Education | ED06 | Summer 2019

A Wealden Times & Surrey Homes Magazine

A Wealden Times & Surrey Homes Magazine


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Kent | Sussex | Surrey<br />


SUMMER <strong>2019</strong>

Be Yourself<br />

at Claremont<br />

Nursery & Prep School<br />

St Leonards, East Sussex TN37 7PW . 01424 751555<br />

Senior School & Sixth Form<br />

Bodiam, East Sussex TN32 5UJ . 01580 830396<br />

enquiries@claremontschool.co.uk . claremontschool.co.uk

<strong>2019</strong><br />

“This happy and successful school<br />

has gone from strength to strength”












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Contents<br />

44<br />

7<br />

Noticeboard<br />

Local educational<br />

news and events<br />

School of Rock<br />

The modern way<br />

into music study<br />

FREWEN<br />

The Dyslexia School<br />

Since 1910<br />


11<br />

15<br />

19<br />

23<br />

29<br />

31<br />

35<br />

39<br />

43<br />

Educating the<br />

whole child<br />

A well-rounded<br />

approach to education<br />

the whole person<br />

The educational philosophy<br />

in practical terms<br />

Ask the Experts<br />

Tips for parents of<br />

young children<br />

On their Marks...<br />

First steps in sport<br />

read all about it<br />

Rebecca Cuffe’s book picks<br />

for children up to seven<br />

Planting the seed<br />

Schools where pupils<br />

grow fruit and veg<br />

ask the experts<br />

Prep school kids<br />

POETRY please<br />

The winners of our<br />

poetry competition<br />


Books for children from<br />

seven to thirteen<br />

50<br />

52<br />

59<br />

61<br />

63<br />

67<br />

68<br />

75<br />

80<br />

ask the experts<br />

Going up to big school<br />

Meet the matrons<br />

The joys and challenges<br />

of boarding<br />

read all about it<br />

Young people over 14 will<br />

love these book picks<br />

ask the experts<br />

Surviving GCSEs<br />

educating the<br />

future<br />

How to get your child ready for<br />

the jobs of tomorrow<br />

The life scientific<br />

Advances in science teaching<br />

This art of mine<br />

Magnificent art by pupils<br />

Going Solo<br />

Young people who shine<br />

in individual sports<br />


Sixth formers<br />

Cover image photographed by David<br />

Merewether at the science and technology<br />

centre at Sevenoaks School, Kent<br />

Prep<br />

School<br />

Senior<br />

• •<br />

School<br />

Sixth<br />

Form<br />

Frewen College is a leading Day and Boarding<br />

School for girls and boys aged 7-19 with Dyslexia<br />

and Dyspraxia. We are proud to be different:<br />

Frewen is the oldest specialist<br />

dyslexia school in UK<br />

Winner of the BDA’s<br />

‘Best Dyslexia-Friendly School’ 2018<br />

All teachers have specialist<br />

dyslexia qualifications<br />

Assistive Technology is used<br />

throughout the school<br />

Best exam results ever in 2018. GCSE 9-4<br />

grades and ‘pupil progress’ increased for the<br />

4th consecutive year<br />

Daily mini bus service from: Battle & Bexhill, Tunbridge<br />

Wells, Hastings, Wadhurst, Hawkhurst & Ashford.<br />

Frewen College, Northiam, East Sussex, TN31 6NL<br />

www.frewencollege.co.uk<br />

Published by Priceless Media Ltd. Kettle Chambers, 21 Stone Street, Cranbrook, Kent<br />

TN17 3HF | Call 01580 714705 | Email info@priceless-group.com Visit priceless-group.com<br />

Copyright © <strong>2019</strong> Priceless Media Ltd. The views of the advertisers & contributors are not<br />

necessarily those of Priceless Media Ltd.<br />

3 wealdentimes.co.uk<br />

FrewenCollege<strong>ED06</strong>.indd 1 12/06/<strong>2019</strong> 12:39

A School Full<br />

of Opportunities<br />

“Vinehall clearly encourages excellence in all areas. Whilst<br />

our daughter will be able to embrace her broad passions,<br />

underpinning everything there is a solid academic<br />

foundation.” New Parent<br />

Vinehall<br />



editor’s letter<br />

the theme of this year’s issue of the education magazine<br />

is educating the whole person. rather than channelling<br />

all effort into safe ‘academic’ subjects, encouraging<br />

young people, with their wonderfully supple minds, to<br />

experiment in all areas. Not just to cram, but to grow.<br />

so i was very glad to hear on the radio as i drove into the<br />

office this morning, a spokesperson for the russell group of<br />

elite universities saying that they are officially tearing up the<br />

list of recommended ‘facilitating subjects’ they used to advise<br />

increased chances of being accepted by one of them.<br />

what they are more interested in now, he said, is young<br />

people who have stretched and challenged themselves in lots of<br />

different areas, including the pure arts of drama, fine art and<br />

music, languages and vocational technical subjects.<br />

bravo to that! and we would also add the importance of<br />

varied physical education, to help our children reach their full<br />

potential in every aspect of life.<br />

in this spirit we have devoted most of this special issue<br />

to school initiatives in sports and the creative arts – from<br />

solo sport, to junior rock bands – at all ages, balanced with<br />

expert advice on four key stages of education from the experts<br />

themselves, the teachers.<br />

we hope you will find plenty in it to inform and inspire you<br />

on the exhilarating journey of your child’s education.<br />

<strong>Education</strong> team<br />

editor ....................................................................................... Maggie alderson<br />

editorial assistant ........................................................................rebecca Cuffe<br />

design director ..........................................................................anthony boxall<br />

design team .................................................................................... Freya bruce<br />

ryan huggins<br />

tanya goldsmith<br />

executive Chairman ...................................................................... Julie simpson<br />

Managing director .............................................................. Vivien Cotterill-Lee<br />

sales Manager ................................................................................... Jen shearer<br />

Lisa gordon-hughes<br />

senior account Manager .............................................................sarah Norwood<br />

Cinnamon Lacey<br />

Nadene weed<br />

katie wood<br />

distribution ....................................................................................... kate watts<br />

katie wood<br />

5 wealdentimes.co.uk<br />

KentCollegeCanterbury<strong>ED06</strong>.indd 1 11/06/<strong>2019</strong> 16:18

Moor House School & College<br />


for boys aged 7 & 8<br />

9 th November <strong>2019</strong><br />

Enquiries are welcome<br />

at any time<br />

Substantial scholarships are awarded<br />

and choristers benefit from an all-round<br />

excellent education at St Edmund’s<br />

School Canterbury.<br />

The Master of Choristers, David Flood,<br />

is always pleased to meet and advise<br />

parents and their sons.<br />

Moor House is a registered charity, specialist<br />

School and Sixth form college in rural Surrey<br />

providing life changing education and support to<br />

children and young people with Developmental<br />

Language Disorder (DLD), helping them to achieve<br />

extraordinary outcomes.<br />

Consistently rated outstanding by Ofsted, Moor<br />

House provides individually tailored education with<br />

integrated speech and language therapy for those<br />

with the most severe and complex forms of the<br />

condition.<br />

Our holistic approach ensures that our students<br />

achieve their learning potential, maximise<br />

their communication skills and become happy,<br />

confident, independent and valued members<br />

of society.<br />

Open Days <strong>2019</strong>/20<br />

25 Sep, 16 Oct, 20 Nov<br />

22 Jan, 25 Mar, 22 Apr, 20 May<br />

To register please email info@moorhouseschool.co.uk<br />

“Moor House is a beacon of support and teaching”<br />

Parent Feedback<br />

For further details please telephone<br />

01227 865242<br />

davidf@canterbury-cathedral.org<br />

@No1Cathedral<br />

www.moorhouse.surrey.sch.uk<br />

@MoorHouseSLCN<br />

info@moorhouseschool.co.uk<br />

01883 712271<br />

Moor House School & College, Mill Lane, Hurst Green, Oxted, Surrey, RH8 9AQ<br />

CanterburyCathedralChoirWT207.indd 1 02/04/<strong>2019</strong> MoorHouseSchool<strong>ED06</strong>.indd 15:04<br />

1 04/06/<strong>2019</strong> 16:42<br />

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Specialising in one area of law keeps our<br />

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experience combine to give our solicitors the<br />

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6<br />

ThomasMansfieldWT202.indd 1 20/11/2018 16:02

the Mhs colour run<br />

Children, parents, staff and past pupils of Marlborough<br />

house school all came together for a hugely fun and<br />

colour-filled afternoon to raise money for local charity<br />

taylor-Made dreams on Friday 29 March. under a<br />

beautiful blue sky, 362 runners took part in a huge group<br />

warm up and then with an explosion of colour, they set<br />

off around a 2km course. the route snaked around our<br />

beautiful grounds and at various points along the course,<br />

the runners ran through paint stations where more colour<br />

was thrown into the mix. the atmosphere throughout<br />

the whole day was electric and they were thrilled to raise<br />

a total of £2,409.44. marlboroughhouseschool.co.uk<br />

Noticeboard<br />

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

artistic opportunities<br />

JaM on the Marsh has been working<br />

with primary schools on romney<br />

Marsh since 2014. this year has<br />

been no exception, as they have<br />

teamed up with the singing stars<br />

weekly after-school club of palmarsh<br />

and hythe bay primary schools,<br />

where there are limited resources or<br />

opportunities for progression. once<br />

a month, inspirational professional<br />

vocal tutors have been joining the<br />

stars in preparations for a public<br />

performance at JaM on the Marsh<br />

on thursday 11 July<br />

with the<br />

Chapel Choir of selwyn College<br />

Cambridge, Canterbury Cathedral<br />

girls’ Choir, top quintet onyx brass<br />

and professional soloists. Marsh<br />

primary schools have also eagerly<br />

taken up the opportunity of joining<br />

beach artist Jon Foreman to learn<br />

about the environment, ecology and<br />

how to tie maths into design, while<br />

also building teamwork skills and<br />

enjoying outdoor activity.<br />

jamconcert.org<br />

the greatest show<br />

this year Manor house school<br />

in bookham’s senior production<br />

of Barnum took on an ambitious<br />

33 musical numbers with over<br />

400 costume changes. the circus<br />

extravaganza is based on the life of<br />

circus showman p.t. barnum which<br />

inspired The Greatest Showman.<br />

the production challenged the<br />

cast to master circus skills along<br />

with complicated song and dance<br />

routines choreographed by adrian<br />

edmeades, bbC Children’s<br />

Choreographer, for three nights<br />

of performances from Monday<br />

25 to Wednesday 27 March.<br />

manorhouseschool.org<br />

on point<br />

ballet Central is a critically<br />

acclaimed company celebrating rising<br />

stars who are about to graduate from<br />

Central school of ballet in London.<br />

having left home aged 16 to train<br />

full-time in London, it is a shining<br />

example of the commitment and<br />

artistic achievement of young people.<br />

this year they tour england from 28<br />

March to 20 July, giving the dancers<br />

valuable performing experience and<br />

audiences the chance to see the<br />

ballet stars of tomorrow at just<br />

£15 a ticket.<br />


Noticeboard<br />

Open days<br />

Thursday 12 September<br />

Reigate Grammar School<br />

Reigate Road, Reigate,<br />

Surrey RH2 0QS<br />

reigategrammar.org<br />

Thursday 19 September<br />

Mayfield School<br />

The Old Palace, Mayfield,<br />

East Sussex TN20 6PH<br />

www.mayfieldgirls.org<br />

Wednesday 25 September<br />

Moor house School<br />

& College<br />

Mill Lane, Hurst Green,<br />

Oxted, Surrey RH8 9AQ<br />

moorhouse.surrey.sch.uk<br />

Saturday 28 September<br />

St Edmund’s School<br />

St Thomas Hill, Canterbury,<br />

Kent CT2 8HU<br />

stedmunds.org.uk<br />

Saturday 5 October<br />

Tonbridge School<br />

High Street, Tonbridge,<br />

Kent TN9 1JP<br />

tonbridge-school.co.uk<br />

Friday 11 October<br />

Dulwich Prep<br />

Cranbrook<br />

Coursehorn, Cranbrook,<br />

Kent TN17 3NP<br />

dulwichprepcranbrook.org<br />

Saturday 12 October<br />

ACS Cobham<br />

International School<br />

Heywood House, Portsmouth<br />

Road, Cobham, Surrey KT11 1BL<br />

acs-schools.com<br />

Saturday 12 October<br />

Claremont Senior<br />

and Sixth Form<br />

Bodiam, Nr. Robertsbridge,<br />

East Sussex TN32 5UJ<br />

claremontschool.co.uk<br />

There is no planet B<br />

We all feel that we would give our children the world, but the truth is that our<br />

planet is the ultimate legacy that they will one day inherit from us. From 27<br />

May, Cumnor House Sussex hosted its first Green Week in an effort to inform<br />

and encourage practical action in aid of the environment. The week included<br />

a plastic pledge, clothes swap tent, den building for woodland animals, fashion<br />

workshops for alternatives to ‘fast fashion’, weighing food waste, a collaborative<br />

art installation made with plastic bottles and a ‘Night Without Light Challenge’<br />

to ditch electrical gadgets for a week or longer, to raise money for the week’s<br />

chosen charity, SolarAid. cumnor.co.uk<br />

Heads up<br />

Spring Grove School is delighted<br />

to welcome Mrs Therésa Jaggard<br />

who succeeds Mr Bill Jones as Head<br />

in the Autumn Term 2020. Mrs<br />

Jaggard is currently Deputy Head<br />

Teacher at Leybourne St Peter and<br />

Paul CEP Academy and is also an<br />

accomplished musician – a violinist,<br />

pianist and singer who is highly<br />

experienced at running orchestras<br />

and choirs. Mrs Jaggard commented<br />

that she is “extremely honoured and<br />

privileged to have been chosen to<br />

take over the leadership of Spring<br />

Grove School”.<br />

springgroveschool.co.uk<br />

Orchard Theatre<br />

This November, an amazing new<br />

production of David Walliams’ bestselling<br />

story Billionaire Boy comes<br />

to Dartford’s Orchard Theatre.<br />

From the award-winning West End<br />

producers of Gangsta Granny and<br />

Awful Auntie, comes the tale of the<br />

richest boy in the country who has<br />

his own sports car, two crocodiles<br />

for pets and £100,000 a week pocket<br />

money. This family-friendly show<br />

will be at the Orchard Theatre<br />

from Wednesday 13 to Sunday<br />

17 November with tickets starting<br />

from just £19.00 (plus there are<br />

generous group and school rates).<br />

orchardtheatre.co.uk<br />

surrey-homes.co.uk<br />


Registered charity 1101358<br />

From a top IB school, expect a winning formula.<br />

Maya Raman Jones came to Sevenoaks<br />

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

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

and Theory of Knowledge.<br />

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

the sciences turned my head! But as the IB curriculum<br />

at Sevenoaks is so broad, I didn’t have to choose<br />

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

university – by which time I was sure Chemistry was<br />

the one for me.”<br />

Which explains why Maya is now reading<br />

Chemistry at the University of Oxford and dreaming of<br />

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

www.sevenoaksschool.org<br />

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

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

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Visit us to learn about our small class sizes and traditional values •<br />

