Following the first nearly normal year of education post-pandemic, this issue of the Cambridge Education Guide looks at how local schools have been working hard to ensure that young learners are able to flourish and succeed. We also offer tips for attending open days, give the lowdown on the new wave of vocational qualifications available, talk breaking down barriers to participation in sport and lots more!
AUTUMN/WINTER 2022
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Awareness helps, but it’s what we do about it that matters. Initiatives that identify those in need and focus on standards of numeracy and literacy, not just in the school-age population but among adults as well, have a role to play. Fortunately, we have some amazing schools, colleges, teachers and, of course, communities. Following the first nearly normal year of education post-pandemic, their task – ensuring young learners who missed out when schools were closed are now able to flourish and succeed – is a daunting one. But with some excellent GCSE and A-level results achieved by our area’s 16- and 18-year-olds, the will to make it happen is there. Now, it’s about keeping that momentum going.
n difficult times, it’s always the most vulnerable who are in need of the greatest levels of support. Our area remains a place of huge contrasts. On the one hand, it’s one of the more exciting and innovative places in the country, packed with the most brilliant minds drawn by an irresistible combination of location, history and atmosphere. It’s also the perfect place to bring up a family. On the other, a significant proportion of our population remains sidelined, lacking the training, resources and support to take advantage of the opportunities around us. It’s a message spelled out in numerous reports highlighting the gap between the haves and the have-nots, and it remains one of our defining characteristics.
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Contents
13 | CAMBRIDGE INTERNATIONAL SCHOOL Cherry Hinton Hall, Cherry Hinton Road, Cambridge CB1 8DW 01223 416938 | cambridgeinternationalschool.co.uk
This independent day school offers an exciting, international education for boys and girls aged two to 11. Pupils from all over the world, as well as the UK, are taught a wide range of engaging lessons in small classes.
14 | CULFORD SCHOOL Bury St Edmunds, Suffolk IP28 6TX | 01284 385308 | culford.co.uk
Set in 480 acres of beautiful parkland, with an 18th-century mansion at its centre, Culford provides first-class boarding and day schooling for more than 670 children aged from one to 18. With a strong emphasis on sport, Culford believes in educating the whole person to deliver a well-rounded, fulfilled individual with excellent academic results. 16 | ST FAITH’S Trumpington Road, Cambridge CB2 8AG | 01223 352073 | stfaiths.co.uk St Faith’s is an independent preparatory day school for boys and girls, aged four to 13. The school prides itself on its dynamic community and welcoming personality. It has a reputation for excellent academic standards – across a huge breadth of subjects. Only 45 minutes south of Cambridge, Felsted School offers families contemporary boarding options with a choice of three, five or seven nights a week. Pupils can access a wide academic curriculum, balanced with a rich programme of co-curricular activities to suit their talents and interests, all available on-site. 26 | GRESHAM’S Cromer Road, Holt, Norfolk NR25 6EA | 01263 714500 | greshams.com Set in 220 acres in beautiful North Norfolk, Gresham’s provides a high-quality, fully rounded, excellent education to boys and girls from the age of two to 18. 24 | FELSTED SCHOOL Felsted, Essex CM6 3LL | 01371 822600 | felsted.org
28 | ST JOHN’S COLLEGE SCHOOL 73 Grange Road, Cambridge CB3 9AB | 01223 353652 | sjcs.co.uk
St John’s College School is an independent co-educational day and boarding school, offering an exceptional experience to pupils aged four to 13. It won the national best prep school and best prep school head in the Tatler Schools Awards, and has a Flexible Learning Programme.
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38 | KIMBOLTON SCHOOL Kimbolton, Huntingdon, Cambridgeshire PE28 0EA 01480 860505 | kimbolton.cambs.sch.uk An independent co-educational day and boarding school near Cambridge, Kimbolton offers a busy and stimulating environment for pupils between the ages of four and 18. 40 | KING’S ELY The Old Palace, Palace Green, Ely CB7 4EW | 01353 660707 | kingsely.org A day and boarding school, King’s Ely offers an outstanding education for children and young people aged two to 18, providing a broad and balanced curriculum.
44 | LANDMARK INTERNATIONAL SCHOOL The Old Rectory, 9 Church Lane, Fulbourn, Cambridge CB21 5EP 01223 755100 | landmarkinternationalschool.co.uk
Landmark is a small, co-educational, non-selective and non-denominational school for children aged from four to 16 years, serving the educational needs of the south Cambridge area.
52 | THE LEYS The Fen Causeway, Cambridge CB2 7AD | 01223 508900 | theleys.net The Leys is a co-educational independent day and boarding school for 11 to 18 year olds. The school offers an engaged and friendly community in which pastoral care is a priority.
54 | MANDER PORTMAN WOODWARD 3-4 Brookside, Cambridge CB2 1JE | 01223 350158 | mpw.ac.uk
MPW is a small, independent fifth and sixth form located in the heart of Cambridge, with a range of courses. For children at other schools, it also offers popular Easter revision courses.
