Cambridge Education Guide - Autumn/Winter 2020 WEB

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Welcome

EDITORIAL EDITOR

Nicola Foley 01223 499459 nicolafoley@bright-publishing.com CONTRIBUTORS Charlotte Phillips ADVERTISING GROUP AD MANAGER Sam Scott-Smith 01223 499457 samscott-smith@bright-publishing.com DESIGN & PRODUCTION DESIGNER Emily Lancaster emilylancaster@bright-publishing.com AD PRODUCTION Man-Wai Wong 01223 492242 manwaiwong@bright-publishing.com

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small percentage of pupils who carried on coming into school, most children have been out of the classroom for months. As a nation, we’ve perhaps been guilty of underestimating the work that goes on daily in our schools. If nothing else, lockdown has shown just how challenging it is to be an effective educator. Teaching, as many a home-educating parent can confirm, is one thing – delivering engaging, enjoyable lessons day in and day out is quite another. One of the many consequences brought about by Covid-19 may well be a new, healthy respect for the vital job that teachers do – combined with a fervent hope that schools continue to stay open so our children get the education they deserve.

chools and colleges in our area are used to dealing with change. They have to be. Over the past few years, they’ve coped with a revised exam system, re-jigged inspection regimes

and different ways of measuring progress. It’s added more paperwork and number crunching to teachers’ lives – something they weren’t short of in the first place. It’s just as well they’re institutions with tried-and-tested levels of resilience, because the pandemic has pushed it to the max. Nothing schools had previously taken for granted has been unaffected: every certainty has disappeared. Apart from a

MANAGING DIRECTORS Andy Brogden & Matt Pluck 01223 499450 BROUGHT TO YOU BY

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Contents

12 | 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 2¾ to 18. With a strong emphasis on sport, Culford believes in educating the whole person to deliver awell-rounded, fulfilled individual with excellent academic results.

18 | ST FAITH’S Trumpington Road, Cambridge CB2 8AG 01223 352073 | stfaiths.co.uk

St Faith’s School is an independent preparatory day school for boys and girls aged four to 13. The school prides itself on its dynamic community and warm, welcoming personality. It has a reputation for excellent standards, academically and across a huge breadth of subjects and activities.

20 | FELSTED SCHOOL Felsted, Essex CM6 3LL | 01371 822600 | felsted.org 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. 28 | 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. 30 | HAILEYBURY Hertford SG13 7NU | 01992 706353 | haileybury.com Haileybury is an independent co-educational school, enrolling pupils at the 11+, 13+ and 16+ stages of education. Over 780 pupils attend Haileybury, of whom more than 500 board, and the school is situated on a 500-acre campus. The school encourages academic excellence, intellectual curiosity and is committed to delivering outstanding pastoral care.

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32 | ST JOHN’S COLLEGE SCHOOL 73 Grange Road, Cambridge CB3 9AB | 01223 353652 | sjcs.co.uk St John’s College School, winner of the national Best Prep School and Best Prep School Head in the Tatler Schools Awards, is an independent co-educational day and boarding school, which offers an exceptional educational experience to pupils aged four to 13. Also offers a Flexible Learning Programme. 38 | KIMBOLTON SCHOOL Kimbolton, Huntingdon, Cambridgeshire PE28 0EA 01480 860505 | kimbolton.cambs.sch.uk An independent co-educational day and boarding school, Kimbolton School offers a busy and stimulating environment for pupils between the ages of four and 18. 40 | KING’S ELY 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 one to 18. The school provides a broad and balanced curriculum, with a focus on nurturing the abilities of each pupil. 48 | THE LEYS The Leys, Cambridge CB2 7AD | 01223 508900 | theleys.net The Leys is a co-educational independent day and boarding school in Cambridge for 11 to 18 year olds. The school offers a close-knit, engaged and friendly community in which pastoral care is a top priority.

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56 | 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, offering a range of courses. For children at other schools, it also offers popular Easter revision courses. 58 | ST MARY' S SCHOOL Bateman St, Cambridge CB2 1LY | 01223 224167 | stmaryscambridge.co.uk An independent day and boarding school for girls aged four to 18, St Mary’s is located near the Cambridge Botanic Garden and offers GCSEs and A-levels. 65 | SANCTON WOOD SCHOOL 2 St Paul’s Road, Cambridge CB1 2EZ | 01223 471703 | sanctonwood.co.uk Sancton Wood is an independent co-educational school for three to 16 year olds. Family-oriented, it focuses on the social, emotional and academic development of each child, and offers small class sizes for excellent pupil-to-teacher ratios.