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T: 01622 842117 | E: bettsa@svs.org.uk

ducating<br />

Ethe whole child<br />

A<br />

radical and exciting revolution is taking place in<br />

education and it’s one guaranteed to produce happier<br />

children, more fulfilled young people and more<br />

capable and cheerful adults.<br />

If this sounds too good to be true, it’s worth knowing that<br />

this revolution is long overdue and that while its full results<br />

have yet to be seen – education is a slow business, it grows at<br />

exactly the same rate as the young human being – everyone<br />

involved in it is confident of success.<br />

This revolution is both absurdly simple, yet also subtle and<br />

complex. It involves seeing all children as the individuals they<br />

truly are and then offering them an education that encourages<br />

every aspect of themselves to flourish and grow.<br />

It’s also an idea that has its roots in ancient ideas, right back<br />

to ancient Rome, when the poet Juvenal coined the phrase<br />

mens sana in corpore sano (a healthy mind in a healthy body).<br />

English philosopher John Locke’s influential work Some<br />

Thoughts Concerning <strong>Education</strong> of 1693<br />

proposed a similar theory, that education<br />

must address three areas: a healthy body,<br />

a virtuous character and an appropriate<br />

academic curriculum.<br />

Now, ‘educating the whole child’ is an<br />

idea that has spread rapidly across all schools<br />

in recent years, first taking off when the<br />

innovative headmaster Anthony Seldon took<br />

over Wellington School and introduced hippy-style ‘happiness<br />

lessons’ into an institution that had until then been mainly<br />

known for its links with the military.<br />

‘Schools,’ he explained, ‘should open the minds, as well<br />

as the hearts, of the young. It is vital that they do this as<br />

many adults possess neither open minds nor open hearts.<br />

Our young should learn how to think and how fully to feel.<br />

<strong>Education</strong> is their greatest chance to learn how to live.’<br />

Since then, the revolution has galloped ahead and virtually<br />

all schools now say they aim to offer an all-round education.<br />

This is clearly visible in the way they reach out to potential<br />

new parents. Test and exam results are still important,<br />

but they no longer fill the whole stage. Instead schools<br />

emphasize that their pupils play in the mud, sprawl on<br />

their boarding house beds, laugh a lot, make music,<br />

dress up, help others and do lots of hands-on learning.<br />

Of course, schools have always offered arts and<br />

Our education writer Hilary Wilce explains<br />

the new – and ancient – philosophy which is<br />

coming back to the fore in British schools<br />

sports and after-school clubs, but one of the fundamental<br />

underpinnings of this new style education is the recognition<br />

that great academic results spring out of personal happiness<br />

and fulfillment, not the other way round.<br />

The revolution has been driven by forward-looking heads,<br />

but also by parents who wanted to find ways their children<br />

could avoid the distress of ‘exam treadmill’ schooling.<br />

Now, say schools, parents actively seek out a rich and<br />

happy school experience, asking probing questions about<br />

the provision of emotional and social learning alongside the<br />

academic curriculum.<br />

Significantly, one of the most popular schools in London at<br />

present, with a long waiting list, is an alternative forest school<br />

that educates its children entirely outdoors in all weathers.<br />

So what does educating the whole child actually involve?<br />

Of course, pupils still get regular lessons, but these are<br />

increasingly tailored to meet the different learning styles<br />

of the children in class. Factory-style<br />

“Factory-style rote<br />

learning is long gone<br />

and pupils are offered<br />

opportunities to develop<br />

their creative side”<br />

‘Logic will get you<br />

from A to B.<br />

Imagination will<br />

take you everywhere.’<br />

Albert Einstein<br />

rote learning is long gone. Pupils are<br />

offered opportunities to develop their<br />

creative side, through drama, art and<br />

music, their adventurous side through<br />

outdoor play and exploration, and their<br />

leadership and teamwork skills through<br />

group projects.<br />

In addition, many schools now<br />

emphasise serving others through charity and community<br />

work. And underpinning all this is a whole new focus on<br />

character education and the importance of developing<br />

students’ inner strengths such as resilience,<br />

tenacity, kindness and empathy. They<br />

may be encouraged to take risks,<br />

set goals, make mistakes and<br />

review their actions. <br />

‘Intelligence plus<br />

character – that<br />

is the goal of true<br />

education.’<br />

Martin Luther King<br />

‘Educating the mind<br />

without educating<br />

the heart is no<br />

education at all.’<br />

Aristotle<br />

11 wealdentimes.co.uk

Another vital element<br />

is the recognition that<br />

today’s students face<br />

many new challenges.<br />

Social media can lead to<br />

insecurity and bullying,<br />

fragmenting families can<br />

mean emotional instability<br />

and a rapidly changing world<br />

means an uncertain future.<br />

‘It is vital when<br />

educating our<br />

children’s brains we do<br />

not neglect to educate<br />

their hearts.’<br />

The Dalai Lama<br />

Schools now provide older students with sophisticated personal<br />

education programmes that include questions of racial and sexual<br />

identity, and mental health issues such as depression and selfharm.<br />

Students are taught ways to look after both their physical<br />

and mental wellbeing.<br />

All this makes for a much kinder, more inclusive education<br />

than in the past. Today’s non-sporty child will find success in<br />

fencing or yoga. The anxious one will have learned mindfulness<br />

and know who to ask for help. The swotty pupil will be able to<br />

pursue their own advanced science projects, while a creative one<br />

might be busy producing their own film and soundtrack.<br />

Of course, many students will still experience difficulties and<br />

parents need to watch out for these. They should also be cautious<br />

about any school’s glossy claims of what’s on offer. It’s always<br />

important to look below the surface to make sure it’s not just fine<br />

words. The key is to watch closely what’s actually going on and<br />

ask existing pupils about their day-to-day experiences.<br />



Some people in education think only a really radical<br />

shake-up of our whole system will meet the needs of<br />

students in the 21st century.<br />

One institution striking out on a new path is the<br />

London Interdisciplinary School, which opens in East<br />

London next year. This new ‘university for polymaths’<br />

will train students to solve complex problems by<br />

bringing different skills and strands of knowledge to<br />

bear on a single issue. The Metropolitan Police has<br />

already asked it to study the problem of knife crime,<br />

for example.<br />

All students will take the same bachelor of arts<br />

and science degree, incorporating science, technology<br />

and the humanities and including ten weeks of handson<br />

work experience.<br />

The university is building on the experience of one<br />

of its co-founders who helped set up the pioneering<br />

School 21, also in East London, which takes pupils<br />

from 4 to 18 and teaches them through a progressive<br />

mixture of coaching, character education, in-depth<br />

teaching and real-life learning to develop the skills,<br />

confidence and creativity needed for modern life.<br />

The school emphasises the need for young people<br />

to be able to speak out confidently and fluently and<br />

aims to send them off with the ability to shape and<br />

change their world.<br />

londoninterdisciplinaryschool.org<br />




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An Independent Catholic primary<br />

school and nursery in a rural<br />

setting. We welcome boys and<br />

girls aged 2-11.<br />

ISI rated ‘Excellent’ in all areas.<br />

We offer an individual and<br />

exceptionally high level of care<br />

and education to all our children.<br />

Scholarship and 11+ success.<br />

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12<br />

SacredHeartSchool<strong>ED06</strong>.indd 1 10/06/<strong>2019</strong> 11:00

Fosse Wealden Ad May19 Fin 24/5/19 3:43 pm Page 1<br />

Providing all children with the opportunity to become<br />

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FosseBankSchool-<strong>ED06</strong>.indd 1 30/05/<strong>2019</strong> 15:35<br />

Celebrating<br />

years!<br />




13 wealdentimes.co.uk<br />

SevenoaksPreparatory<strong>ED06</strong>.indd 1 11/06/<strong>2019</strong> 10:22

Curiosity.<br />

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Compassion.<br />

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Open Morning<br />

October 4<br />


The whole person<br />

and nothing but the whole person<br />

Dr Adrian Rainbow, Deputy Head (Co-curriculum) of Sevenoaks School, describes how the whole person<br />

education philosophy is applied there and the benefits pupils – and society – enjoy from it<br />

We live in precarious times: climate change, species extinction,<br />

tariff wars, the impact of Artificial Intelligence and the threat<br />

of a global economic depression, to mention just a few. So it’s<br />

easy to understand doomsayers claiming that humans are on a dangerous<br />

trajectory and that our children will inherit a damaged world, rife with<br />

uncertainty. But this does not have to be the dominant narrative.<br />

By equipping young people with the skills to think critically, creatively<br />

and collaboratively within an educational model predicated on character,<br />

resilience, leadership, social responsibility and liberal internationalism, our<br />

young people will possess the resources to re-write this narrative. This is<br />

the power of educating the whole person.<br />

At Sevenoaks School we firmly believe in such holistic education.<br />

Our interdisciplinary approach focuses on the interconnections and<br />

intersections between academic, pastoral, and co-curricular programmes.<br />

We believe each one is equally important and pivotal in enabling us to<br />

nurture our students so that they can flourish and achieve their potential.<br />

Although our students achieve exceptional exam results, this is not<br />

our main objective; indeed, our high academic results are in some ways<br />

ironically a result on our focus on all of the learning our students are<br />

doing outside of the academic curriculum.<br />

Content knowledge is important and academic achievement is the<br />

cornerstone of everything we do. Like all schools, we recognise that<br />

our students need to achieve high grades to get into their choice of <br />

Top and above: The new Science and Technology<br />

Centre at Sevenoaks School<br />

15 wealdentimes.co.uk

university and secure a job that is right for them.<br />

So, although we have reduced the amount of internal<br />

exams we set at Sevenoaks, we ensure our pupils are prepared<br />

for national exams through a diverse and creative academic<br />

curriculum, with teaching and learning practices based on<br />

inspiring curiosity, enquiry and a love of learning.<br />

It is clear, though, that education should not be about just<br />

exam results and there is much current pedagogical discourse<br />

about the purpose of education and what schools should be<br />

doing to enhance the character of the student beyond the<br />

context of formal lessons.<br />

This is where the co-curriculum programme, or experiential<br />

learning outside the classroom, can be so valuable. At Sevenoaks<br />

School we are fortunate to be able to offer an array of activities<br />

that develop these soft skills, through sport, music, drama, CCF,<br />

Duke of Edinburgh and the many varied clubs and societies on<br />

offer to our students.<br />

Through these activities students learn skills such as creativity,<br />

collaboration, leadership, teamwork, resilience, problem solving,<br />

confidence, communication skills and emotional intelligence,<br />

to name a few. In these activities they are pushed out of their<br />

comfort zone, learn how to assess risk and, most importantly,<br />

how to fail and how to recover from failure.<br />

This is one of the key areas where we can help our students to<br />

develop a ‘Growth Mindset’ – and these lessons<br />

learned outside of the classroom equip students<br />

with the ability to flourish inside it.<br />

This holistic education extends further<br />

to pastoral support and any form of<br />

progressive education now looks at student<br />

wellbeing very seriously. The demands<br />

of any school can be very challenging for<br />

young people and educators have a duty to provide top<br />

quality pastoral support whereby students feel cared for,<br />

supported and nurtured at all times. The happiness of the<br />

young people in our care is always paramount and mental<br />

wellbeing must never be sacrificed for exam results.<br />

Students need to be offered platforms to develop their inner<br />

confidence, self-efficacy, and what some educators are calling<br />

‘identity achievement’. Young people should be provided with a<br />

toolkit whereby they are able to self-reflect, to increase their selfawareness,<br />

and manage their own stress in order to function well<br />

and be prepared for their next step in life.<br />

Thus, a robust supplementary programme, such as PSHE<br />

(covering personal, social, health and economic issues) and<br />

anything else related to mental wellbeing, is essential. Time<br />

and energy spent outside the academic classroom on strategies<br />

pertaining to wellbeing, is well spent to develop the whole<br />

person – and will also strengthen academic outcomes. A happy,<br />

“Any form of<br />

progressive education<br />

now looks at student<br />

wellbeing very<br />

seriously”<br />

confident and self-aware learner is a productive learner.<br />

Lastly, the other area often overlooked in an education system<br />

that focuses too much on exams and material certificates is the<br />

need for students to engage with community, whether this be<br />

local, national or international.<br />

Much of the above discussion on educating the whole<br />

person focuses on the individual and how students can become<br />

empowered and flourish independently. A necessary component<br />

of a holistic education, however, and one that we believe in<br />

fervently at Sevenoaks School, is the need for our young people<br />

to look beyond their own sense of self towards community<br />

engagement and service.<br />

Although sometimes students might not immediately<br />

recognise the value of volunteering in the community it is clear<br />

that educating them to give to others develops their empathic<br />

skills, a sense of compassion, understanding and respect for<br />

others, and a sense that we are all inextricably linked.<br />

In today’s competitive market for university<br />

places and future jobs, it is understandable<br />

that schools feel compelled to focus<br />

extensively on academic results, but ultimately,<br />

the purpose of education is not rote learning,<br />

league tables, and exam grades.<br />

And once we look at holistic education<br />

more closely, it is clear that academic rigour<br />

and the experiences students engage in outside the academic<br />

curriculum are not mutually exclusive endeavours. Indeed, this is<br />

a false dichotomy and why educators should invest heavily in the<br />

other aspects of education that enhance the whole person, and<br />

simultaneously benefit society.<br />

This will empower students to be their optimal selves, prepare<br />

them for the uncertainties of the future, and equip them with<br />

skills to enact positive change in the world.<br />

Educating the whole person is complex and diverse, but<br />

it is essential to provide our young people with the best<br />

opportunities in life, as well as for our future generations<br />

to find solutions to the problems they will face.<br />

Exams matter, but everything else a student<br />

can learn in school matters so much more.<br />

Sevenoaks School, Kent 01732 455133<br />

sevenoaksschool.org<br />

Essential strategies for educating the whole person<br />

• Creative and innovative approaches to teaching and<br />

learning<br />

• Excellent learning opportunities outside the classroom<br />

• A focus on character and resilience<br />

• A robust pastoral support system, based on compassion<br />

and kindness<br />

• Strategies for students to self-reflect, increase selfawareness<br />

and manage their own stress<br />

• Opportunities to develop empathy, connect with others<br />

and give back to society<br />

• A sense of social responsibility and internationalmindedness<br />

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years<br />

Invaluable tips from experienced<br />

teachers for each stage of<br />

education<br />

Ashford Prep School<br />

The Pre-Prep Team<br />

How can parents best support their<br />

child as they start in Reception? Be<br />

positive as this is an exciting time. Don’t<br />

make school a big deal as this can make<br />

children more fearful of their transition.<br />

Try not to show your own anxiety or<br />

upset about your child starting school.<br />

On the practical side, practise zips,<br />

getting dressed and undressed, putting<br />

on coats, shoes, wellies and ensure<br />

children are toilet trained.<br />

Prepare them for learning by reading<br />

lots of stories and talking about<br />

the characters, storylines and make<br />

predictions. Build mathematical language<br />

into everyday play routines, such as<br />

counting out the correct number of<br />

knives and forks at the dinner table.<br />

Ensure they get plenty of rest with a<br />

calm bedtime routine at a sensible time<br />

and don’t sign them up for lots of after<br />

school activities in the first term.<br />

What signs should parents look out for<br />

that their child is not happy at school?<br />

If they seem unusually withdrawn or<br />

there is a clear lack of friendships. Also if<br />

they start complaining of feeling unwell<br />

when they appear to be fine or are tearful<br />

for no clear reason.<br />

What should parents do if they think<br />

their child isn’t flourishing at school?<br />

Discuss with your child about how<br />

they might be feeling, then make an<br />

appointment to see the class teacher to<br />

discuss concerns further. Don’t try and<br />

speak to them at the beginning or end of<br />

the day as this can be the busiest time.<br />

Explain to the class teacher what the<br />

purpose of the appointment is so that<br />

they can prepare in advance. Ask what<br />

can be done at home to help and get<br />

feedback from the teacher on any areas<br />

where a child might be struggling.<br />

Is there anything parents do with good<br />

intentions, which is actually unhelpful?<br />

Some parents feel they are being helpful<br />

carrying their child into school with all<br />

of their belongings, but this encourages<br />

parental reliance. It’s better to encourage<br />

the child to be independent, hanging up<br />

their own coat etc.<br />

It’s also tempting for parents to dress<br />

their child for speed in the mornings,<br />

but it’s really helpful if they can allow the<br />

child to learn how to do it themselves, so<br />

they can change unaided for PE.<br />

It’s also helpful if the child can prepare<br />

their own school bag. This will train<br />

them to be more organised and feel in<br />

control of their own routine.<br />

Lingering in the classroom after drop<br />

off can destabilise their own child’s<br />

emotions and be unsettling for other<br />

class members. It also makes it difficult<br />

for the teacher to start the day with their<br />

class routine.<br />

We delight in children’s mark making<br />

and attempt to build on these skills in<br />

school, but please be aware that a child<br />

learning at home to write only in capital<br />

letters is a difficult habit to break and<br />

makes handwriting more difficult. <br />

Ashford School, Ashford, Kent 01233 625171 ashfordschool.co.uk<br />

“Prepare them for learning<br />

by reading lots of stories<br />

and talking about the<br />

characters and storylines”<br />

19 wealdentimes.co.uk

Reigate St Mary’s<br />

Sam Selkirk, Head of Lower School<br />

Fostering independence is one of the<br />

best ways you can help your child to<br />

get ready for school. This can be done<br />

at home by encouraging them to dress<br />

themselves in the morning, cut their<br />

own food at mealtimes and have a go at<br />

tasks such as pouring a drink.<br />

These small things start the process<br />

of building their confidence and<br />

self-esteem. In addition, providing<br />

opportunities for them to explore<br />

their world and play independently<br />

are essential whilst motivating them to<br />

‘have a go’, persevere, think and solve<br />

problems. These are all an essential part<br />

of learning how to learn.<br />

One of the biggest indicators that a<br />

child is not happy would be a change<br />

in their behaviour, perhaps becoming<br />

slightly more subdued or restless but it<br />

could present in a plethora of ways.<br />

However, at Reception age it is often<br />

tricky to identify the root cause of any<br />

change in behaviour. Questioning a<br />

child can result in them answering in a<br />

way they perceive we want them to.<br />

A close relationship with a child’s<br />

class teacher is key in these situations<br />

and if parents are concerned, it is<br />

important that they are able to engage<br />

in an open, solutions-focused dialogue<br />

with the school.<br />

If parents think their child isn’t<br />

flourishing they should observe and<br />

monitor their child with the aim of<br />

identifying specific areas of concern<br />

and then arrange a meeting with their<br />

child’s class teacher (or GP if relevant)<br />

to discuss. Working collaboratively with<br />

a cohesive approach will ensure better<br />

outcomes for their child.<br />

However, young children do develop<br />

at very different rates so parents should<br />

try not to be too unduly concerned.<br />

Parents’ lives are very busy and<br />

sometimes they are tempted to do<br />

things for their child to speed up the<br />

process. The more time we afford<br />

children in their younger years to<br />

develop their independence, the less<br />

time will be needed to help them to<br />

complete tasks in the future.<br />

Reigate St Mary’s, Reigate, Surrey<br />

01737 244880 reigatestmarys.org<br />

Dulwich Prep Cranbrook<br />

Clare Mackie, Head of Little Stream (Years 1-4)<br />

To help to prepare your child for school, here are a few simple<br />

and supportive things that you can do as parents:<br />

Be positive<br />

Parents can support their child<br />

by thinking positively. Change<br />

can be rather daunting, but by<br />

focusing on the positive elements,<br />

your child can be encouraged to<br />

look forward to all of the new<br />

and exciting opportunities ahead.<br />

School is one big fun adventure<br />

so what is there not to look<br />

forward to?<br />

Encourage<br />

independence<br />

If your child is able to dress,<br />

undress and toilet independently,<br />

and find and organise their<br />

belongings, this will aid their<br />

transition to school beautifully,<br />

making everyone’s lives easier.<br />

Promote resilience<br />

We all want our children to<br />

succeed and thrive in life so<br />

it is important to encourage<br />

your child to have a go at new<br />

activities and challenges so that<br />

they are regularly pushing their<br />

own personal boundaries.<br />

If they do not initially succeed,<br />

praise them for their efforts and<br />

support them by encouraging<br />

them to have another go.<br />

Resilience and the ability to<br />

‘bounce back’ is a necessary life<br />

skill so that our children learn<br />

not give up at the first hurdle<br />

when they find things tricky.<br />

Celebrate success<br />

No matter how big or small, it’s<br />

really important to acknowledge<br />

and celebrate your child’s<br />

successes. When praising them,<br />

remember to focus on the process<br />

rather than the end product or<br />

result. For example, you can<br />

praise their hard work, focus or<br />

determination rather than the<br />

result from a spelling test.<br />

Dulwich Prep Cranbrook,<br />

Kent 01580 712179<br />

dulwichprepcranbrook.org<br />

“It is important to encourage your child to<br />

have a go at new activities and challenges”


creativity<br />

friendship<br />

teamwork<br />

energy<br />

ambition<br />


Sacred Heart School<br />

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12 Pembury Road, Tunbridge Wells, Kent TN2 3QD T: 01892 532747 E: registrar@beechwood.org.uk www.beechwood.org.uk<br />