64 | ST MARY’S SCHOOL Bateman Street, Cambridge CB2 1LY | 01223 224167 | stmaryscambridge.co.uk An independent day and boarding school for girls aged three to 18, St Mary’s is located near the Cambridge Botanic Garden and offers GCSEs and A-levels. 66 | STOKE COLLEGE Stoke-by-Clare, Sudbury, Suffolk CO10 8JE | 01787 278141 | stokecollege.co.uk Stoke College is a day and boarding school for pupils from reception to sixth form. With an average class size of ten, Stoke prides itself on excellent pastoral care and academic success. 68 | STEPHEN PERSE FOUNDATION Union Road, Cambridge CB2 1HF | 01223 454700 | stephenperse.com The Stephen Perse Foundation is a group of independent schools accommodating excellent opportunities for students – achieving exceptional exam results, without sticking blindly to the syllabus or having to cram facts and figures.
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LOOKING FORWARD
G HOW WE APPROACH EDUCATION IN THE POST-COVID ERA, MATCH SKILLS TO THE NEEDS OF THE JOB MARKET AND TACKLE INEQUALITY WILL REQUIRE SOME RADICAL RETHINKING Bridging the Gap
CSE and A-level results days are always incredibly stressful events. But this year must have set record highs for levels of emotion all-round – for teachers and parents as well as pupils. Opening those results envelopes was the culmination of a process that saw the normal assessment system turned inside out and upside down for two years, when traditional exams simply didn’t happen. It was only this year that pupils were back in school sitting exams the way they used to – with a real ‘back to the future’ feel about it. Some GCSE pupils found limited opportunity to practise exam technique in the run up to their exams, while Covid-19 closures had made it hard to cover the syllabus. For A-level students, it was even tougher. They had also missed out on GCSE exams (which they would have taken in 2020) due to the pandemic, after schools closed suddenly in March that year and public exams were cancelled. Schools are always proud of their pupils’ success – and so you’d hope – but this year their tributes are even more heartfelt than usual. Results, say senior teachers locally, are ‘exceptional’ and ‘extraordinary’. Things aren’t yet back to normal – though they’re getting there. Additional help will continue to be necessary. In February this year, the government set out details of a programme aimed at identifying priority areas in parts of the
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SCHOOLS ARE PROUD OF THEIR PUPILS ’ SUCCESSES
country – including ours - where pupils aren’t doing as well as they should, and there are greater levels of disadvantage compared with other areas. Primary schools are assessed on scores in reading, writing and maths achieved by pupils at the end of Key Stage 2, when they’re in year 6. For senior schools, it’s about the progress learners make between leaving primary school and how they fare in their GCSEs. Priority areas get some
additional funding – but have ambitious goals to meet when it comes to boosting standards of literacy and numeracy all the way through to 16. It’s not just younger learners who are being supported. Our local adult learning service has been helping residents move into work, education and volunteering, running a range of courses that don’t just help them gain practical skills but boost their confidence, too. Between August
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2020 and July 2021 – during the height of the pandemic – the service helped over 1,000 locals move on in their lives. More than 850 went into paid employment – no mean feat given just how difficult a time this was. So what now? Despite unprecedented challenges, our area remains one of the most dynamic in the country. We’re home to world-leading companies, particularly in technology and biotechnology, and more are set to join them.
A local authority initiative is designed to identify what local employers are looking for, helping potential candidates build their skills and identify what type of work they might be particularly well-suited for, with handy online tools even pinpointing where the jobs exist. There’s still a huge way to go – and radical rethinking is going to be needed. With employers stressing the urgency for better basic literacy, numeracy and digital skills, there are growing demands for
OUR AREA REMAINS ONE OF THE MOST DYNAMIC
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educators and employers to work together rather than, as many feel, operating with separate goals and priorities. Parents agree – over half have concerns about whether the education their children receive is what’s needed to get them ready for a rapidly changing future. As initiatives in our area show, there is a will to bring these disparate groups together, resolve differences and take a cold, hard look at what is needed to bridge the gap. We must ensure learners of every age can achieve their personal ambitions in a way that benefits us all. THERE IS A WILL TO BRING DISPARATE GROUPS TOGETHER
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Cambridge International School CAMBRIDGE
ucked away in beautiful Cherry Hinton Hall, Cambridge International School is a flourishing independent day school for ages two to 11. We are a welcoming community of children, parents and staff both from the local area and overseas. Our door is also open to home educators interested in flexi- schooling opportunities. ETHOS Our values and ethos ensure that children can learn and excel in an unpressured, nurturing environment, with a key focus on our pupils becoming confident lifelong learners. With small class sizes (a maximum of 16) and staff who are experienced in teaching children from a range of different linguistic and cultural backgrounds, our school helps students to be internationally minded and ensures that they value and respect the diversity of their classmates. Each child is given individualised targets, to ensure that they are aspiring to achieve their full academic potential. LEARNING We focus on the quality of our pupils’ learning, with an emphasis on the question: ‘Am I getting better?’ Our exciting and varied curriculum uses a topic-based approach, allowing thorough inquiry into questions relating to science, history and geography, with links to art, design and technology. Learning in mathematics and English follows the UK national curriculum, and we give specialist lessons in music and sport. Language provision is a top priority; along with Spanish lessons from the age of three, children who don’t speak English