70 | 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 age to sixth form. With an average class size of ten, Stoke prides itself on its excellent pastoral care and strong academic success.

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Lessons Learned in Lockdown H OW C H A N G E S T O E D U C A T I O N P O S E C H A L L E N G E S T O C H I L D R E N A N D P A R E N T S A S O U R A R E A G E T S T O G R I P S W I T H L E A R N I N G I N A P A N D E M I C

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hile the pandemic has had an impact on every aspect of life in our area, the effect on education

has been particularly stark. During lockdown, schools and colleges emptied, leaving thousands of pupils who had been preparing for vital exams in limbo. Assessments, from GCSEs and A-levels to the final stages of degrees, were either abandoned altogether or re-imagined so that they could be taken from home. Results days and celebrations – including graduation ceremonies, complete with homemade mortar boards – still took place, albeit online. Amid the uncertainty and anxiety, people found new ways of doing things, with key workers undertaking acts of everyday heroism – as they always had done – but now, at least, with widespread public acknowledgment for their bravery. Schools, meanwhile, ensured that children were able to continue attending lessons while their parents kept the country functioning. Here in Cambridgeshire, as elsewhere, economic uncertainty has wreaked havoc

challenge of swapping their daily commute for a new life altogether. Each day, they combined working from home with taking on responsibility for their children’s education. This new development only added to worries about money and job security, as well as constant concerns about how

with people’s lives. According to the Centre for Cities, up to 40% of workers in our area have jobs that can be done at home. Though no consolation to those losing their jobs, this is far higher than other areas across the country. But during lockdown, it meant that working parents faced the additional

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“Schools worked miracles to create online materials, lessons and resources within days of lockdown, bringing teachers up to speed with technology”

Resources, including an innovative online maths platform, a free coding club and courses and programmes designed to help people gain extra qualifications or change careers have been launched by many local organisations, including schools and colleges. We also remain an area full of creativity, innovation and sheer brilliance. All of these traits ensure businesses continue to see this as fertile territory in which to set up shop and develop the workforces of our community’s future. This could be a contributory factor in positive news within other sectors. According to a survey by estate agent Savills, demand for property in our area is rising. When searching for a new home, buyers are increasingly prioritising gardens and outside space – perhaps unsurprisingly given that many more will now be working from home, at least some of the time. Thinking outside of the box is certainly something our educators are likely to be doing as they work out the best way of navigating the next few years. So much in education has had to change during lockdown that now could be the ideal time to re-evaluate everything, from our reliance on stressful, high stakes exams (particularly GCSEs) to the positive impact of families being able to spend more time together. Whichever way things go, you can be certain that our community will find a way through it. After all, in an area packed with such high levels of brainpower, it’s an absolute given.

older, frailer family members living elsewhere were faring when visits were out of the question. Many parents, whose lives were already a complex juggling act, were understandably anxious about how they could possibly take on a new responsibility; particularly one they simply did not feel equipped for. Anxiety levels grew, with government data suggesting levels of depression across the country had doubled compared with 2019. During the early stages of lockdown, there was a steep rise in the number of people claiming Universal Credit or Jobseeker’s Allowance – though here, too, Cambridge came off better than many other areas with a rise of under 1% – one of the lowest in the country. Nearly six months on, how has our area fared? Parents have done their best to cope and be there for their children, helping and supporting them during lockdown. Schools, meanwhile, worked miracles to create online materials, lessons and resources within days of lockdown being announced, bringing teachers up to speed with technology that was completely unfamiliar to most and compressing training that had been designed to take place over weeks into just a few days. Schools then mounted another heroic effort by giving up their precious holidays to ensure pupils could return to school in time for the new academic year. As for the future, it’s anyone’s guess as to how things might turn out. While the outlook may seem bleak, we should be proud of what we have been able to achieve as a community.