BeechwoodSacredHeart<strong>ED06</strong>.indd 1 04/06/<strong>2019</strong> 16:49<br />

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21 wealdentimes.co.uk<br />

KingsfordSolicitorsWT208.indd 1 07/05/<strong>2019</strong> 11:00

Here at LCA, our classes, workshops and masterclasses are<br />

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02909_Babington_Chislehurst_Life_AD_Layout 1 21/05/<strong>2019</strong> 22:30 Page 1<br />

Babington House School<br />

LCA-StageAcademy<strong>ED06</strong>.indd 1 23/04/<strong>2019</strong> 16:01<br />

Independent Day School from 3 to 18 years<br />

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22<br />

BabingtonHouseSchool<strong>ED06</strong>.indd 1 28/05/<strong>2019</strong> 12:12

On their marks…<br />

A lifelong love of exercise can be inspired by the right<br />

approach to teaching sport at the earliest stage<br />

Ashford Prep School<br />

Harrison Straw – Head of Pre-Prep PE<br />

I believe it is very important for children to take part in<br />

physical activities right from the start in Reception because<br />

it teaches them about healthy lifestyle and exercise. It also<br />

embeds a culture of teamwork, the feeling of working to<br />

achieve something and the joy of succeeding, as well as<br />

motivation and courage to step outside comfort zones.<br />

Exercise allows children to escape the pressures of the<br />

classroom and stimulates the mind ready for learning<br />

when going back. We find they are able to return to<br />

their lessons with a fresh mind and settle down more<br />

easily after having a break from working their minds.<br />

From Reception to Year 2 children take part in two<br />

hours of PE a week and their activities change every few<br />

weeks, so they get to do gymnastics, tennis, swimming,<br />

multi skills, football, hockey, netball, cricket and rugby.<br />

We start off with multi skills, during which they learn<br />

the key basics of each sport. This prepares them for<br />

competitive sports which they first experience in Year 3.<br />

Dance is also taught to all children at this stage,<br />

which allows the children to be more creative than some<br />

of the other sporting activities. All year groups also<br />

spend an additional hour swimming once a week.<br />

From Year 3 it goes up to four and a half hours<br />

a week, including games sessions with matches. PE<br />

sessions include learning and playing different sports,<br />

including cricket, hockey, netball and football, plus<br />

gymnastics, dance, athletics and water polo.<br />

Occasionally there are children who are unmotivated to<br />

participate and as they get older it is common for them to<br />

dislike a sport if they feel they are not good at it. So we make<br />

sure each lesson is different, with a range of activities so all<br />

children can join in, finding new ways in which children<br />

learn and will get the most out of each session. It is essential<br />

that all PE lessons are fun and engaging for every child.<br />

Ashford School, Ashford, Kent<br />

01233 625171 ashfordschool.co.uk<br />

<br />

23 wealdentimes.co.uk



5,6,7 JULY <strong>2019</strong><br />

www.kentshow.co.uk 01622 633060<br />

Kent Showground, Maidstone ME14 3JF<br />

KentShowgroundWT207.indd 1 03/04/<strong>2019</strong> 10:45<br />




















Beechwood Sacred Heart School<br />

At Beechwood we believe that sport and exercise have<br />

many benefits other than just keeping fit. Sport increases<br />

confidence, improves personal growth, helps with attention<br />

levels, reduces anxiety and stress and improves behaviour<br />

and sleep levels. We feel sport should be accessible at<br />

all levels for all pupils and strive to continue to provide<br />

plenty of opportunities throughout the school year.<br />

We support a wide and varied sporting curriculum from the<br />

Early Years to the Senior School. We are committed to helping<br />

all our pupils maintain a fit and active lifestyle and introducing<br />

fun and exciting activities in the Early Years helps build their<br />

interest in sport and supports a healthy attitude to exercise.<br />

From the Nursery upwards, children can participate in<br />

dance lessons, music and movement and ball games. As<br />

they move into Reception, we add ball skills and more<br />

structured sports lessons, with both boys and girls enjoying<br />

athletics, football, cricket, tag rugby and many more.<br />

Head of Sport, Mr Joshua Rowe, is keen to stress<br />

the importance of the children exploring opportunities<br />

and allowing a sense of creativity and having a<br />

go, rather than assuming one size fits all.<br />

In addition to our sports hall and tennis courts,<br />

we are fortunate to have recently opened our brand<br />

new, fully floodlit all-weather pitch and can offer<br />

even more sports provision than ever before.<br />

Beechwood Sacred Heart School, Tunbridge Wells, Kent<br />

01892 532747 beechwood.org.uk<br />

<br />

surrey-homes.co.uk<br />

24<br />

BroadstairFolkWeekWT208.indd 1 22/05/<strong>2019</strong> 10:45

Hilden Grange Preparatory School<br />

for Girls and Boys aged 3 - 13<br />

Small classes - Superb extracurricular opportunities in Sport, Music, Art and Drama<br />

High academic standards - Innovative Early Years Outdoor Learning area<br />

“ Hilden Grange treats children as<br />

individuals and encourages them<br />

to be the best they can be.”<br />

Current Parent<br />

T: 01732 351169 / 01732 352706 E: office@hildengrange.co.uk<br />

Dry Hill Park Road, Tonbridge, Kent, TN10 3BX<br />

HildenGrange<strong>ED06</strong>.indd 1 10/06/<strong>2019</strong> 11:25<br />

‘A great place to grow’<br />

for boys and girls aged<br />

2 to 11 years<br />

Spring Grove School, Harville Road, Wye TN25 5EZ<br />

25 wealdentimes.co.uk<br />

SpringGroveSchool<strong>ED06</strong>.indd 1 23/05/<strong>2019</strong> 17:33

Spring Grove School<br />

Ben Smith, Director of Boys’ Games; Dee Langford,<br />

Head of Girls’ Games and Bill Jones, Headmaster<br />

CreativeDanceCompanyWT208.indd 1 20/05/<strong>2019</strong> 12:53<br />

Blackland Farm<br />

Outdoor Activity Centre<br />

Come and join us for<br />

fun-filled activity days.<br />

Why not have your<br />

birthday party here too?<br />

Blackland Farm<br />

Kayaking<br />

Canoeing<br />

Bungee trampolining<br />

Rock climbing<br />

Archery<br />

Crate challenge<br />

Zip wire<br />

Abseiling<br />

Aeroball...<br />

...and many more!<br />

01342 810493<br />

blackland@girlguiding.org.uk<br />

www.blacklandfarm.org.uk<br />

Sport and outdoor activities are a priority for all children at<br />

Spring Grove. We believe strongly that encouraging children to<br />

spend time outdoors every day helps to set healthy habits that<br />

will last a lifetime. Our sports programme is designed to allow<br />

boys and girls to learn and develop new skills, to participate,<br />

and most of all to enjoy sport, now and for years to come.<br />

The ‘little ones’ at Spring Grove start their sport<br />

lessons in Nursery, with PE sessions led by the sports<br />

staff, and from Reception upwards we introduce weekly<br />

swimming lessons in our heated, covered pool.<br />

Sport for all is embedded in our ethos. We offer rugby,<br />

football, hockey, tennis, cricket, athletics and cross country, as<br />

well as encouraging health-related fitness in PE sessions. We<br />

make the best use of our beautiful location in Wye – not only<br />

does the school stand in 14 acres of grounds, it is surrounded by<br />

stunning countryside that lends itself to cross-country practise!<br />

Spring Grove is also well placed for matches against a wide range<br />

of local schools, and there are full fixture lists in all three terms.<br />

At Spring Grove we see the benefits of sport in helping<br />

children to develop self-esteem and self-confidence,<br />

to learn teamwork and how to communicate, and to<br />

foster resilience, discipline and respect. And while<br />

winning is great, it’s also important to lose – because<br />

it’s by making mistakes and dealing with failure that<br />

the greatest lessons are learned, in sport and in life.<br />

Spring Grove School, Wye, Ashford, Kent<br />

01233 812337 springgroveschool.co.uk<br />

surrey-homes.co.uk<br />

26<br />

BlacklandFarmWT201.indd 1 11/10/2018 15:52

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1 The Tale of Starting School by Natalie talisman and kristen taylor £21.99 2 Perfectly Peculiar Pets by elli woollard £3.29<br />

3 Shaking Things Up by susan hood £12.99 4 A Year in Nature: A Carousel Book of the Seasons by hazel Maskell £16.99<br />

5 Mr. Men go to School by adam and roger hargreaves £3.99 6 Ladybird Tales of Adventurous Girls £12.99 7 The Jolly Postman<br />

by Janet & allan ahlberg £12.99 8 What’s Going On Inside My Head by Molly potter £7.14 9 How to See Fairies by Charles van<br />

sandwyk £39.95 10 Deep in the Forest: A Seek and Find Adventure by Josef antòn £10.99 11 Bob and the River of Time by James<br />

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the Woods by Louise greig £12.99 15 Push, Pull, Empty, Full by Yasmeen ismail £7.68<br />

29 wealdentimes.co.uk

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EggstoApplesWT208.indd 1 20/05/<strong>2019</strong> 15:39<br />



01892 740866 • office@ chilstone.com • www.chilstone.com<br />

surrey-homes.co.uk<br />

30<br />

ChilstoneWT208.indd 1 22/05/<strong>2019</strong> 15:30

Planting<br />

the seed<br />

gardening is good for everyone’s wellbeing – and<br />

children who grow their own vegetables are far more<br />

likely to eat them. we hear from two schools where<br />

pupils grow their own<br />

dulwich prep cranbrook<br />

dulwich prep Cranbrook has a gardening Club which runs at lunchtime<br />

break for children in Years 5-8. we grow lettuce, beetroot, carrots, parsnips,<br />

potatoes and rhubarb, herbs such as chives, basil, mint and sunflowers.<br />

the Club runs all year apart from mid winter. our head of science,<br />

Mr Middleton and head of english, Mrs dart run the club. Mr<br />

Middleton says gardening teaches the children about the seasons of the<br />

year and helps them learn patience as there is no instant gratification.<br />

edward in Year 6 said he likes getting out in the fresh<br />

air and being with nature. he enjoys cooking and took<br />

home the potatoes he grew which were delicious.<br />

Younger years also enjoy growing vegetables in the raised beds<br />

outside each classroom. every classroom in Nash house (early Years)<br />

has its own outdoor classroom space with a retractable roof so the<br />

children can be outside rain or shine. this week the Nursery will be<br />

planting vegetables, which will be harvested before the end of term.<br />

the kids in eco Club fill the planters in the playground with colourful<br />

plants every spring and Year 1 particularly enjoyed harvesting a bumper crop<br />

of strawberries last year which they enjoyed as their snack at break time.<br />

dulwich prep Cranbrook, kent<br />

01580 712179 dulwichprepcranbrook.org





Thursday 12 September<br />

ANNUAL<br />


Saturday 28 September<br />

To register please visit rgs.to/open-sh<br />




TES Independent School Awards<br />

ISP Independent School of the Year Awards<br />

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

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

facebook.com/reigategrammarschool<br />


Full Day Care from<br />

3 months to 5 years<br />

Open 51 weeks a year<br />

Dan Goldsmith Photography<br />

Frewen college<br />

pupils at Frewen prep have enjoyed harvesting fruit<br />

from their edible garden for many years. it is a small<br />

but well-established plot with pear and apple trees,<br />

which have beautiful blossoms as well as tasty offerings.<br />

the raspberry plants produce full and juicy fruits<br />

and each year pupils help to harvest these along<br />

with strawberries in the summer months, which<br />

are shared amongst the pupils at break times.<br />

it was initially planted as a sensory garden,<br />

so as well as edible fruits and herbs, there<br />

are fantastic roses to enjoy and tall bamboos<br />

chosen for their shape and texture.<br />

the garden is always evolving and pupils have<br />

been helping plan for the next stage. we are currently<br />

creating a roald dahl garden, working alongside our<br />

head gardener, Josh taylor who will be advising on<br />

chocolate and candy-themed plants for the borders.<br />

we are also planning an exciting water feature which<br />

will represent the chocolate river from Charlie and the<br />

Chocolate Factory where pupils will be able to explore<br />

the physics of water by altering both the flow and<br />

water pressure – and water our garden at the same time!<br />

Frewen College, Northiam, east sussex<br />

01797 252494 frewencollege.co.uk<br />


JuniorsDayNursery<strong>ED06</strong>.indd 1 12/06/<strong>2019</strong> 10:21<br />

“Excellent”<br />

September 2018<br />


Visit our beautiful 25-acre day<br />

and flexi-boarding school,<br />

where boys and girls aged 3-13<br />

thrive on personalised learning.<br />

Contact Jackie Williams on<br />

01932 862 264, or<br />

visit www.feltonfleet.co.uk<br />

Opening June 20<br />

Cranbrook<br />

Adjacent to Tonbridge Train Sta<br />

Rated ‘Good’ by Ofsted<br />

Full daycare • 3 months to 5 years • Open 51 weeks<br />

Tonbridge<br />

Opposite the station<br />

For more information on Child places and Staff vacancies c<br />

Email: tonbridge@juniorsdaynursery.co.uk Mobile: 074<br />

Headcorn - 07834 www.juniorsdaynursery.co<br />

236 543<br />

cranbrook@juniorsdaynursery.co.uk or Telephone 01580 713 033<br />

tonbridge@juniorsdaynursery.co.uk or Telephone 01732 365 188<br />

www.juniorsdaynursery.co.uk<br />

Saturday 28 Sept<br />

9:30 -11:30<br />

Means-tested bursaries available<br />



33 wealdentimes.co.uk<br />

Feltonfleet<strong>ED06</strong>.indd 1 31/05/<strong>2019</strong> 15:47

A <strong>Summer</strong> of Outdoor Theatre at Belmont<br />

The Winter’s Tale - Friday 5 th July, 7.30pm<br />

Leontes has everything a man could want, wealth, power, a<br />

family that loves him and friends, but he is not at peace. Inside<br />

he harbours a bitter jealousy that drives him to destroy all he<br />

holds dear. Years later, in a distant country, a journey begins that<br />

may ultimately heal his pain and reunite his family.<br />

Adults £22, Ages 10-18: £12.00.<br />

Nell Gwynn - Sunday 21 st July, 3.00pm<br />

London, 1660, King Charles II has exploded onto the scene with<br />

the love of all things loud and extravagant. And at Drury Lane<br />

a young Nell Gwynn is causing stirrings amongst the theatre<br />

goers. Enjoy an evening of theatre in our beautiful Walled<br />

Garden. Adults £22, Ages 10-18: £12.00.<br />

Treasure Island - Sunday 18 th August, 2.00pm<br />

Pack a picnic and enjoy an afternoon of entertainment in<br />

the gardens of Belmont House. Join Chapterhouse Theatre<br />

Company for this brand-new adaptation of everyone’s favourite<br />

swashbuckling pirate adventure. Adult £16.00 / Child £11.00 /<br />

Family (2 Adults & 2 Children) £46.00.<br />

Love Learning,<br />

Learning,<br />

Love Life<br />

Love Life<br />

"<br />

We were right to entrust<br />

Our excellent teaching team<br />

The New Beacon with<br />

understands how to draw the best<br />

from these every important individual years boy; in inspiring<br />

confidence, our child’s nurturing education. a love of<br />

learning and exploring new " ideas.<br />

PARENT 2018<br />

Prep School is the time to build firm<br />

foundations, when boys are happy,<br />

growing Our excellent in confidence, teaching enjoying a<br />

full and fulfilling school life.<br />

team understands how to<br />

newbeacon.org.uk<br />

draw the best from every<br />

individual boy; inspiring<br />

confidence, nurturing<br />

a love of learning and<br />

exploring new ideas.<br />

Prep School is the time<br />

to build firm foundations,<br />

when boys are happy,<br />

growing in confidence,<br />

enjoying a full and<br />

fulfilling school life.<br />

"<br />

“<br />

We were<br />

to entru<br />

New Bea<br />

with the<br />

importa<br />

in our ch<br />

educatio<br />

PARENT 2018<br />

belmont-house.org • 01795 890202 • events@belmont-house.org<br />

Belmont House & Gardens, Throwley, Faversham, Kent ME13 0HH<br />

newbeacon.org.uk<br />

BelmontHouseWT209.indd 1 04/06/<strong>2019</strong> NewBeacon<strong>ED06</strong>.indd 17:00<br />

