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February 2021 Chair Head Bursar Registrar Staffroom School Office ...the professional journal for Management & Staff
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In this issue...
04 Remote Teaching
impact on face-to-face lessons
05 Resilience Over Results
new rules of competition
07 Re-defining Physical Education
focus on fundamental movement
08 At the Heart of the Vacc Pack
schools join massive volunteer programme
Rescued farm animals
16 Boosting Admissions
bring comfort to children getting results during the pandemic
Resident animals have become ‘listening’
companions for pupils at York House School, 20 Profile
Hertfordshire, to help express emotions and
anxieties outside of the classroom.
in conversation with Dr. Pamela Edmonds
As mental health and wellbeing continues 22 Cost-effective Theatre Project
to be a top priority for children across the
country, pupils at York House escaped back
design competition delivers results
to nature to ‘switch off’ and spend more
quality time with resident animals at the
24 ‘Music Makes the Brain grow’
school. Home to horses, ponies, sheep, pigs, more to music than meets the ear
goats, pygmy goats and donkeys, the school’s
animals provided comfort and a calm haven 27 One School, Two Principals
of outdoor tranquillity for the children before
the third-lockdown was imposed.
innovative structure explored
Alongside a regular smallholding club at
break times and two after school clubs,
Plus
the school adapted its timetable to offer 06 ‘Active Learning’ offsets pandemic negatives
extra form time sessions to allow more 10 Teaching style & student perceptions of performance
classes to escape the bustle of the busy 14 TPS - why stay on board?
classroom environment and to have time to 18 Students self-help scheme supports mental health
engage with the animals one to one, on a 22 Music, Drama, & Dance Focus Feature
daily basis. Pupils who need to share their 28 Engaging alumni during lockdown
feelings and emotions further, are given extra 32 Staff Well-Being - when the stress becomes too much
sessions named ‘Donkey Downtime’. This is a 35 Refectory at the heart of a school community
structured forum in which pupils can share, 36 Heads Hunted
reflect and discuss matters during their day
37 Changing Faces, Changing Places
at school.
38 Pandemic demands new approach to cleaning
Jon Gray, Headmaster, said: “The school’s
smallholding has become important in
promoting positive thinking and encouraging Is Your School Mentioned?
children to talk about their feelings.”
Schools featured in this issue include:
ACS International School; Bickley Park School; Bilton Grange School; Burgess Hill
Cover background Girls; Chetham’s; Crown House Preparatory School; Dean Close St. John’s School;
Denstone College; Ellesmere College; Hampshire School Chelsea; Horris Hill School;
Fine dining - and more Ibstock Place School; King Edward VI School; King’s High School; Lady Eleanor
The new dining hall at London’s Ibstock Holles School; Malvern College; Marlborough College; New Hall School; Plymouth
Place School is so much more than a place College; Prince’s Gardens Preparatory School; Queen’s College; Rossall School;
to eat. Royal School; Salisbury Cathedral School; Sevenoaks School; Sherborne Prep School;
Shoreham College; St. Mary’s Music School; St. Mary’s School; Stamford High School;
An architect discusses the thinking behind Thorngrove School; Warwick School; Windlesham House School; York House School
the innovative design... page 35
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“Remote teaching will
positively impact our face-
to-face delivery of lessons”
“I don’t think I would be alone in saying that the past year
has truly tested my teaching skills” says Lucy Hanham,
Deputy Head Academic, at Thorngrove School, in Berkshire...
Technology has come to play a live lessons per day, with form A key point to ponder when in time, create an invaluable store
huge role in my daily teaching life, times built around this to allow delivering live lessons via remote of information.
and that of my colleagues It has for social interaction. Hour-long methods is to consider how to
Delivering lessons remotely is not
certainly called for adaptability, lessons allow for immersion in a gather children’s responses and
strictly what I came into teaching
flexibility and ingenuity. task, with breaks between allowing check understanding. Although we
for – I much prefer delivering
time away from the screen. In the may have cameras on, we may not
Careful and considerate timetabling face-to-face lessons and I know
spring lockdown, this allowed for always be able to see the children
has been vital to the success of our that I am not just speaking for
time outside in the good weather, and gauge their understanding
remote provision. Asking children, but with darker days and poorer from facial expressions and body myself. However, I much prefer
and adults, to be live online can weather, encouraging the children language. Also, some children may being able to interact with my
be challenging and tiring for to take time out has been a little be reluctant to speak on a Teams pupils online than not at all. It
all involved, so giving sufficient more challenging. The introduction call. A great method, aside from has meant getting creative and
breaks and manageable teaching of Forest Schools onto our remote using the chat function, is to make delivering content differently
blocks has been imperative. On timetable will hopefully redress the use of Padlets. This nifty little tool to allow full engagement. For
average, Thorngrovers can expect balance, allowing for more time allows all children to pin their example, I have found that pre-
between three and four hours of away from the computer screen. thoughts or ideas on digital ‘post- recording the more complicated
its’ – it is high speed and very parts of a lesson is very popular,
300 laptops donated to interactive, not to mention visually
appealing. Our children love it, as
allowing pupils to review the
content at their own speed. I also
state primary schools
they can all share at the same time feel that having a clear timetable
and see each other’s responses too. of lessons, where children can still
This prevents the rot setting in, as see their teachers and friends is
ACS International Schools partnership with local state and
all children engage simultaneously crucial to maintaining a routine
has donated 300 brand new independent schools, higher
laptops to 20 partner state education institutions, corporate and it allows a quick teacher and mental health. Many of my
primary schools in and around partners and communities to response. Misunderstandings are students have said that having
Cobham, Surrey, to support local share facilities, resources and quick to see. the routine and knowing what is
children who do not have access educational expertise, ensuring happening has really helped them
young people across the region Firefly (our virtual learning
to technology at home. The
environment) has played an in these uncertain times. Routine
donation was made as part of have access to the highest
ACS’s continued commitment to quality education and learning integral role in delivering our and interaction are important parts
supporting its community and experiences. remote learning curriculum. of any remote lesson.
