Education | ED05 | Summer 2018

PRICELESS 

SUMMER 2018 

Sponsored by 

Kent | Sussex | Surrey

Senior School Open Morning 

Saturday 15 September 2018 

9.30am to noon 

(Entry at 13 and 16) 

Boys and girls 13 to 18 

HMC – Boarding and day 

Upper Dicker 

East Sussex BN27 3QH 

T 01323 843252 

admissions@bedes.org 

Prep, Pre-Prep and Nursery 

School Open Morning 


9.30am to noon 

Boys and girls 3 months to 13 

IAPS – Boarding and day 

Duke’s Drive, Eastbourne 

East Sussex BN20 7XL 

T 01323 734222 

prep.admissions@bedes.org 

bedes.org

Reading about our school 

is an education in itself. 

At Vinehall we foster a love of learning for its own sake 

by encouraging our children to ask questions and think for 

themselves. 

Our children develop the necessary skills to work 

productively and to become resilient, resourceful and 

reflective learners, unafraid to try something new or of 

making mistakes. 

Our innovative curriculum includes Life Skills, Ethics and 

Engineering; embedding knowledge that will enable them 

to flourish in the ‘real world’. 

We have high expectations for our children, inspiring them 

to achieve excellence in all that they do. 

We offer a diverse and exciting curriculum, delivered by 

highly qualified, inspirational teachers. 

“Pupils show a profound sense of awe and joy of learning”. 

ISI January 2018 

admissions@vinehallschool.com 

01580 883090 /www.vinehallschool.com 

Vinehall 

CO-EDUCATIONAL DAY, BOARDING SCHOOL & 

NURSERY, FOR CHILDREN AGED 2-13

Education Magazine 

Contents 

Barnardo’s Registered Charity Nos. 216250 and SC037605 20021dos18 

The cover image and the image above were photographed 

by David Merewether at Mayfield mayfieldgirls.org 

7 

11 

17 

21 

23 

27 

NOTICE BOARD 

News from local schools 

START RIGHT 

Starting schooling 

on the right foot 

10 THINGS I WISH I’D 

KNOWN WHEN MY 

KIDS WERE YOUNG… 

Lessons learned from 

parenting 

TALKING HEADS 

We talk to the teachers 

THE JOY OF MUD 

Michael White calls for 

children to enjoy the 

outdoors 

GOING ANALOGUE 

The best of electricityfree 

toys 

43 

47 

48 

53 

56 

58 

CITY SLICKERS OR 

COUNTRY MICE 

Hilary Wilce asks where is 

best to grow up 

TALKING HEADS 


COOL KIDS COOK 

Fun recipes for kids to cook 

YOU’VE GOT TO 

MOVE IT, MOVE IT 

How three schools 

encourage sport for all 

EXPERT EXTRAS 

The benefits of specialist 

visiting teachers 

THE ART OF 

LEARNING 

The accomplished artwork 

of six schools’ students 

Foster today, change a young 

person’s life tomorrow. 

We are looking for foster carers who can 

welcome and support young people aged 12 

and over from all backgrounds. 

We believe you can foster, and so should you. 

Contact our friendly team 

T: 01892 510 650 

W: www.barnardos.org.uk/fostering 

BarnardosED05.indd 1 18/05/2018 15:12 

Bespoke design & build treehouses, playhouses 

and elevated platforms. 

Commercial & International commissions welcomed 

29 

33 

CENTRE STAGE 

How drama can enrich 

a child’s education 

RUCK AND ROLL 

Matt Mitchell on his rugby 

based children’s charity 

65 

69 

KEEP CALM AND 

CARRY ON LEARNING 

Two teachers thoughts on 

our current exam system 

THE IT CROWD 

Coding for kids 

37 

39 

TALKING HEADS 


SING! 

Life as a St. Paul’s chorister 

72 

FAMILY HOMES 

Family friendly 

home accessories 

Published by JPS Media Ltd, Kettle Chambers, 21 Stone Street, 

Cranbrook, Kent. TN17 3HF. Tel: 01580 714705. 

Email info@wealdentimes.co.uk wealdentimes.co.uk 

copyright JPS Media Ltd 2018© 

TEL: 01403 262219 

www.cheekymonkeytreehouses.co.uk 

3 wealdentimes.co.uk 

CheekyMonkeyS40.indd 1 25/01/2018 15:42

WWW.ASHFORDSCHOOL.CO.UK 

#ADVENTUROUSLEARNERS 

ASHFORD SCHOOL 

ADVENTUROUS LEARNERS 

JOIN THE ADVENTURE 

OPEN DAYS 2018 

TO BOOK A PLACE PLEASE CONTACT THE ADMISSIONS OFFICE: 

01233 739030 REGISTRAR@ASHFORDSCHOOL.CO.UK 

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

02624_Babington_Wealden_Times_AD_Layout 1 02/05/2018 22:26 Page 1 


Babington House School 

Independent Day School 

Chislehurst, London Borough of Bromley Kent BR7 5ES 

Editors’ letter 

Excellent* in all 

areas and across 

every age group 

from 3 to 18 

Welcome to our fifth Education magazine – and 

the first with a joint editors’ letter, because 

the project was planned and commissioned 

by Lucy and then prepared for print by Maggie. 

This is rather a neat reflection of the stages each of us is 

at on the path of parenting through the school years. Lucy 

is currently on maternity leave with her second and third 

children (she had twins!) with two-year old Olive happily in 

nursery and looking forward to school. First uniform! 

Maggie is at the other end, with 15-year old Peggy now 

waiting for her GCSE results and feeling very excited about 

starting the next level of her education. No uniform! 

Both of us know how overwhelming the choices can seem 

at times, from when to start nursery, to which school, what 

subjects and where next? 

With advice and guidance from a wide range of education 

experts, on everything from the benefits of drama and sport, 

to what shaped the education of senior teachers, we hope this 

magazine will help to steer you through all the stages. 

And, above all, celebrate all that is wonderful about 

watching our children grow through learning. 

Education Team 

Editors ........................................................................................... Lucy Fleming 

Maggie Alderson 

Editorial Assistant ........................................................................Rebecca Cuffe 

Sub Editor ........................................................................................Emily Pavey 

Design .........................................................................................Powerful Pierre 

Design Team ..............................................................................Anthony Boxall 

Rob Cursons 

Freya Bruce 

Tanya Goldsmith 

Managing Director ........................................................................ Julie Simpson 

Commercial Director ............................................................... Colin Wilkinson 

Sales Team ........................................................................................ Jude Brown 

Sarah Norwood 

Distribution ....................................................................................... Kate Watts 

Jude Brown 

Come and see 

for yourself 

Tel: 020 8467 5537 

*In recent ISI Inspection 

www.babingtonhouse.com 


BabingtonHouseSchoolED05.indd 1 08/05/2018 10:18

JOIN THE “TOP CO-EDUCATIONAL 

DAY SCHOOL IN SURREY” 

Four years running - The Telegraph and The Sunday Times 

MONTHLY OPEN MORNINGS 

For dates and to register please visit rgs.to/open 

Reigate Grammar School, Reigate Road, Reigate, Surrey, RH2 0QS 

reigategrammar.org | 01737 222231 | info@reigategrammar.org 

facebook.com/reigategrammarschool 

@reigategrammar


Music to our ears 

St Edmund’s School Canterbury celebrates the arts this summer with a 

sensational line up of world-renowned musicians and family events. After great 

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

Performance, Ian Swatman, have worked tirelessly to create another exhilarating 

and inspiring program. From Wednesday 27 June to Tuesday 3 July there is 

much to see, hear and do, beginning with an opening night concert with leading 

violinist, Tasmin Little, performing alongside celebrated pianist, Martin Roscoe, 

and ending with a grand finale firework display and ‘prom’ orchestral and choral 

favourites from The Festival Symphony Orchestra and Choirs. In between times 

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

poetry as young people get the opportunity to watch, listen and play alongside 

some fantastic performers and showcase their own talents. stedmundsfestival.org.uk 

Noticeboard 

Oliver! 

Bede’s Senior School’s production 

of ‘Oliver!’ at the Devonshire 

Park Theatre in Eastbourne 

from Thursday 1 – Saturday 3 

March treated sold-out audiences 

to a whirlwind of drama, music 

and dance on an ambitious and 

professional scale. Following 

Lionel Bart’s version of the story, 

the Bede’s production featured all 

of the play’s much-loved songs – 

including ‘Food Glorious Food!’, 

‘Consider Yourself’ and ‘Who Will 

Buy’ – with the story’s colourful 

characters expertly played by 

Bede’s pupils from across the year 

groups. Pupils were involved in 

all areas of the production from 

performance and set design, to 

make up and costumes. bedes.org 

The latest school and event news from the South East 

All the world’s a school 

Bickley Park School in Bromley has 

enhanced its students’ understanding 

of volcanoes with a trip to Italy as 32 

students enjoyed visiting Pompeii, 

Vesuvius, and the Island of Capri. Trip 

organiser Sara Marriott believes that 

“it’s imperative for students to get out 

of the classroom to help enhance their 

education” and has achieved this by 

showing students the environmental 

and human effects of volcanic activity, 

while also experiencing Italian culture 

with a pizza-making class and visit to a 

mozzarella farm. bickleyparkschool.co.uk 

Fine dining 

Longacre School in Guildford 

is enjoying new £1.5 million 

dining and kitchen facilities. They 

were opened by writer, presenter, 

Masterchef critic and editor of 

Waitrose Food magazine, William 

Sitwell, who planted a bay tree in 

the school’s new herb garden which 

the pupils will maintain to grow 

ingredients for their lunches. IID 

Architects have specifically designed 

the development to cater for young 

children with increased seating in a 

light and bright environment, and 

views over the school playing fields. 

Headmaster Matthew Bryan says 

the new facility provides “a quality 

and range of food that is second 

to none.” longacre.surrey.sch.uk 

Bowled over 

Since cricket was introduced for female students at Dulwich Prep in 

Cranbrook last summer it has been very well recieved and this year the 

girls have joined the boys’ team on tour. The teams travelled to Devon 

and Somerset for some thrilling matches against local sides, a visit to bat 

maker Millichamp and Hall, and a lucky encounter with former England 

player Marcus Trescothick. It is undoubtable that cricket for girls is now 

firmly part of the Dulwich curriculum. dulwichprepcranbrook.org 

7 wealdentimes.co.uk


Good sport 

Hurstpierpoint College is proud of its sporting achievements this year in netball. 

Five teams qualified for national finals, the under 13s team won the Independent 

Assosiation of Prep Schools National Netball finals and the school earned triple 

wins in the Sussex Cup and Sussex Independent School’s Netball Association 

tournament. Head of Netball, Rebecca Jutson, has said “the girls are committed, 

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

Noticeboard 

Special delivery 

Manor House School in Bookham 

has sent their old uniforms to Kenya. 

In a drive by Headteacher Tracey 

Fantham to re-energise the school, 

its uniform was given an update in 

September, leaving the question of 

what to do with the great quantity of 

very usable old uniform. A biology 

teacher, Mrs. Felicity Charles, got in 

touch with Kenyan St. Martin’s Oluti 

Mixed Secondary School’s Principal 

Mark Origa and with the help of 

a parent with friends in bordering 

Uganda, a plan was hatched to send the 

uniforms to the very grateful students 

of St. Martin’s. Fast forward a lot of 

donating, sorting, bagging, and one 

very long journey, and Mr Oreiga was 

given nearly half a tonne of uniforms 

to his students and bragging that “our 

students look so smart now. They 

brought the local market to a standstill 

when they were going home as all 

the people left the market to come 

out to see them... I have no words to 

express the happiness in the whole 

school now.” manorhouseschool.org 

Read and right 

Frewen College, near Rye, has 

been recognised for its best 

teaching practice of dyslexic 

students by the British Dyslexia 

Association (or BDA) and as 

a result, students and teachers 

were recently chosen to take part 

in a series of short films about 

how dyslexic students learn and 

progress. The films are being 

used by the BDA to support other 

teachers wishing to teach students 

in a more dyslexia-friendly style. 

Frewen is one of the first schools 

in the country to adopt Microsoft’s 

cutting edge Assistive Technology 

and one of the films focussed 

on how the dyslexia-friendly 

software (including dictation and 

read-aloud features) has helped 

students overcome reading and 

writing barriers. frewencollege.co.uk 

New school 

On Tuesday 24 April, Reigate Grammar 

School expressed its gratitude to Peter 

Harrison and The Peter Harrison 

Foundation at the grand opening 

ceremony of the Harrison Centre. 

This new learning and community 

resource includes a new Sixth Form 

Centre complete with café and social 

facilities, a High Performance Learning 

and Innovation room, a library and 

learning resource centre, dedicated 

library classrooms and a series of 

private study areas. Peter Harriso,n 

whose generous gift made the building 

possible, said that he felt it would be 

“a massive addition to the school’s 

established reputation for delivering 

a powerful education, together with 

student happiness.” reigategrammar.org 

Odd Socks 

Children at Banstead Prep School were thrilled to be one of only ten 

schools chosen for Andy and the Odd Socks band to visit, following 

participation in the Odd Socks campaign to raise awareness and funds 

for the Anti-Bully Alliance. Headteacher Miss Vicky Ellis explaines 

that the school has embraced Odd Socks, to illustrate the school 

ethos of “celebrating diversity and allowing everyone the freedom 

to be themselves and express their individuality.” The visit took 

place during the school’s Kindness Week. bansteadprep.com 

8

HAPPINESS • CONFIDENCE • ACHIEVEMENT 

‘ Excellent ’ 

Latest ISI Inspection 

Open Mornings 2 October 2018 & 5 March 2019 

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

hoebridgeschool.co.uk admissions@hoebridgeschool.co.uk 01483 227909 

HoeBridgeSchoolED05.indd 1 26/04/2018 14:32 

OPEN MORNINGS 

21st & 22nd September 


LongacreSchoolS42.indd 1 29/03/2018 15:57

• State day & boarding for 11-18 years 

• Selective entry at 11+ & 13+ 

• Ofsted outstanding 

• 96% A*-C GCSE 

• 71% A*-B A-Level 

• Oxbridge, Medical & Veterinary success 

• Expansive co-curricular provision 

incl. CCF & DofE 

Get in touch! 