1 03/06/<strong>2019</strong> 12:22<br />

Early Years<br />

Fun Morning<br />

15 June<br />

To register please contact<br />

office@reigatestmarys.org<br />


ISI 2016<br />

An independent day school for children aged 2 -11 years<br />

Reigate St Mary’s School, Chart Lane, Reigate, Surrey RH2 7RN<br />

reigatestmarys.org I 01737 244880 I office@reigatestmarys.org<br />

@rsmprepschool<br />

facebook.com/ReigateStMarys<br />

The Junior School of Reigate Grammar School<br />

surrey-homes.co.uk<br />

34<br />

ReigateStMary's<strong>ED06</strong>.indd 1 28/05/<strong>2019</strong> 15:54

school<br />

Invaluable tips from experienced<br />

teachers for each stage of<br />

education<br />

Claremont Prep School<br />

Rachel Potter, Head of Pre-Prep<br />

What do parents need to consider<br />

when choosing a prep school? A<br />

good place to start is to choose a<br />

school with the same values as your<br />

own. A school’s value system and<br />

ethos plays a central part in giving<br />

each one its own unique ‘personality’,<br />

an essential point of difference that<br />

will help you decide if your child is<br />

going to be happy and thrive there.<br />

Great facilities, resources and small<br />

class sizes often come as standard<br />

in prep schools, but curriculum<br />

design, great teachers, enrichment<br />

programmes, after-school care and<br />

how the school engages, supports and<br />

involves parents can often set it apart.<br />

Be inquisitive and come armed<br />

with lots of questions and if you are<br />

in it for the long haul, find out about<br />

the school’s long-term vision and<br />

future plans for developing teaching<br />

and learning.<br />

Should they ask about which<br />

secondary schools the prep school<br />

feeds up to? It helps to get an idea of<br />

how your child’s whole educational<br />

journey will play out, but plans often<br />

change along with the needs and<br />

aspirations of pupils as they get older.<br />

Ask how the transition process<br />

from prep to senior is managed. This<br />

will ease progression and bring a<br />

welcome air of familiarity at what can<br />

be an anxious time for a child.<br />

Should parents be looking for a<br />

school that plays to their child’s<br />

strengths at this stage? Yes, but<br />

it’s important to look for a school<br />

that offers a broad curriculum that<br />

encourages children to not only<br />

develop their current talents, but<br />

also to explore new and unchartered<br />

learning territories.<br />

Choose a prep school that does the<br />

basics extremely well, but also has a<br />

diverse and imaginative co- and extracurricular<br />

programme all wrapped up<br />

in a nurturing pastoral environment<br />

that empowers every child to shine.<br />

Is staying with a peer group a child<br />

is comfortable with important at<br />

this stage? No, children make friends<br />

so quickly. A happy, nurturing and<br />

supportive school environment will<br />

ensure this, and the right school<br />

will work hard to ensure a seamless<br />

transition and a swift but calm<br />

settling in period.<br />

Claremont Prep School, Hastings,<br />

East Sussex 01424 751555<br />

claremontschool.co.uk<br />

“How the school engages,<br />

supports and involves<br />

parents can set it apart”<br />

Chinthurst School<br />

Cathy Trundle, Headteacher<br />

What do parents need to consider<br />

when choosing a prep school? Does<br />

this school value children and build<br />

positive relationships with them?<br />

Children need to be treated with<br />

kindness and love so they can challenge<br />

themselves and make mistakes along the<br />

way, confident that they will always be<br />

supported.<br />

It is also very important that the<br />

school makes lessons fun. Children<br />

should skip into school excited about<br />

what they will learn that day!<br />

Should they ask about which<br />

secondary schools the prep school<br />

feeds up to? This is important,<br />

particularly for families joining a<br />

school in Year 3 or above. A good prep<br />

school will ensure its children progress<br />

to senior schools that suit each child’s<br />

individual academic levels and talents.<br />

Close relationships with parents and<br />

children are key to ensuring a school can<br />

properly guide families in their choice.<br />

Should parents be looking for a prep<br />

school that plays to their child’s<br />

strengths (academic, sport, arts)<br />

at this stage? Children’s talents have<br />

not always developed when they first<br />

start school and, as they mature, their<br />

interests and strengths can change. It<br />

is more important to look for a prep<br />

school that will give children a wide<br />

range of opportunities and the time and<br />

space to develop their skills and find<br />

their niche.<br />

Is staying with a peer group a child<br />

is comfortable with important at<br />

this stage? A good school with happy<br />

children and experienced staff should<br />

be able to welcome new pupils at any<br />

stage and ensure they settle in quickly<br />

and form bonds with their new class.<br />

Kindness and a focus on relationship<br />

building should ensure that a child can<br />

confidently join a school without the<br />

need to move with a peer group.<br />

Chinthurst School, Tadworth, Surrey<br />

01737 812011 chinthurstschool.co.uk<br />

<br />

35 wealdentimes.co.uk

Vinehall School<br />

Joff Powis, Headmaster<br />

What do parents need to consider<br />

when choosing a prep school? Fees,<br />

location, class size, academic reputation<br />

and wrap around care – all are vital.<br />

However, I believe that parents find the<br />

best fit prep school for their child only<br />

once they have visited and experienced<br />

the atmosphere first hand.<br />

They must look beyond the results<br />

and facilities of a school to focus<br />

on what really matters, which is the<br />

happiness of the children, the calibre<br />

of the staff and the strong relationships<br />

between the teachers and parents.<br />

Should they ask about which<br />

secondary schools the prep school<br />

feeds up to? For many parents, entry<br />

into the secondary school of choice is<br />

paramount to their decision to enter the<br />

independent sector in the first place.<br />

I would encourage parents to keep<br />

an open mind in order to allow a<br />

child to grow and develop before a<br />

secondary school choice is finalised. The<br />

‘destination of leavers’ will be proudly<br />

stated on any prep school’s website<br />

and the greater the variety of these<br />

destinations on offer will reflect a prep<br />

school’s strength in developing the<br />

individual child.<br />

Should parents be looking for a school<br />

that plays to their child’s strengths<br />

(academic, sport, arts) at this stage?<br />

How can a parent possibly know<br />

their child’s strengths yet? The<br />

purpose of a prep school is to lay<br />

as many opportunities at a child’s<br />

feet as time will possibly allow.<br />

As their confidence grows, their<br />

interests will spread and new strengths<br />

“The purpose of prep<br />

school is to lay as many<br />

opportunities at a child’s<br />

feet as time will allow”<br />

and passions will be discovered. In a<br />

small, family school, the needs and<br />

talents of each individual child can be<br />

recognised, valued and developed in time<br />

for the next phase at secondary school,<br />

where children will finally specialise.<br />

Is staying with a peer group a child<br />

is comfortable with important at this<br />

stage? To feel comfortable and confident<br />

within your peer group is absolutely<br />

critical in a child’s overall development.<br />

A child’s peers are every bit as important<br />

as the greatest teacher in creating<br />

a sense of belonging, empathy and<br />

encouragement. A sense of place and a<br />

sense of purpose is instilled in us all at a<br />

very young age by our childhood peers.<br />

Of course, the term comfortable<br />

can have an ulterior meaning and<br />

this is where a stimulating learning<br />

environment and high expectations will<br />

support each child to grow and reach<br />

their potential.<br />

Vinehall School, Robertsbridge, East<br />

Sussex 01580 880413 vinehallschool.com<br />

The New Beacon<br />

Mike Piercy, Headmaster<br />

What do parents need to consider<br />

when choosing a prep school?<br />

Research is key and a great deal<br />

can be discovered through schools’<br />

websites. Unsurprisingly, many<br />

schools appear to have similar aims<br />

and it can be difficult to differentiate<br />

– the ‘news’ pages can be revealing:<br />

what achievements does the school<br />

celebrate? <strong>Education</strong>, however, is a<br />

human business: talk to trusted friends<br />

and family to discover personal stories.<br />

Consider also single-sex or<br />

co-education. Boys learn in a very<br />

different way to girls and, particularly at<br />

prep school age, they will often develop<br />

better learning habits at an earlier stage<br />

in an all boys’ environment – but you<br />

would expect me to say that as Head of a<br />

boys’ school! The proviso is that pastoral<br />

care must pay equal attention to the<br />

gentle and sensitive boy as to the lively<br />

and ebullient.<br />

Should they ask about which<br />

secondary schools the prep school<br />

feeds up to? Yes, absolutely! A good<br />

indicator is a wide range of destination<br />

schools which suggests a bespoke<br />

approach, tailored to the individual<br />

child. The range of schools should be in<br />

keeping with your aspirations for your<br />

child – but beware of aspirations which<br />

may be too ambitious.<br />

Should parents be looking for a<br />

school that plays to their child’s<br />

strengths at this stage? A prep school<br />

is, by definition, ‘preparatory’. There<br />

should be a wide range of opportunity<br />

on offer from the academic to the<br />

co-curriculum, to the arts, performing<br />

arts and sport. If at an early stage your<br />

child shows leanings and talents in a<br />

particular direction then some prep<br />

schools do have specialisms – but beware<br />

of narrowing your child’s opportunities<br />

at too early an age.<br />

There is a temptation to live out our<br />

own ambitions through our children, but<br />

my advice would be to provide breadth<br />

of opportunity at this early stage coupled<br />

with a school’s willingness to support the<br />

pursuit of excellence in any given field.<br />

Is staying with a peer group a child<br />

is comfortable with important at<br />

this stage? Friends are important to<br />

children – they provide comfort and<br />

security – but they should not be<br />

the determining factor in choosing or<br />

changing schools. At The New Beacon<br />

in Key Stage 1 we ‘shuffle’ classes<br />

almost every year to enhance social<br />

development and in response to varying<br />

levels of maturity and development.<br />

Children are more resilient and adaptable<br />

than we, as parents, may think. There is, of<br />

course, socialisation in the classroom but<br />

it is by definition a place for learning and<br />

playtime is primarily for friends.<br />

The New Beacon School, Sevenoaks, Kent<br />

01732 452131 newbeacon.org.uk<br />

surrey-homes.co.uk<br />


100 Years of <strong>Education</strong>, 1000 Years of History<br />

T: 07984 457786<br />

www.funkyreaders.co.uk<br />

FunkyReaders<strong>ED06</strong>.indd 1 12/06/<strong>2019</strong> InnerArtStudio<strong>ED06</strong>.indd 16:41<br />

1 11/06/<strong>2019</strong> 11:37<br />

Road to the Abbey<br />

Battle Abbey Prep School<br />

Battle Abbey School 1912 - 2012<br />

Tel: 01424 772385 www.battleabbeyschool.com<br />

A place where individuality thrives • Strong family ethos • High academic, sporting and creative<br />

success • No hidden extras - wrap around care included • Through school 3 months - 18 years<br />

37 wealdentimes.co.uk<br />

BattleAbbeySchoolWT207.indd 1 03/04/<strong>2019</strong> 10:47


‘ Excellent ’<br />

Latest ISI Inspection<br />

Open Morning -Tuesday 1 October <strong>2019</strong><br />

Woking’s leading independent Prep School inspiring Girls and Boys aged 3 to 13<br />

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

Independent day school<br />

Girls 3-11<br />

Boys 3-4<br />

HoeBridgeSchool<strong>ED06</strong>.indd 1 05/06/<strong>2019</strong> 12:54<br />

granvilleschool.org<br />




Open Mornings: 9am − 10.30am<br />

Friday 7 June <strong>2019</strong><br />

Friday 27 September <strong>2019</strong><br />

Friday 15 November <strong>2019</strong><br />

Please book an appointment<br />

01732 453039<br />

surrey-homes.co.uk<br />

38<br />

GranvilleSchoolWT208.indd 1 21/05/<strong>2019</strong> 14:20

Poetry please<br />

we are thrilled to share the winners of<br />

our poetry competition, judged by awardwinning<br />

children’s author Sally Gardner<br />

one word sums up our response<br />

to the entries to our first<br />

poetry competition: wow!<br />

and not only because the pile of entries<br />

when printed out and gathered together<br />

was an astonishing 10cms high – the<br />

sheer quality and variety of the poems<br />

submitted was so exciting.<br />

editor, Maggie alderson read them<br />

all and narrowed it down to a short list<br />

of 35, which she and sally gardner read<br />

together, agreeing on the winners with<br />

not a single moment of disagreement.<br />

the original plan was to have a<br />

winner and two runners up in each age<br />

group, but so many of the entries didn’t<br />

have the age, or year group written on<br />

them that proved a little tricky.<br />

instead we decided to have a winner<br />

in each age group (who will each<br />

receive a £20 book token) and three<br />

non-age specific runners up. and in<br />

an exciting new development – sally<br />

was so impressed by one of the poems<br />

she decided to create a special award<br />

just for it. so congratulations to roshy<br />

orr, who is the winner of the sally<br />

gardner poetry prize. sally said: ‘this<br />

poem is well over the years of the writer,<br />

it’s quite astounding. this is clearly<br />

someone who reads, they love language<br />

and had a real feel for their brief. i’m<br />

sure i will run into roshy on the literary<br />

circuit in the future.’<br />

please note we have left all the<br />

spellings and punctuations as they<br />

appeared in the original entries. we are<br />

also showing some of the lovely poems<br />

we received with illustrations, which<br />

were greatly appreciated.<br />

<strong>Summer</strong> Poem by Roshy Orr<br />

year 7, The lady eleanor holles School<br />

we left the garden fat with summer’s growth<br />

left behind the still, parched air thick with smoke<br />

from next door’s pit<br />

scorched flatbreads, garlicky baba ghanoush<br />

and morsels of piping hot fatty lamb<br />

and plunged towards the coast<br />

seeking air that is heady with ozone and salt<br />

rock pools glinting with spangled light<br />

toes exploring crevices in the rock<br />

where winkles may be hid.<br />

Fringes of seaweed tickle my soft undersoles,<br />

so i wade deeper wanting to sink into the silty sand,<br />

splash my sun-charred flesh in the cool green water.<br />

swaying in the pool i hear the guttural yaw of the engine first,<br />

peering up into the blue bowl of sky<br />

i see a tiny plane carving the air,<br />

pirouetting, streaming headlong<br />

in spirals and arabesques,<br />

leaving a looping, white contrail<br />

in his wake;<br />

i follow his every move in wonder<br />

he skims the rim of the sky,<br />

arches back impossibly and nosedives<br />

pell-mell towards our placid sea<br />

pulling up wildly just before the two<br />

elements crash.<br />

i see this matchbox plane of finespun metal,<br />

a platinum gleam in the summer sun<br />

spun by this pilot, across the skies<br />

in a dangerous wonderful web,<br />

for nothing more than our own momentary<br />

revelling in a wonder that is a summers day.<br />

saLLY<br />

gardNer<br />


wiNNer<br />

10 to 13<br />

age group<br />

The Persistence of the Sea<br />

by Benjy Day<br />

age 10, banstead Preparatory School<br />

the persistence of the sea is when<br />

the waves advance and dissolve your castle<br />

it draws near and eats away your tent<br />

it detains a life to keep it company.<br />

the persistence of the wind is when<br />

it whisks away your umbrella<br />

it bites your nerves and makes you yield<br />

it loosens the nails for your marquee.<br />

the persistence of the children is when<br />

they try in vain to net a fish<br />

they try to raise a floundering crab<br />

they desperately try to unbolt a clam.<br />

SallY Said: ‘there are<br />

no clichés, or “like a” in<br />

this poem, he uses “is”,<br />

which is so much stronger.<br />

the last line alone was<br />

enough to win. benjy also<br />

has very nice writing.’<br />

ruNNers<br />

up<br />

Honor Goodman, Vinehall<br />

dry ground,<br />

green trees,<br />

bird sound,<br />

summer breeze.<br />

hot sun,<br />

boiling sand,<br />

summer’s come,<br />

take my hand.<br />

the sky is blue,<br />

but it won’t be long,<br />

till summer’s through<br />

then it’s gone.<br />

it’s getting cold,<br />

we’re saying goodbye,<br />

summer’s sold,<br />

No longer dry.<br />

SallY Said: ‘this is very concise and deceptively simple.<br />

it’s much harder to write less and honor has done that – and<br />

covered the whole arc of the summer season.’<br />

Hollie-Mae Olwant,<br />

age 10, Skippers hill manor Prep<br />

i adore summer because……<br />

Classes are over and there is no more school,<br />

holidays and bbQs are loads of cool fun,<br />

relaxing and playing under the hot baking sun,<br />

wiNNer<br />

5 to 9<br />

age group<br />

Zac bengtsson<br />

cobham international School<br />

the sun shines bright<br />

in the bright daylight.<br />

if you lie in the sun<br />

it will really be fun,<br />

then you swim in the pool<br />

while you’re cool.<br />

if you’re wet<br />

You’ll probably want to sweat!<br />

super<br />

unstopable<br />

Magnifasent<br />

enchanted<br />

radicale<br />

i love summer because ……<br />

we bring out the tent ready to camp,<br />

Not forgetting the tables chairs and the lamp,<br />

we dust off the stove ready to cook,<br />

and i power my torch to read my new book,<br />

i like summer because……<br />

when the sun is hot we go down to the sea,<br />

and my dad buys an ice cream just for me,<br />

i like when it melts and drops onto my hands,<br />

and slips around my fingers onto the sands,<br />

i don’t like summer because……<br />

i get hot and bothered lying in bed,<br />

i keep turning my pillow to cool my head,<br />

and the nights are so light they keep me awake.<br />

oh please, please let me sleep for goodness sake!<br />

i hate summer because ……<br />

the mosquito army come out to attack,<br />

and they bite my legs, my feet and my back,<br />

as i rub on the lotion to keep the bites cool,<br />

i remember it will soon be over and it’s back to school.<br />

SallY Said: ‘hollie-Mae has used a very interesting and<br />

original structure in her poem, with a classic rhyme scheme,<br />

which really makes it stand out.’<br />

SallY Said: ‘this<br />

poem has real oomph<br />

that i like. he’s a player<br />

with language, rare in<br />

one so young. i think<br />

he could be a really<br />

good rapper.’<br />

Amal, 2b cobham international School<br />

in summer, flowers bloom.<br />

in summer, no one is gloom.<br />

in summer, winds blow.<br />

in summer, i glow.<br />

SallY Said: ‘amal’s poem is a tiny little gem.<br />

it’s very simple, but conveys a lot.’