advancing education. Through Graeme Lawrie, ACS’s Teachers can create resource pages The Covid-19 pandemic has
this initiative, 300 more children Partnerships Director, comments: for lessons, which allows for all
will be able to learn safely and certainly thrown down various
“Speaking with many of our content, such as presentations,
securely at home during the challenges and has called on
partner schools over the past videos and worksheets, to be
Covid-19 lockdown. couple of weeks, it is abundantly teachers to use all of their
stored in one place. Creating tasks
All 300 laptops were delivered clear that there is the need ingenuity to maintain pupil
from these resource pages allows
during January, with each for support with additional progress and engagement. I
children to upload work and send
school receiving 15 laptops resources. Teachers are do think that it will impact on
juggling the delivery of remote questions and comments to their
which they can issue to children the way that we deliver lessons
learning, while also supporting teachers. All work and feedback
who do not have a laptop or and here at Thorngrove, it has,
device to learn from at home. children who, without access are stored digitally in the mark
to technology at home, are book function. A glance at my without doubt, proven the value of
ACS also provides support to
ensure children are able to allowed to come into school. mark book allows me to track who technology. It has forced many of
use them effectively for their During these challenging times hasn’t been handing in work, the us to think a little more creatively,
learning. it is essential that we do what such as how we gather feedback
marks a child has been getting
we can to ensure the continued
for work and any feedback given. from the children. I look forward
ACS, which has three UK school learning of children in our
campuses in Cobham, Egham community - we hope that the Progress can easily be tracked and to the day when we can return
and Hillingdon, became a laptops will help students with monitored. Not only has this made to the classroom, but I know that
registered charity in September their learning and development, parents’ evening feedback much this remote teaching period will
2018 with a mission to advance while also easing the load for easier to handle, but the digital positively impact our face-to-face
education. As part of this some of our partner teachers delivery of lessons. Every cloud has
trail can be held on record over the
mission, ACS regularly works in too.”
child’s time at the school. This will, a silver lining.
4 Independent Schools Magazine Advertisement Sales: 01242 259249
‘Education shouldn’t be defined as a game of winners and losers’
The new rules of competition:
resilience over results
‘Competition brings out the best in us!’ We’ve heard it in schools, in the workplace
and on the sportsfield. But it’s a myth that needs dispelling, says Dr Cath Bishop,
author of ‘The Long Win’, Olympian, former diplomat and organisational consultant...
Our obsession with competition, pupils learn to cooperate and future need resilience to manage
winning and rankings is holding us interact also sets expectations uncertainty and complexity and Dr Cath Bishop
back from exploring our potential for adult life – do you expect to find new solutions to the issues Dr Cath Bishop is an Olympian,
and building resilience to manage a succeed alone? To be assessed of our time. Resilience research former diplomat and business
complex, uncertain world. always individually? To be compared across diverse areas such as grief coach. She competed in rowing at
and ranked alongside your peers? and bereavement management, 3 Olympic Games, winning World
What’s going wrong? We have often Championships gold in 2003 and
Or are you developing skills of trauma studies and mental health,
been taught that competition drives Olympic silver in Athens 2004.
teamworking, appreciating different and experiences of the military
performance and is a natural force in As a diplomat for the British
perspectives and welcoming and elite athletes all highlights Foreign Office for 12 years,
each of us. Well that’s a half-truth
diversity? one key characteristic: flexibility. Cath specialized in policy and
at best. Competition can often drive
Learning to flex comes in many negotiations on conflict issues,
us to take short cuts, prioritising Given the number of leadership
forms but requires support and the with postings to Bosnia and Iraq.