at home can receive two lessons a week in their ‘mother tongue’ – and support for English as an additional language (EAL) is integrated into classroom learning. CHERRY HINTON HALL AND BEYOND The spacious, green landscape of Cherry Hinton Hall Park allows students to learn and explore outdoors. Along with Forest School – our woodland activity sessions – outdoor space is used for exercise, play and instilling an appreciation for nature. Pupils also take trips to Cambridge and beyond, visiting museums, galleries and other inspiring educational spaces. FIND OUT MORE Further information about how Cambridge International School will support your child can be found at cambridgeinternationalschool.co.uk. Our staff would be happy to facilitate your visit. To arrange a tour of the school, please contact Admissions on 01223 416938 or email admissions@cischool.co.uk
CHERRY HINTON HALL, CHERRY HINTON ROAD, CAMBRIDGE CB1 8DW
01223 416938
ADMISSIONS@ CISCHOOL.CO.UK
CAMBRIDGE INTERNATIONAL SCHOOL.CO.UK
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Culford School BURY ST EDMUNDS
here are few places quite like Culford. It is a school that places the individual at its heart, where teachers are committed to helping every child realise their potential and become the best they can be. You can see such dedication run throughout the school. Whether your child is one or 18 years old, Culford provides a high-quality education and the dynamic support needed to open up opportunities for every pupil. These combine into a highly personalised learning programme that helps each child achieve their aspirations. The Pre-Prep and Nursery, Prep and Senior Schools combine to offer a superb through-school experience for children. The school takes enormous pride in all the pupils, who go on to excel in both their academic and sporting pursuits. Indeed, Culford School itself is just as unique as its staff and pupils. A blend of the historic and the modern, the school is set in 480 acres of beautiful Suffolk parkland, with an 18th-century mansion at its centre. It also boasts modern academic and sporting facilities that are the envy of schools and academies across the UK. No matter a pupil’s interest or passion, Culford School provides the foundation for them to flourish. Pupils have secured places at the most respected universities in the world, competed at national and international golf championships, and have been ranked among the top ten junior tennis players in the UK. To that end, it is no coincidence Culford is currently ranked the top co-educational school for tennis in the UK by the Lawn Tennis Association. The school sees education as a transformational process that guides pupils towards academic success, gives them clear moral values and develops their leadership qualities in readiness for the adult world.
Please sign up at culford.co.uk
KEY FACILITIES Championship- standard indoor tennis centre 25m indoor heated swimming pool
Football programme
Indoor golf studio, outdoor short game area and driving range Brand new DT, digital media and innovation centre
Drama theatre and music studio
Dance programme
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“Pupils demonstrate excellent attitudes to learning as a result of a supportive and caring environment” Independent Schools Inspectorate
SUPPORTING BUSY FAMILIES At Culford School, an Extended Day Programme has been designed to help busy working parents by giving them extra flexibility. This allows pupils to come into school as early as 7.30am and leave as late as 6pm for Pre-Prep, 8pm for Prep and 8.30pm for Senior pupils. Culford also offers full, part and flexible boarding, which can be a great solution for busy families. CAMBRIDGE CONNECTION There is a shuttle service for pupils who live in and around Cambridge, leaving from Park & Ride stations and delivering pupils to school within 40 minutes. To learn more about the school or organise a personal visit, go to the website, contact the admissions team on 01284 385308 or email admissions@culford.co.uk
CULFORD SCHOOL, BURY ST EDMUNDS, SUFFOLK IP28 6TX
01284 385308
CULFORD.CO.UK
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St Faith’s CAMBRIDGE
t has long been the mantra of educational settings that ‘a happy child learns best’, but what does that actually mean in practice? One year into his headship of St Faith’s, Cambridge, Dr Crispin Hyde-Dunn (formerly headmaster of Dragon School in Oxford) pays tribute to the highly individualised approach to learning and pastoral care that is the hallmark of St Faith’s: “We are increasingly becoming accustomed to the idea that many aspects of our lives can be tailored to our precise needs as individuals. At St Faith’s, we aim to lay the foundations for our pupils, not only to become life-long learners, but also for each one of them to relish that personalised journey. This is done by taking a ‘precision learning’ approach, where we track our pupils’ progress very closely, yet also unobtrusively, so that we can ensure as individualised an approach to their learning preferences as possible. “At St Faith’s, pupil progress is not measured solely by academic indicators but, equally importantly, by measures of wellbeing and emotional intelligence. Teachers have access to comprehensive data from both CAT (Cognitive Abilities Tests) and PASS (Pupil Attitudes to Self and School) tests in order to inform their differentiated teaching in the classroom. This means that teachers are able to respond effectively to the different types of learners they have in their classes. The results also afford insight into those issues which might be adversely affecting pupils’ self-esteem as learners. Overall, it means that teachers build up a very detailed profile of each pupil in their class. These diagnostic tests are repeated at key points across a pupil’s time at St Faith’s, forming a picture of the development of an individual and allowing the teaching they receive to be tailored accordingly. This monitoring also supports an extremely smooth transition to secondary education, since the pupil’s chosen school will receive a fully rounded profile of that pupil – both