CranbrookSchool<strong>ED06</strong>.indd 1 24/05/<strong>2019</strong> 15:26<br />




11+ RESULTS <strong>2019</strong><br />

For dates and to register please contact<br />

admissions@chinthurstschool.co.uk<br />

Part of the Reigate Grammar School Family<br />

Co-educational school for children aged 23-11 years<br />

Chinthurst School, Tadworth Street, Tadworth, Surrey KT20 5QZ<br />

chinthurstschool.co.uk I 01737 812011 I admissions@chinthurstschool.co.uk<br />

@Chintschool<br />

facebook.com/ChinthurstSchool<br />

41 wealdentimes.co.uk<br />

ChinthurstSchoolS48.indd ChinthurstSchool<strong>ED06</strong>.indd 1 1 03/06/<strong>2019</strong> 12/09/2018 12:53 12:20

1<br />

5<br />

2<br />

3<br />

read<br />

all about it<br />

page turners for children<br />

from eight to thirteen<br />

6<br />

4<br />

8<br />

9<br />

7<br />

11<br />

12<br />

10<br />

13<br />

1 The Tales of Beadle the Bard by Jk rowling £25 2 Doctor Who: The Secret in Vault 13 by david solomons £6.99 3 Fing by david walliams<br />

£6.49 4 Artimis Fowl by eoin Colfer £6.99 5 Wild Planet: Celebrating Wildlife Photographer of the Year £14.99 6 Tara Binns: Ground Breaking<br />

Fossil Hunter by Lisa rajan £6.60 7 An Unlikely Spy by terry deary £6.99 8 The Little Prince (the Folio society two-volume edition) by<br />

antoine de saint-exupéry £49.95 9 Little Leaders: Bold Women in Black History by Vashti harrison £7.99 10 Spies in St. Petersburg (Taylor<br />

and Rose Secret Agents) by katherine woodfine £6.99 11 Kensuke’s Kingdom by Michael Morpurgo £6.99 12 Science You Can Eat by stefan<br />

gates £12.99 13 Starfell: Willow Moss and the Lost Day by dominique Valente £12.99<br />