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Culford School B U R Y S T E D M U N D S

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

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

CULFORD SCHOOL, BURY ST EDMUNDS, SUFFOLK IP28 6TX

01284 385308

CULFORD.CO.UK

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“Pupils demonstrate excellent attitudes to learning as a result of a supportive and caring environment” Independent Schools Inspectorate

VIRTUAL OPEN MORNING available at culford.co.uk

KEY FACILITIES State-of-the-art library

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 toward academic success, gives them clear moral values and develops their leadership qualities in readiness for the adult world. SUPPORTING BUSY FAMILIES At Culford School, an Extended Day Programme is provided that has been designed to help busy working parents by giving them extra flexibility. The programme allows pupils to come into school as early

as 7.30am and leave as late as 6pm for Pre-Prep, 8pm for Prep pupils and 8.30pm for Senior pupils. Culford also offers full, part and flexible boarding options, 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. If you would like to learn more about the school or organise a personal visit, please visit the website or contact the admissions team on 01284 385308 or email admissions@culford.co.uk

Championship- standard indoor

tennis centre 25m heated swimming pool Football programme Indoor golf studio Drama theatres and music studio Dance programme

CAMBRIDGE EDUCAT ION GUIDE

EDUCAT ION IN CAMBR I DGE 15 The New Normal N OW T H A T C H I L D R E N A R E B A C K I N T H E C L A S S R O OM , S C H O O L S A R E WO R K I N G H A R D T O A D A P T A N D E V O L V E D U R I N G T H E S E S T R A N G E T I M E S

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ational lockdown may be over, at least for now, but the way schools work has changed, possibly for ever. Before the new academic year

started, schools were having to

rethink just about every aspect of school life. Almost everything we take for granted – from assemblies to lessons, team sports to playtimes – has been taken apart and put back together again. And there seems to be an unexpected side effect. Not only are schools doing things differently, but, in some cases, they could well turn out to be better. Proof that our area’s schools have adapted effortlessly to this whole new mindset shouldn’t come as a surprise. After all, they’re known for their ability to rise to a challenge even if, in the case of the Covid-19 pandemic, it’s one without precedent. While the circumstances were less than ideal, the need for schools to embrace change may turn out to have unexpected benefits. In particular, the need to think creatively means that many have come up with new ways of doing things – something that may turn out to be not a compromise, but an improvement. Schools are reporting that staff teams have emerged from lockdown stronger and more united than ever before. Regardless of role and seniority, they have wanted to get involved and help one another out. They’ve

first-hand just how their children’s teachers planned and delivered lessons so that they captured their interest – and realised how hard it was. This may well have changed the relationship between schools and parents for good, with more respect on both sides and potentially a greater sense of partnership. Of course, all the creativity in the world can’t disguise the fact that schools

pulled together in such uncertain times to ensure that while safety is, of course, the priority, the whole learning experience has remained exciting, engaging and effective. Never before have parents been so involved in their children’s education on a day-to-day basis. Where schools offered virtual classrooms during lockdown, parents have had a pupil’s-eye view into the nuts and bolts of school life. They saw

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If schools come across as agile, quick to adapt and quick to put systems in place to help children through this challenging period, it sends out a clear signal about their levels of organisation, as well as their commitment to the communities they serve. Asking schools what they would have done differently will help identify those that accept they don’t always get things right and are prepared to learn from the experience. It demonstrates an ability to adapt and respond well to any future challenges so that pupils’ learning goes uninterrupted, whatever the circumstances. And in the current situation, that’s something with a very high value indeed.

activities towards individual fitness levels rather than team games. Others are still organising fixtures, but in a very different way. It might involve setting up what one school has termed ‘super Saturdays’ where two schools field teams in different sports on a single day. It helps to keep everyone safe while maintaining all the old sense of competition and excitement – and also potentially offering economies of scale and reduced carbon emissions when it comes to transport, as the away teams (socially distanced, of course) can travel together. For parents mulling over how best to work out what to ask prospective schools, the advice from education professionals is to question them about how they responded to the lockdown.

now look very different. Classrooms are more spread out, furniture is reduced to a minimum and pupils are, in many cases, moving round the school far less than they normally would. You’ll find house assemblies delivered online to avoid large gatherings during break or at lunchtime. Pupils are no longer able to mix freely and switch between their different groups of friends. Instead, they spend much of their time in a single bubble made up of students from the same year group or house. And where Covid-19 precautions met ancient traditions, there had to be a bit of give and take. For example sport, where schools have come up with a range of solutions. Some are gearing

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“Asking schools what they would have done differently will help identify those that accept they don’t always get things right”