academically and emotionally – before they even arrive for their first day. “One example of the changes we made at St Faith’s based on the data we were monitoring was the homework arrangements for years 3 and 4, whereby pupils in those year groups are now set homework only in the core subjects. “Another important example is that ‘effort and attainment grades’ were transformed into ‘learning habit and attainment grades’, based on the eight ‘learning habits’ developed at the school to underpin effective education. These eight habits have now become thoroughly embedded in the culture of St Faith’s, and pupils are guided throughout the school year to display each habit with greater levels of both sophistication and fluency. Pupils are also encouraged to see the links between areas of the curriculum in a skills-based way. For example, solving a problem in an
TRUMPINGTON ROAD, CAMBRIDGE CB2 8AG
01223 352073
INFO@ STFAITHS.CO.UK
STFAITHS.CO.UK
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engineering lesson draws on knowledge from maths, science and computing. “Precision learning means that pupils grow in self- esteem and therein lies its added value. Furthermore, it identifies pupils who might need additional academic or pastoral support at any point in their journey. Children will be unable to fulfil their academic potential unless they also have high self-esteem as learners, and this is why St Faith’s puts such a high value on this close, yet unobtrusive monitoring. “St Faith’s is justifiably proud of its record in this area and can demonstrate the growth in confidence of the pupils, which continues to increase in each year of their school journey. This personal growth is particularly marked in the final two years at the school (years 7 and 8), where the children take on increased responsibility. Every year 8 pupil becomes a school prefect and is given opportunities to lead ‘buddy’ sessions with younger children, which in turn fosters a highly successful
vertical integration in the school community. The role of ‘house captains’ promotes pupil responsibility, as does the engagement of outreach programmes supporting local, national and global initiatives. “The St Faith’s teaching community has recognised the importance of ‘precision learning’ and staff have worked extremely hard to apply it to the education that each individual pupil receives. The results are highly impressive, and I am privileged to be the headmaster of a school which has at its heart the ambition for every pupil to ‘be their best selves’.”
Personal tours
Visit the school for a personal tour: stfaiths.co.uk/ admissions
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OPEN DAYS
An open and shut case? AS EDUCATORS CONTINUE TO FEEL THE AFTERSHOCKS OF THE PANDEMIC, WHAT SHOULD YOU BE LOOKING FOR IN A PROSPECTIVE SCHOOL?
ow that the worst of the pandemic is passed (keeping everything crossed of course), does that reset the clock behaviours when they visit prospective schools – oohing and aahing over their centrepiece science demonstrations and well-manicured sports fields (hosepipe bans permitting), nodding dutifully at head teachers’ expositions of their ethos, expectations and areas of excellence? N regarding open days? Should parents go back to learned
Or should families now be expecting something different? During the past two years, parents had to adapt in ways that would previously have seemed unimaginable, with many juggling full- time jobs while ensuring their children continued in full-time education. Schools, too, have been stress-tested in just about every educational area, from becoming fluent in the language of online meetings, to finding imaginative ways of restructuring the curriculum so it works for every pupil, either in school or at home.
Some haven’t just embraced technology, but given it a desk of its own. Just before Covid-19 struck, neat little robots started appearing in a few schools dotted around the country. Officially designated AV1s by their creators, but humanised – or nearly – with names like Elmo (from the chipper Sesame Street character) and Hope (as that’s what they offer), they bring the full classroom experience to children who can’t attend school in person, often for medical or mental health issues. They sit on desks, acting as the eyes and ears for the child, letting them answer questions, follow the work and – because they’re portable – keep up with friends at playtime. While robots aren’t yet standard in every school (more’s the pity), consistent education certainly should be. The last time that progress and results were officially recorded was back in 2019. Thereafter they remained frozen in time for almost two years. Schools have been stress- tested in every educational area
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OPEN DAYS
Ofsted inspections were suspended, again leaving parents in a state of uncertainty as to whether ‘good’ or ‘outstanding’ schools still deserved their rating and, similarly, whether schools that weren’t cutting the mustard had improved beyond all recognition. Schools that looked spectacularly wonderful or dismal in comparison with others in their area might have changed for better or worse in the past two years – but there was no way of knowing. As school inspections resume, the signs are very positive. If your local school was rated ‘requires improvement’ or – even worse – ‘inadequate’, there’s a strong chance that it’s doing better than before. According to Ofsted, of the 1,600 schools inspected between September 2021 and June this year, seven in ten of those judged that had previously fallen short of at least a ‘good’ rating have now improved – a higher percentage than before the pandemic. Parents will also be very conscious of what their child may have missed during the pandemic years and will rightly want to know what the school can offer to help. Some of it comes down to basic issues like staffing – recruitment was already challenging before the pandemic. You’ll
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want to know how big the staffing gaps are in prospective schools, which year groups and which subjects are worst affected (sciences and maths posts are often the most difficult to fill), and how they’re being addressed. Ask what the school has done when it comes to catch-up teaching. How are pupils who might need extra support identified? Do they prioritise those with learning needs, for example? Which subjects and areas are they focusing on (core ones like maths and literacy are often prioritised)? And who is carrying out the catch-up work? Certain schools have employed tutors, others have trained some of their most experienced teaching assistants. But in some cases, these new responsibilities have put staff under additional pressure – and that’s something useful to know. Has the school made adaptations to the curriculum? If so, what do they look like?
