and brought<br />

them out whenever we were playing on our bikes. I<br />

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<strong>Education</strong> Magazine<br />

Talking<br />

HEADS<br />

Rob Shaughnessy<br />

Head of English, Reigate<br />

Grammar School<br />

Favourite subject at school<br />

English, of course! I love reading and<br />

its quite clear why I’ve followed the<br />

career path I have. History was a close second.<br />

Most inspirational teacher at school Mr Firth my A-Level<br />

English Literature teacher – he challenged us and our<br />

teenage conceptions of the world and made us believe in<br />

ourselves. Not quite ‘Dead Poet’s Society’, but he could<br />

often be found leaping onto a table to illustrate his point.<br />

Favourite character from a book or film<br />

Holden Caulfield from The Catcher in the Rye. I love<br />

how much controversy he provokes amongst people.<br />

Best school memory It’s quite far back, but winning<br />

a poetry writing competition when I was seven. I<br />

think I still have the certificate at home too.<br />

Is there anything you wished you had studied<br />

at school but didn’t? Classics. I should have<br />

spent more time on languages too.<br />

What is your proudest achievement at your current school?<br />

We have fantastic students who constantly amaze me, but they<br />

make me really proud when we go on trips or have visitors at<br />

school and they ask really precise and perceptive questions.<br />

What are you looking forward to this coming year?<br />

We are in the process of organising a trip to the Barbican.<br />

Reigate Grammar School<br />

01737 222231 reigategrammar.org<br />

Sue Childs,<br />

Head of Ma thematics, Ashford School<br />

Favourite subject when you<br />

were at school Maths was always<br />

my favourite subject. My uncle<br />

showed me how to make Mobius<br />

loops with newspaper when I was<br />

in kindergarten and I was hooked for life.<br />

Most inspirational teacher when you were<br />

at school My headmistress at TWGGS, Miss<br />

Hazell. A tiny lady with a huge intellect. What I<br />

remember most was her mantra to us: Is it true? Is<br />

it helpful? Is it kind? A good mantra for life.<br />

Favourite character from a book or film I read<br />

and reread the Lord of the Rings trilogy as teenager.<br />

I love all the characters but if I have to pick one it<br />

would be Gimli the dwarf. His eloquent farewell<br />

on leaving Lorien still moves me to tears.<br />

Best school memory I enjoyed school but always preferred<br />

life out of school! I think my best school memory was<br />

the final school bus ride home in the upper sixth after<br />

exams were over with all the freedom I was anticipating!<br />

Is there anything you wish you’d studied at<br />

school that you didn’t? I was very happy with the<br />

academic choices I had. I knew I wanted to study<br />

engineering and just thoroughly enjoyed being able<br />

to focus on maths and physics in the sixth form.<br />

What’s your proudest achievement at your current<br />

school? Introducing and embedding writing Mathematics<br />

Journals into the department. I love looking through<br />

the students’ explanations and diagrams. It makes<br />

mathematics come alive to see it recorded in their journals.<br />

What are you looking forward to this coming year?<br />

I am looking forward to further developing our use<br />

of technology in the maths department, continuing<br />

to extend the journal writing into the sixth form.<br />

Ashford School<br />

01233 625171 ashfordschool.co.uk<br />

Terry Stickney<br />

Head of ICT, St Ronans<br />

Favourite subject when you<br />

were at school I loved learning<br />

about computers at school, but it<br />

was a different world then. I was<br />

always intrigued as to how these<br />

wonderful beasts could manipulate data. Magical!<br />

Most inspirational teacher when you were at school<br />

Without doubt Mrs Johnstone was my favourite teacher.<br />

Young and enthusiastic, she taught me English.<br />

Best school memory I had lots of great memories from<br />

school, mostly about the people I met. However, my stand<br />

out memory has to be the pride in being Long Jump<br />

Champion for two years running. It wouldn’t happen now!<br />

Is there anything you wish you’d studied at school that<br />

you didn’t? At the time of leaving senior school, I wanted to<br />

pursue a career in law. My advisors at school instead steered<br />

me into politics. My programming then took a back seat.<br />

What’s your proudest achievement at your current<br />

school? I am so proud of so much that team Saint<br />

Ronan’s has achieved, especially having been part<br />

of the excitement of Tatler Award Year. A personal<br />

highlight has to be teaching a Year 5 boy about<br />

Raspberry Pi coding and the joy this gave him.<br />

What are you looking forward to this coming year?<br />

Goodness there is a huge amount to look forward to, not<br />

least helping to design a new ICT suite for the school.<br />

Saint Ronan’s School<br />

01580 752271 s aintronans.co.uk<br />

47 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

Cool kids cook<br />

Australian cook book queen Donna Hay<br />

has followed up her bestselling Basics to<br />

Brilliance with a new version aimed at<br />

getting kids to cook, starting with the basics<br />

– and then having fun with them


<strong>Education</strong> Magazine<br />

As a mum herself,<br />

Donna Hay knows<br />

that there is nothing<br />

more enjoyable than<br />

introducing your children<br />

to the wonders of taste,<br />

food and flavours. Her<br />

new book highlights the<br />

importance of helping<br />

kids master the kitchen<br />

basics, because she<br />

believes that is how you<br />

build the confidence<br />

to move on to more<br />

complicated dishes.<br />

In this book, she’s<br />

sharing all her favourite,<br />

tried and true recipes for<br />

cooking with kids, with<br />

each basic recipe followed<br />

by clever variations and<br />

simple flavour changeups,<br />

so one recipe<br />

becomes many and your<br />

child’s cooking repertoire<br />

naturally grows.<br />

Basics to Brilliance Kids<br />

gives you and your kids<br />

endless ideas for birthday<br />

parties, picnics, bake sales,<br />

family and celebration<br />

dinners, breakfasts, movie<br />

nights and sleepovers.<br />

Juicy little meatballs in tomato sauce<br />

Serves 4<br />

• 3/4 cup (45g) fresh sourdough or<br />

wholemeal breadcrumbs<br />

• 2 tablespoons milk<br />

• 600g beef or chicken mince<br />

• 1 clove garlic, crushed<br />

• 1 tablespoon Dijon mustard<br />

(my secret tip)<br />

• 1 tablespoon thyme leaves<br />

(tiny and yum!)<br />

• sea salt and cracked black pepper, to taste<br />

tomato sauce<br />

• 3 cups (750ml) tomato puree (passata)<br />

• 1 cup (250ml) beef or chicken stock<br />

• 2 cloves garlic, crushed<br />

• 2 sprigs basil (just for cooking)<br />

1Place the breadcrumbs and milk in a big<br />

bowl and mix, using a wooden spoon, to<br />

Mini Meatball subs<br />

Makes 4 To make mini-sized meatballs, roll only<br />

1 tablespoon of the mixture per meatball in step 3.<br />

1Once you get to step 5, reduce the meatball<br />

cooking time to 6 minutes – they’ll cook<br />

faster because they’re smaller.<br />

2Slice 4 long multigrain rolls 3/4 of the way<br />

through and place on an oven tray lined with<br />

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each roll and top with slices of mozzarella. Grill on<br />