School of<br />

roCK!<br />

Violins and flutes are all very well, but a great way to engage a<br />

wider swathe of young people with music is to allow them to<br />

play the style they most identify with

An interview with<br />

siMpLy GLEB<br />

Claremont Senior School<br />

what better way<br />

to appeal to teenagers than<br />

give them the freedom to express themselves<br />

through rock instruments? it helps them to experience<br />

and appreciate the art of performance, collaboration,<br />

sharing creative ideas then trying them out to see what<br />

happens. Quite often, these initial musical experiences<br />

inspire students to delve deeper into other genres.<br />

all pupils here have access to the electric/acoustic guitars,<br />

amps, basses, keyboard and acoustic/electric drum kits<br />

and Claremont senior school students have always banded<br />

together to play music with each another and regularly<br />

‘rock’ the performance stage in the space theatre.<br />

at the Compassion talent show in March this<br />

year one notable band, simply gleb, formed by<br />

russian student, gleb buchnev, covered rage<br />

against the Machine’s Killing in the Name with the<br />

help of students Jack Lofting, tom o’brien hughes<br />

and performing arts assistant, harry Mousley.<br />

gleb filled the stage with his infectious rock ‘n’ roll spirit,<br />

unleashing his mane of hair and teenage angst in front of<br />

a mesmerized audience of parents and fellow students.<br />

the performance began with the band playing the intro<br />

before gleb stood up at the back of the audience, belted out<br />

the first line of the song, then proceeded to march through<br />

the theatre telling everyone ‘you do what they told yah’.<br />

also performing that night was the Jam Club. this<br />

popular club incorporates many different musicians,<br />

songs and instruments including brass, drums, guitar,<br />

piano and more. the Jam Club covered amy winehouse’s<br />

Valerie, Expectations by Lauren and paolo Nutini’s Iron<br />

Sky, with a different lead vocalist performing each one.<br />

this club allows students to better understand<br />

collaboration in music and their performance at<br />

the Compassion talent show echoed this.<br />

Jack, drums; Tom, guitar;<br />

Gleb, vocals guitar, bass and drums<br />

how did the band form? we were helping out a mate<br />

(gleb), who wanted to play some songs as it was his<br />

last year at Claremont, then it turned into something<br />

much more, and watching the audience reaction<br />

just added to our enjoyment and performance.<br />

What music do you play? rock/rap music.<br />

do you write your own songs? gleb does, however<br />

they are more on the rap side than rock music.<br />

What music do you like? gleb: rock music, rap<br />

music, russian music mostly. Tom: i enjoy all sorts of<br />

music from 80’s rap to hard rock. Jack: any music.<br />

Who are your rock and pop idols? Tom: i really look<br />

up to and admire Led Zeppelin, the guitarist Jimmy<br />

page is an icon who keeps surprising with his riffs.<br />

Jack: Jimi hendrix and roger taylor from<br />

Queen, because he’s a sick drummer.<br />

gleb: other than my russian idols, i am<br />

inspired by kurt Cobain, bon Jovi and Mr<br />

Mousley our performing arts assistant.<br />

does being in the band give you cred with the<br />

other kids? gleb (agreeing before the question<br />

was even finished): Yes it does and it feels great<br />

being complimented at the end of a performance,<br />

particularly after all the hard work that goes into it.<br />

Claremont senior school, hastings, east sussex<br />

01424 751555 claremontschool.co.uk

INSIDE is where<br />

the magic happens<br />

Everything we do is<br />

designed to keep our<br />

children believing in<br />

themselves, so that they<br />

can make the absolute<br />

most of every opportunity.<br />


An interview with<br />

MAniC<br />

Dulwich Prep Cranbrook<br />

Clemency Whiting, Head of Music<br />

pupils can learn<br />

almost any instrument at<br />

dulwich, with a team of twenty visiting music<br />

teachers, many of whom are professional players themselves.<br />

our rock school formed about two years ago and<br />

since then it has grown with popularity. we have<br />

three bands made up of pupils largely in Years 7 and<br />

8, but pupils as young as 9 or 10 are now forming<br />

their own bands, often with the guidance of the<br />

senior pupils, which is wonderful to see. one of our<br />

bands is called Manic, the others are still deciding!<br />

in February we had our first rock school Concert<br />

in aid of the sam west Foundation* and this<br />

summer rock school will perform at our summer<br />

Concert, the Friends of dulwich summer Fair,<br />

and at the woodlands Festival in hawkhurst.<br />

it is only a matter of time before some of them go<br />

on to form proper bands. when we see our pupils<br />

perform, it is hard to believe how young they are.<br />

we have one pupil, twinkle (an excellent rock ‘n’<br />

roll name), who sounds like the next adele.<br />

Charlie andrew, brit award-winning producer<br />

of alt J, is a famous former dulwich pupil, and it<br />

is only a matter of time before we have more.<br />

our music department values all types of music and<br />

this is certainly an avenue for children who prefer rock<br />

and pop. however, we often find that our best rockers are<br />

also top players in our orchestra. For example, we have an<br />

excellent guitarist who is also an incredible bassoonist.<br />

if you have a love and enjoyment of music, it is<br />

natural to explore different genres and get involved.<br />

in this way, our pupils get a truly rounded experience<br />

of what music can offer, shaping their curiosity for all<br />

types of music as they move into their later teens.<br />

dulwich prep Cranbrook, kent 01580 712179<br />

dulwichprepcranbrook.org<br />

Twinkle, vocals; Henry, drums; Elliot, keyboard;<br />

Alex, electric guitar; Zane, electric guitar<br />

elliot: in my very first week at dulwich our<br />

teacher realised i played the keyboard and invited<br />

me to meet the others, it was so great.<br />

we are like a big family, it is such good fun.<br />

so far Manic have performed Born to Be Wild<br />

and The Best of You by the Foo Fighters. we are<br />

now working on a new song that twinkle has<br />

written, inspired by sam smith’s Stay with Me.<br />

we like a wide variety of music, twinkle listens to<br />

60’s music, i like guns & roses and aCdC.<br />

after our concert, loads of people came up<br />

to us and said we were amazing. it made us<br />

feel really proud and more determined.<br />

*the Sam West Foundation has been set up by the family<br />

of Sam West, a cranbrook student who took his own life,<br />

after suffering depression. the charity’s mission is to help<br />

people find the appropriate resources to improve their<br />

mental health and wellbeing. samwestfoundation.org

Hurst College<br />

Will Carroll, Head of Music Technology<br />

pupils can learn guitar, vocals,<br />

drums, keyboards, you name it, taught by<br />

college music teachers and visiting teachers.<br />

it attracts children who might be put off by the<br />

idea of classical music to learn an instrument.<br />

everyone likes the idea of being a rock star.<br />

we have a band in each year group which generally<br />

stay together throughout their time at school. the<br />

hurst rockers is our main uVi (upper sixth) band.<br />

there are a minimum of three concerts each<br />

year at the college with others outside school also.<br />

Many of our bands stay together after school and<br />

perform throughout university and onwards.<br />

pupils are encouraged to try every style of music<br />

so they are welcome to play in rock bands as well<br />

as the jazz band or the school orchestra.<br />

hurst College, hassocks,<br />

west sussex 01273 833636 hppc.co.uk<br />

An interview with<br />

ThirTyfourspoons<br />

Thomas Bettle, Year 13<br />

i am on guitar and vocals. playing in bands at school<br />

is really fun – making your own songs and playing in<br />

concerts at various locations inside and outside school.<br />

we are all friends who play instruments in the<br />

same year group. we got together and started<br />

writing and performing music. we play pop/<br />

rock/progressive and we write our own songs.<br />

i like a wide variety of music, including<br />

Jimi hendrix, david bowie, the who,<br />

the specials and stevie wonder. My friends<br />

like coming to see me perform.<br />

An interview with<br />

ThE rEMoVE<br />

Fin di Castiglione, Year 10<br />

i really love playing music with other people<br />

in my band, and even though i didn’t enjoy<br />

it at first, i now really like performing.<br />

we’re just a group of friends who all play music and<br />

love to do it, so naturally we formed a band, and now<br />

we practise every week and we’re getting pretty good!<br />

we play a bit of everything – some rock, some<br />

pop, a mix really. we don’t write our own songs<br />

yet, but we’ll probably start soon. i’m not a huge<br />

fan of pop – i like more rock/indie rock type<br />

music e.g. guns n roses, green day, oasis etc.<br />

My friends think it’s cool that i’m good at guitar and<br />

singing, and when i have my guitar in college, they get<br />

me to play songs at break time.<br />


Invaluable tips from experienced<br />

teachers for each stage of<br />

education<br />

to big school<br />

The New Beacon<br />

Mike Piercy, Headmaster<br />

How involved should the child be in the<br />

choice of upper school? Involved yes, but<br />

not the ultimate decision-maker. Often,<br />

a child will be influenced by where<br />

his/her friends are going, which again<br />

should not be the determining factor.<br />

The change to senior school brings<br />

children together from different social<br />

and educational backgrounds – social<br />

development going hand in hand<br />

with academic development.<br />

If you are thinking of 13+ transfer, it is<br />

good to take your child on a tour of two<br />

or three short-listed, achievable schools to<br />

give a sense of ambition, probably around<br />

Year 5 or 6 (10 or 11 years of age).<br />

How can parents best support their<br />

child as they progress from prep<br />

school to senior school? In truth,<br />

this is as much the school’s job as<br />

the parents’ responsibility. A 13+<br />

school should engender confidence,<br />

resilience and independence; the<br />

ability to ask for help when needed.<br />

When the child rises to Year 8 the<br />

best help at home will be supporting<br />

and encouraging him/her to learn to take<br />

responsibility for belongings, equipment<br />

(the right things to school on the right<br />

day), managing workload and homework.<br />

These are independent work habits which<br />

will serve well in Year 9 at ‘big school’.<br />

What signs should parents look out for<br />

that indicate their child is not happy at<br />

their new school? Look out for changes<br />

in behaviour while keeping firmly in mind<br />

the adolescent hormones pinging around<br />

indiscriminately and inexplicably. Grunts<br />

and silences are common!<br />

At pick-up or in the evening, review<br />

the day but focus on and encourage<br />

the positives while listening out for the<br />

negatives. Is a new social life emerging:<br />

asking friends round, going to their<br />

houses, meeting in town? Above all,<br />

be patient. Some children, naturally<br />

gregarious, will make friends quickly. For<br />

many, however, it will take time.<br />

Who should parents speak to if<br />

they are concerned their child isn’t<br />

flourishing academically? All schools<br />

have different systems but it should<br />

be made very clear to you who is the<br />

direct contact, the teacher looking<br />

after your child’s social and academic<br />

welfare. Send an email initially, perhaps,<br />

asking for feedback on the teacher’s/<br />

tutor’s impressions and reporting what<br />

you are seeing at home – or what<br />

is worrying you. Good schools will<br />

respond quickly – but don’t expect<br />

an immediate, daytime response as<br />

the teacher is most likely teaching.<br />

Thereafter, regular review and<br />

contact if your worries are not assuaged,<br />

with the school suggesting and<br />

implementing strategies for support.<br />

How much notice should parents<br />

take of their child’s friendship group<br />

at this stage? Friends are important<br />

but do remember they will be chosen<br />

by the child and not by the parents! It<br />

is advisable however to take careful<br />

notice of (and good to get to know)<br />

your child’s friends. Encourage them to<br />

“Good schools will provide regular feedback on their<br />

pupils’ performance, welfare and personal development”<br />

visit your home, after school, weekends,<br />

sleepovers, holidays and you will soon get<br />

a measure of an emerging social group.<br />

Getting to know their parents is always<br />

helpful and can also develop your own<br />

social group. Teenagers are exposed to<br />

temptations at ever younger ages; peer<br />

pressure can be difficult to resist and few<br />

have the emotional maturity to gauge risk<br />

with accuracy – trusting communications<br />

with fellow parents can be invaluable.<br />

How can parents support their child<br />

with academic work at this stage? Or<br />

should they leave the school to it? Good<br />

schools will provide regular feedback<br />

on their pupils’ performance, welfare<br />

and personal development. Many will<br />

provide easy access to assessment scores<br />

through online portals which give a good<br />

indication of progress and achievement.<br />

Careful (preferably discreet)<br />

monitoring at home will indicate<br />

whether due time and attention is<br />

being given to homework. ‘Discreet’,<br />

because communication is as<br />

much about listening as it is about<br />

talking. Adolescents need cautious<br />

care: too much pressure and they will<br />

cease to communicate entirely!<br />

Children’s progress, both<br />

academic and social, is not a straight<br />

line graph: there will be periods of<br />

acceleration and deceleration, lumps,<br />

bumps and plateaux. Every child<br />

is different and there are generally<br />

differences between the genders.<br />

Our policy at The New Beacon is<br />

to say that we will contact the parent<br />

if we are concerned and equally, we<br />

invite parents to contact us if they have<br />

concerns at home. In the latter case,<br />

our response is often simply to provide<br />

reassurance. The key is a strong, mutually<br />

supportive relationship with the school.<br />

The New Beacon School, Sevenoaks,<br />

Kent 01732 452131 newbeacon.org.uk<br />

surrey-homes.co.uk<br />




21 SEPTEMBER <strong>2019</strong><br />

Sir William Perkins School<br />

Amanda Stebbings, Head of Year 7<br />

Choosing a senior ‘big’ school in the independent<br />

education system is much like buying a house. It is<br />

a huge investment and, whilst the spec might look<br />

perfect for your child, if it doesn’t have the right<br />

feel, like a house, you are unlikely to buy it. After<br />

all, assuming your child will make the most of the<br />

vast array of co-curricular activities on offer, this will<br />

become their second home for the best part of seven<br />

years of their life.<br />

So, how involved should your child be in the<br />

decision? Very, is the answer. Your child is the one<br />

who is going to be taking up residence, so needs to feel<br />

comfortable and at home.<br />

At the very least, looking around and signing up for<br />

any pre-joining activities which may be on offer, i.e.<br />

Year 4 workshops or Year 5 taster days is a good idea.<br />

Once the choice has been made, do not be a stranger,<br />

keep visiting and attending any appropriate events<br />

which allow your child to feel part of the community<br />

before their arrival.<br />

When the big day comes and they are standing<br />

for the obligatory photo in their new uniform, try to<br />

put your own nerves to one side. Experience teaches<br />

us that the moment they enter the gates is far more<br />

traumatic for parents than the children. Suddenly they<br />

are independent, they will probably be using different<br />

transport and their journey may well be longer.<br />

Friendships will morph endlessly in the first three<br />

years of secondary school and guidance should always<br />

trump interference. Encourage them to have a wide<br />

friendship group; getting involved in a variety of<br />

different clubs is a good way to make lots of new<br />

friends with similar interests.<br />

Homework will probably increase from what your<br />

child is used to and it is advisable to take an interest<br />

in what they are doing. It will probably be vastly more<br />

varied than your own experience of homework!<br />

If in any doubt, contact the Form Tutor who will<br />

have an overview of how your child is getting on both<br />

socially and academically.<br />

Sir William Perkins School, Chertsey, Surrey<br />

01932 574900 swps.org.uk<br />

Whitgift is one of Britain’s finest independent day<br />

and boarding schools for boys aged 10 to 18.<br />

Set in 45 acres of parkland, we offer pathways for<br />

IB and A Levels plus a Section Française.<br />

Generous bursaries and scholarships are available.<br />

Join us at our Open Morning on 21 September to find<br />

out more about our inspiring school community.<br />

admissions@whitgift.co.uk<br />

+44 (0)20 8633 9935<br />

www.whitgift.co.uk/opendays<br />

Whitgift School<br />

Haling Park | South Croydon | CR2 6YT<br />

51 wealdentimes.co.uk<br />

WhitgiftSchool<strong>ED06</strong>.indd 1 05/06/<strong>2019</strong> 10:12

Meet the matrons<br />

(or house parents as they are now called)<br />

Boarding can be a wonderful experience, producing independent young people,<br />

ready to go out into the world – but the prospect can be daunting, so who better<br />

to ask for advice about it than matron? (sorry, house parent)<br />

Battle Abbey<br />

Sara Walkley, Matron<br />

Ihave been a matron at Battle Abbey<br />

since 1995. My mother was a matron<br />

here and she loved the environment and<br />

her work, so when a position became<br />

available I applied.<br />

A matron needs a good mix of<br />

kindness, empathy, patience and<br />

understanding – and being able<br />

to provide a compassionate ear is<br />

as important as any one quality. A<br />

reasonable level of diplomacy and tact<br />

is also very useful. You also need to<br />

be able to maintain discipline in the<br />

boarding house so it’s essential to be<br />

able to switch on a more authoritarian<br />

side when necessary.<br />

I’m on the evening rota so after a<br />

handover with day staff I go to supper<br />

and supervise boarders’ prep time. I’ll<br />

spend some dedicated time chatting to<br />

pupils on my mentor list or who may<br />

need help. I’ll start supervising younger<br />

pupil’s bedtimes, then turn lights out in<br />

dormitories at the relevant times.<br />

To get a child emotionally ready for<br />

boarding we advise parents to talk about<br />

it in a positive way in the run up to<br />

their child’s departure. Explain to the<br />

child that there may be rough days, but<br />

there will always be people on hand to<br />

help. It’s important to encourage a child<br />

to be open about their feelings about<br />

going away from home.<br />

The main issue will always be<br />

homesickness and we work hard over<br />

the boarding induction process and<br />

the first few weeks to try to limit any<br />

isolation boarding pupils might be<br />

feeling and make sure the separate<br />

Matron Sara Walkley<br />

with boarder Prokop Spanel<br />

nationalities socialize together.<br />

Matrons need to spend time with new<br />

boarders, offer reassurance, encourage<br />

them to make friends and team them<br />

with a boarding buddy if necessary.<br />

We also assist with team building and<br />

boarding social activities.<br />

In the many years I’ve been at Battle<br />

Abbey there’s only been a couple of<br />

children who haven’t settled. Most<br />

former students we talk to have great<br />

memories of their boarding life at Battle<br />

Abbey School. Young people who board<br />

at school learn how to live in a large<br />

community with different individuals<br />

and cultures. It’s the global village<br />

in microcosm! They learn how to be<br />

independent and amass an array of life<br />

skills that stand them in great stead for<br />

university and adult life in general.<br />

surrey-homes.co.uk<br />


Prokop Spanel<br />

A termly boarder, Year 10<br />

I was eleven years old when<br />

I came to Battle Abbey. I’m<br />

from the Czech Republic and<br />

it was a tough adjustment at<br />

first, coming from a different<br />

background and entering a<br />

new culture.<br />

I thought adjusting to<br />

another culture and language<br />

would be a challenge,<br />

especially at such a young<br />

age, but everyone was<br />

welcoming and helpful<br />

through my journey of<br />

settling in.<br />

The time it takes to<br />

settle in is definitely<br />

something a child should<br />

be aware of before coming<br />

to a boarding school.<br />

There are several things<br />

that I like and enjoy about<br />

boarding but one that stands<br />

out for me is the way it<br />

improves my organisation by<br />

structuring the day better.<br />

I feel this is a crucial part<br />

of growing up for anyone<br />

who wants to be successful<br />

at school. At home it’s very<br />

difficult for me to achieve<br />

the same level of organisation<br />

and structure.<br />

I also like the fact that I<br />

meet people from different<br />

backgrounds and I learn<br />

things I would never learn,<br />

speak to people I wouldn’t<br />

otherwise speak to and get<br />

out of my comfort zone.<br />

There are certain people that<br />

I’m glad I met and if it wasn’t<br />

for boarding, I don’t think I<br />

would’ve done.<br />

Everything has its<br />

advantages and disadvantages,<br />

but I feel boarding has made<br />

me a better person by making<br />

me deal with these things, as<br />

I think it is an important part<br />

of becoming independent<br />

and growing up.<br />

Battle Abbey School, Battle,<br />

East Sussex 01424 772385<br />

battleabbeyschool.com<br />

Frewen College<br />

Boarding team: Sarah Medcraft (Head of Boarding)<br />

Hannah Lewis and Ben Swinson<br />

Being a houseparent is a way of<br />

life rather than just a job. It’s<br />

being a ‘mum away from Mum’<br />

and creating a caring community<br />

which nurtures, encourages<br />

and provides boundaries for<br />

students of different ages, from<br />

different cultures and with different<br />

needs and expectations.<br />

Each day there is a basic routine<br />

which involves making sure the<br />

boarders get to school on time,<br />

prepared for the day ahead. Later<br />

we have an evening meal, followed<br />

by homework club and then we<br />

run a choice of activities such as<br />

cricket, baking, rounders, crafts,<br />

volleyball, music and gym. Outside of<br />

that, anything can happen! House<br />

parents need lots of patience, a sense<br />

of humour, warmth and kindness. It’s<br />

important to be a good role model and<br />

to encourage children to find the best<br />

in themselves.<br />

Boarding is a big change and helping<br />

your child in advance to develop some<br />

independent life skills, such as being<br />

able to change their sheets and load a<br />

dishwasher can help prepare them for<br />

boarding.<br />

If they have never slept away from<br />

home arrange sleepovers with friends<br />

or family. Talk about any worries and<br />

reassure them that they will have support.<br />

If possible, meet with boarding staff<br />

before they come so a child gains a sense<br />

of collaboration around their wellbeing.<br />

First time boarding can be daunting<br />

and feeling lost and unsure what to do<br />

can add to being unsettled. Allocating<br />

a house buddy helps as they’ve<br />

almost certainly experienced the same<br />

feelings. Keeping them busy and having<br />

fun helps, as well as clear routines.<br />

Our boarding team will talk with the<br />

student and their family to enquire how<br />

things are going. Most students settle in,<br />

although some take longer than others.<br />

It’s important to let them give it a fair<br />

go and avoid rushing into decisions.<br />

Boarders develop a real sense of<br />

independence and team spirit. They get<br />

a well-rounded holistic education and<br />

experience personal growth. They make<br />

friends for life and great memories.<br />

We love what we do and hearing from<br />

students years later who remember things<br />

you did to support them makes even<br />

the most challenging days worth while.<br />

A Frewen full-time boarder<br />

I was 14 years old when I started boarding. It took a month or two to settle in and<br />

sometimes I did get homesick. It was good that I had an instant connection with<br />

my roommate and the supportive boarding staff really helped too. There is a really<br />

nice atmosphere and it’s is a relatively small boarding house so that helped.<br />

It feels homely – a real home away from home. There is routine with an element<br />

of freedom to make some choices, and my own space and time. There is a good<br />

variety of weekend activities. I like the respect between staff and peers and the<br />

sense of community.<br />

Frewen College, Northiam, East Sussex 01797 252494 frewencollege.co.uk<br />

Head of Boarding<br />

Sarah Medcraft,<br />

with boarders<br />

<br />

53 wealdentimes.co.uk

Dulwich Prep Cranbrook<br />

Kate Montgomery, Senior Housemistress<br />

Amatron is a ‘Super Mum’, being a boarder each day what they are doing<br />

mum to the boarders in her charge, and where to go. Each boarding house<br />

organising and preparing all the things a has its own noise and smell, something<br />

mum does, but on a much larger scale. to adjust to... but it all comes with time.<br />

You wake the boarders at 7am with a All children will get there in the end,<br />

smile (and occasionally a song!) and carry some just take longer to settle than<br />

on until after all the boarders are in bed. others. My best example is a boy who<br />

I came to the career after studying cried every morning while his parents<br />

Child Care & Management, then I were living aboard, but when he returned<br />

joined a prep school from there. after Christmas he just stopped crying.<br />

A matron needs to have stamina, By then I had another new boy and<br />

so you can just keep going and work he started crying every morning... so<br />

outside the normal nine to five. You need I asked the first boy to look after him<br />

patience, and lots of it, laughter and an and, after a week of chatting as to how<br />

ear to listen to concerns. When boarders things would improve, I had two very<br />

think they are getting up to mischief, you happy boarders who both went on to<br />

might as well be wearing a T shirt saying Tonbridge as full boarders. I still see<br />

“been there, seen that before” on it… them and we joke about it now.<br />

Parents of new boarders should<br />

What kids get from boarding is<br />

prepare their kids by always talking amazing experience in managing<br />

about boarding in a positive way, never oneself. You can always spot the boarder<br />

saying “well if you don’t like it, you can on a residential trip, they are neat,<br />

come home”. Help them learn practical organised, know to get up, get dressed,<br />

tasks, such as how to change a bed, shower, make their bed etc. There is<br />

clean their shoes, pack an overnight an air about a child who can cope and<br />

bag and make lists of things to do. manage day-to-day life without a parent<br />

Then make packing for boarding standing by. Parents have such busy<br />

fun. Choose a day to shop together for lives now, so it is helpful if a child can<br />

boarding essentials, such bedding, towels, deal with simple day-to-day concerns.<br />

toiletries, underwear, pyjamas, casual Boarders are encouraged to help<br />

clothes and stationery and get the child during mealtimes in the dining<br />

to help with name taping all items. room, wash up the items they<br />

For many kids who are starting, a use in the boarding house and<br />

problem is not knowing where to be at to keep their dorms tidy.<br />

the right time. Schools can be a large Above all they learn to think about<br />

place and it’s so easy to get lost when it others and be part of a wider boarding<br />

appears that everyone else knows where family. This helps hugely with their<br />

to go and what to do. Matrons can be confidence and the way they interact with<br />

in the background gently reminding a other people for the rest of their lives.<br />

This page: Matrons<br />

preparing the dorms<br />

and a knitting lesson<br />

Freddie,<br />

A termly boarder in Year 7<br />

I started in Year 4, when I was 8.<br />

I gradually built up my boarding<br />

experience from one night per<br />

week, to two nights and so on, over<br />

a course of a year, so it only took<br />

me a short while to settle and did<br />

not miss my parents too much.<br />

My parents emailed me often so<br />

I felt in touch with my family. I<br />

also loved receiving letters – when<br />

you are boarding it’s very exciting<br />

to receive post, and sometimes<br />

the letters contained treats!<br />

The matrons were brilliant when<br />

I started and really helped me feel at<br />

home. I feel I can ask the matrons<br />

anything. They are always jolly.<br />

I love the nice cosy dorms,<br />

the huge variety of food and<br />

all the activities we do each<br />

night. I loved learning to knit.<br />

I also enjoy looking after and<br />

helping the younger boarders<br />

who are just starting out.<br />

There is a wonderful boarding<br />

community in the school. There<br />

are lots of games in the house<br />

to play with friends on winter<br />

evenings, a pool table, table<br />

football table and table tennis.<br />

I am going to be a full boarder<br />

at my senior school and feel<br />

my boarding at Dulwich will<br />

stand me in good stead.<br />

Dulwich Prep Cranbrook,<br />

Kent 01580 712179<br />

dulwichprepcranbrook.org<br />

<br />

surrey-homes.co.uk<br />


SATURDAY 21 September

Gordon’s School<br />

Daniel and Gemma Aukett,<br />

House Parents<br />

As house parents, primarily, we<br />

perform two roles – pastoral<br />

and academic support. In a pastoral<br />

sense, we look after every aspect of a<br />

student’s wellbeing when they are in<br />

our care. This can be as wide ranging<br />

as helping them find their socks in<br />

laundry, to assisting them with settling<br />

into life as a boarder, or helping them<br />

deal with peer relationship issues.<br />

From an academic perspective our<br />

role is to support them when they are<br />

not in lessons, liaising with teachers to<br />

understand where students might need<br />

extra support and whether through extra<br />

revision sessions, or in-house support<br />

to improve their time management.<br />

To help children to settle into<br />

boarding quickly, parents should visit the<br />

boarding environment before arriving.<br />

The more familiar they become with<br />

their surroundings the better they will be<br />

able to adapt, so attend any orientation<br />

days that the school may offer.<br />

Understandably, students often<br />

suffer with homesickness in the first<br />

few weeks of boarding. One thing that<br />

worked really well in the boarding<br />

house at the beginning of the year was<br />

reading to the Year 7 dormitory at bed<br />

time. They really enjoyed hearing the<br />

amazing stories of Roald Dahl and it<br />

helped take their minds off any concerns<br />

and settle in to their new lives.<br />

David and Angela Mathews,<br />

House Parents<br />

We look after 90 girls in a<br />

residential and day boarding<br />

house. We are also teachers and<br />

parents of our own two young<br />

children, plus a tortoise and cats.<br />

Running a school boarding house<br />

is very much a family affair as our<br />

children love being with the girls.<br />

Girls start boarding either weekly<br />

or termly from the age of 11 and are<br />

immersed in fun events to occupy them<br />

and keep homesickness to a minimum.<br />

They are all assigned a ‘buddy’<br />

who acts as a mentor to help and<br />

support them while they get used<br />

to being away from home.<br />

While the hours are long, the<br />

thrill of seeing the girls succeed both<br />

academically and in inter-house<br />

activities is very rewarding. Watching<br />

the girls develop and grow to be lovely<br />

young ladies is a real highlight.<br />

Gordon’s School, Woking, Surrey<br />

01276 858084<br />

gordons.school<br />

Noah Sempala-Ntege, 17<br />

A full-time boarder<br />

I’m about to start my sixth<br />

year boarding at Gordon’s. I<br />

arrived aged 11, the first of four<br />

siblings to attend the school.<br />

My dad is in the Army so had<br />

the potential to move around<br />

so I boarded from Year 7.<br />

It was quite hard at first,<br />

getting used to being away from<br />

home but my house parents did<br />

lots of bonding things which<br />

made it easier. They put on lots of<br />

weekend activities. On Saturday<br />

evenings we have treats – a<br />

movie night with cheesy bread!<br />

My house parents were always<br />

there when I needed them.<br />

When in Year 9, my Dad went<br />

to Iraq, it was really nice having<br />

my house parents. I could<br />

openly speak to them about it<br />

and they would reassure me.<br />

We boarders have such a close<br />

bond. When you are boarding<br />

you have to learn how everyone<br />

reacts differently to situations<br />

and to respect people and<br />

socialise. I would send my own<br />

children to boarding school<br />

because it helps you develop as<br />

a person. At Gordon’s they urge<br />

you to be the best you can and<br />

give you all the opportunities<br />

to be the best you can.<br />

surrey-homes.co.uk<br />




Ranked in the top 1% of all schools in England and Wales<br />

over the past 3 years at A Level.<br />

Years 7, 9 and 12 boarding places available from £5,615 per term.<br />

<strong>2019</strong> Open Days<br />

Please see website www.gordons.school to book a place.<br />

GordonsSchool<strong>ED06</strong>.indd 1 24/05/<strong>2019</strong> 14:39<br />