Visit: www.cranbrookschool.co.uk 

Email: admissions@cranbrook.kent.sch.uk 

Tel : 01580 711804 

CranbrookSchoolED05.indd 1 04/05/2018 15:30 

chinthurstschool.co.uk 

chinthurstschool.co.uk 

Open Day 4th October Outstanding 11+ Results 2018 

Co-educational school for children aged 3-11 years 

52 Tadworth Street, Tadworth, Surrey, KT20 5QZ 

admissions@chinthurstschool.co.uk 

Telephone 52 Tadworth 01737 Street, 812011 Tadworth, Surrey, KT20 5QZ 

admissions@chinthurstschool.co.uk 

@Chintschool facebook.com/ChinthurstSchool 

Telephone 01737 812011 

Co-educational school for children aged 3-11 years 

@Chintschool facebook.com/ChinthurstSchool 

Part of the Reigate Grammar School Family 

Part of the Reigate Grammar School Family 

surrey-homes.co.uk 

10 

ChinthurstSchoolED05.indd 1 08/05/2018 15:29


Startright 

A child’s very first steps in education – even before they start school 

– can set them up for the years to come, and there are interesting 

new ideas how to approach this crucial stage 

Forest School 

Reigate St Marys 

‘Forest school’ is a specialised learning 

approach which takes place in a 

woodland or natural environment. It 

offers children regular opportunities 

to develop confidence and selfesteem 

through hands-on learning 

experiences. It is also great fun and 

our kindergarten eagerly look forward 

to their weekly trip to the woods. 

Forest School is a learner–centred 

method focusing on building strong 

relationships with the outdoor 

environment and ensuring the children 

know the importance of taking 

care of the woodland. It supports 

the normal Early Years Foundation 

Stage curriculum, but its focus is 

on risk taking, creative learning and 

reconnection with nature, so helping the 

children to develop a broader skill set. 

The children just love it! Each session 

begins with them looking for changes 

since their last visit. Crunchy leaves in 

autumn or beautiful spring bluebells 

are woven into stimulating learning 

experiences which involve exploration 

and investigation. They ‘discover’ a fairy 

door at the base of a tree and fill ‘prickly 

tickly’ boxes with items found in the 

undergrowth. The children connect 

with nature and their confidence soars. 

At Forest School the children are 

encouraged to look for what has changed 

since their last visit to the woods 

It’s a type of learning which is 

suitable for all children. Each lesson 

is carefully planned, taking into 

account each individual child’s needs. 

Groups are small and each child’s 

progression is observed and used 

when preparing for the next visit. 

Parents recognize that the sessions 

enable their children to learn 

important skills whilst getting the 

benefit of freedom and fresh air. 

They see it as a welcome break from 

technology and a reconnection with 

nature and imaginative play. 

Reigate St Mary’s 

01737 244880 reigatestmarys.org 

 



A balanced approach 

Dulwich College Cranbrook 

Mrs Johanna Scanlon, 

Head of Nash House 

Children can join us in the term after 

they turn three, starting with as little 

as three half-day sessions a week, 

gently increasing over the year. 

We want every parent, child and 

member of staff to feel part of one 

cheerful family, so before a new child 

starts we visit them in their home 

and speak to key workers, gathering 

as much information as possible. 

Every classroom has an outdoor area 

where children can enjoy the fresh air 

Each child is also 

invited to Nash 

House with their 

parents to chat with staff and their 

new classmates. We also run parent 

and toddler groups from 18 months 

so many children are already familiar 

with the setting before they start. 

We are incredibly lucky to have a 

purpose-built building and playground, 

designed to create a safe, supportive 

environment for our little community. 

Classrooms are flooded with natural 

light thanks to their south-facing aspect 

and each has its own delightful outdoor 

learning area under a retractable canopy. 

Each day is thoughtfully structured 

with a lively mix of teacher-led and 

child-led activities. Specialist music, PE, 

art and French teachers enthuse 

our children to create an inspiring 

space. Finally, our Learning Support 

Department provides invaluable 

support, ensuring every child 

fulfils their unique potential. 

I had a very magical childhood and 

I want to be able to create this for 

the children at school through storytelling, 

the freedom to be outside 

exploring the grounds and creating 

a sense of wonder. You must never 

lose the ‘magic’, this is what drives 

curiosity and a hunger for learning. 

Life at Nash House is all about 

nurturing happy, independent 

children who love learning and feel 

confident expressing themselves. 

We laugh a lot, so we learn a lot. 

I think we have to teach children 

from a young age to slow down 

sometimes and relax and so we 

teach the children a yoga move a 

week as a relaxation technique. 

To me Dulwich Prep is “the 

best of both worlds”. 

I feel there is an excellent balance 

of academic studies and music, 

art, drama and sports and outdoor 

activities. Because of the wide range of 

opportunities there is something for 

every child, and we all have a great time. 

Nash House, Dulwich Cranbrook 

dulwichprepcranbrook.org 


12 

SteyningGrammarED05.indd 1 15/05/2018 16:53

HURSTPIERPOINT COLLEGE

Cranbrook: a prime 

location in high demand 

Savills Cranbrook 

01580 720 161 

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

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

types, from individual building plots and townhouses, to listed Wealden hall houses and 

new build developments. 

Although our core area is within a 

seven mile radius of Cranbrook, we 

also provide thorough coverage of 

popular locations such as Tenterden 

and Sutton Valence, and extending as 

far as Rye and Wittersham. 

Our expert team not only work here, 

we live here too, enabling us to provide 

an insider’s perspective of Cranbrook 

with personal insight and practical 

knowledge. Over the decades, we 

have become the only local agent to 

offer access to an extensive range 

of residential services as well as 

other disciplines via our national and 

international network, from planning 

and property management, to auctions 

and asset management. 

The property market in Cranbrook and 

the surrounding villages has remained 

strong, with demand coming from a 

variety of buyers. This includes those 

who already live in the area as well 

as families moving out of London. 

Outstanding schools continue to be a 

key factor for families who are looking 

to relocate, so the high performing 

schools in the area are a definite draw. 

Buyers are also attracted by the 

relative good value for money the area 

represents compared to London, and 

the wide variety of properties to suit all 

requirements, from large family homes 

set in beautiful landscaped gardens to 

stunning period cottages in the heart 

of the village. In addition, excellent 

transport links and an enhanced 

quality of life explain the unwavering 

popularity of the area. 

James Lloyd 

Associate Director 

Residential Sales 

jlloyd@savills.com 

Sarah Simmonds 

Director 

Head of Office 

ssimmonds@savills.com 

Sarah has been working in the 

Cranbrook office since 2004 and is 

the head of office. She has been in 

residential sales in the locality since 

1999. Sarah gives priority to providing 

first class customer care and one of her 

many strengths is her local network of 

personal and business clients. 

Christopher Linton 

Associate Director 


clinton@savills.com 

Christopher joined Savills in 2015 and 

has expert knowledge of Cranbrook and 

the surrounding villages, having lived 

and worked in the locality all his life. He 

started his career in property in 1992 in 

Hawkhurst. He is a long term member 

of the National Association of Estate 

Agents and a keen rugby and cricket 

enthusiast with links to local clubs. 

James specialises in country and 

village properties within the Cranbrook 

School catchment and extending 

across to the east Sussex coast and 

east Kent. James began working in 

property in London following five years 

for an international ship broking firm as 

a sales and purchase broker. He moved 

to Kent and worked in Locksbottom 

before moving to Savills Cranbrook 

office, closer to his family home. 

Leanne Gammon 

Associate 


lgammon@savills.com 

Leanne specialises in the sale of 

residential properties across all price 

ranges in the Cranbrook area. She 

began her career in estate agency in 

2001, joining Savills in 2007. She is an 

experienced negotiator with excellent 

knowledge of the local area. Leanne 

is a keen runner and a member of a 

local running club. 

Talk to us today 

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

properties coming to the market, or would like a market appraisal for your current home, 

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

savills.co.uk

100 Years of Education, 1000 Years of History 

Battle Abbey School 1912 - 2012 

battleabbeyschool.com/nursery 

Battle Abbey School Nursery Now 

open 50 weeks a year 8am - 6pm! 

• Bexhill location (TN40) 

• Fully qualified and experienced staff 

• Weekly Forest school and Ballet lessons 

• Choice of term time only or 50 weeks care 

• Caring for children from 3 months of age 

• Brand new Nursery and Early Years facility 

open Sept 2018 

Call 01424 213283 

to book your places 

We support 30 hour Early Years funding 

Sutton Valence School 

BattleAbbeySchoolED05.indd 1 08/05/2018 12:25 

svs.org.uk 

Open 

Mornings 

Senior School 

Saturday 29th September 2018 

Saturday 10th November 2018 

Prep School 

Friday 12th October 2018 

Book online now 


16 

SuttonValenceED05.indd 1 11/05/2018 10:33


things I wish I’d 

known when my 

10kids were young… 

With three children now into adulthood, Hilary 

Wilce reflects on her experience as a mother and 

shares her retrospective wisdom 

Hindsight is a wonderful thing. With the wisdom 

of looking back, we’d all be perfect parents. 

Now that I’ve had the chance to watch my 

children grow up, navigate through university, embark on 

their careers, find partners and start their own families, 

I can see so much more clearly what children need from 

their parents in order to build good adult lives. 

And it tends not to be what we think at the time. 

In the thick of it we are – inevitably – consumed by 

the dilemma of the day, however small or fleeting that 

might be. How, we agonise, will we ever get them to sleep 

through the night? Should they eat sweets? Will they 

get into the right school? Why didn’t they do better in 

their reading test? Do they have the right sort of friends? 

How can I get them to wear their coat when it’s cold? 

And what does this ‘sleepover’ party actually mean? 

But what children really need from us, rather than this 

moment-to-moment fussing, is consistent, long-term help with 

all the really big stuff of life. The shaping and guidance which 

will help them develop genuine self-confidence, the ability to 

assess risk, good judgment of character, balanced self-awareness, 

and the warmth and trust to develop good relationships. 

So here – with all that wonderful wisdom of 

hindsight – are five things I wish I’d done less of, as 

a parent, and five things I wish I’d done more. 

LESS 

1Nagging 

How I wish I’d done a lot less of that, 

especially as it wasn’t even slightly effective! 

I wish I’d chosen my battles more carefully, 

concentrated on the big issues, and let other things 

slide. If I really wanted something done, I wish I’d 

had a more effective strategy than just going on – and 

on and on – about it. As it was, I don’t believe my 

children heard a word I said after the age of about ten. 

2 

Worrying 

Like most parents, I worried my way through 

my children’s childhoods. I worried that my 

son had the attention span of a gnat, and 

that his sister couldn’t get her head round maths, and 

that his other sister had a pathological inability to say 

sorry. I worried about their health and their friends 

and their social lives and what they got up to in their 

teenage years. Did most of the things that I worried 

about matter in the long run? Not a single jot. 

3 

Comparing 

It’s so hard, as a parent, not to compare your 

children with others and then find them 

lacking. This might be in the classroom, 

at sports, art, music, popularity or sociability. 

Whatever it is, though, you know even as you’re 

doing it that it’s stupid and counterproductive, 

but even so the tyranny of modern parenting 

kicks in and there you are wondering yet again 

what you need to do to get your child shining 

with all the other brightest stars in the room. 

4 

Ignoring 

Although I was physically present during 

my children’s childhood I was mentally 

absent most of the time. Other things, like 

work deadlines and household chores, were always 

uppermost in my mind. “Uh-huh” I’d say as I 

listened to them talk, but more often than not I was 

thinking about making that important phone call, or 

getting on top of the laundry before the weekend. 

5 

Pronouncing 

As an opinionated mother, I gave my children 

the benefit of my wisdom on everything 

from why dark green is a horrible colour 

to what the Liberal Democrats needed to do to win 

more votes. Never a car journey went by without 

them having to listen to how I’d solve the traffic 

problems of south-east England, or why obesity was 

always going to be an insoluble problem. Poor things. 

No surprise that they gravitated towards partners 

whose main approach to life is live and let live. This 

was my own particular personality problem as a 

parent. You will have yours. You will. I promise. 

 


MORE 

VOICE TRIALS 

for boys aged 7 & 8 

10 th November 2018 

Enquiries are welcome at any time 

Substantial scholarships are awarded 

and choristers benefit from an all-round 

excellent education at St Edmund’s 

School Canterbury. 

The Master of Choristers, David Flood, 

is always pleased to meet and advise 

parents and their sons. 

For further details please telephone 

01227 865242 

davidf@canterbury-cathedral.org 

@No1Cathedral 

CanterburyCathedralChoirED05.indd 1 04/05/2018 15:42 

6Time 

See four, above. By which I mean quality 

time, not in the oh-my-precious-babyyou-are-the-centre-of-the-universe 

way, 

but in a respectful, being properly present when it 

matters way. Children who get enough of this kind 

of attention cannot fail to flourish and grow. 

7Freedom 

Children are little animals. They need to run, 

jump, wrestle and explore. Later they need to 

expand their horizons, walk to the shop alone, 

go out on their bikes, and then (gulp) go up to the city, 

go to the pub, go travelling… It’s so hard to know how 

and when to release the brakes, but it has to be done to 

allow them to grow their own strength and judgment. 

8Encouragement 

I wish now, I’d done more to positively 

encourage enthusiasms of every sort, from 

photography to riding. At the time I saw 

these interests as passing (and potentially expensive) 

fancies. Now I can see that they were creativity 

looking for its way out. With hindsight, I would 

have switched off their screens more, and encouraged 

them much harder to get up and get doing. 

9Trust 

Of course, you can’t trust a baby to navigate 

stairs alone, or a teenage boy to drive safely 

without some experience behind the wheel, 

but micromanaging children’s lives definitely does more 

harm than good. I wish that – within sensible limits – 

I’d shown my children more trust in their developing 

abilities to make good decisions and also shown more 

forgiveness when they inevitably got things wrong. 