high for 2 minutes or until the cheese is melted.<br />

combine. Allow to stand for 1 minute.<br />

Add the beef, garlic, mustard, thyme, salt<br />

2 and pepper. Mix it all really (really!) well<br />

with the spoon, so everything’s fully combined.<br />

Line a tray with non-stick baking paper.<br />

3 Using clean hands that are still wet (to<br />

combat stickiness), roll 2 tablespoons of the<br />

beef mixture into a ball. Place on the tray, then<br />

repeat until you’ve used all the mixture.<br />

To make the tomato sauce, place a large<br />

4 non-stick frying pan over medium heat.<br />

Add the puree, stock, garlic and basil and bring<br />

to a simmer (you’ll see gentle bubbles appear).<br />

Slide the meatballs into the sauce<br />

5 (watching for splashes). Simmer for 10<br />

minutes or until cooked through, rolling<br />

them around with a wooden spoon every few<br />

minutes so they cook evenly. Discard the basil<br />

sprigs and serve the meatballs and sauce on top<br />

of hot spaghetti or veggies.<br />

Meatball couscous<br />

Serves 4<br />

1Place 1 cup (160g) wholemeal couscous<br />

in a heatproof bowl. Add 1 cup (250ml)<br />

boiling water, cover with plastic wrap and set<br />

aside for 5 minutes.<br />

2Fluff the grains with a fork and divide<br />

between serving bowls with the meatballs<br />

in tomato sauce. Snip some fresh chives over<br />

the top to serve.<br />

<br />

49 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

Nacho Bowls<br />

Serves 4<br />

Eat the whole thing<br />

Nacho Bowls<br />

• 6 x 20cm wholemeal<br />

flour tortillas<br />

• extra virgin olive oil, for<br />

brushing<br />

• 3/4 cup (90g) grated<br />

cheddar<br />

• 1 avocado, peeled and<br />

chopped<br />

nacho filling<br />

• 1 tablespoon extra virgin<br />

olive oil<br />

• 1 onion, peeled and<br />

finely chopped<br />

• 1/2 cup (80g) finely<br />

grated courgette (about 1)<br />

• 1 cup (140g) grated<br />

pumpkin or carrot<br />

• 1 teaspoon ground cumin<br />

(a very nice spice)<br />

• 1 teaspoon ground<br />

coriander (this one too!)<br />

• 1/2 teaspoon smoked<br />

paprika<br />

• 1 x 400g can chopped<br />

tomatoes<br />

• 3/4 cup (180ml) tomato<br />

puree (passata)<br />

• 1 x 400g can black beans<br />

or red kidney<br />

• beans, rinsed and drained<br />

• 1–2 teaspoons maple<br />

syrup<br />

• sea salt and cracked black<br />

pepper, to taste<br />

1Preheat oven to 180°C<br />

(350°F).<br />

Arrange 4 tall ramekins<br />

2 or ovenproof mugs<br />

upside-down on a baking<br />

tray. Using a pastry brush,<br />

brush 4 of the tortillas with<br />

oil and place them, oil-side<br />

down, over the ramekins.<br />

Set aside.<br />

Line a baking tray with<br />

3 non-stick baking paper.<br />

Brush the remaining 2<br />

tortillas with oil and place<br />

them flat, with the oil-side<br />

up, on the prepared tray.<br />

Bake all of the tortillas<br />

4 for 8 minutes or until<br />

they’re nice and brown.<br />

Wearing oven gloves,<br />

carefully remove the trays<br />

from the oven and allow to<br />

cool (the tortillas will turn<br />

crispy as they cool).<br />

To make the nacho<br />

5 filling, place the oil in a<br />

large non-stick frying pan<br />

over medium heat. Add<br />

the onion, zucchini and<br />

pumpkin and cook, stirring<br />

with a wooden spoon, for 8<br />

minutes or until the onion<br />

is brown and super soft.<br />

Add the cumin, coriander<br />

6 and paprika and cook,<br />

stirring, for 2 minutes (you’ll<br />

begin to smell the fragrant<br />

spices in the air).<br />

Add the tomatoes, puree<br />

7 and beans and cook,<br />

stirring, for another 5–6<br />

minutes or until thick.<br />

Add the maple, salt and<br />

pepper and stir to combine.<br />

Take the tortillas from<br />

8 the ramekins and flip<br />

them over to make nacho<br />

bowls. Spoon the nacho<br />

filling into the bowls and top<br />

with the cheese and avocado<br />

(plus a squeeze of lime, if<br />

you like). Break pieces of<br />

your bowl and scoop up the<br />

filling. Slice or break the<br />

flat tortillas into extra crispy<br />

dipping chips.<br />

surrey-homes.co.uk<br />

50


<strong>Education</strong> Magazine<br />

Makes 6<br />

• 1 cup (200g) popcorn<br />

kernels<br />

• 6 brown paper bags<br />

Place 2 tablespoons of<br />

1 the kernels into 1 of the<br />

paper bags. Fold the top of<br />

Movie time popcorn bags<br />

the bag over three times,<br />

then fold in the corners to<br />

secure (this will help to keep<br />

the popcorn safely in the bag<br />

while it cooks). Repeat with<br />

the remaining popcorn and<br />

paper bags.<br />

2Place the popcorn<br />

bags, 1 at a time, in the<br />

microwave on high for 2<br />

minutes each or until you<br />

hear (with sharp ears) that<br />

the popping has slowed<br />

to around 1 pop every 3<br />

seconds.<br />

Use a tea towel to carefully<br />

3 take each bag from the<br />

microwave – they’ll be hot.<br />

Allow to cool a little, open<br />

them up, then snuggle in and<br />

enjoy!<br />

Choc-coconut<br />

popcorn<br />

Maple butter<br />

popcorn<br />

Cinnamon<br />

popcorn<br />

Lime and chilli<br />

popcorn<br />

1Place ¼ cup (60ml) maple<br />

syrup, 1½ tablespoons<br />

sifted raw cacao or cocoa<br />

powder and ¼ cup (20g)<br />

shredded coconut in a small<br />

bowl and mix to combine.<br />

2Divide between the warm<br />

popcorn bags at the end<br />

of step 3. Fold the tops of the<br />

bags over and give them a big<br />

shake to coat.<br />

1Melt 60g butter and place<br />

in a small bowl. Add ¼<br />

cup (60ml) maple syrup and<br />

mix to combine.<br />

2Pour into the bags of<br />

warm popcorn at the end<br />

of step 3. Fold the tops of the<br />

bags over and shake well to<br />

combine.<br />

1Melt 60g butter and place<br />

it in a small bowl. Add ¼<br />

cup (55g) caster (superfine)<br />

sugar and 1½ teaspoons<br />

ground cinnamon.<br />

2Mix to combine and divide<br />

between the warm bags of<br />

popcorn at the end of step 3.<br />

Fold the tops of the bags over<br />

and shake, shake, shake!<br />

1Place 1½ tablespoons<br />

finely grated lime rind, 1<br />

teaspoon chilli powder and 1½<br />

teaspoons finely ground sea salt<br />

in a small bowl.<br />

2Mix to combine and divide<br />

between the warm bags of<br />

popcorn at the end of step 3.<br />

Fold the tops of the<br />

bags over and shake<br />

well to combine.<br />

Basics to Brilliance by Donna Hay published by HarperCollins £20. Photographs by William Meppem and Chris Court


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<strong>Education</strong> Magazine<br />