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St Faith’s C A M B R I D G E

here are many reasons why the Times Education Supplement named St Faith’s 2019 Pre-Prep/ Prep School of the Year. Not least, according to the judges, because of the school’s innovation, commitment to sustainability and narrative of excellence in a number of key areas of school life, but also because: Ƚ Ƚ Opportunities to learn, explore, create and think abound in every classroom, from English to engineering, science to sport and classics to computing. Ƚ Ƚ Children at St Faith’s are developed, nurtured and taught to equip themselves well for life, whatever path they choose to tread. Ƚ Ƚ World-class teachers tailor their styles to meet each child’s individual needs, making lessons accessible, engaging and challenging for every pupil. Ƚ Ƚ The school’s academic curriculum (including computing and engineering) is groundbreaking in its innovative content, resulting in an average of 28 senior scholarships awarded annually. Ƚ Ƚ Future-facing academic subjects are interspersed with numerous sporting endeavours, musical experiences, artistic creations and dramatic performances. Ƚ Ƚ Children have the space and time to express themselves away from the classroom, thanks to a spacious site, carefully planned timetables and holistic pastoral care structure. Ƚ Ƚ The school follows an accelerated curriculum across all subjects, thanks to small class sizes, talented teachers and pupils’ above-average abilities. Ƚ Ƚ Every classroom is equipped with the latest teaching technologies, while screen-free days ensure teaching is not digitally reliant. Ƚ Ƚ The library boasts over 12,000 volumes relevant to all readers, from the youngest to the most advanced. Ƚ Ƚ Plentiful sporting opportunities – not just a focus for glory and trophy collection, sport empowers mental as

VIRTUAL TOURS:

Tour the school online with the headmaster: stfaiths.co.uk/ admissions

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space, an excellent innovative education but, most importantly, a joyous place to be”. The Week Independent Schools Guide 2019 selected St Faith’s as the Best for Innovation, referencing the STEM facilities. Finally, Tatler commented, “The school’s strong academic ethos is driven by an innovative future-focused curriculum and an emphasis on engineering, which gives pupils invaluable problem-solving skills and a confidence that’s evident across the board.” But don’t just believe what you read – see for yourself on our virtual tour with the headmaster. Drop in on lessons, observe children engaged in their learning and feel what it’s like to be part of this award-winning school. Please contact the registrar, Anna Cornell, on 01223 229421 if you would like to speak to a member of the admissions team over video call.

well as physical fitness, resilience and team spirit, and is an emotive demonstration of getting out of life what you put in. Ƚ Ƚ The engineering and computing facilities are equipped beyond many inventors’ wildest dreams, complete with virtual reality studios and an astronomy suite. Ƚ Ƚ A state-of-the-art STEM Hub provides expansive indoor space for large-scale interdisciplinary projects, including wave machines and suspension bridges. Ƚ Ƚ St Faith’s performing and creative arts develop self-belief and confidence and give children a lifelong appreciation of the arts. In 2018, the Times Educational Supplement awarded St Faith’s the Strategic Education Initiative (for the introduction of engineering). The Good Schools Guide said, “Overall, a very impressive school. Plenty of

TRUMPINGTON ROAD CAMBRIDGE CB2 8AG

01223 352073

INFO@ STFAITHS.CO.UK

STFAITHS.CO.UK

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Felsted School N O R T H E S S E X

ore and more children are reaping the benefits of going to school outside Cambridge, where they can take advantage of wide open spaces, countryside air, academic excellence, superb on-site extracurricular activities and modern boarding facilities. Situated only 40 minutes south of Cambridge in the picturesque north Essex countryside, Felsted offers families a variety of flexible boarding options to suit modern family life. With a school bus leaving Trumpington on a Sunday evening for weekly boarders, such a flexible approach has encouraged many families to choose Felsted as the right option for their child. M

A SUPERB ALL-ROUND EDUCATION Every child is exposed to a wealth of opportunities and developed on their intellectual, emotional, social, physical, artistic, creative and spiritual potentials. Small class sizes taught by highly qualified and dedicated teachers ensure talents are nourished and every child’s personal growth is encouraged. With pupil wellbeing at the heart of Felsted, pupils flourish in an atmosphere of diversity and excellence, intellectual curiosity and challenge. A broad curriculum in balance with a rich programme of co-curricular activities is on offer to suit individual talents and interests, all available on-site. Felsted focuses on building each child’s character to become happy,

FELSTED SCHOOL, FELSTED, ESSEX CM6 3LL (40 minutes south of Cambridge)