10 

Love and laughter 

Life isn’t always a serious business, and I 

wish I’d done more to help my children 

see that. All children need to discover that 

mistakes are how you learn, that it’s possible to bounce 

back after bad stuff has happened, and that, on the 

whole, nothing matters quite as much as we think it 

does and quite a lot of things don’t matter at all. 

A childhood of love and laughter is probably the best 

recipe I know for a happy, healthy adulthood. 

Which is not to say they didn’t have plenty. They did, 

and it’s been a joy to see them grow up happy and 

resilient. But no child can ever have too much. 

In fact, if we love our children, and make sure 

that they always know that we do, then they will 

be absolutely fine. So forget hindsight, and all the 

the conscience-pricking lessons it wants to teach 

us. They are for perfectionists only. And when did 

perfectionism have anything to do with parenting? 


18 

SpringGroveSchoolWT194.indd 1 15/03/2018 15:22

Junior King’s provides an outstanding all-round education for children 

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

We aim to build strong and confident foundations by developing each 

child’s physical, social, spiritual, cultural and intellectual life. 

Arriving at the Pre-Prep, you will instantly sense the welcoming atmosphere and 

know that you are in a special place. A place of cooperation, collaboration and 

achievement –the bright and stimulating classrooms, the extensive grounds 

and Forest School in our own woodlands. 

Founded in 1879 as the preparatory school to The King’s School, 

Canterbury. In 1929 the School moved to a stunning 80 acre countryside 

location just two miles from Canterbury, opened by Rudyard Kipling. 

The Barn is one of the oldest buildings at Junior 

King’s and has its roots as far back as 1580. It is 

the main area for teaching drama and also used 

for assemblies, orchestra and choir practice, 

dance, plays and concerts. 

Thanks to the remarkable 

generosity of a number of 

past and present parents, 

the new Michael and 

Vibeke Herbert 

Music School 

opened in 

January 2016 

fully equipped 

with modern 

facilities and 

brand new 

instruments, 

including Blüthner 

pianos.(Michal Herbert 

pictured right) 

Our facilities include a purpose built astro turf 

surface, nine tennis courts, extensive playing 

fields, a state of the art sports hall, cricket nets 

and a heated swimming pool. The King’s 

School Recreation Centre (fencing salles, 

fitness studio, dance studio, pool, climbing 

wall, astro turf pitches) and the 22 acres of 

Birley’s field offer further opportunities. 

We aim to nurture happy, confident children and 

to see smiling faces. Encouraging an appetite for 

learning and offering a dynamic and caring 

environment in which to grow and flourish. 

Open Day - 

Saturday ay 6th May 2017 

Open Morning - Saturday 13th October 2018 

www.junior-kings.co.uk

Talking 

HEADS 


Taking the lead 

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

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

jobs – and the teachers and subjects which shaped them in their own school days. 

Vinehall School 

Paul Borrows, Assistant Head Academic 

Favourite subject when you were 

at school When I was at primary 

school, my favourite subject was 

undoubtedly maths. As I approached 

my GCSEs, I was beginning to 

appreciate English more and more, thanks to an inspiring 

teacher called Mrs Jarvis. I found choosing my A levels 

very difficult because I liked learning about most things. 

Most inspirational teacher when you were at school 

I was incredibly fortunate to have a number of wonderful 

teachers but it was my Year 1 teacher, Mr Voce, who instilled 

a love of learning that endures to this day. I still remember the 

lesson in which Jennifer Donaldson, with her bright blonde 

hair, stood in the centre of the classroom while some of the 

other children circled around her, pretending to be planets. 

Favourite character from a book or film It’s perhaps not 

very original, but I would probably have to say, Atticus 

Finch. For a while, I tried to persuade my wife that we 

should name one of our children after a character from To 

Kill a Mockingbird; it’s probably for the best I didn’t 

get my way. We do have a cat called Scout though. 

Best school memory I took part in a music exchange 

with a middle school in Pittsburgh, Pennsylvania, while 

I was at school. The whole experience left a lasting 

impression and I look back very fondly on that time. 

Is there anything you wish you’d studied at school that 

you didn’t? I would have loved to study English Literature at 

A-level and I would have really enjoyed studying Art History. 

What’s your proudest achievement at your current 

school? I started at Vinehall in January so there’s not 

very much I can take credit for yet! We have got plans 

to introduce STEM as a curriculum subject in Year 5, 

focusing on encouraging our children to ‘think like an 

engineer’, and expanding our Life Skills curriculum to 

ensure our pupils are able to flourish in the ‘real world’. 

What are you looking forward to this coming year? 

Embracing an outward-looking, forward-thinking programme 

of study for our pupils that will mean they are fully prepared 

for the 21st century world that awaits them after Vinehall. 

St Edmund’s School 

Canterbury 

Dr Gemma Jones, Head of Science 

Favourite subject when 

you were at school 

My favourite subject at school was 

History (surprising for a Head of 

Science!). I loved learning about the past, comparing 

it to my life and how my teachers managed to make 

what we learnt about relevant and current. 


My most inspirational teacher was Mrs Riddell, 

my English teacher. She was such a jolly 

character and took such a great interest in the 

development of each and every pupil. 

Favourite character from a book or film My favourite 

character has to be Matilda from the Roald Dahl 

novel. I remember reading it as a little girl and finding 

her so courageous in the face of such adversity. 

Best school memory My best school memory is the 

time I tried to forward the time on the clock in my maths 

classroom when my teacher Mr Wordsworth popped 

out. Needless to say he returned and caught me in the 

act; the clock fell off the wall and smashed into pieces. 

Is there anything you wish you’d studied at school 

that you didn’t? I wish I had studied Geography at 

GCSE level as it was a subject I enjoyed and think it was 

would have complemented my science studies. I chose 

Food Technology instead and can bake a mean cake. 


school? My personal proudest achievement at St 

Edmund’s was becoming Head of Science in 2016. It is 

a privilege to work in such a motivated department and 

I’ve enjoyed the varied challenges of the job. With regards 

to the pupils they never cease to make me proud and 

no more so than the success of four of my Upper Sixth 

who won gold (two), silver and commended medals in 

the 2018 National Biology Olympiad competition. 


This coming year I’m looking forward to having my 

third baby and returning to the job I love in January. 


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Wellies and walking sticks at the ready, 

these mini hunter-gatherers are enjoying 

the great outdoors 

The joy 

No more screens! The 

modern child needs to 

get outside and get dirty 

says Michael White 

of mud 

Many of us believe that a 

strong engagement with 

the natural world is vital 

for our children’s development, but 

amidst our busy lives, the wet boots, 

cold hands and uncomfortable overtrousers, 

how can we make it happen? 

The many wonders of our 

technological age have undoubtedly 

presented the ‘simple pleasures’ with 

some stiff competition. Digital devices 

and TV are little 

short of addictive 

and a child who 

chooses the woods 

over screen time, 

is a rare beast 

indeed. So, before 

anything else, 

designate some 

time purely for 

outside fun, free from the 

distraction of phones and tablets. 

Happily, millennia of human 

evolution has ensured that despite 

the pull of technology, children are 

still fully charged up with natural 

instincts and the deep-rooted drive to 

get out, seek food, water, shelter and 

warmth, can be a powerful motivator. 

Kids don’t need educating to 

love the countryside, just the 

opportunity and encouragement 

to let their instincts kick in. 

One such childhood instinct is an 

uncanny ability to sniff out a fake, 

so if you are hoping to inspire your 

children with natural wonders, it 

helps to be enthusiastic yourself. 

A bird feeder in the garden is a good 

start. The children will soon pick up 

on your interest 

The deep-rooted drive 

to get out, seek food, 

water, shelter and 

warmth, can be a 

powerful motivator 

in the different 

feathered visitors 

and before long, 

with some help 

from a decent 

book, the whole 

family will be 

able to identify 

a selection 

of wild birds. With a shared 

passion for twitching, the family 

walk will now hold a new level of 

excitement for young and old. 

With time set aside and a developing 

family appreciation of nature, we 

can now look at a few practical 

tips for unlocking those inner cave 

children. Food is a serious driver for 

most little ones and any country 

activity which incorporates eating is 

likely to be a resounding success. 

Foraging then, is a great activity when 

it comes to getting children excited 

about being outdoors. Safely identifying 

and sampling even a few of the basics, 

such as sweet wild strawberries (fragaria 

vesca) whilst out and about can take 

things to an entirely new level. 

However – if foraging isn’t your 

thing – anything food related, such 

as a picnic planned and packed 

with the kids and eaten in a special 

place, is always a winner. 

As we work through the cornerstones 

of human instincts, it’s useful to 

remember that not being cold is another 

essential ingredient to children relishing 

being outside. Of course, children 

should be dressed in warm, comfortable 

clothes but this potential negative 

can also be used in imaginative ways 

to inspire and motivate them. Camp 

building and fire lighting are always 

popular and if it is a little cold or damp, 

the edge of ‘necessity’ will have the 

kids rushing about with great focus as 

they gather materials and kindling. 

Hunting is another strong instinct, 



and although many would not choose to 

have their children pursuing live quarry, 

this very real urge can be harnessed in 

other ways. The good old scavenger 

hunt is a case in point and to hunt 

for objects such as feathers, acorns, 

and snail shells, with a prize at the 

end, is an exciting way for youngsters 

to engage with the natural world. 

Finally, an attraction to danger 

is another childhood trait that can 

be drafted into service. From years 

of working with children, I have 

discovered a simple truth. Whittling 

A scavenger hunt is 

always a winner 

a stick is ‘boring’ whilst whittling a 

long stick to make a spear is ‘amazing’. 

The impression of danger can be very 

inspiring (as long as in reality the activity 

is safe and well supervised). When 

planning kids sessions I incorporate as 

many fires, weapons and traps as I can. 

Through my business Rural Courses 

I have worked with many children 

and I am always pleased to share 

my ideas. I hope that as the days 

lengthen, they may inspire you to 

get out and involve your children in 

what is after all, their natural world. 

Michael White, founder of Rural 

Courses, was born and raised in 

the country and loved it so much 

that he stayed to build a selfsufficient 

life for himself and his 

family. The skills and techniques 

he teaches are those he uses daily 

to sustain his way of life and 

his knowledge and enthusiasm 

for the subject ensures an 

inspirational and informative day. 

For over fifteen years, Michael 

has run courses and workshops 

introducing hundreds of adults 

and children to a host of country 

activities from his ‘Rural H.Q’ 

near Cranbrook. He has always 

had a particular passion for 

foraging and just to prove 

that it really is possible to live 

off the land, in 2009 Michael 

walked in excess of 300 miles 

from St. David’s, Wales to his 

home in Kent living exclusively 

on wild foraged foods. 

Ruralcourses.co.uk 

‘‘ Bringing out the best in boys ’’ 

A day in the life of Aldro... come and see for yourself 

OPEN MORNING • Wednesday 20th June 2018 •10:00 –11:30am 

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

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

Aldro, Lombard Street, Shackleford, Godalming, Surrey GU8 6AS www.aldro.org 


24 

AldroSchoolED05.indd 1 17/05/2018 09:41

Be all you can be 

Open Morning Day | Saturday | Wednesday 6 October 9 May 

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

StEdmundsSchoolCanterburyED05.indd 1 03/05/2018 14:33 

Open Day 


9.15am – 12 noon 

The Principal will speak at 9.30am 

Record breaking GCSE and A Level results in 2017 

Extensive co-curricular programme 

First-rate ISI Inspection Report • Boarding available from 11 

Nursery and Pre-Prep rated “outstanding” 

Wide range of scholarships for 11+, 13+, 16+ entry 

Cathedral Chorister scholarships available for 8+ boys & 10+ girls 

First rate independent education for boys and girls aged 3-18 

01634 888590 admissions@kings-rochester.co.uk www.kings-rochester.co.uk 

Extensive daily minibus service including: Gravesend, King’s Hill, Maidstone, Rainham, Sevenoaks 


26 

KingsSchoolRochesterED05.indd 1 10/05/2018 11:57

World map pillowcase 

£15 eatsleepdoodle 

eatsleepdoodle.co.uk 

Grovely Werguson toy 

tractor £88 Grovely Wood 

grovelywood.co.uk 

Stacking toy boat £33 

Little Edit littleedit.co.uk 

Animal Alphabet colouring 

book £7 Mini Maison 

minimaison.co.uk 

Ball Punder £24.95 

Brio brio.uk 

Going 

Analogue 

In an age of technology and screen time, we are 

bringing back the timeless tangibility of toys that 

require no batteries, no plugs and no screens 

Ship in a Bottle £69.99 

Lego shop.lego.com 

16 piece expressway £35 Bobby 

Rabbit bobbyrabbit.co.uk 

Rocking Horse 

from £1,950+VAT 

Stevenson Brothers 

stevensonbros.com 

Balance bike £138 Bobby 

Rabbit bobbyrabbit.co.uk 

Magnetic stacking rocket 

£19.95 Little Baby Company 

littlebabycompany.com 

Personalised wooden 

train £22 Not on 

the High Street 

notonthehighstreet.com 

Elephant xylophone 

£20 Andshine 

andshine.co.uk 

wealdentimes.co.uk

Inspiring leadership 

and teamwork 

At Downsend there is a strong tradition for providing a great foundation 

in sport. While we encourage an ethos of healthy competition, our pupils 

know that winning and losing on the pitch, on the court or in the pool, 

happens as a team. 

#TeamDownsend 

Daily Personal Tours 

Please call to book a visit 

Open Events 

Pre-Prep Schools 

Open Week 1-5 October • Please call to book 

Prep School 

Open Morning Saturday 6 October • 9:15 am-12 noon 

T:01372 372311 • www.downsend.co.uk 

Leatherhead • Ashtead • Epsom 

Independent education for 

boys and girls aged 2-13 

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


Centre stage 

Studying 

drama enriches a young person in 

many ways beyond the glory of the curtain call 

Kent College 

Nigel Ashton, Head of Drama 

Performance, skills and process are all essential to 

enabling pupils to develop their own creativity. Our 

last show, Phantom of the Opera, included a full orchestra, 

a cast and crew of 200 and over 450 costumes – girls were 

able to take part in whichever part of the production they 

wanted from operating technical equipment, to making 

costumes, building the set or performing, to helping with 

box office. Creativity comes in all forms at Kent College! 