You’ve got to<br />

move it, move it<br />

Not everyone is sporty by nature – but with a bit of lateral<br />

thinking, schools can help every pupil reap the benefits of physical fun<br />

Bede’s<br />

Sport plays a fundamental part in life at Bede’s and pupils of<br />

all levels are encouraged to enjoy a healthy, active lifestyle.<br />

“Participation and performance are equally important,”<br />

says David Byrne, Director of Sport at Bede’s. “We<br />

have teams of all levels across our sports programme<br />

and encourage a love of sport for life in our pupils.”<br />

Clubs include sailing, golf, netball, swimming,<br />

skiing, target rifle shooting – to name a few.<br />

All pupils, regardless of ability, have access to the<br />

school’s international-standard facilities – including a<br />

state-of-the-art gym, Olympic-size swimming pool and<br />

3G astro – as well as time with nationally recognized<br />

coaches. Pupils also have the opportunity to play in<br />

fixtures nationwide and attend international tours.<br />

“Taking part in sport has a huge impact on other areas of<br />

school life, including wellbeing and academic achievement,”<br />

David Byrne continues. “The provision of sport, coaching and<br />

opportunity is at the very heart of Bede’s sporting philosophy.”<br />

Bede’s<br />

01323 843252 bedes.org<br />

Above: Bede’s all-weather 3G astro Below: Bede’s encourages a<br />

love of sport for life and a healthy, active lifestyle<br />

St Andrews Prep<br />

Improved health, decision<br />

making, problem solving,<br />

diplomacy and co-operation<br />

are just some of the benefits<br />

that come from playing sport.<br />

I believe it is crucial to engage<br />

everyone in some kind of<br />

pursuit, irrespective of ability.<br />

The only condition that we have<br />

in place is one of enjoyment.<br />

We take pride in the variety of sports we offer and<br />

this appeals to those who are not as naturally gifted<br />

at traditional sports. We have pupils who are the<br />

current IAPS National Champions in chess and tabletennis.<br />

Swimming, badminton and basketball matches<br />

are all hosted and there is also a fencing club.<br />

Last year, we re-conditioned an old Fives court and we<br />

make use of our wonderful location with cross-country,<br />

orienteering and sailing activities. Pupils can opt to play<br />

golf, croquet or even a tactical Viking game called Kubb<br />

– and we also have children who compete in triathlons.<br />

Perhaps our greatest asset is our indoor 25m shooting<br />

range – which appeals to a wide variety of pupils –<br />

we regularly compete nationally in this sport.<br />

It is not today’s schoolboy sporting hero who<br />

will go on to be the stalwart of their local club;<br />

today’s 3rd teamer is tomorrow’s club secretary.<br />

Gareth Jones, Headmaster<br />

St Andrews Prep<br />

01323 733203 standrewsprep.co.uk<br />

<br />

53 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

The King’s School<br />

The King’s School in Canterbury, founded in<br />

597AD and reputedly England’s oldest school,<br />

offers a stunning range of sporting options<br />

underpinned by excellent modern facilities.<br />

Name the sport and the chances are that King’s can offer<br />

it. Traditional team games such as rugby, netball, hockey,<br />

lacrosse and cricket, sit happily alongside more specialist<br />

pursuits such as fencing, swimming, squash and sailing.<br />

And then there are pilates classes – particularly popular<br />

during those cold winter months – not to mention a<br />

state-of-the-art golf simulator which allows anyone to<br />

rehearse the dream of playing the 18th hole at St Andrews!<br />

The diversity of the sports programme allows all<br />

pupils of varying abilities and enthusiasms to find a<br />

sport that suits them. The top athlete over the past year<br />

has been Millie Knight, a partially sighted downhill<br />

skier, who won three medals (two silver and one bronze)<br />

in the downhill events at the <strong>2018</strong> Pyeongchang<br />

Winter Paralympic Games. Besides arranging time<br />

for her important skiing training, King’s also gave<br />

Millie the opportunity to experience rowing.<br />

‘Enjoyable Sport for All’ sums up the King’s approach.<br />

A balanced attitude to winning and losing is seen as<br />

an integral part of a rounded, holistic education.<br />