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OPEN DAYS
It’s not just about identifying areas that have been missed, but helping children at every age develop good school habits, from being able to concentrate to learning about being part of a class and what the expectations are. Some schools may change the pace of learning – adding lots of repetition and making sure children have really understood what they’ve been taught before moving on. They may be investing more in music, drama, physical education
and enrichment so that children can experience all those other vital aspects of school life that fuel interest and build everything in a character – from creativity to coordination. No school will be perfect. But if you leave an open day feeling that staff have a clear sense of what needs to be done as well as the enthusiasm to make it happen, working in partnership with parents along the way, then chances are your child will be off to a thoroughly good start.
Some schools may change the pace of learning – adding repetition
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OPEN DAYS
Questions to ask at Open Days
ESSENTIAL INQUIRIES FOR PARENTS IN SEARCH OF THE RIGHT SCHOOL
Which is right for my child, single-sex or co-ed?
Do you provide wraparound care?
How do older pupils travel to school?
Do you provide evening meals?
What clubs do you offer?
Can my child flexi-board?
How does the pastoral care work?
Where do pupils go when they leave?
How do you support children who have additional needs?
How early can I drop off my child? (For working parents)
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Felsted School NORTH ESSEX
world-class education in East Anglia. Cambridge families choose Felsted School for their children, not just for the excellent academic results, but also the huge choice of sports, arts, adventurous and community activities that are part and parcel of every school day. The beautiful Felsted campus, with more than 90 acres of playing fields, pitches and landscaped grounds to explore, is just a 45-minute bus ride from Cambridge. It’s the setting for an education that encourages each individual pupil’s character to flourish, with skills, talents and passions that will last well into adult life to be discovered, developed and nurtured. BROAD AND EXCITING The academic curriculum is broad and exciting. At the top of Felsted Prep School, 11- to 13-year-old boys and girls have their own domain, where their learning is focused on honing the independent study skills they will need in order to make the most of their education going forward. Once in the senior school, boys and girls aged 13 to 18 have a huge choice of subjects at GCSE and A-level, as well as the popular option of the International Baccalaureate. Younger children, aged four to 11, have a whale of a time in small classes at the lower phases of Felsted Prep, their carefully devised lessons laying solid foundations in maths and literacy, and introducing the wonders of science, languages, the arts and sport. STRETCH, CHALLENGE, REINFORCE Right across the school, pupils at Felsted are given the support needed to make the most of their learning. Teaching is modern and engaging, taking place in the inspiring surroundings of historic school buildings, or the brand-new Marshall Centre for Learning, a state-of-the-art hub for independent study as well
as collaboration. The very able are stretched and challenged to achieve new academic heights, while those who need it are given extra reinforcement. CREATIVITY AND SPORT IN THE SPOTLIGHT One of the sportiest schools in the country, Felsted teams and individual sportsmen and women are often seen lifting national trophies. That said, sport really is for all at Felsted, with team games played at all levels. Every pupil has the opportunity to represent the school in competition. Rugby, cricket, hockey, netball, tennis, football, swimming and athletics are all on the timetable, but there are plenty of options when it comes to keeping active and healthy – including yoga, horse riding and dance. The school has its own professional-standard music school and theatre. These buzz constantly with the
FELSTED SCHOOL, FELSTED, ESSEX CM6 3LL (45 minutes south of Cambridge)
01371 822605
FELSTED.ORG
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sound of young performing artists developing their talents. A link with the Guildhall School of Music and Drama in London brings world-class instrumental teachers to Felsted, and the calendar is bursting with concerts and productions. Art, too, is impressive: high-quality artwork is showcased within the school and often included in public exhibitions. LEADERSHIP AND TEAMWORKING Pupils at Felsted are encouraged to develop attributes that will see them make a difference to the world in the future, so there are many opportunities to challenge themselves physically and emotionally, and to practise leadership and teamworking. The Combined Cadet Force, Duke of Edinburgh’s Award scheme and Model United Nations are very popular, and there are countless other chances throughout the school for individuals to take on positions of responsibility and act as role models. INTERNATIONALISM AND UNDERSTANDING Felsted is an international community, bringing together pupils and staff from across the UK and around the world. Working and living side-by-side gives a unique insight into a range of cultures, views and values, encouraging young people to develop true understanding and respect for others. ‘‘Felsted has provided the perfect education, support and opportunities for our children, but the most important thing for us is that they have always been so happy at school. They have often wished the holidays to be over, just to get back to all the exciting lessons and activities, which is wonderful!’’ Felsted parent
BOARDING BENEFITS While a fifth of senior and sixth form pupils at Felsted are day pupils, the rest choose to board in one of the school’s eight comfortable, modern boarding houses. These are a home from home, offering accommodation in either shared rooms or single bedrooms (depending on ages), quiet places to study and communal areas for fun group activities. Houseparents care for the boarders 24/7, and there is a real family atmosphere. WELLBEING Wellbeing of pupils at Felsted is top priority. Each member of the school community is known, valued and supported by a network of experienced teaching and non-teaching staff, totally dedicated to their care. The school has a Wellbeing Centre, and an established programme of activities and initiatives for promoting good mental health. There is a fully equipped medical centre on campus, staffed by qualified healthcare professionals, available to pupils and staff day or night. VISIT FELSTED! The best way to find out about Felsted is to visit and chat to pupils, as well as Felsted head, Chris Townsend, and new head of Felsted Prep, Miranda Norris. For more info and to book an open morning, visit felsted.org or call the friendly admissions team on 01371 822605, admissions@felsted.org.