Drama enables students to grow in confidence and selfawareness, 

as well as learn valuable skills in self-discipline, 

organisation, communication and teamwork. Pupils 

here emerge as articulate, emotionally intelligent young 

people. The academic rigour we apply to studying texts in 

drama, enables pupils to appreciate and analyse some of the 

greatest theatre texts ever written; this is why we get great 

GCSE and A-Level results. 

In recent years I’ve seen a real trend towards higher 

education establishments and employers appreciating the 

benefits of drama. It is a creative subject, with academic 

rigour at its heart and the skills required for success in 

GCSE and A Level are extensive. Students finish their 

courses with a range of vital skills for an increasingly 

competitive world, including developing confidence and 

emotional intelligence. 

“Drama is a creative subject, with 

academic rigour at its heart” 

Battle Abbey School 

Linda Hopkins, Head of Drama 

At Battle Abbey we aim to 

develop the soft skills in every 

child, to encourage their creativity. 

Drama is a valuable means of 

developing social skills, particularly 

listening and being sensitive to 

others. It enables children to 

consider others’ points of view and 

it gives shy children a voice. 

Many jobs now ask for creative thinkers and drama allows 

children to develop their imaginative skills in a variety of 

ways, including how to put over an idea to an audience. 

It’s all about working as part of a team, taking controlled 

“It’s all about taking controlled 

risks and being sensitive” 

risks and being sensitive – as well as the more obvious 

presentation skills and development of how to use both vocal 

expression and body language to good effect in a social or 

work situation. 

We are very proud to have Joanna Lumley as our Patron 

of the Performing Arts. We have set up a scholarship in her 

name which funds applications from talented state school 

pupils and she returns to the Abbey periodically to meet the 

latest batch of Joanna Lumley Scholars. 

Kent College Pembury 

01892 820246 kent-college.co.uk 

Battle Abbey School 

01424 772385 battleabbeyschool.com 

 

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



Manor House School 

Mrs Teresa Williams, Head of Drama 

Manor House School, Shakespeare Festival 

At Manor House School, we pride ourselves on our allinclusive 

approach to drama. We believe that drama is 

for all and that the emphasis should be on enjoyment and 

fun. All girls, up to and including Year 9, have timetabled 

drama lessons and it is also a popular GCSE option. 

Lessons are skills-based with an emphasis on practical 

group work. Girls are encouraged to present their work 

and also to consider the design aspects of theatre, including 

lighting, make up, costume and set. 

In the spring term, the Senior production for Years 7-11 is 

a musical, as they lend themselves to a large cast. All senior 

girls are encouraged to be involved either in a performing, 

technical or backstage capacity. The emphasis is on working 

as a team to create a work of excellence. The Prep School 

production is in the summer. Again, this is a musical with 

all of Year 6 cast in the speaking roles, supported by an 

ensemble consisting of every pupil in the Prep School. 

Additional drama events include the Lower Prep’s 

nativity, LAMDA, Senior Drama Club, drama evenings 

and our annual involvement in the Shakespeare Festival, a 

national event. In short, we offer something for all, and our 

performances are highly anticipated and acclaimed events. 

Former pupils often recall their involvement in drama as 

being one of the highlights of their time at Manor House. 

Drama is a wonderful thing for a child’s development, 

that encourages creativity, team work, expressive learning 

and confidence building. Children discover hidden talents 

and the growth in self-esteem that develops from that. 

Our drama lessons are almost entirely practical and an 

opportunity to learn in a different way. 

I believe that an increasing number of higher education 

establishments and employers are beginning to appreciate 

the benefits of drama. It builds confidence, improves 

communication skills and the ability to work as part of a 

team; essential skills in all walks of life. 

“Drama is not a soft option, it 

builds confidence and the ability 

to work as part of a team” 

St Catherine’s 

Sally Gallis, Head of Drama and Alice Phillips, Headmistress 

Drama plays an important part in life at St Catherine’s, 

both on the timetable and as a very popular extracurricular 

activity. It starts in the Prep School where girls 

aged four and up take their first steps on the big stage in the 

eagerly anticipated nativity play – not a dry eye in the house! 

In Year 6, girls always see their end of year musical as a rite of 

passage before moving on to their secondary schools. 

From Year 7 to 9 drama is taught on rotation with other 

creative arts subjects. Girls can choose drama as one of their 

GCSE options whilst A-Level Theatre Studies follows on. 

Two major school productions take place during the year; 

Middle School in October, and the Senior production in 

February. Both are for auditioned casts, but there are many 

roles for the girls to become involved in backstage. A whole 

school musical is staged every other year. 

LAMDA Speech and Drama are extra-curricular options, 

there is an annual House drama competition that everyone 

is involved in and Middle and Senior School productions, so 

there is something for everyone. 

“Being able to communicate 

clearly and confidently will 

never be wasted” 

As for future careers, suggesting that subjects such as drama 

might be considered ‘lesser’ is wrong and myopic. For those 

young people more gifted in these areas, feeling they are of 

little value, is unhealthy and undesirable, not just for them 

as individuals, but for everyone. It really does take all sorts 

to make a world and it’s just too easy to ghettoise subjects 

and fail to see the beneficial overlapping and dovetailing that 

exists between the arts and sciences, for example, in the ‘real 

world’ of work. 

The so-called soft skills will always be in demand, for 

teamwork, collaboration, communication and resilience 

and these are definitely well honed in drama, both on stage 

and backstage too. Whichever avenue a young person takes 

in their very long working life, being able to communicate 

clearly and confidently will never be wasted. 

St Catherine’s Prep School 

01483 893363 stcatherines.info 

St Catherine’s, The Crucible 

Manor House Bookham 

01372 458538 manorhouseschool.org 


30

Free to learn 

01580 240642 / 07926 380434 

mnns@idengreen.org.uk 

www.mrnoahs.org 

Mr Noah’s Nursery School 

FREWEN 

COLLEGE 

The Dyslexia School Since 1910 

“I feel like Frewen has given 

me back my child.” 

Parents of Year 6 student 

Blackland Farm 

Outdoor Activity Centre 

MrNoahsNurserySchoolED03.indd 1 03/05/2016 11:10 

Come and join us for 

fun-filled activity days. 

Why not have your 

birthday party here too? 

Blackland Farm 

Kayaking 

Canoeing 

Bungee trampolining 

Rock climbing 

Archery 

Crate challenge 

Zip wire 

Abseiling 

Aeroball... 

...and many more! 

01342 810493 

blackland@girlguiding.org.uk 

www.blacklandfarm.org.uk 

Prep 

School 

Senior 

• • 

School 

A unique Day & Boarding School 

for girls and boys aged 7-19 with 

Dyslexia & Dyspraxia. 

Come and see how Frewen College 

can help your child at our 

OPEN 

MORNING 

on Saturday 16 June 

10.00 - 12 noon 

To register, please call Annabel on: 

01797 252494 or email:office@frewencollege.co.uk 

Frewen College, Northiam, East Sussex, TN31 6NL 

www.frewencollege.co.uk 

Sixth 

Form 

Daily minibus service from locations in this area: 

Tonbridge/Tunbridge Wells, Battle, Bexhill & 

Hastings, Hawkhurst, Ashford 


BlacklandFarmWT138.indd 1 10/07/2013 FrewenCollegeED05.indd 17:31 

1 08/05/2018 14:13

Registered charity 1101358 

From the School of the Year, expect a winning formula. 

Maya Raman Jones came to Sevenoaks 

when she was eleven. In the Sixth Form she studied 

Chemistry, English, Maths, History, Biology, Russian 

and Theory of Knowledge. 

“At eleven I really loved English. Later on, 

the sciences turned my head! But as the IB curriculum 

at Sevenoaks is so broad, I didn’t have to choose 

between the arts and sciences until I applied to 

university – by which time I was sure Chemistry was 

the one for me.” 

Which explains why Maya is now reading 

Chemistry at the University of Oxford and dreaming of 

a PhD and a career in scientific research. 

www.sevenoaksschool.org 

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

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


Ruck and roll 

Rugby-based charity Wooden Spoon creates 

amazing sporting opportunities for special 

needs children, Matt Mitchell leads the charge 

Can you tell us a little bit about Wooden 

Spoon’s history? Why was it created? 

A woeful performance of the England Rugby Team 

during the 1983 Five Nations Rugby Championship 

left an unexpected but wonderful legacy in the 

founding of the charity Wooden Spoon. 

After finishing the Championship firmly at the bottom 

of the table with a 25-15 defeat in Ireland, five England 

supporters were presented with a wooden spoon, wrapped 

in an Irish scarf, on a silver platter. 

Accepting the gift with good humour, 

the group – which included Wooden 

Spoon’s Peter Scott – resolved to hold a golf 

match to see who would have the honour 

of keeping the tongue-in-cheek gift. 

A few months later, the golf match 

(at Farnham GC, Surrey) raised 

more than £8,500. This money was 

used to provide a new minibus for a 

special needs school in the county. Wooden Spoon was 

born and the rugby community has been supporting 

disadvantaged and disabled children ever since. 

Something that makes the charity unique is that we 

spend funds raised in the region in which they were 

raised. Our 38 regional teams of volunteer committees 

tirelessly co-ordinate and support fundraising events 

and put forward identified projects to be funded. 

“No child should 

miss out on 

the health and 

wellbeing benefits 

of sport” 

The regional teams are supported by a fabulous network 

of community rugby clubs. In Kent, Surrey and Sussex 

alone there are more than 25 Wooden Spoon Partner 

Rugby Clubs helping to improve the lives of children and 

young people with disabilities and facing disadvantage. 

What opportunities are currently available for 

disabled children who want to get involved in sport? 

What type of conditions are they affected by? 

We believe that no child should miss out on the health 

and wellbeing benefits of sport, no 

matter what their circumstances. 

The children and young people 

our projects support are affected by a 

range of conditions including: hearing, 

speech, language, vision or orthopaedic 

impairment; emotional disturbance; 

intellectual and learning disabilities; 

traumatic brain injury; and autism as 

well as other conditions and disabilities. 

How are their needs catered for and what age range do your 

projects work with? Are girls and boys equally involved? 

With such a wide range of conditions, our projects support 

the needs of many different children. For some this might 

be giving children sensory stimulation through one of 

the 14 sensory room and gardens we funded last year. 

For other children it might be the opportunity to ride 

or groom a specialist horse we have purchased for a 

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

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

 


EpsomPlayhouseS43a.indd 1 26/04/2018 17:18 

disability riding school, or play wheelchair or tag rugby. 

Projects target boys and girls under the age of 25 equally. 

Although your roots lie firmly within rugby, you fund a 

varied range of projects – can you talk us through a couple? 

Rugby has always defined Wooden Spoon and and our future is 

shaped by it. Each year we support about 70 projects including 

respite and medical treatment centres, sensory rooms, specialist 

playgrounds and community-based programmes. We also fund 

programmes that help disabled and disadvantaged children 

access sport, recreation and the opportunity to play rugby. 

PROJECT: Sussex Sail-ability - Dinghy 

Wooden Spoon Sussex have helped Sussex Sail-ability based in 

Shoreham-by-Sea purchase a specially designed and equipped 

dinghy for use by disabled children and young people. 

PROJECT: Sherwood Park - Discovery Forest 

Wooden Spoon Surrey have just funded specialist equipment 

and facilities for an accessible Discovery Forest at Sherwood 

Park School in Wallington, which is a special school for 

pupils with severe, multiple and profound disabilities. 

PROJECT: Kent Rugby - Disability Tag Rugby Programme 

Each year Wooden Spoon Kent Region funds a programme 

which helps Kent Rugby Football Union to employ a 

specialised coach to visit disability and specialised schools 

and delivery adaptive and tag rugby sessions to pupils. 

PROJECT: Argonauts Wheelchair Sports Club 

The Argonauts are an inclusive wheelchair sports club 

breaking down barriers between abled and disabled 

people. The club provides opportunities for people of 

all abilities to participate in wheelchair sports. Wooden 

Spoon Kent have funded the purchase of 10 new sports 

wheelchairs which will enable members and visitors 

to get involved and compete with other clubs. 

What’s going on around Kent, Sussex & Surrey this year? 

For the full diary check out woodenspoon.org.uk 

How can people get involved? 

We are always looking for volunteers to get involved with 

our regional teams at a local level. Volunteering with us is 

a great way of supporting local projects and causes. 

Join a regional team, hold a fundraising event or 

challenge yourself to do something amazing. Hold a 

Wooden Spoon Sock Day at your club or school, cycle 

100 miles, host a cake sale or simply become a member 

of Wooden Spoon for less than £1 per week. 

Together we can change children’s lives through the 

power of rugby. 

Find out more at woodenspoon.org.uk, on Twitter 

@charitySpoon #wearerugby and on Facebook 

WoodenSpoonCharity 

Matt Mitchell is National Rugby Manager of 

Wooden Spoon 


34 

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Talking 

HEADS 

Matthew Bryan 

Headmaster, Longacre School 

Favourite subject at school I always 

loved Latin and Greek, and they have 

been part of my life since I was eight. 

The subject I miss most is maths. 

Pure mathematics can be wonderful and mesmerizing. 

Most inspirational teacher at school Mrs Beasley, 

my prep school classics teacher. Not only did she 

seem to know everything about Latin and Greek 

(and Sumo!), but she also knew exactly how to 

challenge every pupil so we were motivated and 

achieved a lot without ever feeling under pressure. 

Favourite character from a book or film I have too many 

to list, from Odysseus to Mr Chips. At the moment, 

my favourite is Babe from Dick King Smith’s The Sheep 

Pig. There’s such a powerful and inspiring message 

of the boundless opportunities in this world if one is 

prepared to be polite, work hard and listen to advice. 