Millie Knight has been the top athlete over the past year, winning three<br />

medals at the Pyeongchang Winter Paralympic Games in downhill skiing<br />

The King’s School<br />

01227 595501 kings-school.co.uk<br />

Bricklet ts<br />

An hour of fun for babies<br />

and young children<br />

aged between 3 months<br />

& 3 years.<br />

Independent Prep School<br />

for Boys & Girls aged 3 -11<br />

Inspiring minds,<br />

Creating<br />

futures<br />

Independent Prep School<br />

for Boys & Girls aged 3 -11<br />

Bricklehurst<br />

Manor School<br />

& Kindergarten<br />

Bardown Road, Stonegate, Wadhurst,<br />

East Sussex, TN5 7EL Tel: 01580 200 448<br />

www.bricklehurst.co.uk<br />

Follow us on facebook @Bricklehurst<br />

Messy<br />

Mondays<br />

PLAY, CREATE, DISCOVER<br />

EVERY MONDAY, 2PM<br />

LEARN<br />

SING<br />

PLAY<br />

French<br />

& Music<br />

EVERY THURSDAY,<br />

11AM<br />

surrey-homes.co.uk<br />

54<br />

BricklehurstManor<strong>ED05</strong>.indd 1 18/05/<strong>2018</strong> 15:53


Dream Big.<br />

Shine brighter.<br />

Open Morning<br />

Saturday 23rd June<br />

Contact our Registrar for details:<br />

registrar@dulwichprepcranbrook.org<br />

dulwichprepcranbrook.org<br />

JUNE_Wealden_T_185x130_CRICKET_A-W.indd 1 08/05/<strong>2018</strong> 13:18<br />

DulwichPrepWT196a.indd 1 09/05/<strong>2018</strong> 10:09<br />

Who<br />

shapes<br />

be<br />

you are<br />

who<br />

tomorrow.<br />

Nursery, Pre-Prep and Prep<br />

from 2-13 years<br />

you’ll<br />

today<br />

WWW.THEPREP.ORG.UK<br />

Challenge • Creativity • Community<br />

55 wealdentimes.co.uk<br />

SevenoaksPreparatory<strong>ED05</strong>.indd 1 14/05/<strong>2018</strong> 11:53


<strong>Education</strong> Magazine<br />

Expert extras<br />

Visiting specialist teachers can help pupils to expand and<br />

deepen their learning – two schools tell us how<br />

David Sansom<br />

Assistant Head, Sutton Valence School<br />

Developing the individual and<br />

allowing pupils to experience<br />

different opportunities in order to<br />

find their ‘thing’ is central to the<br />

Sutton Valence philosophy.<br />

Specialist staff come in to school to<br />

teach a range of musical instruments<br />

along with tennis, netball, yoga,<br />

rugby, dance, fitness training and<br />

talented athlete programmes.<br />

Wherever possible, we employ<br />

all-round teaching staff, who are<br />

encouraged to share their expertise in<br />

areas beyond the classroom.<br />

The additional lessons are very<br />

popular – activities take place on a<br />

weekly basis. We provide over one<br />

hundred music lessons per week and<br />

three hundred pupils represent the<br />

school each week in various sports<br />

fixtures.<br />

Music lessons are timetabled<br />

throughout each day with careful<br />

consideration given to pupils studying<br />

for GCSE and A Levels. Sport, yoga<br />

and dance sessions take place at<br />

lunchtimes and during timetabled<br />

activity sessions three times each<br />

week. Parents pay extra for individual<br />

music lessons, though music scholars<br />

receive free music tuition and drama<br />

scholars receive free tuition for<br />

LAMDA examinations.<br />

Sutton Valence School<br />

01622 842117 svs.org.uk<br />

Mr John Abbott<br />

Deputy Headteacher, Banstead Prep School<br />

We have eleven peripatetic music<br />

teachers, providing lessons in a<br />

range of instruments. Our co-curricular<br />

programme also offers specialist<br />

teaching in Spanish, speech and drama,<br />

fencing, gymnastics, judo, tennis,<br />

football, cricket, swimming and chess.<br />

Around half of our children learn at<br />

least one musical instrument and our<br />

after-school clubs are fully subscribed.<br />

Music lessons are rotated during the<br />

school day, at lunchtime or after school<br />

but we ensure that children never miss<br />

a core curriculum subject. Co-curricular<br />

music takes place outside school<br />

hours and specialist sports coaching<br />

after school.<br />

Parents pay the teacher directly<br />

for these lessons, but there is also a<br />

huge choice of music, sport and other<br />

activities available free of charge as part<br />

of our co-curricular programme.<br />

Banstead Prep School<br />

01737 363601 bansteadprep.com<br />

GORDON’S SCHOOL<br />

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RESIDENTIAL BOARDING FROM £5,378 PER TERM<br />