short-term wins over long-term courses where I see leaders
opportunity to fail. Competition Cath now works as a business
sustainable gains. It can induce us struggling to build effective
can get in the way of this deeper consultant, leadership coach and
to sabotage our peers if we see them teams and better cross-company
learning from adversity, from author, and teaches on Executive
as opponents rather than colleagues; collaboration, and requesting
experience and from failure. Education programmes at the
and if we think our success depends sessions on ‘communicating with Judge Business School, Cambridge
Competition can distort our lens
on their failure. Our colleagues and your team’ or ‘how to have difficult University and is a Visiting
away from viewing life as an
peers offer a rich source of learning, conversations’, it seems clear that Professor at Surrey Business
ongoing continuum of growth and
challenge and support – all essential lifelong benefits would result from School. Cath speaks at events
development and mislead us to
qualities for building long-term learning like this earlier on in life. globally on topics of leadership,
see the world through short-term high performing teams and
resilience – if only we were open The view that ‘we’re wired to results and rankings. Even in elite cultural change.
to cooperation with them rather compete’ clashes with findings of sport, the ultimate world of winning
than competition against them. It’s Her first book ‘The Long Win:
multiple anthropologists that it is and losing, sports psychologists and the search for a better way to
worth remembering that the original our capability to cooperate in large coaches now realise that athletes succeed’, published October 2020,
meaning of competition is based on numbers, communicate through need to focus on the ongoing was described by the Financial
the Latin word ‘competere’ which sophisticated language and connect process of constant improvement, Times as ‘a deep and rewarding
actually means ‘to strive together’: through ideas and stories which learning from losing and building exploration of human motivation
no mention of beating, attacking defined the first humans. Not the a network of meaningful in sport, politics, business and our
and destroying others, but a basis of use of tools, brain size or aggression. relationships, rather than simply personal lives.’
cooperation and common cause. It is connection that creates chasing rankings and medals, if they www.cathbishop.com
US educational academic Alfie Kohn resilience, not isolation. Issues of are to optimise performance in a
is a firm advocate of ‘cooperative the future require us to be resilient sustainable way. mindset and a focus on relationships
learning’ which he defines as and able to manage complex issues as we learn. That would help us
Education shouldn’t be defined
‘working together to accomplish that have no ‘right’ answers for us to develop resilient leaders ready
as a game of winners and losers,
shared goals’. How students interact to mark our thinking against on a to manage a world we can’t yet
emphasising conformity and
is commonly a neglected or at best summary sheet. imagine, doing jobs we haven’t yet
compliance, and striving to measure
secondary aspect of schooling. Yet Whether it’s social, economic extraordinary diversity in narrow heard of, working collaboratively to
it is critical to how students learn or environmental challenges of results. Education is an infinite find solutions to complex problems
and how they feel about school, inequality, poverty or climate game, requiring a ‘Long Win’ for which no single politician,
each other and themselves. How change, leaders now and in the approach, a constant learning scientist or expert has the answer.
State-of-the-art Innovation Centre
Marlborough College, Wiltshire, ideas, unconstrained by standard
is nearing completion on its new, classroom sizes.
state-of-the-art Innovation Centre.
Bill Roe, Director of Capital
Building started in October Projects at Marlborough College,
2019 and is set for completion said: “Science, Technology and
in March. Set over two levels, Innovation are deservedly at the top
1000m2 of cutting-edge teaching of the educational agenda in the
and exhibition space will provide UK and globally, and Marlborough
The build is by Brymor Construction Ltd.
an inspirational setting for has a desire to be at the forefront of
pupils to test and display their this educational movement, playing “We do not know what the STEM Education in a forward-
ideas. Generous floor to floor our part in equipping the next employment of tomorrow will look thinking and innovative manner
heights offer opportunities for generation of young people with like in what might be called ‘The which best equips our pupils and
the construction of large-scale the skills, creativity and passion to Fourth Industrial Revolution’, but those from our partner schools for
prototypes, promoting new engage in these three crucial areas Marlborough is poised to adapt, to the challenges and expectations of
and exciting ways of exploring knowledgeably and with ambition. invest and to be ready to approach the future.”
ads@independentschoolsmagazine.co.uk Independent Schools Magazine 5
Tackling the negative impact of
Coronavirus with active learning
It is well understood that physical activity has an important role to play in improving
children’s physical and emotional health and can have a positive impact on their
academic progress too.
Although most independent schools provide a wide range of sporting and other activities
as part of a rounded education to keep pupils active, it is estimated that primary school
aged children currently spend 50-70% of their time sitting down in the classroom. Even
when they get home, some can be in front of a screen for more than 6 hours.
The Coronavirus lockdowns of 2020 will have only increased this and resulted in many pupils spending
much more time than they typically would being sedentary.
To address the issue could schools consider bringing more active learning opportunities into lessons to
help improve the physical health and mental wellbeing of their pupils? Jon Smedley reports...