01371 822605

FELSTED.ORG

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well-rounded and confident young adults and to empower them to believe that they can really make a difference in the world, whatever path they choose. ACADEMIC CHOICE Felsted offers sixth-formers a choice of A-levels or the International Baccalaureate Diploma to suit their individual strengths and interests. Alongside a superior work education programme and a robust parent/former pupil network offering top work experience opportunities, most pupils gain access to their first choice university or on an increasingly popular degree apprenticeship programme. TOP RESULTS Felsted offers a holistic education to children of all abilities, priding itself on providing exceptional added value through outstanding pastoral care. Felsted is proud to have pupils go on to attend top universities around the world, including those in Canada, USA, the Netherlands andin the UK, including Cambridge, Oxford, Durham, St Andrews and Exeter, among others. NATIONAL SPORTING REPUTATION Shortlisted for Sports School of the Year 2020 by Tes, Felsted has an enviable reputation both locally and nationally for the high quality of its sporting teams and the dedication and expertise of its coaching staff. All abilities are catered for and every pupil is encouraged to enjoy a recreational interest in individual or team games, while developing a healthy attitude to fitness and exercise. Close professional links with clubs such as Essex Cricket, Saracens and Northampton Rugby, London Pulse Netball and Old Loughtonians and Cambridgeshire Hockey ensure a pathway of excellence is in place for those excelling in their field. JUNIOR GUILDHALL PARTNERSHIP In addition to a fantastic music school with numerous opportunities to perform, those showing outstanding talent may study at the Junior Guildhall in London in partnership with Felsted. This combination of top-level tuition in music and academics offers an exceptional educational package for top young musicians. “A school that brings out the best in everyone” The Good Schools Guide

SHORTLISTED FOR THREE AWARDS

@FELSTEDSCHOOL

@FELSTED_SCHOOL

Prep School of the Year

Boarding School of the Year

INTERNATIONAL OPPORTUNITIES Central to the international ethos that permeates all areas of Felsted life, an active Model United Nations programme ensures students leave school as informed global citizens. As a global member of the Round Square Organisation, students have the additional opportunity to exchange with partner schools around the world. SCHOLARSHIPS AND BURSARIES Felsted offers a number of scholarships and awards in academia, sport, music, drama, art and design technology from the age of 11, with the opportunity to access a top-up bursary on a means-tested basis. Several 100% means-tested bursaries may also be offered each year. Felsted hosts a number of open mornings and taster days each year, but also welcomes families on an individual basis. Further details can be found on their website felsted.org or by contacting the admissions office on 01371 822605.

Sports School of the Year

A-LEVELS & IB DIPLOMA

AGES FOUR TO 18

CO-EDUCATIONAL

DAY & BOARDING

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OPEN DAYS 23 Open Days Reimagined

O N C E A N E S S E N T I A L P A R T O F T H E S C H O O L S E L E C T I O N P R O C E S S , H A S T H E T R A D I T I O N A L O P E N D A Y H A D I T S D A Y I N A P O S T - C O V I D WO R L D ?

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hile this new school year is unlike anything to have gone before, schools have been working flat

out to ensure that open days – that autumn-term highlight of educational life – can still take place. Keeping everyone safe is, of course, the number-one priority. So when it comes to open days, schools have thought long and hard about how to ensure, whether online or otherwise, that they still succeed in conveying the excitement and energy that makes them such special places to be. Inevitably, school tours and visits will look different. Where schools are managing to offer physical visits (and some are), the focus on safety means that small-scale tours are replacing headteachers’ addresses to packed crowds in the school hall. Other schools have taken everything online, investing substantial effort to capture every aspect of school life on camera. Parents will no doubt wonder about just how this new hands-off visitor experience, however well-curated, will provide an accurate impression of what the educational experience is really like. Much is always made of the need to experience a school in the round, to get a feel for the ebb and flow of everyday life there – from the way staff interact with

“Schools have thought long and hard about how to ensure open days still succeed”