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www.gordons.surrey.sch.uk<br />

surrey-homes.co.uk<br />

56<br />

GordonsSchool<strong>ED05</strong>.indd 1 18/05/<strong>2018</strong> 11:20


FINE ART & BESPOKE FRAMING<br />

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Fine Art • Investment Art • Pop Art • Sculptures • Framing<br />

11 The Parade, Claygate, Surrey, KT10 0PD WWW.TREWART.COM Phone +44 (0)1372 470997


<strong>Education</strong> Magazine<br />

Linnea Emanuelson Grade 12, Upper Sixth (Year 13)<br />

The art of<br />

learning<br />

Scientific studies have shown that studying<br />

practical art enhances fine motor skills, handto-eye<br />

coordination, problem solving skills,<br />

lateral thinking, complex analysis and critical<br />

thinking skills… it’s also wonderful fun. Here is<br />

a showcase of some outstanding work by school<br />

students from Year Four up<br />

Benji Pfieffer, Year 13<br />

Benji Pfieffer Year 13<br />

ACS<br />

Henry Linton Grade 12, Upper Sixth (Year 13)<br />

▲ Alessio Branda Grade 12, Upper<br />

Sixth (Year 13)<br />

Linnea Emanuelson<br />

Grade 12, Upper Sixth (Year 13)<br />

Carie Ng Grade 12,<br />

Upper Sixth (Year 13)


<strong>Education</strong> Magazine<br />

▲ Amelia Gill GCSE Art & Design Year 11<br />

▲ Megan White Year 12 A-Level Art Oil Painting ▲ Megan White, Year 13<br />

Mayfield<br />

school<br />

▲ Francesca McLaren, Olc Cornelian<br />

(Old Mayfield Girl) Was Year 13<br />

▲ Orry Shenjobi, Year 13 A-Level Art & Design<br />

Jessica Commane<br />

A-Level Art & Design<br />

Year 12 Art Textile dress<br />

with Photoshopped<br />

fabric, collage and stitch<br />

Kaitie Ford, Year 13<br />

A-Level Art. Photoshop<br />

combining mixed media<br />

surfaces, drawings and<br />

photographs


education magazine<br />

▲ Annabelle Douse upper Sixth form Cici Xia, fifth form<br />

Reigate<br />

grammar<br />

▲ Holly James, fifth form<br />

▲ Olivia Hamilton, forth form<br />

▲ Annabelle Douse, upper Sixth form<br />

Hawthorns<br />

Isabelle Chambers, year 5<br />

Zviko<br />

Chopamba,<br />

year 4<br />

Lani Sara-Aho, year 6<br />

Freya Atkins, year 7


Sutton<br />

valence<br />

Angus McVarish upper Sixth<br />

Juliette Henin<br />

Sangharsha Gurung upper Sixth<br />

heart, by Andra Rusu, year 13<br />

Olivia Dolores the moon<br />

Nellie Mtolo, year 13<br />

Ashford school


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A MAYFIELD EDUCATION COMBINES ACADEMIC<br />

RIGOUR, BREADTH OF OPPORTUNITY AND<br />

A STRONG SENSE OF COMMUNITY.<br />

The School has an excellent academic record, exceptional<br />

pastoral care and an extensive co-curricular programme.<br />

Every girl is encouraged and supported to find her strengths<br />

and develop them in an inspiring learning environment, which<br />

encourages independent critical thinking, determination<br />

and resilience. Mayfield girls develop a lifelong love of<br />

learning, a range of transferable skills that will prepare them<br />

for their futures and friendships that will last a lifetime.<br />

Mayfield’s ethos reflects its Catholic foundation and encourages<br />

integrity, initiative, respect and a desire to be the best you can be<br />

within a vibrant and inclusive community. For the past 150 years,<br />

Mayfield has nurtured generations of enterprising, purposeful<br />

young women with the skills and confidence to make a positive<br />

difference in the world.<br />

To experience all that is special about Mayfield, visit us on an<br />

Open Morning. To reserve a place or to book an individual visit,<br />

please email registrar@mayfieldgirls.org.<br />

We look forward to welcoming you.<br />

FACILITIES INCLUDE<br />

• Equestrian Centre on-site with facilities for up to 28 horses<br />

• Olympic sized indoor and outdoor sand schools<br />

• Heated indoor swimming pool<br />

• Tennis Academy<br />

• Fitness Suite and Dance Studio<br />

• Concert Hall<br />

• State-of-the-art Sixth Form Centre<br />

• Extensive daily minibus service covering<br />

large areas of Kent and Sussex<br />

• Weekly bus service to and from Central London<br />

• Close proximity to London airports<br />

REGISTRAR@MAYFIELDGIRLS.ORG<br />

WWW.MAYFIELDGIRLS.ORG<br />

01435 874642


The importance<br />

of making a will<br />

Tamsyn Crofts<br />

Slater and Gordon<br />

Lawyers<br />

Over 60% of the UK’s population are without a will. But what percentage of the wills<br />

in existence have been correctly drawn up? We will look to explain the importance of<br />

