2 years ago

Inside Scoop 2019

  • Text
  • Hampshire
  • Schools
  • Schools
  • Scoop
  • Headmaster
  • Academic
  • Pupils
  • Opportunities
  • Berkshire
  • Prep
  • Pastoral
  • Surrey
  • Individual
A current parent perspective on the UK's top schools


INSIDE SCOOP Fulham Prep Haileybury 47a Fulham High Street, London, SW6 3JJ Admissions: 020 7371 9922 • Haileybury, Hertford, Hertfordshire,SG13 7NU Admissions: 01992 706200 • GL Day 4-13 Day/Weekly/Full 11-18 SE Godstowe Handcross Park Shrubbery Road, High Wycombe, Buckinghamshire, HP13 6PR Admissions: 01494 529273 • London Road, Handcross, Haywards Heath, West Sussex, RH17 6HF Admissions: 01444 400526 • SE Day/Weekly/Full 7-13 Day/Weekly/Full 2-13 SE Gordon's School Hanford West End, Woking, Surrey, GU24 9PT Admissions: 01276 858084 • Child Okeford, Blandford Forum, Dorset, DT11 8HN Admissions: 01258 860219 • SE Day/Weekly/Full 11-18 Day/Weekly/Full 7-13 SW Great Walstead Harrodian East Mascalls Lane, Lindfield, Haywards Heath, West Sussex, RH16 2QL Admissions: 01444 483528 • Lonsdale Road, Barnes, London, SW13 9QN Admissions: 020 8748 6117 • SE Day/Weekly 2-13 Day 4-18 GL 36 ★ 2019

INSIDE SCOOP Wraparound pastoral care is at the heart of the charity PHOTOGRAPHY: © XXXXXX XXXXXXX XXXXXXX “Relationship” is the key word here. “The critical bit, which is why we have a very high retention rate – well over 90 per cent – is that we have a ‘whole child’ agenda,” explains Davenport. “We get to know the children, we build a relationship with the family, with a community group, the school, we link that all together. We then build the relationship going forward with an alumni programme.” Wraparound pastoral care, including holidays, is at the heart of what Royal SpringBoard does - and no pupil gets dropped after school, or if things don’t work out. “There are lots of complexities that might emerge from having someone from, say, Peckham start at Marlborough or Oundle or wherever. But most get there in the end. For those that don’t last the course of the school, we believe we must play a part in helping them to wherever they go next - we start the process in partnership with the child and the school and we feel morally obliged to carry that on.” Ian Davenport To ensure this happens, Royal SpringBoard has an independently evaluated impact assessment process, which monitors the children to the age of 25. And it’s also building an alumni network, explains Davenport, to help with its vision of creating the “ripple effect”: the idea being that Royal SpringBoard’s work not only positively influences each individual child, but also impacts the lives of their families and wider neighbourhood. “One of the critical things with the Royal SpringBoard model is that the children go back to their local communities and act as ambassadors. That’s what it’s all about. WHO CAN APPLY? Who is the average SpringBoard child? ★ A family income of just under £20,000. ★ A need for boarding. ★ Disadvantaged in some way: a Looked After Child, a vulnerable child on edge of care, due to personal traumatic circumstances, living in an area of high social deprivation. “The critical bit, which is why we have a very high retention rate – well over 90 per cent – is that we have a ‘whole child’ agenda” The most powerful way to influence change is if you see somebody you know influencing change.” “The best example would be Yuriel Kpalobi – he came from Tottenham, became head boy of Millfield School. He very strongly believes he must give something back, which he does. And there’s no question that he has a profound influence. I picked him out, but there are any number of those success stories.” In this way, each individual school can play a part in the wider engagement of social mobility. And the ripple effect works in reverse, too, with Royal SpringBoard pupils enriching the lives of their boarding school peers in return. “Royal SpringBoard children have got something about them,” says Davenport. “They’ve got leadership skills, they’re resilient, they’re real role models. They have a profound effect on those around them as they say, ‘You know what, you can do something with your life and this is my background, I’m really proud of my background, why would I not be?’ But also, ‘I’ve been blessed to be given this opportunity and I’m going to make the most of it.’ That infectious enthusiasm resonates around any community and the more independent schools have an understanding of societal issues the better. And they all want to.” It’s what today’s parents want for their children, too, believes Davenport. “Parents want schools 2019 ★ 37