Making physical Physical activity helps pupils better activities such as team sports and room or in various spots in the
activity a priority engage in what they are learning, the performing arts with active playground. The teacher reads out
and in my experience, it can act as learning methodology. words containing a silent letter
As a former teacher for over 20
a catalyst to raise attainment in all one by one and the children move
years, I have always had a passion Lessons incorporating active
areas of the curriculum. to the letter they think is silent
for physical education. My interest learning methodology get children
in each case. They then write the
in the topic comes from the It is possible for schools to increase moving and encourage them to
interact physically as part of the correct spelling of the words in full
research that has been conducted the opportunities children have
learning process, rather than being to embed the learning and earn a
around the benefits of movement to be more active in school and
confined to a desk. This could be class token.
in learning, and also from my own supplement what they are already
experiences in school. offering through co-curricular an effective way to help schools There are many benefits to teaching
tackle the negative effects of in this way, particularly for younger
MOTIVATIONAL, ASPIRATIONAL, ENCOURAGING Coronavirus on learning progress. children.
But what does an active lesson look
FREE Enriching the learning
HONOURS UPDATES
like in practice?
experience
FOR 2 YEARS Maths and English in action
BOARDS With Each Board Ordered
QUOTE: A teacher could plan a lesson where
Introducing more physical activities
1SM231 into maths and English lessons not
WHEN ENQUIRING pupils take part in a Grand Prix
only boosts academic achievement
race around the playground to
in these critical subjects, but also
collect multiplication and division
gives children the chance to have
questions. Once a question is
fun while they learn, which means
collected the child returns to the
the learning sticks.
‘pit stop’ and calculates the answer
then writes it down. The first team Many active lessons are designed
to complete all the questions wins to encourage children to work
the Grand Prix. together in teams, while adhering
Teachers could mix it up by having to social distancing requirements in
a different Grand Prix every week – these challenging times.
at Silverstone or in Monaco – and As schools continue to navigate
see which team has won at the end their way through the current crisis
of the season. the chances of further lockdowns
More activity can be injected into and disruptions to learning cannot
English lessons too. For example, be ruled out completely.
The Stations Game keeps children
So active learning could be
moving while they learn how to
an effective way for teachers
spell words with silent letters.
Goldtree Bespoke, to continue supporting their
9 Huffwood Manor Trading Estate, Letters that are typically silent, pupils academically, physically
Partridge Green, West Sussex, RH13 8AU
such as W in ‘sword’ or K in and emotionally through these
For further info and your questions answered: ANY SIZE, ‘knight’, can be placed around the uncertain times.
Tel: 0345 260 2350 or 01403 711553 SHAPE, STYLE,
Email: info@goldtreebespoke.co.uk OR COLOUR!
Jon Smedley is a former teacher with over 21 years’ experience and founder of Teach Active,
www.goldtreebespoke.co.uk where teachers can access up to 50 active lesson plans in English and Maths for a free trial
period. www.teachactive.org
6 Independent Schools Magazine Advertisement Sales: 01242 259249
Fundamental movements – an individual focus for every pupil
Redefining physical education
The balance between preparing pupils to lead a healthy, active
lifestyle whilst instilling a lifelong love of sport and physical activity
is an important responsibility which can often be overlooked when
developing a sporting programme based on fixtures and sporting
prowess, suggests Huw Thomas, of Sherborne Prep School, Dorset...
As schools we need to redefine personalised set of exercises and with form teachers and parents
physical education, we must think movement flows for each child that noting improvements in posture,
about how we use the time we includes breathing protocols. functional skills and a renewed sense
have with our children to have a of purpose. improved wellbeing and functional
We were confident that if we
sustainable impact on their physical movement, the importance of which
developed core movement patterns, We were able to carry out a screen
wellbeing. We believe that we has increased when viewed through
balance, stability and the ability to in school at the end of last term in
have made a fundamental shift in the optic of lockdown.
move efficiently, we would achieve order to maintain the programme.
approach by seeking to prepare
our goal. Pupil programmes are Despite the challenges of the The impact of COVID is not
our children for the increased
connected to posture, breathing pandemic, during lockdown, all insignificant: We are preparing
expectation and stress that they will
and the wider benefits of physical parents and pupils have been given our pupils for the unknown, so
come under both physically and
wellness in the classroom; the access to extra/additional online developing good movement habits
mentally as they move on to their
concomitant benefits include a resources for physical movement and preserving the movement health
senior schools. As a progressive and
positive impact upon their well- and breathing that can be carried of our young people has never been
supportive initiative, at Sherborne
being. We have achieved this by out remotely. Welcomed by parents, more of a priority. We believe this
Prep we introduced a Fundamental
adapting our PE curriculum to starts at school.