making a will and ensuring that it is valid at law.<br />

Why should I make a will?<br />

By making a will you are ensuring that all<br />

of your affairs are in order, making life<br />

easier for your loved ones and, ultimately,<br />

giving yourself peace of mind.<br />

What needs to go into a will?<br />

As the person making the will, it’s up to<br />

you to decide what you wish to go into it.<br />

A few examples include;<br />

• Choose who manages the administration<br />

of your estate, otherwise known as your<br />

Executors<br />

• Leave legacies to your family and<br />

friends, or even Charities if there is a<br />

cause you wish to donate to<br />

• Pass on family heirlooms, or any<br />

personal items you may wish to be given<br />

to a certain individual<br />

• Appoint guardians to care for any<br />

children that you may have whilst the<br />

children are still minors<br />

• Plan for asset protection and inheritance<br />

tax mitigation, ensuring that your loved<br />

ones get the maximum benefit from their<br />

inheritance<br />

Your will can also include personal<br />

touches, such as your funeral wishes.<br />

This brief guide will help outline the<br />

importance of making a legally valid will.<br />

Why should I get proper<br />

legal advice?<br />

Do you need a lawyer to make a will?<br />

In short, no. Anyone can draft a will or,<br />

indeed, download a ‘Simple Will’<br />

template from the internet and complete<br />

it themselves.<br />

However, if you go down this avenue,<br />

you must be cautious – a will is a complex<br />

legal document and the impact of not<br />

having a will drafted correctly, or having<br />

a basic will which does not deal with all<br />

of your estate in the correct legal format,<br />

could be devastating for those you<br />

leave behind.<br />

At best your wishes may not be carried<br />

out exactly as you had wanted, at worst<br />

your will may not be valid at all.<br />

In many cases, a home drafted will is<br />

not legally enforceable due to either<br />

incorrect clauses being copied and pasted<br />

from other wills, or due to ambiguous<br />

wording. The legal rules which surround<br />

making a will valid at law are incredibly<br />

precise, and are strictly enforced by<br />

the Courts.<br />

Your Estate and life planning are<br />

extremely important, and are a<br />

responsibility that should be entrusted<br />

to professionals.<br />

If you wish to ensure that your will is<br />

correctly drafted, validly executed and<br />

strictly upheld by the law, our advice<br />

will always be to instruct a specialist,<br />

qualified lawyer.<br />

When it comes to planning for your<br />

Estate, the message is simple; You know<br />

what you know but, equally, you don’t<br />

know what you don’t know.<br />

So why risk it?<br />

Understanding Your will<br />

There is a lot to consider when drafting<br />

your will, and understanding who does<br />

what, and why, is an important part of<br />

the decisions you will need to make.<br />

Executors: Executors are the people<br />

responsible for distributing your Estate in<br />

accordance with the terms of your will.<br />

• Do you know why you need an Executor?<br />

• How many Executors do you wish<br />

to appoint?<br />

• What happens if you don’t specify<br />

anybody to be an Executor?<br />

Your lawyer will guide you through the<br />

appointment of your Executors, clearly<br />

explain why you need them and what their<br />

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Trustees: Trustees are the people who<br />

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• Will your Estate require a Trustee?<br />

• What would happen if you needed a<br />

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Guardians: A Guardian of a minor is a<br />

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• How does it work?<br />

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This is a sensitive matter, and one which<br />

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Your lawyer will assist you in having all<br />

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0203 319 2685.


<strong>Education</strong> Magazine<br />

Keep calm and carry<br />

on learning<br />

<strong>Education</strong> is not only about exams and testing – two teachers share their insights and suggestions<br />