A-LEVELS & IB DIPLOMA
AGES FOUR TO 18
CO-EDUCATIONAL
DAY & BOARDING
@FELSTED_SCHOOL
@FELSTEDSCHOOL
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Gresham’s HOLT, NORTH NORFOLK
ounded in 1555, Gresham’s is an authentic boarding and day school providing a rounded education to boys and girls aged two to 18. The school has excellent facilities spanning a 200-acre site, just four miles from the breathtaking North Norfolk coast. Gresham’s provides a broad and enriching education, enabling pupils to discover their own talents and develop into confident, well-rounded individuals. THE DYSON BUILDING The Dyson Building opened at Gresham’s in September 2021. Sir James Dyson, a former pupil at the school, enabled the innovative new centre for Science, Technology, Engineering, Arts and Mathematics (STEAM) education. Building a dedicated centre for STEAM subjects disrupts the established narrative that young people must choose between science and the arts at an early stage of their lives. By teaching the subjects side by side, pupils will begin to see how the knowledge gained from one discipline can be used in a creative way in another. Creativity and original thinking have always been the cornerstones of a Gresham’s education; the Dyson Building establishes state-of-the-art facilities to see this continue into the mid-21st century. The building is becoming a hub for STEAM education across Norfolk and enables great opportunities for the outreach programme, which is run with local schools. Activities include robotics with Sphero bots; making electromagnets; building and racing balloon cars and creating model boats. Spaces are equipped with the latest technology, with art hubs, IT points and open-stair seating areas turning the spine of the building into an area for collaborative studies. Extra-curricular activities provide pupils with the opportunity to tinker and discover new ways of working. At Gresham’s, pupils are designing drones;
“Leavers emerge ‘well-rounded, well-mannered and resilient’” Tatler Schools Guide 2022
building electric cars; working with VEX Robotics kits; 3D printing and Raspberry Pi programming. Sir James Dyson said: “By creating state-of-the-art spaces I hope that we can foster, inspire and educate more brilliant young minds. I am so pleased that Gresham’s will be leading the charge.” REMARKABLE ALUMNI The school has a tradition of producing outstanding achievers in all walks of life, including architects,
Open day
Senior: Saturday 29 April 2023
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diplomats, engineers, musicians, sportspeople and many more. Old Greshamians have been inspiring others for generations, including composer Sir Benjamin Britten; poet WH Auden; biophysicist Sir Alan Hodgkin and sportsman Richard Leman. More recently, Old Greshamians making their mark and creating headlines include international rugby players Tom and Ben Youngs and Academy Award-winning actor Olivia Colman. A PERFECT LOCATION North Norfolk is a beautiful place to live and learn. The school is located just outside the popular Georgian market town of Holt, surrounded by countryside and an Area of Outstanding Natural Beauty. A weekly bus operates to and from Cambridge, leaving school at 4.45pm on Saturdays and dropping at Trumpington Park and Ride at 6.45pm. Pick up is from Trumpington Park and Ride at 6.45pm on Sunday, arriving back at school for 8.45pm. Academic, art, music, drama and sport scholarships are all available
GRESHAM’S, CROMER ROAD, HOLT, NORFOLK NR25 6EA
01263 714614
ADMISSIONS@ GRESHAMS.COM
GRESHAMS.COM
CAMBRIDGE EDUCATION GUIDE 27
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St John’s College School CAMBRIDGE
t St John’s, we believe in a childhood filled with affection, in which young people know that they are valued. An education during which they learn to trust themselves and each other, find and express their voices, discover the differences they can make for themselves and others, learn to question, to collaborate, to be independent and to take charge of their learning and lives. A St John’s education is about the whole child. At its core is our focus on pastoral care and wellbeing, starting with our Emotions for Learning programme. We believe that education at its best is a profound act of care. If we care, then we will notice. If we notice, then we will act on a child’s behalf. If we act for each child, then each of our children will achieve their best and become their best selves. To be known, to be noticed, to be valued, to be cared for – fundamental things for all of us – these are the essentials of a good childhood, and they are at the heart of the St John’s way. Our children become independent learners and creative thinkers prepared to question, with their curiosity very much alive. They get the best from themselves and achieve very highly within and beyond the classroom. We aim for them to develop a real generosity of spirit, to understand and care about how to get the best from others and to do well when they are with us – and when they are long beyond our walls. We focus on creativity throughout the school, both in the way we teach and the way children learn. We prefer to enable children to develop the skills they will need to succeed in the future, rather than
Open days