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OPEN DAYS

their pupils in lesson times to the quality of school meals. And they should also spare a thought for the schools themselves. Staff feel huge pride in their school’s achievements, from exam success to sports triumphs – and their biggest advertisements are their pupils, whose first-hand testimonials can do more to sell a school or college than any league- topping results. So while open days are there to help families make the right educational choice for their children, they are also an opportunity for schools to celebrate their strengths. Perhaps it’s not surprising that teachers often describe the open-event season as one of their favourite times of year, waxing lyrical over the electric atmosphere that pervades the campus. That vibe may be harder to recreate when visiting families are clustered around a laptop at home rather than being face to face with, say, a science demonstration – but schools are giving it everything they’ve got. It’s all about seeing schools and colleges operating and teaching successfully in the current climate. To give the open events a real buzz, many schools are interweaving pre-recorded and live content to replicate the experience families would have had on campus as closely as possible. Filmed content may include a virtual tour of the campus, views from current students and parents or ‘fly in the doorway’ views of classrooms to get a flavour of the way lessons are structured. Live sessions, including presentations from head teachers and question- and-answer sessions for students and parents, make the experience more interactive. Visitors may even be allocated small groups to create a more personal feel. For anyone needing additional information or the chance to discuss individual issues related to, say, pastoral care or learning support, schools may be

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able to offer one-to-one online sessions with individual members of staff, so students – or their parents – can have the in-depth discussion they need. Not every school has gone the online route. Some (almost certainly a minority) have made the decision to continue to invite families into the school. Inevitably, because of stringent Covid-19 restrictions, things will be different. But while visitors are likely to find themselves toured in safety bubbles, schools are confident that the essential essence of what they offer will still come across – in particular, their sense of community. While pupils may not be on hand to answer questions, for example, members of staff who know the school and its pupils inside out will be on hand to provide the insights, anecdotes and history that bring the school alive. When it comes to getting the best out of these new-look open events, the advice to parents is to think ahead and know what you want to get out of them – focusing not just on the academics, but other aspects like wellbeing, pastoral care and extra-curricular activities. Of course results are important, but ensuring a school, college or sixth form is providing the right support in order for a child to achieve their dreams counts for just as much. “When it comes to getting the best out of these new-look open events, think ahead and know what you want to get out of them”

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THE EDUCATI O N

AGE 4½–7 Talk to your child’s current school about her/his progress and get their input into future schools. Visit prep schools (usually from year 2) and note registration deadlines (normally the autumn term of the preceding academic year). Check details and dates of assessments.

AGE 7–11 If your child attends a fee-paying school, use teachers as a sounding board for possible senior schools. Attend any 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 for this, together with 11+ entrance exam dates (normally held in January of year 6). Liaise with the school about preparation for these 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).

BIRTH TO PRE SCHOOL (RISING FOUR) Visit local nurseries and childcare providers. Register your child 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 the date of registration.

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EDUCAT ION T IMEL INE 27 TIMELINE T H E K E Y D E C I S I ON S T O B E MA D E A T VA R I OU S S T AG E S O F YOU R C H I L D ’ S E D U C A T I ON A L J OU R N E Y

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 be asked to choose their 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 possible 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.

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Gresham’s H O L T , N O R T H N O R F O L K

resham’s is a historic and vibrant co-educational school, founded in 1555, providing a fully rounded education to children aged two to 18. The school has

outstanding facilities spanning a 200-acre site, in an Area of Outstanding Natural Beauty, just four miles from the breathtaking North Norfolk coast. Gresham’s holds an Excellent rating across all nine categories following an Independent Schools Inspectorate visit, which is testament to the high-quality teaching and excellent pastoral care. OUTSTANDING ALUMNI A Gresham’s education enables pupils to succeed in a variety of areas with a tradition of producing outstanding achievers in all walks of life, including architects, diplomats, engineers, musicians, sports men and women, and many more. Old Greshamians have been inspiring others for generations, from composer Benjamin Britten to poet W H Auden. 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.

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Image: Wilkinson Eyre Architects

“Hard to think who would not thrive in this happy, well-run school” The Good Schools Guide

AGES 2 TO 18

CO-EDUCATIONAL

that. By creating state-of-the-art spaces, I hope that we can foster, inspire and educate more brilliant young minds. I am so pleased Gresham’s will be leading the charge.” Douglas Robb, Gresham’s headmaster, said: “The new spaces will have an immense impact on the quality of STEAM education that our students receive, now and for decades to come. The building will enable new approaches to teaching, encouraging project work and collaboration. Spaces will be equipped with the latest technology; from robotics and programming, to artificial intelligence and machine learning.” A PERFECT LOCATION North Norfolk is a beautiful place to live and learn. A weekly bus operates to and from Holt and Cambridge, leaving school at 4.30pm on Saturdays and dropping off at Trumpington Park & Ride at 6.30pm. Pick up from Trumpington Park & Ride at 6.45pm on Sunday arriving back at school for 8.45pm. Academic, art, music, drama and sport scholarships, and bursaries are available.