Lacy Chapman, Head of Lower School at ACS Cobham<br />

International School, examines the dangers of the current<br />

box-ticking testing system - and suggests an alternative<br />

A<br />

recent survey revealed that eight out of ten school<br />

leaders have seen an increase in mental health issues<br />

among primary school children during exam season.<br />

With a further study suggesting that the level of focus<br />

on exams at secondary school leaves students ill-equipped<br />

for university and working life, it does seem that today’s<br />

highly pressurised system of testing is causing children<br />

undue stress at a time when they should be loving school<br />

and growing in confidence, rather than fearing failure.<br />

Standardised, national tests such as SATs, which require<br />

students to revise specific subjects for a formal exam, are an<br />

unquestionable source of stress for children. These assessments<br />

place a huge amount of pressure from a very young age<br />

and this can so easily stifle a natural curiosity to learn.<br />

Increasingly universities and employers are commenting<br />

that young people struggle to study by themselves and<br />

claim this is due to the fact they are rarely encouraged<br />

to think more laterally while at school – because they<br />

are too busy being drilled to sit and pass exams.<br />

This view is backed by research from the Association<br />

of Teachers and Lecturers which confirms that almost<br />

three-quarters of staff feel under increasing pressure<br />

to ensure pupils hit tough government targets and<br />

suggest that curriculum content had been reduced to<br />

allow even more time to practice exam technique.<br />

This surely confirms how students are increasingly<br />

being taught to pass exams, rather than to expand<br />

their minds, their curiosity and their imaginations.<br />

But there are alternatives to the system. At ACS Cobham,<br />

for example, we use MAP (Measure of Academic Progress)<br />

testing in lower years to monitor students’ progress.<br />

Students are increasingly being<br />

taught to pass exams, rather than<br />

to expand their minds, their<br />

curiosity and their imaginations<br />

MAP involves ‘smart’ tests which are taken by students on<br />

a computer. As students move through the test, the computer<br />

programme adjusts questions based on the individual’s ability.<br />

At ACS each child receives the individual attention<br />

they need to thrive and progress at their own speed.<br />

MAP testing allows us to do this and monitor progress,<br />

identifying where an individual needs extra support, or<br />

differentiating tasks for those who particularly excel.<br />

A developmentally challenging and rigorous programme<br />

is still provided, but it’s a personalised and inquiry-based<br />

approach developed to suit different types of learners and<br />

emphasise creative, imaginative and critical thinking.<br />

There is also no time limit on MAP tests and<br />

because each test is different for each child, they can’t<br />

revise for it. All we ask of parents is that they try<br />

and help them get a good night’s sleep beforehand<br />

and a good breakfast to set them up for the day.<br />

Using MAP testing we can see the growth in each<br />

student as they move through each year group, without<br />

the pressure of revision or rigorous exams. Students<br />

are not just measured on their academic progress<br />

but also against our school learning outcomes.<br />

We want each child to develop as a confident individual,<br />

effective learner and caring contributor. And surely nurturing<br />

a child’s well-being, promoting positive personal development<br />

and fostering a curious mind is what education is all about?<br />

ACS Cobham International School<br />

01932 867251 acs-schools.com <br />

65 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

Ian Thorpe, Headmaster of Downsend School,<br />

shares some tips for preparing students for<br />

exams, taking a big picture approach<br />

Resilience and character development in schools<br />

have always formed part of the ‘hidden curriculum’<br />

but are now becoming more important as we<br />

seek to equip our students with the skills needed to<br />

cope with exams and their futures beyond school.<br />

Building resilience and confidence shouldn’t be a formal<br />

lesson that follows double maths and single French in<br />

the curriculum.They should permeate the curricular and<br />

enrichment programmes like a strand of DNA, allowing<br />

pupils to develop learning and skills without fear of failure<br />

and to grow in confidence through overcoming challenges<br />

and achieving their best. After all, picking up a clarinet<br />

and hearing it squeak on the first attempt will help many<br />

budding musicians strive for a more tuneful effort next time.<br />

The five elements below are an important part of<br />

how we help pupils prepare for the exam season:<br />

Build gradually, so that pupils can peak at the right time<br />

Two years ago, we abandoned mock exams in November<br />

for our Year 8 pupils resulting in an 8% increase in A*-B<br />

grades at Common Entrance. Having continual assessment<br />

within the classroom, against bite-sized targets, followed by<br />

a formal set of mocks in March avoided the burn out many<br />

children can face by the time the exams start in earnest.<br />

Practice does make perfect and all students experience<br />

exam-style conditions and are encouraged to complete<br />

test papers and questions as part of their preparation.<br />

Focus on individual pupil goals, rather than rankings<br />

All of our students have individual targets to work<br />

towards. We find that if pupils believe they can achieve the<br />

targets with our encouragement and support, they work<br />

hard and actively engage with a process of continuous<br />

improvement. Every year our pupils are celebrated for all<br />

their personal bests inside and outside the classroom.<br />

Build problem-solving capacity<br />

When faced with an exam question that is not like<br />

any that have been practised, it calls for a calm and<br />

Music, drama and sport are<br />

always a perfect antidote to<br />

relieving exam pressures and<br />

clearing the mind<br />

problem-solving approach. We adopt a problemsolving,<br />

cross-curricular approach to teaching and<br />

learning early to promote skills-based learning.<br />

All Downsend children are encouraged not to panic,<br />

to look with a new focus, to be brave and have the<br />

confidence to overcome the challenge in front of them.<br />

Create an environment where pupils have breathing space<br />

It’s important that pupils get some time out from the busy<br />

school day and, especially in the run up to exams, to have<br />

breathing spaces where they can go for down time. We know<br />

this goes beyond the normal bag room and Study Centres,<br />

which is why the new Downsend expansion will include<br />

‘areas of calm’ using lighting, colour and creative displays<br />

to develop reflective areas that are calming and relaxing.<br />

Keeping the balance<br />

Music, drama and sport are always a perfect antidote to<br />

relieving exam pressures and clearing the mind and our<br />

children access all three within our balanced curriculum.<br />

Additionally, children gain confidence through music<br />

and drama performances in front of audiences.<br />

At the end of March, our five rock bands performed<br />

to an audience of around 500 people without batting an<br />

eyelid. Likewise, with sport, our children took part in<br />

over one thousand sporting fixtures last year, experiencing<br />

all of the highs and lows that these fixtures brought.<br />

Collectively, all of these experiences help to develop<br />

genuine character and resilience amongst our pupils whilst<br />

maintaining the all-round balanced education we believe in.<br />

In 2017, the Department of <strong>Education</strong> commissioned<br />

a survey to examine the provision schools offer<br />

to promote character education and to support<br />

the mental health of pupils and students.<br />

In looking forwards towards creative ways of achieving<br />

this, we want to give our next generation of students, who<br />

will stay with us to GCSE, the skills to enjoy, rather than<br />

endure school. Namely, a skills-based education that is<br />

based on their ability to adapt rather than to simply recall<br />

and regurgitate knowledge in order to pass exams.<br />

It is these skills that better prepare young people for<br />

exam success, a life beyond school and form the basis<br />

of an education that is enjoyable and memorable.<br />

Downsend School 01372 372197 downsend.co.uk<br />

Left: All students experience exam-style<br />

conditions as part of their preparation<br />

surrey-homes.co.uk<br />

66


OPEN DAYS<br />

13+ Entry - 16th June <strong>2018</strong>, 6th October <strong>2018</strong>, 9th March 2019<br />

Sixth Form Entry - 23rd June <strong>2018</strong>, 22nd September <strong>2018</strong><br />

www.kings-school.co.uk


<strong>Education</strong> Magazine<br />

The IT crowd<br />

Computer code is the language of the future and – whether it’s in the classroom<br />

or at school holiday camps - it’s never too soon for children to start learning it<br />