Best school memory The applause at the end of the first 

prep school play that I was in. I can’t remember the play 

(though I recall borrowing my grandfather’s pipe and having 

drawn-on sideburns), but I can still feel the excitement, pride 

and camaraderie of playing a part in a successful production. 

Is there anything you wished you had studied at school 

but didn’t? I was immensely fortunate to go to schools 

that provided the fullest possible academic programme 

and was always able to choose my favourite subjects. I 

would have loved Forest School – it’s such a valuable 

means of taking learning outside, connecting with one’s 

environment and developing social and personal skills. 

What is your proudest achievement at your current 

school? Our new leadership and teamwork area. We know 

that grades and academic success are hugely important, 

but success in today’s fast-evolving world will depend on 

inter- and intra-personal skills. There’s little value in having 

all the answers if one can’t convince others to follow. 


Every summer I look forward to our leavers finishing 

their journey with us and stepping forth into the 

next chapter of their lives. Then we look to the next 

year group to step up and fill their shoes, building on 

their achievements. We’ve got some new curriculum 

developments, with robotics and critical thinking, but 

really it’s the children’s development that is most exciting. 

Longacre School 

01483 893225 longacreschool.co.uk 

Rose John-Cox 

Head of Maths, Hawthons 

Favourite subject at school My 

favourite subjects at school were 

definitely maths and sport. My mum 

taught maths early on in her career 

and so playing with numbers was 

just something we always did at home. My dad loved 

all sport and encouraged us to play everything. The 

team games, like netball, were always my favourite. 

Most inspirational teacher at school My most 

inspirational teacher was Mrs Mayer. She was my 

maths teacher during secondary school. She made the 

subject fun but also challenging, stretching us beyond 

our comfort zones. She always made us feel supported 

and offered continual encouragement. She made me 

realise how important it is for teachers to inspire and 

help their students develop a love of the subject. 

Favourite character from a book or film When I 

was young I did not really enjoy reading. A love of 

books only came at the age of 15, when my sister, 

who was a voracious reader, recommended a series of 

mystery books to me. From then on I have never really 

looked back and am now never without a book and 

love my monthly book club. I have a real passion for 

cinema and was raised on old black and white films. 

My favourite is probably ‘To Have and Have Not’ 

with Humphrey Bogart or any Hitchcock thriller. 

Best school memory My best school memory 

would be sports days, sitting with my friends 

on hot, balmy afternoons, competing in the 

different races, cheering our teams on and feeling 

exhausted but happy at the end of the day. 

Is there anything you wished you had studied 

at school but didn’t? I wish I had studied more 

languages and worked harder at them. When you 

travel, it is a wonderful thing to be able to talk freely 

with the people you meet along the way; it is a gift 

and changes one’s whole experience in a country. 

What is your proudest achievement at your current 

school? My proudest moments are when pupils who 

first come to class with a lack of confidence or fear of 

maths, leave at the end of that year with a belief that 

they can succeed and enjoy maths. As a teacher, if I feel I 

have made a difference and helped a pupil, I am happy. 

What are you looking forward to this coming 

year? As a relatively new head of department, I am 

excited about the new ideas I have and seeing them 

come to life, such as a variety of enrichment activities 

to inspire pupils with a love of maths. I would like 

pupils to investigate maths in nature, use maths 

practically in Architecture workshops, see how maths 

affects everyday life and the world around us. 

The Hawthorns School 

01883 743048 hawthorns.com 

37

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ST PAUL’S CATHEDRAL 

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Visit the School to discover more about life in the Cathedral 

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38 

StPaulsED05.indd 1 08/05/2018 17:15


Sing! 

An insight into the unique 

school life – and opportunities 

– of a St Paul’s chorister 

Jaco Brand 

Deputy Head and Head of Boarding 

St Paul’s Cathedral School 

The Choir School for boy 

choristers dates from about 

1123. After the Restoration, 

the choristers enjoyed a somewhat 

chequered history, but a vigorous 

campaign by the redoubtable Maria 

Hackett led to the re-establishment 

of a purpose-built school in Carter 

Lane in 1874. There it remained 

until the 1960s, when it moved to 

its present site on New Change. 

The school day for choristers differs 

only slightly from that of day pupils 

in that they attend morning rehearsal 

whilst day pupils have form time. 

The choristers and day pupils then 

come together for the majority of the 

school day, starting with assembly 

at 9.00am. Twice a week, these 

assemblies are held in the Cathedral. 

A chorister’s tuition fees and music 

lessons are paid for by the Chapter 

of St Paul’s Cathedral. Parents are 

asked to pay the boarding fee, but 

can apply for assistance with this 

as financial circumstances should 

never withhold a boy with talent 

from becoming a chorister. 

The main task for the choristers 

is to sing the daily office in the 

Cathedral. However, they also take 

part in many services of national 

importance, often attended by 

royalty and world leaders. They 

regularly represent the cathedral 

and the country on international 

tours and continue to build their 

already substantial discography 

with recordings on the Hyperion 

and Decca record labels. 

They perform Handel’s Messiah and a 

Bach Passion each year in the Cathedral. 

In recent years they have also appeared 

St Pauls Choristers in the cathedral 

Picture by Graham Lacdao 

at the first night of the BBC Proms, at 

the Royal Festival Hall and on BBC 

Breakfast. After they finish, choristers 

frequently win music scholarships to 

senior schools. Music also features at 

university level with many taking up 

choral scholarships. Choristers then 

go on to pursue varied careers such as 

international cricketers, award-winning 

actors, scriptwriters, poets, novelists, 

composers, opera singers, teachers, 

lawyers and company directors. 

THE CHORISTER: Kasper Lootens, Chief Chorister, Year 8 

All the choristers head to the 

cathedral to start rehearsal at 

7.50am every morning. From 9am 

to 3.40pm we have a normal school 

day. We then have a snack and start 

afternoon rehearsal at 4.10pm. 

On most days, we have Evensong 

at 5pm, ending at around 5.45pm, 

when we have supper. Then we do 

our homework and music practice 

until 7.40pm at which point we 

have free time. We can go on our 

phones, play outside, or go over 

to the boarding house to play on 

the Wii or watch TV. Our day 

ends with 20 minutes of reading 

at 8.40pm and lights out at 9pm. 

Although we do a lot of singing, 

we also get a lot of privileges, 

including making recordings, doing 

concerts, meeting members of 

the Royal Family 

and touring. 

It was a lot of fun 

working with the 

BBC last term to 

film a documentary 

about St Paul’s 

at Christmas. We also get a lot of 

treats, including an annual trip to 

Thorpe Park, bowling and cinema 

trips. Christmas and Easter are our 

busiest times and it’s hard not being 

at home. The school and teachers 

help us to enjoy the celebrations 

and we get lots of presents at 

Christmas and chocolate at Easter! 

Outside school, I train in the 

martial art of Kuk Sool Won. 

I’ve made it to the rank of black 

belt and help out at camps 

as a junior instructor. 

 



THE CHORISTER’S PARENT: Joanna Lootens 

Kasper started at St Paul’s in Year 

4 when he was eight and a half. 

He will have been at St Paul’s for five 

years when he finishes in the summer. 

He previously attended Milbourne 

Lodge in Esher and his violin teacher 

there suggested Kasper might enjoy 

being a chorister. I looked at the St 

Paul’s website and it seemed so easy 

to set up a first informal audition 

that I thought “why not?”. 

We didn’t prepare much for the 

audition – Kasper had never had a 

singing lesson! – and we had never 

been to St Paul’s Cathedral before. 

We had a lot of thinking to do 

when he was offered a place. We 

had never planned to send Kasper to 

a boarding school aged eight… But 

we liked the fact that it was a normal 

co-ed school. So, alongside being a 

chorister, Kasper would have a normal 

school day with non-chorister friends. 

Our proudest moment was the first 

time we saw him singing on a televised 

service, seeing him looking so happy 

and confident in the music. More 

recently, it was wonderful to see him 

and his friends singing solos in the 

Messiah and St Matthew’s Passion. 

We’ve got to know all the boys so well, it 

feels like they are all part of our family. 

“The cathedral 

community is incredibly 

welcoming to people of 

all faiths and none” 

As the boys spend so much time in the 

cathedral, my personal view is that it’s a 

good thing if both the chorister and his 

family feel comfortable in that religious 

environment. That doesn’t mean that 

the boys need to come from a Church 

of England background. A genuine love 

of music and 

performance, 

and the ability 

to work hard as 

part of a team 

are much more 

important. 

The cathedral 

community is incredibly welcoming 

to people of all faiths and none. 

Kasper always enjoyed music. 

When he was around two years old, 

I remember him saying that opera 

on the radio was “lovely music”. 

However, whilst I’ve always encouraged 

music enjoyment, I wouldn’t say 

we are a particularly musical family. 

Whilst there are choristers from 

very musical families, there are also 

those, like Kasper, who have really 

developed their talent in the choir. 

St Paul’s Cathedral School 

020 7248 5156 spcslondon.com 

Co-educational, day & day boarding & boarding school for school 3-18 years for in 3-18 South-East years in England South East England 

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City slickers or 

COUNTRY MICE? 

Hilary Wilce considers the pros and cons of 

where to raise your family – and gets some 

personal reports from the recently grown up 

Of course, children themselves don’t question 

their surroundings. They accept either trees 

or tower blocks as completely normal. 

But to parents it can be an agonizing choice, and in 

our part of the world there are many families who have 

moved from the city into the villages, small towns and 

countryside of The Weald with the express intention 

of giving their children the benefits of country life. 

For them the reasons seem obvious. The air is clean, the 

pace of life slower, and children can be surrounded by nature. 

There are plenty of good schools, and for parents there 

can be the huge relief of breaking free of the arms race for 

school places that so often blights family life in the city. 

But this move isn’t always as easy. 

Sarah Crouch, who moved from “a lovely 

life” in south London when her children were 

11, 8 and 4, found many pluses and minuses. 

As a country child herself, she wanted 

more space and freedom, and her family 

has grown up happily in a Wealden village 

where they have found a good community. 

“But I’d say it takes five years to settle 

in,” she says, “and as for freedom – children can’t ride their 

bikes safely round here.” When they were little, she says, her 

children, loved having camps and dens in the garden. But 

now, as teenagers, they prefer to hop on the train to London 

and go to Convent Garden. “Even so, they’re always a bit 

shocked by the filth of the city and are happy to come home.” 

Jane Skeet, a sales executive, moved from Streatham to the 

deep Kent countryside when her children were seven and 

12. But she found there were no pavements, no friends, and 

she was forever either in the car or tied to the school bus 

service. Neither did her children take to country life. “Noone 

ever went in the tree house. It was far too spidery!” 

Things slowly fell into place after her daughter 

switched schools, she started working in a farm shop 

and they moved to the edge of a nearby town. 

“No one ever 

went in the treehouse. 

It was far 

too spidery!” 

“I’d say it’s fifty-fifty between the country and the city. 

You win some things and lose others. There are lots of 

things I like now and I think it’s made us all broader 

people, but the moment I realized I was really grateful 

to be down here, was when I was talking with friends in 

London and they were saying they sent their 15-yearolds 

off to the Reading Festival with their own bottles of 

vodka. They said everyone was doing it. I was horrified! 

And I realized that down here you can keep an element of 

control. You can keep your children younger for longer.” 

But city families often see such early independence 

as a positive. “They definitely get smarter earlier,” says 

Shirley Hanson, an arts writer who has brought up a 

son and a daughter within spitting 

distance of Camden market. 

“Anthony was mugged three times 

coming home from school, but he learned 

how to get himself out of trouble. He 

developed the gift of the gab early on and 

it’s been a great asset for him ever since.” 

City parents also that point out 

that their children get plenty of 

freedom in local parks and playgrounds. They say there 

are museums, concerts and endless activities – from 

baby yoga to teenage drama workshops – to keep their 

children entertained. And their children also have lots 

of friends around the corner, so as parents they don’t 

find that they’re running a permanent taxi service. 

But what do the children themselves think? 

I asked some young adults to reflect back on their childhood 

environments. All of them – city and country children alike 

– said they had loved their life when they were young, and for 

urban children that love had continued into their adult lives. 

“I grew up in north London and even when I went away 

to university I always came back at weekends,” says Ali 

Montaine, an advertising assistant in her twenties. “There’s 

so much going on, so many different kinds of 

 



people. I couldn’t live anywhere else. I feel nervous 

if there isn’t a Tube station round the corner.” 

But for those growing up in the 

country the pattern was different. 

Rod Osborne, an operations manager living and 

working in east London, grew up of the Isle of Wight 

and said he adored roaming on his bike, and playing 

in the woods. “Our summer days revolved around 

when high tide was – so we could meet at the right 

time to jump off the pier into the harbour.” 

But, like many country children, he got 

itchy feet as a teenager, and has now lived 

in London for more than a decade. 

“Even so, I believe I’ve carried with me a sense of 

adventure, a feeling for the importance of play, and a 

profound sense of calm when I see the open water.” 

Likewise, his partner, Jen Aitken, a London-based filmmaker 

who grew up in West Sussex, says she is developing 

“a new appreciation for nature, going on walks, fresh air, 

space, the seasons, and all the things about the country 

environment I took for granted when I was younger.” 

Both think that if they have children they 

might leave the city to bring up them up in 

a cleaner and healthier environment. 

So it seems that country children – surprisingly - 

may have a broader outlook on life than children who 

only know the buzz of the city. They are comfortable 

in a wider range of environments and understand that 

both city and rural lives have their own merits. 

Although for some people the happy medium will 

always be best. Sue Millwood, a teacher who grew 

up in a quiet cul-de-sac on the edge of a town in 

Buckinghamshire, swears she had the perfect childhood 

– friends in next-door houses, a safe road to play in at 

the front, and fields to roam in at the back. “Also, the 

old lady on the corner made us fairy cakes and brought 

them out whenever we were playing on our bikes. I 

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Talking 

HEADS 

Rob Shaughnessy 

Head of English, Reigate 

Grammar School 

Favourite subject at school 

English, of course! I love reading and 

its quite clear why I’ve followed the 

career path I have. History was a close second. 