Movement Systems sporting staff and pupils, we used the lessons
incorporate these movement flows
programme. to effectively connect children at As an FMS pilot school, Sherborne
and by focussing on Gymnastics and
home and online through blended Prep is now involved with a Cardiff
Every one of us possesses different Karate. The long term benefits are
learning. We also provided staff Metropolitan University research
patterns of movement which key to this programme and we are
with access to the programme and programme to study the movement
underpin everyday actions from confident that they will be better
many have been screened reporting of Pre-Prep children.
walking and bending to complex prepared for the increased physical
skill-based sports. I passionately stress and load on the body as our
believe that the shift of focus to
fundamental movement patterns,
children move on to Senior school. Flag goes to Antarctica
Teaming up with FMS UK, A Year 7 student from Stamford
personalised for each pupil, would
implementing their videos to High School, Lincolnshire, has
allow them to access the full
train our staff and ensure a
sporting curriculum whilst fulfilling won a flag designing competition,
consistency in our delivery, we were
our promise as a School - to provide meaning her flag travelled to
conscious that all our sessions had
access to a broad, balanced, and Antarctica with a Scientist late
to be high quality, meaningful,
varied sporting programme. last year.
exciting and enjoyable for pupils.
The underlying rationale for this Parent engagement was key;
Students from across Year 7 at
programme was my belief that communicating the unique shape
SHS entered their designs for an
our role as a School went beyond of our sporting provision and
the parameters of providing the reporting sensitively and regularly Antarctic flag in a competition
environment for developing was important to the success of organised by the British Antarctic
character and the right approach to the project. Through recording Survey. A finalist was selected
learning through competitive and progress and engaging in two-way, per form group, based on design
recreational sporting opportunities age-appropriate conversations and how well they adhered to
for our pupils. Whilst these are with pupils including during the given brief. Lola Butler was
important -our pupils do access lockdown, we have ensured that selected as the School’s overall
superb sporting provision and the programme was adapted to suit
winner. Lola’s design includes one
achieve excellent results at national online, ‘in School live lessons’, and
penguin for each country that has
level – we believe that we have a blended learning. No easy task!
duty to provide more than simply a signed the Antarctic Treaty, and
We have seen a visible difference
sporting experience for our pupils. her flag travelled with researcher “We decided to enter the
in the functional movement of our
As a department, our aspiration Alexandra Dodds to Bird Island national Antarctica Day Flag
pupils with a tangible focus on
was to provide our pupils with the Landing Bay, in Antarctica, on the competition run by the British
physical and mental wellbeing of
fundamental movement patterns 28th November. Antarctic Survey as it is designed
our pupils. We saw a staggering
to be able to move efficiently and
90% improvement in pupils from to create awareness towards
correctly whilst simultaneously Runners up in the competition
screen 1 results after only the why it is important for us to
building their gross motor skills. were Annabel Anslow, Holly
first six-month block of activity. protect one of the Earth’s last
Furthermore our Learning Support Haynes and Matilda Hind, who
By implementing the Fundamental natural wildernesses. Antarctica
Motor Skills programme, which department has confirmed change also received certificates and
is the fifth largest continent of
is based on a carefully planned in pupils with additional needs merits in their Geography lessons
the world at 14 million km2
screening process, we produce a including increased concentration
Mr M Smith, Head of Geography and is covered in a permanent
Huw Thomas, Director of Operations and Director of Sport at Sherborne Prep School, Dorset at Stamford High School, said: continental ice sheet”.
ads@independentschoolsmagazine.co.uk Independent Schools Magazine 7
At the heart of the vacc pack
Independent schools have offered their facilities to assist in the roll-out
of Covid-19 vaccines. Two such schools feature in this tribute to the huge
nationwide effort, along with a music and needlework teacher who stepped
up to the plate and trained as a vaccinator...
Swapping embroidery needles
for vaccination needles!
The Head of Music and Textiles, return some sort of normality to
at The Royal School, Surrey, Miss our lives.
Jo Hart, has become a volunteer
An Advanced First Aider with St.
vaccinator to assist the NHS with
the huge task of rolling out the John Ambulance, Miss Hart has
newly approved vaccines. been volunteering in her spare
time throughout the pandemic.
Miss Hart is more used to handling Miss Hart is one of many St. John
embroidery needles, having trained Ambulance volunteers who have
at The Royal School of Needlework been called upon to help with the
– a serious hobby she has pursued vaccination programme.
for many years. However, she is
now swapping her embroidery Her first shift was at Epsom
needles for vaccination needles, as Racecourse, after which she found
the country looks on in hope that time to talk to ISM about her
the roll out of the vaccination will experience...
Q: Who or what inspired you to get learnt in St John have enabled
involved as a volunteer first-aider me to provide help where it is
with St. John Ambulance originally? needed most, including in hospitals,
What service do you usually provide? moving ambulances to London and
What has been your most interesting COVID-19 testing.
assignment to date?