concentrate purely on gathering facts and passing exams, although these have their place in any educational environment. This different approach creates the right climate for our pupils to find their true voice and realise their potential, secure in the knowledge that they are cared for and supported by the community around them and equipped with the skills to problem-solve, collaborate and adapt. Our youngest children are full of questions, rich with curiosity. We work to preserve and strengthen their questioning and thinking skills. From the earliest age, we give them the essential tools, knowledge and understanding, but aim to give them more. Our Flexible Learning programme incorporates child-led
Our next open morning will be held on Thursday 16 March and Thursday 11 May 2023 . To attend, please contact our registrar, Mrs Maria Mosher 01223 353652 or admissions@ sjcs.co.uk
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independent learning, creative and critical thinking, digitally enhanced lessons, philosophy, compassion and loving kindness, as well as outdoor learning, which benefits from the addition of a landscaped forest garden. An enrichment programme has been implemented with our nine to 13-year-olds every Thursday afternoon to explore the development of sustainability projects, as well as cross-curricular work in computing, the arts, design technology, maths and science. We also give space to My Mind, incorporating mindfulness, study skills, tai chi, PSHEE and philosophy, as a foundation for the skills necessary for critical thinking, self-management of learning and management of self. The aim is to foster children’s ability to possess their own learning, to engage their innate curiosity and creativity and encourage them to connect with their feelings. It is from this strong foundation that, despite being non-selective at our main intake at age four plus, our pupils go on to achieve at the highest levels. This is
confirmed by the results of our recent inspection report, where the quality of pupils’ academic and other achievements, and their personal development, were graded ‘Excellent’. Our exam results are outstanding and, on average, nearly half of our leavers gain scholarships to the strongest schools each year. FIND OUT MORE Visit our school and get to know us, as we are, during the normal school day on an Open Morning, or an individually arranged tour. It is important to us that you should have an opportunity to see the school in action, tour each of the sites and experience its atmosphere, as well as meet us to discuss the school’s educational approach. To find out more and arrange your visit or book a place on our next Open Morning, please contact our registrar, Mrs Maria Mosher (01223 353652 or admissions@sjcs.co.uk)
73 GRANGE ROAD, CAMBRIDGE CB3 9AB
01223 353652
ADMISSIONS@ SJCS.CO.UK
SJCS.CO.UK
CAMBRIDGE EDUCATION GUIDE 29
EDUCATION TIMELINE
The Education Timeline THE KEY DECISIONS TO BE MADE AT DIFFERENT STAGES OF YOUR CHILD’S EDUCATIONAL JOURNEY
BIRTH TO PRESCHOOL (RISING FOUR)
Visit local nurseries and childcare providers. Register as soon as possible, particularly if you require full-time nursery provision at an early age. Visit local pre-preps. Check deadlines for registration, but plan ahead – popular schools may have an official deadline but, if oversubscribed, will offer places based on date of registration. AGE 4½–7 Talk to your child’s current school about their progress and ask for advice on future schools. Visit prep schools (usually from year 2) and note registration deadlines If your child attends a fee-paying school, use teachers as a sounding board for senior schools. Attend meetings covering future schools (normally from year 4). Visit senior school open days (from year 4 or earlier). Check deadlines for 11+ registration (normally the November or December prior to entry). If you wish to apply for a scholarship, note any separate deadlines, together with 11+ entrance exam dates (normally held in January of year 6). Liaise with the school about preparation and flag any concerns. Children sitting the 11+ Common Entrance exam in year 6 will also need to be registered (in October or December for examination in November or January, respectively). (normally the autumn term of the preceding academic year). Check details and dates of assessments. AGE 7–11
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EDUCATION TIMELINE
AGE 11–16 Register your child for 13+ Common Entrance/scholarship exams, sat in year 8 for year 9 entry. In year 9, pupils will choose GCSE options, taken in the summer of year 11 – subjects such as languages, art, drama and humanities (this will be in addition to core subjects such as English language and literature, maths and sciences). In year 10 and year 11, visit open events at sixth form schools and colleges to discuss courses, including apprenticeships (from age 16). Register for places. The deadline for registration and assessments/interviews is normally the autumn term of year 11.
AGE 16–18 Start planning for life after school. Attend careers talks, visit universities, research UCAS requirements and deadlines: October of the preceding academic year for Oxbridge, medicine, dentistry and veterinary science; mid-January for most other degree courses. Accept or defer a university place once A-level results are in (August), or apply for a place through clearing. If workplace-based training and qualifications are the goal, start considering which industry or occupation best matches interests and career ambitions, and research schemes and employers.