Most inspirational teacher at school Mr Firth my A-Level 

English Literature teacher – he challenged us and our 

teenage conceptions of the world and made us believe in 

ourselves. Not quite ‘Dead Poet’s Society’, but he could 

often be found leaping onto a table to illustrate his point. 

Favourite character from a book or film 

Holden Caulfield from The Catcher in the Rye. I love 

how much controversy he provokes amongst people. 

Best school memory It’s quite far back, but winning 

a poetry writing competition when I was seven. I 

think I still have the certificate at home too. 

Is there anything you wished you had studied 

at school but didn’t? Classics. I should have 

spent more time on languages too. 

What is your proudest achievement at your current school? 

We have fantastic students who constantly amaze me, but they 

make me really proud when we go on trips or have visitors at 

school and they ask really precise and perceptive questions. 


We are in the process of organising a trip to the Barbican. 

Reigate Grammar School 

01737 222231 reigategrammar.org 

Sue Childs, 

Head of Ma thematics, Ashford School 

Favourite subject when you 

were at school Maths was always 

my favourite subject. My uncle 

showed me how to make Mobius 

loops with newspaper when I was 

in kindergarten and I was hooked for life. 

Most inspirational teacher when you were 

at school My headmistress at TWGGS, Miss 

Hazell. A tiny lady with a huge intellect. What I 

remember most was her mantra to us: Is it true? Is 

it helpful? Is it kind? A good mantra for life. 

Favourite character from a book or film I read 

and reread the Lord of the Rings trilogy as teenager. 

I love all the characters but if I have to pick one it 

would be Gimli the dwarf. His eloquent farewell 

on leaving Lorien still moves me to tears. 

Best school memory I enjoyed school but always preferred 

life out of school! I think my best school memory was 

the final school bus ride home in the upper sixth after 

exams were over with all the freedom I was anticipating! 

Is there anything you wish you’d studied at 

school that you didn’t? I was very happy with the 

academic choices I had. I knew I wanted to study 

engineering and just thoroughly enjoyed being able 

to focus on maths and physics in the sixth form. 


school? Introducing and embedding writing Mathematics 

Journals into the department. I love looking through 

the students’ explanations and diagrams. It makes 

mathematics come alive to see it recorded in their journals. 


I am looking forward to further developing our use 

of technology in the maths department, continuing 

to extend the journal writing into the sixth form. 

Ashford School 

01233 625171 ashfordschool.co.uk 

Terry Stickney 

Head of ICT, St Ronans 

Favourite subject when you 

were at school I loved learning 

about computers at school, but it 

was a different world then. I was 

always intrigued as to how these 

wonderful beasts could manipulate data. Magical! 


Without doubt Mrs Johnstone was my favourite teacher. 

Young and enthusiastic, she taught me English. 

Best school memory I had lots of great memories from 

school, mostly about the people I met. However, my stand 

out memory has to be the pride in being Long Jump 

Champion for two years running. It wouldn’t happen now! 

Is there anything you wish you’d studied at school that 

you didn’t? At the time of leaving senior school, I wanted to 

pursue a career in law. My advisors at school instead steered 

me into politics. My programming then took a back seat. 


school? I am so proud of so much that team Saint 

Ronan’s has achieved, especially having been part 

of the excitement of Tatler Award Year. A personal 

highlight has to be teaching a Year 5 boy about 

Raspberry Pi coding and the joy this gave him. 


Goodness there is a huge amount to look forward to, not 

least helping to design a new ICT suite for the school. 

Saint Ronan’s School 

01580 752271 s aintronans.co.uk 



Cool kids cook 

Australian cook book queen Donna Hay 

has followed up her bestselling Basics to 

Brilliance with a new version aimed at 

getting kids to cook, starting with the basics 

– and then having fun with them


As a mum herself, 

Donna Hay knows 

that there is nothing 

more enjoyable than 

introducing your children 

to the wonders of taste, 

food and flavours. Her 

new book highlights the 

importance of helping 

kids master the kitchen 

basics, because she 

believes that is how you 

build the confidence 

to move on to more 

complicated dishes. 

In this book, she’s 

sharing all her favourite, 

tried and true recipes for 

cooking with kids, with 

each basic recipe followed 

by clever variations and 

simple flavour changeups, 

so one recipe 

becomes many and your 

child’s cooking repertoire 

naturally grows. 

Basics to Brilliance Kids 

gives you and your kids 

endless ideas for birthday 

parties, picnics, bake sales, 

family and celebration 

dinners, breakfasts, movie 

nights and sleepovers. 

Juicy little meatballs in tomato sauce 

Serves 4 

• 3/4 cup (45g) fresh sourdough or 

wholemeal breadcrumbs 

• 2 tablespoons milk 

• 600g beef or chicken mince 

• 1 clove garlic, crushed 

• 1 tablespoon Dijon mustard 

(my secret tip) 

• 1 tablespoon thyme leaves 

(tiny and yum!) 

• sea salt and cracked black pepper, to taste 

tomato sauce 

• 3 cups (750ml) tomato puree (passata) 

• 1 cup (250ml) beef or chicken stock 

• 2 cloves garlic, crushed 

• 2 sprigs basil (just for cooking) 

1Place the breadcrumbs and milk in a big 

bowl and mix, using a wooden spoon, to 

Mini Meatball subs 

Makes 4 To make mini-sized meatballs, roll only 

1 tablespoon of the mixture per meatball in step 3. 

1Once you get to step 5, reduce the meatball 

cooking time to 6 minutes – they’ll cook 

faster because they’re smaller. 

2Slice 4 long multigrain rolls 3/4 of the way 

through and place on an oven tray lined with 

non-stick paper. Add 4 mini meatballs in sauce to 

each roll and top with slices of mozzarella. Grill on 

high for 2 minutes or until the cheese is melted. 

combine. Allow to stand for 1 minute. 

Add the beef, garlic, mustard, thyme, salt 

2 and pepper. Mix it all really (really!) well 

with the spoon, so everything’s fully combined. 

Line a tray with non-stick baking paper. 

3 Using clean hands that are still wet (to 

combat stickiness), roll 2 tablespoons of the 

beef mixture into a ball. Place on the tray, then 

repeat until you’ve used all the mixture. 

To make the tomato sauce, place a large 

4 non-stick frying pan over medium heat. 

Add the puree, stock, garlic and basil and bring 

to a simmer (you’ll see gentle bubbles appear). 

Slide the meatballs into the sauce 

5 (watching for splashes). Simmer for 10 

minutes or until cooked through, rolling 

them around with a wooden spoon every few 

minutes so they cook evenly. Discard the basil 

sprigs and serve the meatballs and sauce on top 

of hot spaghetti or veggies. 

Meatball couscous 

Serves 4 

1Place 1 cup (160g) wholemeal couscous 

in a heatproof bowl. Add 1 cup (250ml) 

boiling water, cover with plastic wrap and set 

aside for 5 minutes. 

2Fluff the grains with a fork and divide 

between serving bowls with the meatballs 

in tomato sauce. Snip some fresh chives over 

the top to serve. 

 



Nacho Bowls 

Serves 4 

Eat the whole thing 

Nacho Bowls 

• 6 x 20cm wholemeal 

flour tortillas 

• extra virgin olive oil, for 

brushing 

• 3/4 cup (90g) grated 

cheddar 

• 1 avocado, peeled and 

chopped 

nacho filling 

• 1 tablespoon extra virgin 

olive oil 

• 1 onion, peeled and 

finely chopped 

• 1/2 cup (80g) finely 

grated courgette (about 1) 

• 1 cup (140g) grated 

pumpkin or carrot 

• 1 teaspoon ground cumin 

(a very nice spice) 

• 1 teaspoon ground 

coriander (this one too!) 

• 1/2 teaspoon smoked 

paprika 

• 1 x 400g can chopped 

tomatoes 

• 3/4 cup (180ml) tomato 

puree (passata) 

• 1 x 400g can black beans 

or red kidney 

• beans, rinsed and drained 

• 1–2 teaspoons maple 

syrup 

• sea salt and cracked black 

pepper, to taste 

1Preheat oven to 180°C 

(350°F). 

Arrange 4 tall ramekins 

2 or ovenproof mugs 

upside-down on a baking 

tray. Using a pastry brush, 

brush 4 of the tortillas with 

oil and place them, oil-side 

down, over the ramekins. 

Set aside. 

Line a baking tray with 

3 non-stick baking paper. 

Brush the remaining 2 

tortillas with oil and place 

them flat, with the oil-side 

up, on the prepared tray. 

Bake all of the tortillas 

4 for 8 minutes or until 

they’re nice and brown. 

Wearing oven gloves, 

carefully remove the trays 

from the oven and allow to 

cool (the tortillas will turn 

crispy as they cool). 

To make the nacho 

5 filling, place the oil in a 

large non-stick frying pan 

over medium heat. Add 

the onion, zucchini and 

pumpkin and cook, stirring 

with a wooden spoon, for 8 

minutes or until the onion 

is brown and super soft. 

Add the cumin, coriander 

6 and paprika and cook, 

stirring, for 2 minutes (you’ll 

begin to smell the fragrant 

spices in the air). 

Add the tomatoes, puree 

7 and beans and cook, 

stirring, for another 5–6 

minutes or until thick. 

Add the maple, salt and 

pepper and stir to combine. 

Take the tortillas from 

8 the ramekins and flip 

them over to make nacho 

bowls. Spoon the nacho 

filling into the bowls and top 

with the cheese and avocado 

(plus a squeeze of lime, if 

you like). Break pieces of 

your bowl and scoop up the 

filling. Slice or break the 

flat tortillas into extra crispy 

dipping chips. 


50


Makes 6 

• 1 cup (200g) popcorn 

kernels 

• 6 brown paper bags 

Place 2 tablespoons of 

1 the kernels into 1 of the 

paper bags. Fold the top of 

Movie time popcorn bags 

the bag over three times, 

then fold in the corners to 

secure (this will help to keep 

the popcorn safely in the bag 

while it cooks). Repeat with 

the remaining popcorn and 

paper bags. 

2Place the popcorn 

bags, 1 at a time, in the 

microwave on high for 2 

minutes each or until you 

hear (with sharp ears) that 

the popping has slowed 

to around 1 pop every 3 

seconds. 

Use a tea towel to carefully 

3 take each bag from the 

microwave – they’ll be hot. 

Allow to cool a little, open 

them up, then snuggle in and 

enjoy! 

Choc-coconut 

popcorn 

Maple butter 

popcorn 

Cinnamon 

popcorn 

Lime and chilli 

popcorn 

1Place ¼ cup (60ml) maple 

syrup, 1½ tablespoons 

sifted raw cacao or cocoa 

powder and ¼ cup (20g) 

shredded coconut in a small 

bowl and mix to combine. 

2Divide between the warm 

popcorn bags at the end 

of step 3. Fold the tops of the 

bags over and give them a big 

shake to coat. 

1Melt 60g butter and place 

in a small bowl. Add ¼ 

cup (60ml) maple syrup and 

mix to combine. 

2Pour into the bags of 

warm popcorn at the end 

of step 3. Fold the tops of the 

bags over and shake well to 

combine. 

1Melt 60g butter and place 

it in a small bowl. Add ¼ 

cup (55g) caster (superfine) 

sugar and 1½ teaspoons 

ground cinnamon. 

2Mix to combine and divide 

between the warm bags of 

popcorn at the end of step 3. 

Fold the tops of the bags over 

and shake, shake, shake! 

1Place 1½ tablespoons 

finely grated lime rind, 1 

teaspoon chilli powder and 1½ 

teaspoons finely ground sea salt 

in a small bowl. 

2Mix to combine and divide 

between the warm bags of 

popcorn at the end of step 3. 

Fold the tops of the 

bags over and shake 

well to combine. 

Basics to Brilliance by Donna Hay published by HarperCollins £20. Photographs by William Meppem and Chris Court

7th, 8th & 9th June 2018 

Hole Park, Rolvenden TN17 4JB 

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You’ve got to 

move it, move it 

Not everyone is sporty by nature – but with a bit of lateral 

thinking, schools can help every pupil reap the benefits of physical fun 

Bede’s 

Sport plays a fundamental part in life at Bede’s and pupils of 

all levels are encouraged to enjoy a healthy, active lifestyle. 

“Participation and performance are equally important,” 

says David Byrne, Director of Sport at Bede’s. “We 

have teams of all levels across our sports programme 

and encourage a love of sport for life in our pupils.” 

Clubs include sailing, golf, netball, swimming, 

skiing, target rifle shooting – to name a few. 

All pupils, regardless of ability, have access to the 

school’s international-standard facilities – including a 

state-of-the-art gym, Olympic-size swimming pool and 

3G astro – as well as time with nationally recognized 

coaches. Pupils also have the opportunity to play in 

fixtures nationwide and attend international tours. 

“Taking part in sport has a huge impact on other areas of 

school life, including wellbeing and academic achievement,” 

David Byrne continues. “The provision of sport, coaching and 

opportunity is at the very heart of Bede’s sporting philosophy.” 

Bede’s 

01323 843252 bedes.org 

Above: Bede’s all-weather 3G astro Below: Bede’s encourages a 

love of sport for life and a healthy, active lifestyle 

St Andrews Prep 

Improved health, decision 

making, problem solving, 

diplomacy and co-operation 

are just some of the benefits 

that come from playing sport. 

I believe it is crucial to engage 

everyone in some kind of 

pursuit, irrespective of ability. 

The only condition that we have 

in place is one of enjoyment. 

We take pride in the variety of sports we offer and 

this appeals to those who are not as naturally gifted 

at traditional sports. We have pupils who are the 

current IAPS National Champions in chess and tabletennis. 

Swimming, badminton and basketball matches 

are all hosted and there is also a fencing club. 

Last year, we re-conditioned an old Fives court and we 

make use of our wonderful location with cross-country, 

orienteering and sailing activities. Pupils can opt to play 

golf, croquet or even a tactical Viking game called Kubb 

– and we also have children who compete in triathlons. 