My volunteer work with St. John
A: From a young age, I had a has been so varied that it is hard
keen interest in medicine and did to pick a favourite assignment, but
consider a career in the health my support with the fight against
service, but instead, followed my Covid-19 is probably one of the day, and how many of them did you the time to volunteer, alongside
passion for Music. As a teacher, I highlights of my work with the perform? What was the reaction holding down a career as a Head
have completed numerous First Aid charity so far. of the public to you as a volunteer? of Music. In truth, it is not always
training courses and felt that the What were your feelings when you easy, but I am the sort of person
Q: How did you hear about the
skills I learnt every few years were got home after the experience? who likes to do something proactive
need for volunteers on the covid
largely wasted, as I never really in my spare time. I am also a great
mass-vaccination programme? A: Volunteering at Epsom has been
got to put them into practice. It believer that we should never stop
What extra training did you have to an amazing experience. It has been
was after one such course that I learning and by doing something
undergo? fantastic to work with people from
started to research about the work completely different from my
the NHS and there has been a real
of St. John Ambulance in our local A: St. John are great about keeping
sense of community spirit. Being day job, I hope that I am able to
community and decided to apply to all of their volunteers informed
part of the process gives me hope inspire my pupils to see the lifelong
join as a volunteer. about new opportunities, so when
that we can all slowly start to return learning opportunities that exist
the opportunity came to apply to
Before the pandemic, my role to some sense of normality. The beyond the classroom.
train for the vaccination programme,
with St. John involved providing reaction from the general public
I did not hesitate to sign up. I have In addition to my volunteering with
First Aid at events. This could be has been incredibly positive and
undertaken rigorous training to St. John Ambulance, I also have a
anything from a small country fete, the work I have done has made me
learn about the different vaccines great passion for hand embroidery
to larger events like the London feel very proud to be part of the
and understand how to administer and have been studying part-time
Marathon and Wimbledon Tennis organisation.
them to the general public. at the Royal School of Needlework
Championships. Sadly, all events
Q: Teaching can be a tough, at Hampton Court, for the last
were cancelled during the pandemic Q: How did your first duty at
draining profession. So can first- eight years. The intricate nature
and as a St. John volunteer, I was Epsom go? How did you find the
aiding. How do you cope physically of the embroidery work allows
subsequently asked to support the organisation generally? Were you
and mentally with both? What are me to completely switch off from
NHS at this difficult time. Since satisfied that you were kept as safe
your other interests outside these day-to-day life and it is a privilege
the first lock down in March 2020, as possible with adequate provision
challenges?
I have been carrying out a wide of PPE, social distancing etc? How to study in a palace which has so
range of tasks – the skills I have many people were vaccinated that A: People often ask me how I find much history!
8 Independent Schools Magazine Advertisement Sales: 01242 259249
Training centre
King Edward VI School, located vaccinator training centre, and by
in the heart of Southampton, the following weekend we had
Hampshire, has become a vaccine hundreds of volunteers busily
training centre for the St John training at the School. I came in
Ambulance. King Edward’s is to School on the first weekend,
providing its facilities for the use of and it was lovely to chat to the
St John Ambulance, as they train trainers and volunteers, just to
With the recent roll-out of the hundreds of volunteers to carry out check that they were happy that
COVID-19 vaccine, Plymouth vaccinations in Southampton and they had everything they needed.
College are supporting and working surrounding areas. Apart from one slight glitch on
with the St John Ambulance Service the first day – when the police
by providing their Prep School site, Head Neal Parker (pictured right),
came calling to check whether we
located at The Millfields, to train said “We were contacted by a had an illegal gathering taking
volunteers over five weekends in former King Edward VI School place, but were swiftly reassured
the administering of the COVID-19 student who works for Savills – the entire process has been delivery service for vulnerable
vaccinations.
property agents, who had been seamless and smooth. community members. Now
The vacancy of the Prep School site asked to locate 16 large venues we can once again try to help
has meant that St John Ambulance Savills have been utterly
across the UK to act as hosts for through the vaccination training,
are able to safely use the facility professional; the St John
for the training of all volunteers St John Ambulance as they looked and by volunteering to act as
to train over 30,000 vaccinators Ambulance are a delight to work
to safely administer the COVID-19 a hub for vaccinations if needed.”
with, and we are honoured to
vaccine and roll-out to people living in just two months as part of
in Plymouth. be asked to play our own small “We all know that getting the
the fight against COVID-19.
part in helping the community vaccine out to those in need
Jo Hayward, Head (pictured above), Southampton had been identified
said: “We are pleased to be able to and country through this most is a tremendous logistical
as a key location. We were
support the St John Ambulance in terrible pandemic. Throughout exercise. It needs huge numbers
delighted to offer our facilities
their work as part of the roll-out the pandemic we, like so many of trained volunteers to carry
and site for no charge for at least
of the Covid-19 Mass Vaccination schools, have asked ourselves out the vaccinations, at an
Programme, and will do all we can the next ten weekends.
repeatedly what we can do to unprecedented scale and speed.
to assist in facilitating the delivery Within a couple of days a site St John Ambulance will be
help. During the first lockdown
of the vaccine to the people of
visit had established that we we used our D&T resources to playing a critical role in this
Plymouth where needed going
forwards.” did indeed have the space produce PPE for local healthcare endeavour and we are delighted
and facilities needed to be a providers, and set up a shopping to offer our assistance.”