We provide a wide<br />

range of services<br />

throughout Kent &<br />

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• Diagnostic & Surgical Services<br />

• Routine Care & Dentistry Work<br />

• Lameness Investigations &<br />

Gastroscopy<br />

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• 24hr/365 Days Emergency Service<br />

57 wealdentimes.co.uk<br />

CinquePortsVetsWT208.indd 1 22/05/<strong>2019</strong> 18:07

“Excellent results achieved with a big dollop of<br />

humour, humanity and freedom of thought”<br />

The Good Schools Guide<br />



2018 GCSE RESULTS: 34% grades at Grade 9 (4.3% national average)<br />

Performance and Recreational Rowing Programmes<br />

Please contact reg@swps.org.uk to reserve a place at our information events, for<br />

further details or a prospectus.<br />


01932 574900 I www.swps.org.uk

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59 wealdentimes.co.uk

St Edmund’s is a day and boarding school where every pupil<br />

is connected by a love of learning, the pursuit of possibility<br />

and the challenge of being the very best they can be.<br />

Open Day Saturday 28 September <strong>2019</strong>, 9.30am<br />

Wealden Ad (half page) FVF Rye Show.pdf 1 22/05/<strong>2019</strong> 10:57:22<br />

www.stedmunds.org.uk<br />

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StEdmundsSchoolCanterbury<strong>ED06</strong>.indd 1 11/06/<strong>2019</strong> 17:25<br />

Saturday 17th August, 9.30am - 4pm<br />

Elm Tree Farm, Icklesham,<br />

TN36 4BH (on the A259)<br />

Horse Show, Dog Show, Donkey Show,<br />

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and Classic Car Show.<br />

A great day out for all the family!<br />

Adults: £5<br />

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Tigers Army Parachute<br />

display from the<br />

Princess of Wales’s Royal<br />

Regiment at 10am<br />

1st Cinque Ports<br />

Rifle Volunteers<br />

Corps of Drums<br />

For more details visit www.stmichaelshospice.com<br />

or Facebook ‘St Michael's Hospice (Hastings and Rother)’<br />

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Saturday 21st September, 10am - 4pm<br />

In the grounds of The Hub, Bodiam, TN32 5RA<br />

Call 01424 456396 or email<br />

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for more information<br />

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Sponsored by<br />

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www.stmichaelshospice.com<br />

Registered charity number 288462<br />

surrey-homes.co.uk<br />

60<br />

StMichaelsHospiceWT208.indd 1 22/05/<strong>2019</strong> 14:22

GCSEs<br />

Invaluable tips from experienced<br />

teachers for each stage of<br />

education<br />

Claremont Senior School<br />

Claire Martin and Victoria Liggett, Assistant Heads (Teaching and Learning)<br />

This is the most stressful time of<br />

the whole school journey – how can<br />

parents best support their children?<br />

Planning can really help here. During<br />

holiday times, in the run-up and half<br />

term in the middle of exams, make sure<br />

that your child isn’t having to choose<br />

between fun activities and working.<br />

If you can plan the family day<br />

and their social engagements around<br />

providing time for them to revise, it<br />

will make it much easier. Perhaps come<br />

to an agreement that they work in the<br />

mornings, with a prompt start, but the<br />

afternoons are for relaxing.<br />

The run-up to exams is often the worst<br />

time. Discuss that although exams are<br />

important, they are also just a stepping<br />

stone and will soon be over. They need<br />

to do as well as they can, but not at<br />

the expense of their mental or physical<br />

health. Reassure them that doing their<br />

best is what is important to you.<br />

What is the best way for parents to<br />

support kids with revision? Help them<br />

plan a ‘Goldilocks’ revision timetable<br />

“Reassure them<br />

that doing their<br />

best is what is<br />

important to you”<br />

that is realistic in terms of hours – not<br />

too much, not too little, just right. There<br />

isn’t such a thing as a one-size-fits-all<br />

revision timetable and it doesn’t matter<br />

what your child’s friends are doing, it<br />

needs to be right for them.<br />

Make sure they include all their<br />

subjects – not just the ones they like<br />

or the ones they find the hardest. One<br />

good suggestion can be to use their<br />

lesson timetable as a guide to ensure that<br />

subjects are evenly spread. Don’t leave it<br />

too long before revisiting subjects. Try<br />

and rotate them regularly.<br />

Show an interest in what they are<br />

doing, but not so much that they feel<br />

stifled. Maintain the usual routine as<br />

much as possible. What signs should<br />

parents look out for that their child is<br />

dangerously stressed?<br />

Watch out for sleeplessness and lack<br />

of eating, or any major and unexpected<br />

changes in behaviour. A little bit of<br />

stress is to be expected and can be a<br />

good thing as it can often enhance<br />

performance, but it shouldn’t change<br />

who they are and how they behave.<br />

If they cut themselves off from their<br />

friends or you, start refusing to go to<br />

school or exhibit behaviour that’s out<br />

of character, that may be a sign that the<br />

stress has gone beyond ‘useful’ levels.<br />

And what should they do to combat<br />

serious stress? Speak to them if you<br />

can about what their specific worries<br />

are and talk to the school. Make sure<br />

you tell people that you are worried<br />

about your child and find out whether<br />

they are seeing the same behaviour<br />

as you are. The school will be able to<br />

offer advice about what to do next<br />

and if you are seriously concerned<br />

you can always speak to your GP.<br />

How can parents support their child<br />

during the actual exam period?<br />

Late night revision sessions are not<br />

going to help. Try to encourage a<br />

reasonable bedtime. Good nutritious<br />

meals and some time spent outside<br />

away from the revision when possible<br />

is good. Try and encourage them to<br />

go outside to offset the hours they<br />

will spend sitting and studying –<br />

that will help with mood swings.<br />

If they want to talk about how the<br />

exam went, that’s great, but many<br />

won’t want to talk about it at all. Try<br />

to be OK with that! Most importantly,<br />

once the exams have started, everyone<br />

will feel like the end is in sight.<br />

How can parents look after their own<br />

wellbeing at this time – so that they<br />

can best support their child? It can be<br />

a very stressful time for parents. I often<br />

hear from them how powerless, anxious<br />

and sometimes frustrated they can feel at<br />

this time. Try and roll with the punches<br />

and not allow inevitable self-centred<br />

and stressed behaviour get to you too<br />

much – it is only for five weeks. Get<br />

early nights yourself, relax when you can<br />

and, when in doubt, have a glass of wine!<br />

Claremont Senior School, Bodiam,<br />

East Sussex 01580 830396<br />

claremontschool.co.uk<br />

61 wealdentimes.co.uk

Open Morning<br />

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KingsSchoolRochester<strong>ED06</strong>.indd 1 24/05/<strong>2019</strong> 16:25<br />

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62<br />

KentAndSussexHolidayCottagesWT206.indd 1 06/03/<strong>2019</strong> 14:23

Is your child ready to become<br />

a Cyber Attack Agent or an<br />

Algorithm Bias Auditor?<br />

Jeremy Lewis, head of school at aCs egham international school,<br />

looks at ways you can ensure your child is prepared to meet the<br />

challenges of the 21st century workplace<br />

what will today’s children be when they enter<br />

the workplace? with the rapid pace of change<br />

in society and the furious advance of new<br />

technologies, it’s increasingly hard to predict both what and<br />

where new jobs will be.<br />

the world economic Forum estimated that six in ten<br />

children today will have careers that, as yet, simply don’t exist.<br />

and very recently, it firm, Cognizant, created a list citing 21<br />

possible ‘jobs of the future’. these included some thoughtprovoking<br />

job titles including Cyber attack agent, algorithm<br />

bias auditor and head of Machine personality design.<br />

it’s interesting how we all take for granted that the jobs<br />

of the future will be created primarily in it and technical<br />

industries, but what really struck me about this list, was just<br />

how many of these so called ‘new jobs’ also alluded to a high<br />

degree of creativity.<br />

i was greatly encouraged by this as it suggests that it’s<br />

by following a broad and well-rounded curriculum that<br />

our children will be best prepared for these new and<br />

challenging roles.<br />

STEAM vs STEM<br />

at aCs, we believe in the steaM approach. this is steM<br />

(science, technology, engineering and maths), with the<br />

addition of the arts.<br />

while an education focused on steM will help prepare<br />

students for scientific fields, studying the arts is clearly<br />

increasingly important and relevant in industries that rely<br />

on innovators and creative minds to generate new ways of<br />

thinking about the world.<br />

it’s the people who can truly<br />

synthesise ideas and create new<br />

and exciting options who will be<br />

headhunted as the next Cyber attack agent or Virtual identity<br />

defender, so by encouraging students in drama, music or the<br />

visual arts as much as we do in traditional steM subjects, we<br />

can truly help them develop the imagination needed for the<br />

pioneering industries of the 21st century.<br />

Building an entrepreneurial mindset<br />

we also believe, in tandem to this, that developing an<br />

entrepreneurial mindset can provide a strong foundation for<br />

success in these pioneering industries and indeed create new ones.<br />

our own report inspiring entrepreneurship in education<br />

underpins this view. the report presents research<br />

commissioned by the National Centre for entrepreneurship in<br />

education (NCee) and aCs international schools amongst<br />

heads of enterprise (hoes) in 62 universities across the uk and<br />

cites that 90 per cent of hoes believe more should be done at<br />

school level to develop entrepreneurship competence in students.<br />

what’s more, considering perceived barriers to<br />

entrepreneurship in schools, two thirds of university hoes<br />

believe narrowing of subject choices has a negative impact on<br />

entrepreneurship interest amongst students.<br />

Factors that have a positive impact on students’ interest in<br />

enterprise and entrepreneurship by the time they arrive at<br />

university include the general ethos of the school; having teachers<br />

trained in entrepreneurship; the students’ peer groups; and the<br />

school teaching specific character-building skills.<br />

and nearly two thirds of hoes also believe that exposure<br />

to different nationalities and cultures while at school is highly<br />

beneficial to students’ entrepreneurial outlook.<br />

other positive factors include social media, crowdfunding sites,<br />

tV programmes, such as dragon’s den, and e-commerce.<br />

bottom of the list of factors were a lack of experience of<br />

failure and brexit.<br />

A qualification for the 21st century<br />

in my view, our emerging generation of schoolchildren is,<br />

if anything more powerfully determined than the so-called<br />

‘millennials’ to do things differently.<br />

they see entrepreneurship as a way to independence and<br />

control in their careers and to making the world a better<br />

<br />

63 wealdentimes.co.uk

your child and will advise on the right study programme for<br />

them. But what else can parents do?<br />

place. As such it’s vital that schools develop activities which<br />

create a springboard for students to explore and advance their<br />

entrepreneurial skills and ambition at university and beyond.<br />

So, what can we all do to encourage and support students as<br />

they prepare for this brave new world? At ACS we believe that<br />

the International Baccalaureate Diploma Programme (IBDP)<br />

provides a great foundation. Offered at ACS Egham, the IBDP<br />

allows students to select a wide range of topics to study across<br />

the sciences, arts and languages. This means they graduate with<br />

a mix of skills rather than the comparatively narrow subject<br />

areas they would have to choose at A Level.<br />

With A Levels, students often pick just three subjects whilst<br />

IB includes six, three at higher level and three at standard,<br />

which cover languages, social studies, science and maths.<br />

And while it’s often cited that A Level students emerge with<br />

in-depth knowledge of their chosen subjects, I believe that<br />

this can sometimes push them too early down a set path that<br />

becomes difficult to deviate from later, especially when it comes<br />

to choosing university options.<br />

It may be harder for an A Level student who only studied<br />

humanities to then change their mind and secure a place on<br />

a science degree, for example, and vice versa. The IB, with its<br />

broader span of subjects, keeps higher education options<br />

much more fluid, a great advantage.<br />

As well as six IB subjects, students also undertake extra<br />

components which count towards their final grades, including<br />

a mandatory 4,000-word extended essay: while the IB’s ‘Theory<br />

of Knowledge’ component is designed to actually teach students<br />

how to apply knowledge to real-life situations.<br />

A fundamental part of the IB is ‘Creativity, Action, Service’<br />

or CAS which shows students the importance of extracurricular<br />

activities as an integral part of life. As part of CAS<br />

projects, ACS students have built school facilities in Nepal,<br />

fundraised for Great Ormond Street Hospital and supported<br />

local charities.<br />

Over the last decade, ACS research amongst university<br />

admissions officers has consistently cited the IB as the best<br />

preparation for university, outscoring A Levels on attributes<br />

such as encouraging independent inquiry, developing workplace<br />

skills, nurturing an open mind and creativity.<br />

However, it’s important that students choose the right<br />

qualification and study programme for them as individuals, so<br />

it is always worthwhile discussing with teachers who also know<br />

Building resilience<br />

Coming back to character-building skills, it is evident that<br />

we must also teach students resilience and show them how to<br />

take responsibility.<br />

Just last week a new report suggested that many recent<br />

graduates lack the required mindset and determination to cut<br />

it in the workplace but, of course, the reasons underpinning<br />

this view are perfectly understandable. We’re all fed a constant<br />

media diet of horror stories about what could happen to our<br />

children if we leave them alone for any length of time.<br />

And while social media platforms and smartphones make<br />

it simple to stay in touch, a downside is that our offspring<br />

have been taught from an early age to rely and depend on<br />

pervasive parental presence which, while well meant, may<br />

have reduced the ability of young people to make and learn<br />

from their own mistakes.<br />

An exciting new world awaits our children, it is our job to<br />

teach them to make the most of it.<br />


• Set them regular tasks at home to learn<br />

responsibility. It may be as simple as keeping<br />

their room in order, but do be prepared to impose<br />

rigid penalties for jobs not done – a reduction<br />

of pocket money, less treats, less online time for<br />

example. Make them realise that failure to deliver<br />

on agreed tasks has implications.<br />

• Let them organise their own school equipment<br />

such as a sport’s kit or project work, even if it is<br />

quicker and easier for you to do it.<br />

• Give them physical freedom to take informed<br />

risks. Playing sport and being part of a team is a<br />

great way to enable this. On the playing field they<br />

have no choice but to make their own decisions.<br />

• Teach them not to expect to have everything at<br />

once. Help them learn patience by creating more<br />

distant end goals and encourage them to save<br />

pocket money to buy that item they crave or earn<br />

the money to pay for it themselves.<br />

ACS Egham International School is part of the ACS<br />

International Schools group, serving both local and global<br />

families since 1995. The school is non-sectarian and<br />

co-educational, enrolling over 550 students aged 3 to 18<br />

years. ACS Egham was the first IB World School in the UK<br />

to offer all four International Baccalaureate (IB) programmes:<br />

the IB Primary Years, Middle Years, Diploma and Careersrelated<br />

Programmes.<br />

ACS Egham International School, Egham, Surrey<br />

01784 430800 Twitter: @ACSEgham acs-schools.com<br />

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Celebrate summer with friends and family at the Leeds Castle<br />

Celebrate Classical <strong>Summer</strong> summer Concert with friends on Saturday and family 13th at July the <strong>2019</strong>. Leeds Castle<br />

Classical <strong>Summer</strong> Concert on Saturday 13th July <strong>2019</strong>.<br />

This year will be a unique celebration of Leeds Castle’s<br />

This remarkable year will 900-year be a unique milestone, celebration with the of Leeds world Castle’s premiere of<br />

remarkable “A Tribute to 900-year Leeds Castle” milestone, performed with the by world the Royal premiere Marines of<br />

Band “A Tribute accompanied to Leeds by Castle” the Royal performed Philharmonic by the Royal Orchestra. Marines<br />

Band accompanied by the Royal Philharmonic Orchestra.<br />

Enjoy a wonderfully varied programme ranging from the<br />

Enjoy traditional a wonderfully classics to varied world programme class soloists, ranging all rounded from the off with<br />

traditional a spectacular classics firework to world and cannon class soloists, finale. all rounded off with<br />

a spectacular firework and cannon finale.<br />

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BE WISE<br />


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2018_be wise when you advertise_full A4.indd 2 08/11/2018 11:31:31<br />

LeedsCastleWT207.indd 1 17/04/<strong>2019</strong> ABC.indd 16:34 1 12/12/2018 17:15<br />

Boys 13 - 18 • Boarding and Day<br />


Saturday 5th October <strong>2019</strong><br />

Come and<br />

see our new<br />

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Scholarships & Bursaries available at 11+, 13+ and 16+<br />