Perhaps our greatest asset is our indoor 25m shooting 

range – which appeals to a wide variety of pupils – 

we regularly compete nationally in this sport. 

It is not today’s schoolboy sporting hero who 

will go on to be the stalwart of their local club; 

today’s 3rd teamer is tomorrow’s club secretary. 

Gareth Jones, Headmaster 

St Andrews Prep 

01323 733203 standrewsprep.co.uk 

 



The King’s School 

The King’s School in Canterbury, founded in 

597AD and reputedly England’s oldest school, 

offers a stunning range of sporting options 

underpinned by excellent modern facilities. 

Name the sport and the chances are that King’s can offer 

it. Traditional team games such as rugby, netball, hockey, 

lacrosse and cricket, sit happily alongside more specialist 

pursuits such as fencing, swimming, squash and sailing. 

And then there are pilates classes – particularly popular 

during those cold winter months – not to mention a 

state-of-the-art golf simulator which allows anyone to 

rehearse the dream of playing the 18th hole at St Andrews! 

The diversity of the sports programme allows all 

pupils of varying abilities and enthusiasms to find a 

sport that suits them. The top athlete over the past year 

has been Millie Knight, a partially sighted downhill 

skier, who won three medals (two silver and one bronze) 

in the downhill events at the 2018 Pyeongchang 

Winter Paralympic Games. Besides arranging time 

for her important skiing training, King’s also gave 

Millie the opportunity to experience rowing. 

‘Enjoyable Sport for All’ sums up the King’s approach. 

A balanced attitude to winning and losing is seen as 

an integral part of a rounded, holistic education. 

Millie Knight has been the top athlete over the past year, winning three 

medals at the Pyeongchang Winter Paralympic Games in downhill skiing 

The King’s School 

01227 595501 kings-school.co.uk 

Bricklet ts 

An hour of fun for babies 

and young children 

aged between 3 months 

& 3 years. 

Independent Prep School 

for Boys & Girls aged 3 -11 

Inspiring minds, 

Creating 

futures 

Independent Prep School 

for Boys & Girls aged 3 -11 

Bricklehurst 

Manor School 

& Kindergarten 

Bardown Road, Stonegate, Wadhurst, 

East Sussex, TN5 7EL Tel: 01580 200 448 

www.bricklehurst.co.uk 

Follow us on facebook @Bricklehurst 

Messy 

Mondays 

PLAY, CREATE, DISCOVER 

EVERY MONDAY, 2PM 

LEARN 

SING 

PLAY 

French 

& Music 

EVERY THURSDAY, 

11AM 


54 

BricklehurstManorED05.indd 1 18/05/2018 15:53

Dream Big. 

Shine brighter. 

Open Morning 

Saturday 23rd June 

Contact our Registrar for details: 

registrar@dulwichprepcranbrook.org 


JUNE_Wealden_T_185x130_CRICKET_A-W.indd 1 08/05/2018 13:18 

DulwichPrepWT196a.indd 1 09/05/2018 10:09 

Who 

shapes 

be 

you are 

who 

tomorrow. 

Nursery, Pre-Prep and Prep 

from 2-13 years 

you’ll 

today 

WWW.THEPREP.ORG.UK 

Challenge • Creativity • Community 


SevenoaksPreparatoryED05.indd 1 14/05/2018 11:53


Expert extras 

Visiting specialist teachers can help pupils to expand and 

deepen their learning – two schools tell us how 

David Sansom 

Assistant Head, Sutton Valence School 

Developing the individual and 

allowing pupils to experience 

different opportunities in order to 

find their ‘thing’ is central to the 

Sutton Valence philosophy. 

Specialist staff come in to school to 

teach a range of musical instruments 

along with tennis, netball, yoga, 

rugby, dance, fitness training and 

talented athlete programmes. 

Wherever possible, we employ 

all-round teaching staff, who are 

encouraged to share their expertise in 

areas beyond the classroom. 

The additional lessons are very 

popular – activities take place on a 

weekly basis. We provide over one 

hundred music lessons per week and 

three hundred pupils represent the 

school each week in various sports 

fixtures. 

Music lessons are timetabled 

throughout each day with careful 

consideration given to pupils studying 

for GCSE and A Levels. Sport, yoga 

and dance sessions take place at 

lunchtimes and during timetabled 

activity sessions three times each 

week. Parents pay extra for individual 

music lessons, though music scholars 

receive free music tuition and drama 

scholars receive free tuition for 

LAMDA examinations. 

Sutton Valence School 

01622 842117 svs.org.uk 

Mr John Abbott 

Deputy Headteacher, Banstead Prep School 

We have eleven peripatetic music 

teachers, providing lessons in a 

range of instruments. Our co-curricular 

programme also offers specialist 

teaching in Spanish, speech and drama, 

fencing, gymnastics, judo, tennis, 

football, cricket, swimming and chess. 

Around half of our children learn at 

least one musical instrument and our 

after-school clubs are fully subscribed. 

Music lessons are rotated during the 

school day, at lunchtime or after school 

but we ensure that children never miss 

a core curriculum subject. Co-curricular 

music takes place outside school 

hours and specialist sports coaching 

after school. 

Parents pay the teacher directly 

for these lessons, but there is also a 

huge choice of music, sport and other 

activities available free of charge as part 

of our co-curricular programme. 

Banstead Prep School 

01737 363601 bansteadprep.com 

GORDON’S SCHOOL 

A UNIQUE EDUCATION 

RESIDENTIAL BOARDING FROM £5,378 PER TERM 

Ranked in the top one per cent of all schools in England and Wales 

for progress over the past 3 years at GCSE and A2 Levels. 

www.gordons.surrey.sch.uk 


56 

GordonsSchoolED05.indd 1 18/05/2018 11:20

FINE ART & BESPOKE FRAMING 

Love Art, Share the Joy 

Fine Art • Investment Art • Pop Art • Sculptures • Framing 

11 The Parade, Claygate, Surrey, KT10 0PD WWW.TREWART.COM Phone +44 (0)1372 470997


Linnea Emanuelson Grade 12, Upper Sixth (Year 13) 

The art of 

learning 

Scientific studies have shown that studying 

practical art enhances fine motor skills, handto-eye 

coordination, problem solving skills, 

lateral thinking, complex analysis and critical 

thinking skills… it’s also wonderful fun. Here is 

a showcase of some outstanding work by school 

students from Year Four up 

Benji Pfieffer, Year 13 

Benji Pfieffer Year 13 

ACS 

Henry Linton Grade 12, Upper Sixth (Year 13) 

▲ Alessio Branda Grade 12, Upper 

Sixth (Year 13) 

Linnea Emanuelson 

Grade 12, Upper Sixth (Year 13) 

Carie Ng Grade 12, 

Upper Sixth (Year 13)


▲ Amelia Gill GCSE Art & Design Year 11 

▲ Megan White Year 12 A-Level Art Oil Painting ▲ Megan White, Year 13 

Mayfield 

school 

▲ Francesca McLaren, Olc Cornelian 

(Old Mayfield Girl) Was Year 13 

▲ Orry Shenjobi, Year 13 A-Level Art & Design 

Jessica Commane 

A-Level Art & Design 

Year 12 Art Textile dress 

with Photoshopped 

fabric, collage and stitch 

Kaitie Ford, Year 13 

A-Level Art. Photoshop 

combining mixed media 

surfaces, drawings and 

photographs

education magazine 

▲ Annabelle Douse upper Sixth form Cici Xia, fifth form 

Reigate 

grammar 

▲ Holly James, fifth form 

▲ Olivia Hamilton, forth form 

▲ Annabelle Douse, upper Sixth form 

Hawthorns 

Isabelle Chambers, year 5 

Zviko 

Chopamba, 

year 4 

Lani Sara-Aho, year 6 

Freya Atkins, year 7

Sutton 

valence 

Angus McVarish upper Sixth 

Juliette Henin 

Sangharsha Gurung upper Sixth 

heart, by Andra Rusu, year 13 

Olivia Dolores the moon 

Nellie Mtolo, year 13 

Ashford school

M ay fi eld 

BOARDING & DAY SCHOOL FOR GIRLS AGED 11 TO 18 

“OUTSTANDING” 

INDEPENDENT SCHOOLS 

INSPECTORATE 

“ONE OF THE 

FINEST SCHOOLS 

IN THE LAND” 

COUNTRY LIFE 

TOP 50 RANKING 

IN THE TELEGRAPH’S 

BEST INDEPENDENT 

SCHOOLS FOR A LEVELS 

SET IN THE BEAUTIFUL AND EASILY 

ACCESSIBLE SUSSEX COUNTRYSIDE 

Open Mornings THURSDAY 20 TH SEPTEMBER 2018 

FRIDAY 30 TH NOVEMBER 2018 

FRIDAY 22 ND MARCH 2019 

TUESDAY 30 TH APRIL 2019

A MAYFIELD EDUCATION COMBINES ACADEMIC 

RIGOUR, BREADTH OF OPPORTUNITY AND 

A STRONG SENSE OF COMMUNITY. 

The School has an excellent academic record, exceptional 

pastoral care and an extensive co-curricular programme. 

Every girl is encouraged and supported to find her strengths 

and develop them in an inspiring learning environment, which 

encourages independent critical thinking, determination 

and resilience. Mayfield girls develop a lifelong love of 

learning, a range of transferable skills that will prepare them 

for their futures and friendships that will last a lifetime. 

Mayfield’s ethos reflects its Catholic foundation and encourages 

integrity, initiative, respect and a desire to be the best you can be 

within a vibrant and inclusive community. For the past 150 years, 

Mayfield has nurtured generations of enterprising, purposeful 

young women with the skills and confidence to make a positive 

difference in the world. 

To experience all that is special about Mayfield, visit us on an 

Open Morning. To reserve a place or to book an individual visit, 

please email registrar@mayfieldgirls.org. 

We look forward to welcoming you. 

FACILITIES INCLUDE 

• Equestrian Centre on-site with facilities for up to 28 horses 

• Olympic sized indoor and outdoor sand schools 

• Heated indoor swimming pool 

• Tennis Academy 

• Fitness Suite and Dance Studio 

• Concert Hall 

• State-of-the-art Sixth Form Centre 

• Extensive daily minibus service covering 

large areas of Kent and Sussex 

• Weekly bus service to and from Central London 

• Close proximity to London airports 

REGISTRAR@MAYFIELDGIRLS.ORG 

WWW.MAYFIELDGIRLS.ORG 

01435 874642

The importance 

of making a will 

Tamsyn Crofts 

Slater and Gordon 

Lawyers 

Over 60% of the UK’s population are without a will. But what percentage of the wills 

in existence have been correctly drawn up? We will look to explain the importance of 

making a will and ensuring that it is valid at law. 

Why should I make a will? 

By making a will you are ensuring that all 

of your affairs are in order, making life 

easier for your loved ones and, ultimately, 

giving yourself peace of mind. 

What needs to go into a will? 

As the person making the will, it’s up to 

you to decide what you wish to go into it. 

A few examples include; 

• Choose who manages the administration 

of your estate, otherwise known as your 

Executors 

• Leave legacies to your family and 

friends, or even Charities if there is a 

cause you wish to donate to 

• Pass on family heirlooms, or any 

personal items you may wish to be given 

to a certain individual 

• Appoint guardians to care for any 

children that you may have whilst the 

children are still minors 

• Plan for asset protection and inheritance 

tax mitigation, ensuring that your loved 

ones get the maximum benefit from their 

inheritance 

Your will can also include personal 

touches, such as your funeral wishes. 

This brief guide will help outline the 

importance of making a legally valid will. 

Why should I get proper 

legal advice? 

Do you need a lawyer to make a will? 

In short, no. Anyone can draft a will or, 

indeed, download a ‘Simple Will’ 

template from the internet and complete 

it themselves. 

However, if you go down this avenue, 

you must be cautious – a will is a complex 

legal document and the impact of not 

having a will drafted correctly, or having 

a basic will which does not deal with all 

of your estate in the correct legal format, 

could be devastating for those you 

leave behind. 

At best your wishes may not be carried 

out exactly as you had wanted, at worst 

your will may not be valid at all. 

In many cases, a home drafted will is 

not legally enforceable due to either 

incorrect clauses being copied and pasted 

from other wills, or due to ambiguous 

wording. The legal rules which surround 

making a will valid at law are incredibly 

precise, and are strictly enforced by 

the Courts. 

Your Estate and life planning are 

extremely important, and are a 

responsibility that should be entrusted 

to professionals. 

If you wish to ensure that your will is 

correctly drafted, validly executed and 

strictly upheld by the law, our advice 

will always be to instruct a specialist, 

qualified lawyer. 

When it comes to planning for your 

Estate, the message is simple; You know 

what you know but, equally, you don’t 

know what you don’t know. 

So why risk it? 

Understanding Your will 

There is a lot to consider when drafting 

your will, and understanding who does 

what, and why, is an important part of 

the decisions you will need to make. 

Executors: Executors are the people 

responsible for distributing your Estate in 

accordance with the terms of your will. 

• Do you know why you need an Executor? 

• How many Executors do you wish 

to appoint? 

• What happens if you don’t specify 

anybody to be an Executor? 

Your lawyer will guide you through the 

appointment of your Executors, clearly 

explain why you need them and what their 

role and duties will be. 

Trustees: Trustees are the people who 

take responsibility for managing money 

or assets that have been set aside in a 

Trust for the benefit of someone else. 

• Will your Estate require a Trustee? 

• What would happen if you needed a 

Trustee, but failed to appoint one? 

• Why are Executors and Trustees usually 

the same people, and do they have to be? 

Guardians: A Guardian of a minor is a 

person(s) that has the powers and 

responsibilities of a parent concerning 

the child’s support, care, education, 

health, and welfare. 

Becoming a parent is a life changing 

event, and one which usually triggers the 

decision to make a will. But when it comes 

to appointing guardians for their children, 

most people are unsure of where to start. 

• How does it work? 

• Who should you ask? 

• Who has priority in raising your children 

in the event that you appoint more than 

one guardian? 

This is a sensitive matter, and one which 

deserves due care and attention. 