What does 2020 + U = ?
Starting strong in 2021 begins now
A jar, 3 words, a window with a pen are all you need to take the first step.
Are you ready to get started?
Pick one or do all three- it really is up to you. But, whatever you do No this is not because I am a maths teacher, I learned this a long time ago
please take time with no distractions to complete – your future self that you need to give yourself permission sometimes to stop, rest, think or
will thank you for it. maybe scream! Silently scream of course.
1. Get a jar and be creative 3. Create an action
If you can’t find a jar, pick a box that closes. Get some paper and split into Take a moment to reflect what you need to do more or less of to be the
12 , more if you like. Write down 12 things that you want to experience or best version of yourself? Just pick one thing in each box and start today.
do in 2021. Fold them up and put them in. Set the dates that you will pick
one on your phone and watch the magic happen.
MORE OF LESS OF
2. Pick three words to guide you for the year
What three words do you want to use to guide your thinking and actions
for 2021?
You are enough.
This helps my wellbeing and confidence. START STOP
Be kind inside.
This reminds me to be kind to myself when things go wrong or stress
levels are high.
Permission to X.
From one educator to another, thank you for all that you do. I hope that these ideas help you in these interesting times. Written by Tracy Shand at Simply Boarding
ads@independentschoolsmagazine.co.uk Independent Schools Magazine 9
Do teachers’ leadership styles affect student
perceptions of their own performance?
Previous research in higher education and industry has shown a strong association
between employer leadership style and student/employee perceptions of their own
productivity, motivation and mental wellbeing. These associations have been shown
to be positive when leadership behaviours are perceived to be inclusive. But can
the same be said of school students and teachers? Sevenoaks School, Kent, with
Professor Gloria Moss undertook to find out by studying mathematics teaching...
To enable comparison with HE and motivation, with students’ responses teachers’ degree of inclusiveness
industry studies conducted by Moss plotted against a Likert scale. and student performance. This
(Moss et al 2016; Moss 2019), a correlation did not differ by
In total, 721 students completed the
modified validated survey instrument gender or by nationality. However,
questionnaire (66.1% response rate).
was used, an anonymous online the strength of the association Prof Gloria Moss
multiple-choice questionnaire that The results show that the more decreased significantly with gloriamoss@protonmail.com
students completed at the start of inclusive are teachers’ leadership students’ advancing age, indicating IPE
lessons or as homework. styles, the better students perceived increased student self-motivation,
their performance. resilience and ability to act as
Student participation was designed
independent learners.
on an opt-out basis, with data Additional analyses also revealed
collection occurring from March the association between inclusive It is hoped that this large-scale
to August 2019. The survey leadership (IL) and the three empirical study, the first examining
consisted of four demographic components of performance IL in schools, can provide a template
questions on gender, nationality, identified in the industry and HE for further quantitative school-
year group and ethnicity, 34 based studies on IL. Indeed, the
studies – namely, productivity,
questions on students’ perceptions establishment of such evidence-
wellbeing, and motivation.
of mathematics teachers’ leadership based, research-led teaching
characteristics, and 12 questions Overall, a strong, statistically- strategies is a key goal of the
on students’ perceptions of their significant positive association Institute of Teaching and Learning
own productivity, wellbeing and was found between mathematics at Sevenoaks School. Dr Paul Parham
pep@sevenoaksschool.org
More information on this study can be found in Innovate, the annual academic journal from the Institute for Teaching and Learning: Teacher of Mathematics (Sevenoaks School) &
https://www.sevenoaksschool.org/teachinglearning/research/innovate/ Honorary Lecturer (Imperial College London)
Table 1: Competences underpinning the concept of inclusive leadership in secondary education
Competence Description
Individualised consideration Teachers showing individual interest and offering one-to-one support for students
Idealised influence Teachers having admirable qualities that students want to identify with
Inspirational motivation Providing an appealing vision that inspires students
Intellectual stimulation Encouraging students to develop their ideas and be challenged
Unqualified acceptance Being inclusive in considering students
Empathy Putting oneself mentally and emotionally in the student’s place
Listening Actively listening to students
Persuasion Being able to influence students
Confidence building Providing students with opportunities and recognition
Growth Encouraging students to reach their full potential
Foresight Having the ability to anticipate events and where they might lead
Conceptualisation Having a vision about possibilities and articulating that vision to students
Awareness Being fully open and aware of environmental cues
Stewardship Articulating the belief that the school’s legacy is to contribute to society
Healing Helping students cope with any burdens
Table 2: Correlation coefficients of the association between student performance (and its components of productivity, wellbeing
and motivation) and mathematics teachers’ inclusive leadership score, stratified by gender, nationality, year group and ethnicity
Performance Productivity Wellbeing
Gender Male 0.81 0.71 0.73
Female 0.82 0.73 0.77
Nationality Non-British 0.81 0.72 0.71
British 0.82 0.73 0.76
Year Group Lower School 0.87 0.80 0.84
Middle School 0.80 0.73 0.74
Upper School 0.77 0.66 0.69
Ethnicity White 0.82 0.72 0.75
Black/Black British 0.89 0.74 0.82
Asian/Asian British 0.76 0.73 0.68
Mixed 0.83 0.75 0.78
References:
Moss, G. (2019), Inclusive Leadership, Routledge, Abingdon
Moss, G., Sims, C., David, A and Dodd, I. (2016), Inclusive leadership ...driving performance through diversity, London: Employers Network on Equality and Inclusion (enei)
10 Independent Schools Magazine Advertisement Sales: 01242 259249Seventh international campus
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ads@independentschoolsmagazine.co.uk Independent Schools Magazine 13Why stay in the Teachers’
Pension Scheme?