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surrey-homes.co.uk<br />

66<br />

TonbridgeSchool<strong>ED06</strong>.indd 1 05/06/<strong>2019</strong> 11:53

Just as technology is now involved with every aspect<br />

of life, the school subjects that used to be considered<br />

the preserve of boffins and nerds are becoming much<br />

more integrated with other parts of the curriculum. And a<br />

proper grounding in theoretical and practical sciences is now<br />

essential for careers in an ever-increasing range of areas.<br />

Schools are rising to the challenge, investing in innovative science<br />

blocks and taking new approaches to teaching these subjects, making<br />

them more approachable to the broadest range of pupils.<br />

Nick Ellwood of Tonbridge School explains the thinking behind<br />

the school’s state-of-the-art new science centre.<br />

The life<br />

scientific<br />

In every aspect of life, science is<br />

more important than ever – and<br />

schools are rising to the challenge<br />

Science at Tonbridge took a great leap forward this year<br />

with the opening of the Barton Science Centre, a truly<br />

ambitious development which provides a world-class<br />

environment for innovative teaching and learning.<br />

Named after Nobel Prize-winning chemist Sir Derek Barton,<br />

a former Tonbridge pupil, the spectacular three-storey building<br />

places science and technology at the heart of school life, blending<br />

new classrooms and spacious laboratories with many architectural<br />

features from the school’s original Victorian science building. Features<br />

include an interactive periodic table, a TV wall, a beehive, thoughtprovoking<br />

sculptures, a roof garden, a greenhouse and three libraries.<br />

The school’s Head of Science, Bill Burnett, describes the<br />

centre as: ‘striking, innovative and simply fun to be a part of.<br />

‘Everything reflects our approach that science should be a<br />

creative and exploratory endeavour, not dry fact learning. Practical<br />

work is used to stimulate questions pupils want the answers<br />

to, not to confirm what they already knew beforehand.<br />

‘Classrooms have a flexible layout, with a range of imaginative<br />

designs. There are specialist labs for optics in Physics, microscopy<br />

in Biology and fume extraction in Chemistry. Other rooms<br />

provide opportunities for independent project work.<br />

‘The centre’s location, in the middle of the school, is significant<br />

too. Staff and students are encouraged to wander through and<br />

take notice of the presentations, experiments and other activities<br />

that happen in its shared areas. A sixth-form international science<br />

“Science should be a creative and exploratory<br />

endeavour, not dry fact learning…”<br />

conference, an art exhibition and a ‘Mission Discovery’ educational<br />

course run by NASA astronauts all took place in recent times.<br />

‘The Barton Science Centre will also have a wider public benefit and<br />

the school hopes it will become a regional hub for the community. It<br />

will enable the school to enhance its outreach programmes, such as<br />

the popular Science for Schools project that benefits hundreds of local<br />

primary school pupils each year, and to host more public lectures.’<br />

‘When you walk around,’ adds Phil Deakin, Head of Physics,<br />

‘you are more likely to see teachers and students building a<br />

Heath Robinson machine side-by-side, than you are to see<br />

a teacher lecturing at the front of a class laid out in rows.<br />

It is an extremely exciting time for science at Tonbridge.’<br />

Tonbridge School, Tonbridge, Kent<br />

01732 365555 www.tonbridge-school.co.uk<br />

All pictures: The new Barton Science Centre at Tonbridge School<br />

67 wealdentimes.co.uk

Maisie Kirby year 10<br />

Hermione<br />

White year 10<br />

Deterioration Sophie<br />

Cutting year 12<br />

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The art that young people can create even from ages<br />

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Nature in Art April Yang year 13<br />

Drawing in<br />

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Xunning year 10<br />

Portrait in Pencil<br />

Kitty Atherton year 12<br />

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Landscape of<br />

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69 wealdentimes.co.uk

Lucy owen year 11<br />

tim Liu year10<br />

Nature in Art april Yang, year 13 battle abbey<br />

dulwichprepcranbrook.org<br />

rosa Liakos year 5<br />

edward Newman year 8<br />

Mother’s Day project year 3<br />

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Yiman Yang year 11<br />

tom owen age 11<br />

dylan kist age 12<br />

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71 wealdentimes.co.uk

Yas year 13<br />

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Lucy year 13<br />

ashanti year 13<br />

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Reflection Human Figure isabel Morgan year 11<br />

Looking bella Jakob year 11<br />

Reflection Fish Pond eve white year 11<br />

Clay Clay tiles tiles year year 8 8<br />

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BricklehurstManor<strong>ED06</strong>.indd 1 06/06/<strong>2019</strong> 17:34<br />


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73 wealdentimes.co.uk<br />

CumnorHouse<strong>ED06</strong>.indd 1 31/05/<strong>2019</strong> 15:09

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Going solo<br />

Team sports don’t suit everyone – some<br />

pupils flourish competing alone<br />

Hurst College<br />

Rebecca Jutson, Assistant Director of Girls’ Sport<br />

With a greater number of students in the school we are now providing a broader<br />

range of sporting opportunities, and the uptake for more individual sports has<br />

increased. We now have a wide range of activities on offer including tennis, athletics,<br />

swimming, golf, sailing, climbing, kayaking, aerobics, triathlon, cross-country, archery,<br />

gymnastics, squash, fencing, show jumping and skiing.<br />

Students who don’t wish to get involved with team games derive a great deal of<br />

confidence from performing in more individual activities. Hurst focuses on the<br />

development of the individual, whether that be through team sports or individual<br />

sports. Our responsibility is to find activities which suit the needs of the student rather<br />

than those of the school.<br />

Sport is compulsory and everyone is expected to involve themselves, whether that<br />

be at participation or performance level. To a degree the sport is irrelevant, it is more a<br />

belief that the sporting environment is there to provide youngsters with the opportunity<br />

to develop personal and interpersonal skills which will benefit them in later life.<br />

It is also there to provide them with a physical release from their studies and<br />

encourage them to lead healthy, active lifestyles. The skills and qualities they derive from<br />

participation in sporting activities are certainly more important than the outcome of a<br />

particular match or the achievement of a result. Within this culture and central to our<br />

students’ development is the promotion of personal confidence.<br />

Joe Sullivan,<br />

Year 12, Golfer<br />

“I started playing when I was four and<br />

my best achievement to date is playing<br />

for the England U16 squad last year for<br />

the first time. My dad introduced me to<br />

the game and I really enjoyed it. From<br />

playing golf I have learned that I have<br />

a good temperament and I am able to<br />

bounce back after a bad run. I think<br />

overall I have become slightly<br />

more confident over the<br />

last couple of years.”<br />

Hurst College, Hassocks, West Sussex 01273 833636 hppc.co.uk<br />

Felix Warren,<br />

Year 9, Climber<br />

“I have been climbing for five years<br />

now – since I was nine. I always used<br />

to climb trees and when our local<br />

climbing centre opened I gave it a<br />

try and got really into it. I love it<br />

because there are so many challenges<br />

and when you complete something<br />

you have been working at for a while,<br />

there is an overwhelming sense<br />

of satisfaction.”<br />

Tallulah Sullivan,<br />

Year 9, Triathlete<br />

“I have been competing in Triathlon since I<br />

was around eight or nine years old. Before I<br />

was injured I came third in the South East<br />

of England for TS1 girls and I also have a<br />

few other trophies for achieving a top three<br />

position. I have always been a strong runner<br />

and I thought it would be a good opportunity<br />

to compete in a sport that could stretch<br />

me in aspects that running alone couldn’t.<br />

I like that it pushes me to work hard and<br />

train hard and it gives me adrenaline.”<br />

Jamie Briggs,<br />

Year 11, Fencer<br />

“I first started just after my 7th birthday<br />

and, because of my age, I had to use foam<br />

swords. A year later I was able to progress<br />

to the proper thing and took part in my<br />

first competition in March 2012. I have<br />

been on the U13, U15 and U17 England<br />

squads and last year I was invited to be<br />

a part of the GB U17 squad. It has been<br />

amazing to be able to represent<br />

my country in a sport<br />

that I love.”

Elizabeth Fraser<br />

Fencing Champion<br />

“My favourite thing about fencing<br />

is the tactics and mental strength it<br />

takes to win a fight. I have learnt<br />

a lot about myself through fencing<br />

– particularly my ability to bounce<br />

back. In the last two years I have<br />

suffered from two injuries, but I<br />

didn’t let this hold me back.<br />

I trained hard to get back and<br />

now I am able to<br />

compete again.”<br />

Sutton Valence School, Maidstone, Kent<br />

Sutton Valence School believes that all pupils can be successful in<br />

sport and, with a strong sporting tradition, we offer every child<br />

the opportunity to develop their fitness and love of exercise which will<br />

support them throughout their life.<br />

Under the care of the Director of Sport, Mark Howell students<br />

flourish across a huge breadth of sporting disciplines. Alongside the<br />

major sports (rugby, hockey, netball, tennis and cricket) the school<br />

supports sportsmen and women excelling in individual sports. These<br />

include gymnasts, equestrian riders, runners, dancers, skiers, sailors,<br />

martial artists and fencing champions.<br />

The sporting provision at the school has been developed to work<br />

with the broad range of needs of these sports. Working with the<br />

strength and conditioning coaches, pupils optimise their core skills<br />

of speed, power and agility, giving them a competitive edge.<br />

The sports department provides bespoke training<br />

programmes for the students in the Talented Athlete<br />

Programme and, at the elite level, they work with their<br />

coaches to provide the best complementary support.<br />

Students are also invited to lectures on nutrition, sports<br />

psychology and more to ensure they receive a professional<br />

insight into the world of sport that will allow them to reach<br />

the next level of their own personal development.<br />

Sutton Valence School, Maidstone, Kent<br />

01622 845200 svs.org.uk<br />

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76<br />

MsgsportsWT204.indd 1 14/01/<strong>2019</strong> CheekyMonkeyS40.indd 16:45<br />

1 25/01/2018 15:42

www.kings-school.co.uk<br />


13+ -<br />

Saturday 5 th October<br />

Sixth Form -<br />

Saturday 21 st September<br />

Watch our film<br />

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A 21 st Century education within<br />

the historical City of Canterbury<br />

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Saturday 12 th October

Mayfield School<br />

Antonia Beary, Headmistress at Mayfield School, shares her<br />

school sport philosophy – and her own experiences<br />

Teachers from my own schooldays might be rather<br />

sceptical at my writing an article on the benefits of sport,<br />

and rightly so, as any recollections of my youthful endeavours<br />

to avoid cross country or the 1500 metres (I think I was the<br />

only person in my year not to do it) would elicit, at best,<br />

amusement. However, even the most recalcitrant child can<br />

surprise themselves and others.<br />

Sport teaches us all, not just our children, skills and<br />

helps discover abilities which can prove invaluable as life<br />

skills. Playing as a team requires not only working together,<br />

but thinking about other people and understanding their<br />

strengths and weaknesses.<br />

Good team players will be able to see themselves<br />

contributing to something bigger, as they have to look beyond<br />

their own individual goals to the shared, common good.<br />

Representing our school, county or even country, requires<br />

working towards an altruistic goal, espousing what may seem<br />

old-fashioned values, which are increasingly at odds with<br />

those of the self-centred society in which we seem to live. For<br />

teenagers to appreciate both that it is not just ‘all about them’<br />

but also that they have something valuable to contribute,<br />

promotes a balanced sense of self-esteem.<br />

Practice, as we know, makes perfect. In a world where<br />

there is a disproportionate focus on individuals plucked out<br />

of obscurity allegedly to fame and fortune, sport offers an<br />

excellent lesson: while natural ability may be an advantage,<br />

it is nothing without consistent effort and application –<br />

whatever the weather.<br />

With our increasing dependence on mobile phones<br />

allowing the best-laid plans to be changed at the last minute,<br />

understanding the concept of commitment to a match or<br />

practice is important. It doesn’t matter if you have a better<br />

offer – you have a responsibility to your team. In making<br />

sacrifices, so character is built and captaining a team can lead<br />

on to more significant leadership roles and the responsibility<br />

being a role model entails.<br />

Learning how to win and – more importantly – how to<br />

lose, graciously are skills which should not be underrated.<br />

Sport provides an arena where it is almost impossible not to<br />

make mistakes, offering opportunities to learn how to cope<br />

when, inevitably, things do not go to plan. Learning to roll<br />

with the punches – literal and metaphorical – is a vital skill.<br />

At the same time, having to conform to a set of rules is<br />

no bad thing for a child, whilst fair play and respect for the<br />

umpire’s decision needs to be learnt and can’t necessarily be<br />

assumed. Sport should help instil in our young people the<br />

fundamental value of integrity.<br />

Computer games may offer a certain type of stimulation<br />

but there is nothing to beat fresh air and physical activity for<br />

real wellbeing. Regular physical activity also means that you<br />

can get away with spoiling yourself with a food treat every<br />

now and then.<br />

Sport also provides a vital outlet for pent-up tension – as I<br />

discovered when I worked in a boys’ school, one harsh winter<br />

when I had to teach classes unable to play sport due to frozen<br />

pitches. Expending energy on the playing field, means that<br />

you can focus effectively on your academic study.<br />

Equally, the skills of concentration, focus and<br />

determination are easily transferrable and success in a match<br />

can boost confidence and instil a self-belief which in turn<br />

allows you to approach a challenging maths problem or a<br />

philosophical conundrum with more conviction.<br />

There is a reason why we ‘play’ sport – it has to be about<br />

having fun. For some, that pleasure will come from being<br />

intensely competitive, for others simply in being part of<br />

something bigger than themselves and spending time with<br />

their friends.<br />

And the joy of sport is that there is something for everyone.<br />

For the record: the girl who, aged 13, tried to arrange her<br />

music lessons in PE, in a few short years found herself<br />

representing Cambridge University in the Boat Race. Who<br />

says miracles don’t happen?<br />

Mayfield School, Mayfield, East Sussex<br />

01435 874600 www.mayfieldgirls.org<br />

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form<br />

invaluable tips from experienced<br />

teachers for each stage<br />

of education<br />

frewen college<br />

hazel lawrence, head of Sixth form<br />

at this stage our kids are young<br />

adults – not children. how can<br />

parents support them in a way<br />

that respects this? (and not get<br />

irritated!) speak to them and listen<br />

to what they are saying, even if it<br />

sounds outlandish. several of my<br />

students have suggested it’s easier<br />

to have these conversations when<br />

you are doing something else, like<br />

washing up, or preparing dinner, as<br />

this makes them feel less intense.<br />

start sixth Form options discussions<br />

early. it takes away the pressure<br />

to make immediate decisions if you’re<br />

not agreeing. the summer term of<br />

Year 10 is a good time to start.<br />

work with them! explore all the<br />

options and try to get to a point<br />

where your son or daughter thinks<br />

it was their decision. using a ‘drip,<br />

drip’ approach to achieve an outcome<br />

everyone is happy with.<br />

how can parents best support<br />

their children with their choices?<br />

at Frewen College we have a strong<br />

ethos of working with students and<br />

young people to help them make their<br />

next steps and we include parents<br />

too. all Year 11 students have a weekly<br />

mentor session to discuss options as<br />

well working with the young person to<br />

keep them on track. in Year 10 students<br />

will also have a one-on-one meeting<br />

with our independent careers adviser<br />

to start thinking about next steps.<br />

encourage your child to visit as<br />

many colleges as possible, particularly<br />

if they are undecided and/or there<br />

are several colleges offering the same<br />

courses. this is really important<br />

as each course will vary slightly.<br />

For young people who have a<br />

strong idea about what they want<br />

to do and learn in a more handson<br />

way, apprenticeships are another<br />

area to pursue. there are a range<br />

of them in different fields; from<br />

the more traditional like catering<br />

or construction industry to newer<br />

ones like cyber security.<br />

take time to visit apprenticeship<br />

fairs and events which will provide<br />

both parents and young people<br />

with information and advice.<br />

Many colleges will also offer taster<br />

day events for Year 10 students<br />

towards the end of the summer. this<br />

is an excellent opportunity to get a<br />

feel for a college and experience new<br />

courses – many of the courses offered<br />

“Reassure them it’s OK to not<br />

know exactly what they’d like<br />

to do in the future at this stage”<br />

at bteC or a Level will be very<br />

different from those offered at gCse.<br />

also, reassure them it’s ok to<br />

not know exactly what they’d like<br />

to do in the future at this stage.<br />

What is the best way to resolve<br />

tension when parents and young<br />

people have different ideas about<br />

what the next step should be?<br />

try to visit colleges and/or<br />

universities which the young<br />

person is interested in – and those<br />

which you think are suitable.<br />

ask lots of questions, such as:<br />

‘what do typical students go on to<br />

do once they have completed this<br />

course?’ this can be very revealing<br />

and can sometimes show the limited<br />

possibilities a desired course may<br />

present for job opportunities.<br />

if you have friends or family members<br />

who have experience in subjects or<br />

professions your son or daughter is<br />

interested in, encourage them to have a<br />

chat with them about their experiences.<br />

speak to the career’s adviser at your<br />

child’s current school. also speak<br />

to their teachers – what do they<br />

think about the options available?<br />

what are the alternatives? what will<br />

they need to do to secure a place<br />

at a russell group university?<br />

What is a good way to resolve the<br />

gap year/not gap year dilemma?<br />

For many students the idea of a gap year<br />

seems exciting after 13 years of formal<br />

school. at Frewen College we work<br />

with students who want to take a gap<br />

year and encourage them to develop a<br />

plan detailing what they hope to achieve<br />

at the end of the year. universities<br />

will want to know this as well.<br />

For those of our students who are<br />

seriously interested in pursuing a<br />

gap year they have looked at options<br />

through organisations like Vso.<br />

these offer young people several<br />

short- and long-term opportunities<br />

in a number of different fields.<br />

Frewen college, Northiam, east Sussex<br />

01797 252494 frewencollege.co.uk<br />

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