Your lawyer will assist you in having all 

of the legal facts, in understanding the 

role that the Family Courts may have in 

deciding who should raise your children, 

therefore allowing you to make a well 

informed decision in the best interest of 

your children. 

What do I do if I already have 

a DIY will? 

Contact us right away for advice and any 

assistance that you may need in order to 

rectify it. 

A poorly drafted will can have expensive 

tax consequences, or lead to costly Court 

proceedings in order to understand how 

your estate must be divided. 

Don’t chance it. 

Our team of expertly trained lawyers 

have a wealth of experience and prepare 

thousands of wills every year. Instruct us 

to help you plan your estate in accordance 

with your wishes, and we shall provide 

you with a professional and legally 

compliant will. 

Paying the small fee for a will now will 

potentially save costing your estate and 

your loved ones much more in the future. 

Give yourself the peace of mind. 

To make an enquiry without 

any obligation call us on 

0203 319 2685.


Keep calm and carry 

on learning 

Education is not only about exams and testing – two teachers share their insights and suggestions 

Lacy Chapman, Head of Lower School at ACS Cobham 

International School, examines the dangers of the current 

box-ticking testing system - and suggests an alternative 

A 

recent survey revealed that eight out of ten school 

leaders have seen an increase in mental health issues 

among primary school children during exam season. 

With a further study suggesting that the level of focus 

on exams at secondary school leaves students ill-equipped 

for university and working life, it does seem that today’s 

highly pressurised system of testing is causing children 

undue stress at a time when they should be loving school 

and growing in confidence, rather than fearing failure. 

Standardised, national tests such as SATs, which require 

students to revise specific subjects for a formal exam, are an 

unquestionable source of stress for children. These assessments 

place a huge amount of pressure from a very young age 

and this can so easily stifle a natural curiosity to learn. 

Increasingly universities and employers are commenting 

that young people struggle to study by themselves and 

claim this is due to the fact they are rarely encouraged 

to think more laterally while at school – because they 

are too busy being drilled to sit and pass exams. 

This view is backed by research from the Association 

of Teachers and Lecturers which confirms that almost 

three-quarters of staff feel under increasing pressure 

to ensure pupils hit tough government targets and 

suggest that curriculum content had been reduced to 

allow even more time to practice exam technique. 

This surely confirms how students are increasingly 

being taught to pass exams, rather than to expand 

their minds, their curiosity and their imaginations. 

But there are alternatives to the system. At ACS Cobham, 

for example, we use MAP (Measure of Academic Progress) 

testing in lower years to monitor students’ progress. 

Students are increasingly being 

taught to pass exams, rather than 

to expand their minds, their 

curiosity and their imaginations 

MAP involves ‘smart’ tests which are taken by students on 

a computer. As students move through the test, the computer 

programme adjusts questions based on the individual’s ability. 

At ACS each child receives the individual attention 

they need to thrive and progress at their own speed. 

MAP testing allows us to do this and monitor progress, 

identifying where an individual needs extra support, or 

differentiating tasks for those who particularly excel. 

A developmentally challenging and rigorous programme 

is still provided, but it’s a personalised and inquiry-based 

approach developed to suit different types of learners and 

emphasise creative, imaginative and critical thinking. 

There is also no time limit on MAP tests and 

because each test is different for each child, they can’t 

revise for it. All we ask of parents is that they try 

and help them get a good night’s sleep beforehand 

and a good breakfast to set them up for the day. 

Using MAP testing we can see the growth in each 

student as they move through each year group, without 

the pressure of revision or rigorous exams. Students 

are not just measured on their academic progress 

but also against our school learning outcomes. 

We want each child to develop as a confident individual, 

effective learner and caring contributor. And surely nurturing 

a child’s well-being, promoting positive personal development 

and fostering a curious mind is what education is all about? 

ACS Cobham International School 

01932 867251 acs-schools.com 



Ian Thorpe, Headmaster of Downsend School, 

shares some tips for preparing students for 

exams, taking a big picture approach 

Resilience and character development in schools 

have always formed part of the ‘hidden curriculum’ 

but are now becoming more important as we 

seek to equip our students with the skills needed to 

cope with exams and their futures beyond school. 

Building resilience and confidence shouldn’t be a formal 

lesson that follows double maths and single French in 

the curriculum.They should permeate the curricular and 

enrichment programmes like a strand of DNA, allowing 

pupils to develop learning and skills without fear of failure 

and to grow in confidence through overcoming challenges 

and achieving their best. After all, picking up a clarinet 

and hearing it squeak on the first attempt will help many 

budding musicians strive for a more tuneful effort next time. 

The five elements below are an important part of 

how we help pupils prepare for the exam season: 

Build gradually, so that pupils can peak at the right time 

Two years ago, we abandoned mock exams in November 

for our Year 8 pupils resulting in an 8% increase in A*-B 

grades at Common Entrance. Having continual assessment 

within the classroom, against bite-sized targets, followed by 

a formal set of mocks in March avoided the burn out many 

children can face by the time the exams start in earnest. 

Practice does make perfect and all students experience 

exam-style conditions and are encouraged to complete 

test papers and questions as part of their preparation. 

Focus on individual pupil goals, rather than rankings 

All of our students have individual targets to work 

towards. We find that if pupils believe they can achieve the 

targets with our encouragement and support, they work 

hard and actively engage with a process of continuous 

improvement. Every year our pupils are celebrated for all 

their personal bests inside and outside the classroom. 

Build problem-solving capacity 

When faced with an exam question that is not like 

any that have been practised, it calls for a calm and 

Music, drama and sport are 

always a perfect antidote to 

relieving exam pressures and 

clearing the mind 

problem-solving approach. We adopt a problemsolving, 

cross-curricular approach to teaching and 

learning early to promote skills-based learning. 

All Downsend children are encouraged not to panic, 

to look with a new focus, to be brave and have the 

confidence to overcome the challenge in front of them. 

Create an environment where pupils have breathing space 

It’s important that pupils get some time out from the busy 

school day and, especially in the run up to exams, to have 

breathing spaces where they can go for down time. We know 

this goes beyond the normal bag room and Study Centres, 

which is why the new Downsend expansion will include 

‘areas of calm’ using lighting, colour and creative displays 

to develop reflective areas that are calming and relaxing. 

Keeping the balance 

Music, drama and sport are always a perfect antidote to 

relieving exam pressures and clearing the mind and our 

children access all three within our balanced curriculum. 

Additionally, children gain confidence through music 

and drama performances in front of audiences. 

At the end of March, our five rock bands performed 

to an audience of around 500 people without batting an 

eyelid. Likewise, with sport, our children took part in 

over one thousand sporting fixtures last year, experiencing 

all of the highs and lows that these fixtures brought. 

Collectively, all of these experiences help to develop 

genuine character and resilience amongst our pupils whilst 

maintaining the all-round balanced education we believe in. 

In 2017, the Department of Education commissioned 

a survey to examine the provision schools offer 

to promote character education and to support 

the mental health of pupils and students. 

In looking forwards towards creative ways of achieving 

this, we want to give our next generation of students, who 

will stay with us to GCSE, the skills to enjoy, rather than 

endure school. Namely, a skills-based education that is 

based on their ability to adapt rather than to simply recall 

and regurgitate knowledge in order to pass exams. 

It is these skills that better prepare young people for 

exam success, a life beyond school and form the basis 

of an education that is enjoyable and memorable. 

Downsend School 01372 372197 downsend.co.uk 

Left: All students experience exam-style 

conditions as part of their preparation 


66

OPEN DAYS 

13+ Entry - 16th June 2018, 6th October 2018, 9th March 2019 

Sixth Form Entry - 23rd June 2018, 22nd September 2018 

www.kings-school.co.uk


The IT crowd 

Computer code is the language of the future and – whether it’s in the classroom 

or at school holiday camps - it’s never too soon for children to start learning it 

CYPHER CODING CAMPS 

The founder of Cypher school holiday coding camps, 

Elizabeth Tweedale – a mother of two herself, with a 

Computer Science degree and Masters in Architecture – has a 

vision to get children future ready. 

“We believe that children need to learn 21st century skills 

to partner with future technology,” she says. “The more we 

hear about AI, robots and machine learning, the more we 

need to nurture what humans are best at – independent 

thinking, creativity, caring.” 

What ages are your coding camps aimed at? Our camps are 

aimed at children from 4 -14. Once children have started in 

Reception they are able to join one of our camps. 

How long does each camp last? Camps run for a week, 

Monday to Friday, 10am to 4pm. Whilst we always think 

children get much more out of their sessions if they build 

their skills over the whole week, some camps can be attended 

in two or three-day blocks, such as Big Blue Adventure or 

Magic and Coding. 

What do the children do at them? Get creative and learn 

coding! Children get a whole new perspective on learning. 

Our teachers are young and enthusiastic and engage with the 

kids the moment they enter camp. Children start with some 

warm up games to get to know each other; work on activities 

that are geared to the level of coding they are ready for; get 

hands on with coding; make art and crafts projects that 

use coding; practice touch typing; learn the foundations of 

computer science and have time for some fun outside. 

“Coding may look hard but it’s seriously fun.” 

Jack, 8 

Our belief is that education for the 21st century has to 

combine social, emotional and digital skills. Children learn a 

range of computer languages: Scratch, Python and Processing 

to name a few. We help our students become confident, 

creative and curious – we like to say ‘future ready’. 

How do you get primary age kids to sit at a computer all 

day?! Are there other activities as well? Kids love being on a 

computer with the right task on screen – but we are all about 

teaching a balance between on-screen and off-screen time – 

encouraging children to be able to make their own decisions 

about what’s healthy. While we have some fun lessons for 

touch typing and computing that are screen-based, most of 

our projects have a healthy amount of hands-on creativity – 

drawing, cutting, modelling, painting, gluing! 

Kids love the application of coding to practical, tangible 

products – from our curiosity box to holograms, 3D postcards 

to ‘dragon storms’. Every day includes time playing games, 

perhaps a scavenger hunt or searching for dragon’s eggs. 

Children having fun and getting ‘future ready’ 



We provide healthy snacks and 

water to make sure everyone has 

plenty of breaks. 

What are the benefits of starting 

to learn ICT skills at this early 

stage? We feed a child’s natural 

curiosity by providing the simple 

foundations to learning code – which is simply a 

set of instructions. As confidence grows, young children are 

surprisingly adept at absorbing quite complex ideas and can 

transfer their learning to screen-based work. 

The language of coding is in the end just a way of ordering 

your ideas and finding a way to communicate your concepts 

to someone or something else. 

Who does the teaching? We recruit two types of teachers – 

all young, enthusiastic and great with kids – who complement 

each other’s skills. 

The first are experienced, trained teachers with exceptional 

teaching qualities, able to engage and inspire children. The 

second group are from universities like UCL where we find 

inspiring computer science graduates who bring true coding 

power into the mix – rocket scientists! 

All teachers have Cypher teacher training and are DBS 

checked. We maintain the highest standard of safeguarding 

with all of our teachers holding Safeguarding Level 2 

certification or above. 

“Great special teachers, they’re really good at 

coding, they make it fun.” Eli, 9 

“I would recommend you do it because you can 

do so much, and there is lots of instructions on 

the screen and really helpful bits. After all the 

hard work you feel really proud. And then you 

get to play the game you made!” Jemima, 8 

Do you get repeat visits from keen junior coders? We have 

many repeat students. The main philosophy of Cypher is to 

offer a methodical, cumulative education in the language of 

the future – coding. Our approach means that each individual 

child can progress successfully every time they attend. 

The nature of our creatively themed camps ensures that 

there is always something new, always a novel way to look at 

problems and engage with different projects. The more kids 

attend the more enthusiastic and skilled they get. 

Have any junior coders surprised you with how quickly 

they’ve picked things up, or what they’ve achieved? Many 

of our coders make huge leaps and strides in a very short time 

surprising not only themselves but surpassing their parents’ 

expectations. Our greatest delight is seeing their creativity. 

What gave you the idea to start the camps? We want to 

show children that coding can help them achieve anything 

they set their minds to, no matter what they want to be when 

they grow up. Starting an education company seemed to be 

the best way to get to as many kids as possible. 

Were you in coding yourselves? Previously to establishing 

Cypher, Elizabeth Tweedale was a computational design 

specialist at several leading architectural offices including 

Foster + Partners and also co-founded a software company. 

cyphercoders.com 

MARLBOROUGH HOUSE 

How much ICT is used on a daily basis in the 

classroom? All pupils have access to ICT on a daily basis; 

as part of their learning.. Children also have access to 

computers during break times in our library and the 

senior school ICT room. 

What type of coding is taught and why? Our pupils 

start learning coding skills early, with IT lessons part of 

the curriculum in Pre-Prep. Children are taught to use 

block-style coding and then they move on to text-based 

coding. They build on their coding skills as they progress 

up the school. 

Which programs do you teach? We use a variety 

of programs to give our children an opportunity to 

understand that code is part of every website, app, smart 

device, and that even their car relies on code to operate. 

Pupils have access to several block editor websites along 

with Scratch, JavaScript, HTML and Python. 

How do you ensure pupils aren’t constantly attached 

to a screen? We have a policy of not allowing personal 

electronic devices in school – so no phones, no tablets 

– and this means that our pupils actively engage with 

each other on a personal level, they chat, they share 

knowledge, they play and they are active. 

How have advancements in technology affected the way 

lessons are now taught? Technology has been incorporated 

into our curriculum in numerous different ways. Teachers 

have changed the way they teach by using technology to 

help them explore new opportunities for learning. They now 

have unlimited access to online resources and are able to 

easily share ideas with other teachers. In lessons, computers 

are used when doing so confers a clear benefit, but they are 

not used all the time – except in IT of course! 

Marlborough House 

01580 753555 marlboroughhouseschool.co.uk 

Pupils at Marlborough 

House have access to 

ICT on a daily basis 


70

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City reach, 

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‘Some children really do skip between lessons here…’ 

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marlboroughhouseschool.co.uk/relocatingtothecountryside

Education | ED05 | Summer 2018

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