THE DYSON BUILDING Soon, the school will be able to add a state-of- the-art science, technology, engineering, arts and mathematics (STEAM) building to its offering thanks to a £19 million donation from Sir James Dyson, founder of Dyson and another of Gresham’s former pupils. The Dyson Building will be a new centre for STEAM education, located at the heart of their senior school. Construction will be completed for the beginning of the 2021 academic year. Sir James joined Gresham’s aged nine, attending from 1956 to 1965. He has consistently acknowledged his gratitude to the school and its then headmaster, Logie Bruce-Lockhart, for giving him the financial support to continue his education following the untimely death of his father, Alec, who taught Classics at Gresham’s. Sir James said: “Engineering and science are the most fulfilling of careers, they are also vitally important to our society and economy. To prime a pipeline of young people who want to study engineering, we must inspire them at the earliest possible stage – I hope this building will do just

DAY & BOARDING

GRESHAM’S, CROMER RD, HOLT, NORFOLK NR25 6EA

01263 714614

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Haileybury H E R T F O R D S H I R E

aileybury pupils are encouraged to be academically curious every day and a key part of the school’s philosophy is to empower each child to fully explore areas of interest. Pupils

select personal pathways to customise their learning experience and complement the core curriculum. A pupil in year 9 may pick the advanced science and astrophysics pathway to discover how physics and science work under conditions that are impossible to recreate on Earth. A sixth form pupil may be fascinated by criminology and, through selecting this pathway, they are able to attend challenging lectures that will allow them to consider whether crime really is a consequence of one’s environment. Year 10 pupils at Haileybury can complete a Global Awareness Project that encourages them to engage with questions such as: how do we eradicate poverty and improve education for all? For the geopolitics pathway, pupils delve into issues surrounding drilling for oil in the Arctic and territory disputes between Israel and Palestine. Pathway options are diverse and forward- thinking. Pupils are encouraged to make ambitious and aspirational choices to challenge themselves. Whether it’s the academic enrichment of pathways or preparation for exams, Haileybury’s state-of-the-art classrooms, science laboratories and a design and technology centre are all bustling with activity every day. Its 500-acre campus also has a high-tech music school and performance venues, including the purpose-built Ayckbourn Theatre, which is named after notable director and former pupil, Sir Alan Ayckbourn. Haileybury is proud of its history but it is also at the cutting edge of educational thinking. As part of the school’s commitment to innovation, an artificial intelligence (AI) platform is used to help understand a pupil’s learning profile. Classrooms are fitted with Apple

HAILEYBURY, HERTFORD, SG13 7NU

01992 706353

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“Haileybury is proud of its history but it is also at the cutting edge of educational thinking”

TVs and Google Suite. Meanwhile, plans are progressing for a STEAM Centre on the site of the existing biology building. The aim is to create a dynamic new teaching hub that co-locates science, technology, engineering, art and maths. Pupils attend lectures from experts in their field, take cultural trips and participate in nationally recognised competitions such as academic Olympiads, university essay competitions and debating. The Haileybury Model United Nations (MUN) conference, which sees pupils from across the world debate global issues, is the largest event of its kind in the UK. Looking ahead to 2021 and beyond, it’s an exciting time for Haileybury’s most creative and ambitious young scientists, whose research could contribute towards finding a cure for pancreatic cancer and diabetes. Haileybury is the only school in Europe currently offering Stan-X – an open-ended science programme based on

experimental biology, allowing pupils to build resilience in learning by trial and error. Working collaboratively with Stanford University in the US and the University of Oxford, Stan-X is comparable to an undergraduate genetics course and is part of an innovative study involving other schools and colleges around the world. Established in 1862, Haileybury is a top co-educational boarding and day school for 11 to 18 year olds, just 20 miles north of London. For more information and to register for a virtual open day, visit haileybury.com

VIRTUAL OPEN DAYS Tuesday 3 November 2.00pm Wednesday 18 November 9.30am Saturday 5 December 9.30am