CAMBRIDGE EDUCATION GUIDE 31
VOCATIONAL STUDIES
Vocationally yours BYE-BYE BTECS, HELLO T-LEVELS? OCCUPATIONAL STUDIES ARE IN HIGH DEMAND
W
hen it comes to the way education is structured, the oft-repeated generalisation is that it’s designed for
two broad categories – people who are academic, and people who are good with their hands. We’ve historically been very bad at catering for individuals with talents and interests that straddle both camps – who are both thinkers and doers, or who would prefer to switch between the two. Traditionally, the assumption has been that the brightest and best are the cerebral set, who score top marks all the way through school, soar through their A-levels then head on to high-profile universities to undertake an academically focused degree. Yet increasingly, the graduates who emerge at the other end don’t have the skills that employers are looking for. One survey of business leaders found just one in five bosses thought a degree equipped you with the right skills for the workplace. The education system still puts a premium on the ability to memorise and regurgitate information. But characteristics like flexible thinking, problem-solving and resilience are more closely linked to the way that businesses recognise challenges and opportunities, and evolve and grow in response to them. Now, though, change is coming. Every school – even the most traditionally academic – can namecheck some of their brightest and best who have shunned university and instead opted for a workplace-based qualification. While apprenticeships aren’t anything
Increasingly, graduates don’t emerge with skills employers are looking for
CAMBRIDGE EDUCATION GUIDE 33
VOCATIONAL STUDIES
new (in fact, they’re probably one of the oldest educational models around), their enthusiastic adoption by many leading organisations certainly is – everyone from accountants to media firms are offering the option to learn on the job. Institutional qualifications have also been evolving to become more employer- friendly. Until now, BTECs were the best choice for those seeking a vocational, hands-on dimension to their studies, assessed on coursework rather than end-of-course, high-stakes exams. For many years the qualification underdog, and rarely featuring on the exams menu at highly academic schools, BTECs had been proving increasingly popular, with about a million students completing them per year. Now though, they’re on the way out. In their place come T-levels. While they’ve been around since 2020, T-levels – each equivalent to three A-levels – have maintained a fairly low profile. But with the government pushing them as the next big thing in assessment and training, and a way of better bridging the gap between
T-level subjects already available relate to building, engineering, healthcare and construction schools and employment, their time has now come. The idea is that A- and T-levels will be the yin and yang of higher education. A-levels will continue as the scholastic option, taken by pupils with an interest in academia. T-levels, however, will be designed as a path to skilled employment.
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VOCATIONAL STUDIES
Subjects already available relate to building, engineering, healthcare and construction. They are joined by accounting and finance this autumn with animal care and management as well as catering available from 2023. While T-level students still spend most of their time in class, each course includes 45 days working with an employer. And for anyone not quite ready for the full two-year course, there’s a one-year transition programme designed to boost study skills and provide a bit of valuable work experience. Although the idea behind T-levels is generally welcomed, the plan to ditch BTECs has caused considerable upset. Their unique, college-based blend of academic and practical skills is suitable for a lot of learners who won’t be so
CAMBRIDGE EDUCATION GUIDE 35
VOCATIONAL STUDIES
well-served by either A- or T-level courses. Pupils with special educational needs are particularly likely to be left in the cold as they may struggle to gain enough good GCSE grades (in the more traditional exam-based style of learning) to start one of the new level three courses. So, have vocational qualifications finally come of age? Well, they seem to be getting there, helped by initiatives from new, high-profile firms. None higher profile than Multiverse, founded by Euan Blair – son of Tony Blair. Multiverse has
recently been given the go-ahead to award degrees – and not just any old degrees. These are something a bit different, applied qualifications that don’t involve exam halls and reams of lecture notes, but are instead based around coaching and workplace experience during apprenticeships with top employers. They reflect, as Mr Blair stresses, not just what students know, but how they use that knowledge in the workplace. And it’s that type of joined-up thinking that’s going to be – and indeed, already is – increasingly sought-after.
Have vocational qualifications finally come of age?
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Kimbolton CAMBRIDGESHIRE
imbolton is an exciting place to study, combining strong academic provision with excellent pastoral care. At its heart beats a strong sense of community – where everyone is encouraged to be involved and all contributions are valued. Boys and girls aged four to 18 thrive in the school’s happy, safe environment, centred around the historic Kimbolton Castle with its 120 acres of grounds. A SENSE OF BELONGING A-level results put Kimbolton among the top schools in Cambridgeshire – but the Kimbolton experience offers so much more. Renowned for its caring, family ethos, visitors frequently comment on the kindness and respect that underpins the 1,100-strong community. Small class sizes and an established house system mean that every pupil has a firm sense of belonging. Across all ages, children forge a broad range of friendships and settle in quickly. INSPIRING INDEPENDENT THINKERS The use of iPads by every pupil in the senior school has given teachers a powerful creative tool with which they can enthuse children to effectively organise, communicate, learn and study. Kimbolton’s teachers utilise this technology alongside traditional methods, giving children a strong advantage in future learning and employment. Almost all pupils gain places at their chosen universities, with many heading to Oxbridge colleges and Russell Group institutions. The school has a strong track record of students receiving offers for the most competitive courses, including medicine, dentistry and veterinary sciences. FIRST-CLASS FACILITIES On-site facilities include a new science and maths centre, a modern theatre and concert hall and a large sports complex – including a 25m indoor swimming pool.
VIRTUAL TOURS
AGES FOUR TO 18
CO-EDUCATIONAL
DAY & BOARDING
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