With fee-paying schools rapidly deserting the TPS, pensions lawyer
Jeremy Harris looks at the reasons for this trend and alternatives to
the scheme.
Nearly 200 independent schools, actuarial assumptions that There is a risk that DC pension Such arrangements will save costs
about one-fifth of all private determine the pace at which schemes will be regarded as less in terms of management time
schools that participate in the scheme benefits are funded. generous by staff, though the and administration expenses, as
Teachers’ Pension Scheme (TPS), extent to which that is the case will compared with a stand-alone DC
As an unfunded, pay-as-you-go
have withdrawn from the scheme depend on contribution rates. In occupational scheme.
scheme, there is no investment
since contribution rates under the some circumstances, strike action
growth to offset against the The latest Pensions Regulator
TPS shot up by 43% in September by disaffected staff may result
employers’ obligation to meet the guidance on DC pension schemes
2019. from withdrawing or preparing to
balance of the cost of the scheme directs smaller stand-alone DC
withdraw from the TPS.
Two-thirds of those withdrawals benefits. schemes towards winding up and
took place before the first wave of On the other hand, providing DC transferring to larger, well-run
the Covid-19 pandemic arrived in
Meeting teachers’ pension benefits may be seen schemes.
the UK and piled further pressure expectations as achieving greater parity of
The automatic enrolment
on independent schools’ finances, From a financial point of view, pension terms between teaching
legislation, and the time limits
thanks to the closure of schools it is relatively easy for employers and support staff, who are
for employers’ compliance with
from 23 March 2020 until the end to leave the TPS. There is no generally already in DC pension
it, mean schools should line up
of the last academic year. termination debt that falls on arrangements.
new DC pension arrangements
the employer on withdrawing
Employer contribution rates A potential half-way house that well before withdrawing from the
and there is no obligation on
under the TPS increased from some schools have considered is TPS. This includes selecting the
independent schools to match the
16.48% of salary to 23.68% as a to seek to remain in the TPS on pension provider, designing the
benefits of the TPS through other
result of the 2016 TPS actuarial the basis that teaching staff meet new contribution structure and
pension arrangements.
valuation. The 2020 valuation part of the required increase in arranging life cover and income
The main constraint on leaving contributions and/or that the TPS protection cover for teaching staff.
is currently in progress, with
the TPS is employee relations. continues to apply, but on the
the results expected in 2022/3. Practical considerations and the
Independent schools are torn basis of reduced pensionable pay
Many schools are worried that employer’s implied duty of good
between the need to stay (through a contractual agreement)
employer contribution rates will faith mean schools proposing to
competitive in terms of fees and or in return for agreed pay cuts.
be significantly increased again. withdraw from the TPS should
attracting and retaining high-
Where an independent school first consult teaching staff and
Whereas the government has quality staff.
withdraws from the TPS and offers their representatives (if any) before
provided funding to state
Fee-paying schools that withdraw a new DC pension arrangement proceeding.
schools and further education
from the TPS generally provide instead, the increasing governance
colleges to meet this increase, Schools should establish at the
defined contribution (DC) pension costs surrounding DC occupational
the independent sector has been outset, before any consultation,
arrangements in its place. There pension schemes (arising from
required to meet the cost itself. whether they have flexibility in
would be little point establishing legislation and stringent Pensions
Employers that participate in their employment contracts to
a new defined benefit pension Regulator guidance on matters
the TPS have no control over impose such a change on their
scheme that would allow the school such as DC trustee chairs’
contribution rates, while the teaching staff without their
to set the pace of funding but still governance statements) means the
benefits are relatively generous agreement.
expose it to open-ended pension choice for schools is effectively
inflation-proofed defined benefit contribution obligations and between a contract-based group This may affect how the proposed
in character. The Government costs arising from increasing life personal pension scheme, and a change is presented to staff and
Actuary’s Department sets the expectancy and low interest rates. DC master trust. how it is eventually implemented.
This article was authored by Jeremy Harris, pensions partner at Fieldfisher. 0161 200 1789 Jeremy.Harris@fieldfisher.com
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Independent Schools Magazine 15You can also read