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St John’s College School C A M B R I D G E

t John’s is the only school to have been awarded national Best Prep School and national Best Head of a Prep School in the Tatler Schools Awards. It is the only prep school to have its teaching rated ‘inspirational’ by the Independent Schools Inspectorate, and the first of very few to have achieved the coveted ‘Exceptional’ grade for children’s attainment. It is described by The Good Schools Guide as “a joyous place that’s buzzing”. At St John’s, staff believe in a childhood filled with affection, in which children know that they are known and valued, in which they learn to trust themselves and each other, in which they find and express their voices, discover the differences they can make for themselves and others, learn to think for themselves, to question, to collaborate, to be independent, and to own and take charge of their learning and their lives. The education at St John’s is about the whole child. Pupils 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. The aim is for the children to develop a real generosity of spirit, to know and care about how to get the best from others, to do well while at the school and long after they have left for pastures new. FLEXIBLE LEARNING The youngest children are full of questions, rich with curiosity, and staff work to preserve and strengthen their questioning and thinking skills. From the earliest age, pupils are given essential tools, knowledge and understanding, with the aim to also give them more. St John’s College School has a Flexible Learning programme of development, incorporating child-led, independent learning, creative and critical thinking,

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OPEN DAYS To find out more about the next virtual open days please contact the registrar (01223 353652) or admissions@ sjcs.co.uk

percentile on national tests or ability before they leave. Exam results are outstanding and, on average, the 56 leavers gain around 26 scholarships to the strongest schools. The children continue to be exceptional learners: up to one third of past pupils in due course gain Oxbridge places each year, more than in the most academically selective of schools. KNOWING AND CARING FOR YOUR CHILD 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 child 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. FIND OUT MORE You can get to know more about the ethos of St John’s College School by signing up for one of the virtual open days or by arranging a personal tour to look around St John’s and to ask any questions. Please contact the registrar ( 01223 353652) or admissions@sjcs.co.uk

digitally enhanced learning, philosophy, emotions for learning, compassion and loving kindness, as well as outdoor learning, which benefits from access to a landscaped forest garden. An Enrichment programme has been implemented for nine to 13 year olds to explore the development of sustainability projects, as well as enjoy cross-curricular work in computing, the arts, design technology, maths and science, and to 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 to encourage them to connect with their feelings about themselves and the world. ATTAINMENT A curriculum that puts belief in children at its core draws from them the highest levels of attainment, and pupil’s achievement is described by inspectors as ‘exceptional’. Though the school is not selective at kindergarten, the children are on average in the 85th

73 GRANGE ROAD, CAMBRIDGE CB3 9AB

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Prioritising Resilience I T ’ S B E E N A N U N U S U A L A N D S T R E S S F U L T I M E F O R C H I L D R E N , S O W H A T C A N P A R E N T S A N D T E A C H E R S D O T O H E L P T H E M M A N A G E T H E I R A N X I E T Y ?

hen it comes to lockdown worries, the biggest focus, inevitably, has been the impact on children’s academic progress. Would homeschooling prove incompatible with effective learning? How would children manage when they could only access their teachers online? W

are struggling with anxiety. Even before lockdown, levels of anxiety among children were a matter for concern. In 2018, The Children’s Society reported that 10% of school-age children had a diagnosable mental health condition. So when the structure and routine of school life were suddenly taken away, even children who didn’t enjoy school found themselves cast adrift. Now, though schools are open for business again, the pandemic remains

Since the return to school, there’s been positive news. Teachers in some of our area’s schools report that pupils have reacted with impressive maturity, often faring far better than anticipated. Far from falling behind, in some cases they have not only continued to make excellent progress in core academic subjects, but even exceeded expectations. But it’s not just results that matter. Of even greater importance is the need to recognise and support children who

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a major world issue that continues to dominate the news, impacting everyone’s anxiety levels, and uncertainty remains. The task for schools, working in tandem with parents, is to think carefully about how they are seen to be reacting to the current situation. Anxiety can be contagious. Children will pick up their cues – positive or otherwise – from their surroundings and environment, and their anxiety levels are dependent on their experiences and the reactions of the adults around them. Therapists stress that in times of crisis, children will look to the adults in their lives and need to feel that they are coping. If they see the significant adults behaving in a way that suggests they are frightened or angry, this could affect their resilience and ability to deal with other difficulties that they encounter later in life. It won’t be easy, but by working together, teachers and parents can support the children in their care. Thinking about the language they use, their tone of voice and even the things they leave unsaid can all help to show our children that they’re not on their own and that their concerns are understood. Get it right now and school communities will be helping to build a stronger generation for the future. “Anxiety can be contagious. Children will pick up cues – positive or otherwise – from their surroundings and environment”

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