CYPHER CODING CAMPS<br />

The founder of Cypher school holiday coding camps,<br />

Elizabeth Tweedale – a mother of two herself, with a<br />

Computer Science degree and Masters in Architecture – has a<br />

vision to get children future ready.<br />

“We believe that children need to learn 21st century skills<br />

to partner with future technology,” she says. “The more we<br />

hear about AI, robots and machine learning, the more we<br />

need to nurture what humans are best at – independent<br />

thinking, creativity, caring.”<br />

What ages are your coding camps aimed at? Our camps are<br />

aimed at children from 4 -14. Once children have started in<br />

Reception they are able to join one of our camps.<br />

How long does each camp last? Camps run for a week,<br />

Monday to Friday, 10am to 4pm. Whilst we always think<br />

children get much more out of their sessions if they build<br />

their skills over the whole week, some camps can be attended<br />

in two or three-day blocks, such as Big Blue Adventure or<br />

Magic and Coding.<br />

What do the children do at them? Get creative and learn<br />

coding! Children get a whole new perspective on learning.<br />

Our teachers are young and enthusiastic and engage with the<br />

kids the moment they enter camp. Children start with some<br />

warm up games to get to know each other; work on activities<br />

that are geared to the level of coding they are ready for; get<br />

hands on with coding; make art and crafts projects that<br />

use coding; practice touch typing; learn the foundations of<br />

computer science and have time for some fun outside.<br />

“Coding may look hard but it’s seriously fun.”<br />

Jack, 8<br />

Our belief is that education for the 21st century has to<br />

combine social, emotional and digital skills. Children learn a<br />

range of computer languages: Scratch, Python and Processing<br />

to name a few. We help our students become confident,<br />

creative and curious – we like to say ‘future ready’.<br />

How do you get primary age kids to sit at a computer all<br />

day?! Are there other activities as well? Kids love being on a<br />

computer with the right task on screen – but we are all about<br />

teaching a balance between on-screen and off-screen time –<br />

encouraging children to be able to make their own decisions<br />

about what’s healthy. While we have some fun lessons for<br />

touch typing and computing that are screen-based, most of<br />

our projects have a healthy amount of hands-on creativity –<br />

drawing, cutting, modelling, painting, gluing!<br />

Kids love the application of coding to practical, tangible<br />

products – from our curiosity box to holograms, 3D postcards<br />

to ‘dragon storms’. Every day includes time playing games,<br />

perhaps a scavenger hunt or searching for dragon’s eggs. <br />

Children having fun and getting ‘future ready’<br />

69 wealdentimes.co.uk


<strong>Education</strong> Magazine<br />

We provide healthy snacks and<br />

water to make sure everyone has<br />

plenty of breaks.<br />

What are the benefits of starting<br />

to learn ICT skills at this early<br />

stage? We feed a child’s natural<br />

curiosity by providing the simple<br />

foundations to learning code – which is simply a<br />

set of instructions. As confidence grows, young children are<br />

surprisingly adept at absorbing quite complex ideas and can<br />

transfer their learning to screen-based work.<br />

The language of coding is in the end just a way of ordering<br />

your ideas and finding a way to communicate your concepts<br />

to someone or something else.<br />

Who does the teaching? We recruit two types of teachers –<br />

all young, enthusiastic and great with kids – who complement<br />

each other’s skills.<br />

The first are experienced, trained teachers with exceptional<br />

teaching qualities, able to engage and inspire children. The<br />

second group are from universities like UCL where we find<br />

inspiring computer science graduates who bring true coding<br />

power into the mix – rocket scientists!<br />

All teachers have Cypher teacher training and are DBS<br />

checked. We maintain the highest standard of safeguarding<br />

with all of our teachers holding Safeguarding Level 2<br />

certification or above.<br />

“Great special teachers, they’re really good at<br />

coding, they make it fun.” Eli, 9<br />

“I would recommend you do it because you can<br />

do so much, and there is lots of instructions on<br />

the screen and really helpful bits. After all the<br />

hard work you feel really proud. And then you<br />

get to play the game you made!” Jemima, 8<br />

Do you get repeat visits from keen junior coders? We have<br />

many repeat students. The main philosophy of Cypher is to<br />

offer a methodical, cumulative education in the language of<br />

the future – coding. Our approach means that each individual<br />

child can progress successfully every time they attend.<br />

The nature of our creatively themed camps ensures that<br />

there is always something new, always a novel way to look at<br />

problems and engage with different projects. The more kids<br />

attend the more enthusiastic and skilled they get.<br />

Have any junior coders surprised you with how quickly<br />

they’ve picked things up, or what they’ve achieved? Many<br />

of our coders make huge leaps and strides in a very short time<br />

surprising not only themselves but surpassing their parents’<br />

expectations. Our greatest delight is seeing their creativity.<br />

What gave you the idea to start the camps? We want to<br />

show children that coding can help them achieve anything<br />

they set their minds to, no matter what they want to be when<br />

they grow up. Starting an education company seemed to be<br />

the best way to get to as many kids as possible.<br />

Were you in coding yourselves? Previously to establishing<br />

Cypher, Elizabeth Tweedale was a computational design<br />

specialist at several leading architectural offices including<br />

Foster + Partners and also co-founded a software company.<br />

cyphercoders.com<br />

MARLBOROUGH HOUSE<br />

How much ICT is used on a daily basis in the<br />

classroom? All pupils have access to ICT on a daily basis;<br />

as part of their learning.. Children also have access to<br />

computers during break times in our library and the<br />

senior school ICT room.<br />

What type of coding is taught and why? Our pupils<br />

start learning coding skills early, with IT lessons part of<br />

the curriculum in Pre-Prep. Children are taught to use<br />

block-style coding and then they move on to text-based<br />

coding. They build on their coding skills as they progress<br />

up the school.<br />

Which programs do you teach? We use a variety<br />

of programs to give our children an opportunity to<br />

understand that code is part of every website, app, smart<br />

device, and that even their car relies on code to operate.<br />

Pupils have access to several block editor websites along<br />

with Scratch, JavaScript, HTML and Python.<br />

How do you ensure pupils aren’t constantly attached<br />

to a screen? We have a policy of not allowing personal<br />

electronic devices in school – so no phones, no tablets<br />

– and this means that our pupils actively engage with<br />

each other on a personal level, they chat, they share<br />

knowledge, they play and they are active.<br />

How have advancements in technology affected the way<br />

lessons are now taught? Technology has been incorporated<br />

into our curriculum in numerous different ways. Teachers<br />

have changed the way they teach by using technology to<br />

help them explore new opportunities for learning. They now<br />

have unlimited access to online resources and are able to<br />

easily share ideas with other teachers. In lessons, computers<br />

are used when doing so confers a clear benefit, but they are<br />

not used all the time – except in IT of course!<br />

Marlborough House<br />

01580 753555 marlboroughhouseschool.co.uk<br />

Pupils at Marlborough<br />

House have access to<br />

ICT on a daily basis<br />

surrey-homes.co.uk<br />

70


Inspiring Modern Minds<br />

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