INDEPENDENT
SCHOOLS
OF THE YEAR 2023/2024
IN ASSOCIATION WITH
Celebrating Excellence in Education
WINNING FORMULA
Judging Chair Helen Wright reflects on the extraordinary achievements of the finalists and winners and a fun prizegiving night
One of the most uplifting aspects of the Independent Schools of The Year Awards 2023, held on 10 October in Chancery Lane, in London was the depth, breadth and variety of the wonderful stories we heard. From schools whose students had cleaned beaches and schools who had initiated innovative apprenticeship programmes to schools who were making the most of their local environments and giving back in equal measure to their communities … the evening was a tremendous celebration of the excellence in education that the independent sector represents. The evening was an opportunity for colleagues to meet one another again, and share their news; the highlight, of course, was the presentation itself, and with 27 awards to be handed out, there was plenty of occasion for celebration from delighted schools. The Unsung Hero Award, for a member of the school community who may not have a high profile within their school but who’s absolutely central to the life of their community, was awarded this year to Christine Fairbairn at Belhaven Hill School, and this elicited particularly warm applause, as did the award for The Rising Star of the Year, which showcases extraordinary achievements of individual students from our independent schools, and which this year went to an extraordinarily driven student from the British School of Brussels, who’s already doing university-level research in physics.
Our two top awards of the evening, however, went to schools which between them really demonstrated the diversity in the independent schools’ sector, and reminded us all about the incredible work that independent schools are doing across the country – and beyond – to support children, young people and communities. The Judges’ Special Award was given to LVS Hassocks, which in the opinion of the judges, lived out its incredible and highly inclusive school ethos every day, enabling every young person to thrive, fully, and to be themselves, fully, placing no limit on their learning and their aspirations – a school which visibly encourages every aspect of their personal, social, emotional and cerebral development.
The evening was a tremendous celebration of the excellence in education that the independent sector represents Latymer Upper School won the Social Mobility Award at this year’s event
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WELCOME
LEFT: Edinburgh school group Erskine Stewart’s Melville Schools (ESMS) was joint winner of the Performing Arts Award
2023’S PANEL OF JUDGES Meet this year’s experts
It was wonderful to hear the Head, Geoffrey Stanford, speak so passionately about the importance of the independent sector in making positive change
DAVID MONCRIEFF, Vice-Chair is a heritage publishing specialist. He was previously Director of Marketing at Mayfield School and Director of Marketing Services at the British Tourist Authority. CHARLOTTE AVERY is Headmistress of St Mary’s School Cambridge, GSA VicePresident, and a governor of Haileybury, Mill Hill School and a local 11-16 MAT.
In a grand finale, The Independent School of the Year Award was presented to the Royal Grammar School, Newcastle, for its innovative model of bringing diverse partners and funding streams together, its use of dedicated partnership teachers, and the sheer reach of its activity in running more than 50 projects in more than 100 state schools across the North East of England, engaging regularly with well over 10,000 students, and supporting more than 700 teachers. It was wonderful to hear the Head, Geoff rey Stanford, speak so passionately about the importance of the independent sector in making positive change happen across the whole education sector; what independent schools do, really really matters. An enormous amount of work goes into these awards, and I offer my thanks to the whole team at Independent School Parent, and the Chelsea Magazine Company, for their unflagging support, as well as to the wonderful team of eminent judges. Together, everyone contributed to a phenomenal evening that made our hearts sing, because it highlighted how hard everyone in the independent schools’ sector works to make a positive difference to the lives of individual students, and to the world in general. It’s an honour to be part of it. Well done, all! And roll on next year!
JIM MASSEY has been Headmaster of Daneshill Prep School since 2018. DAMIAN MCBEATH is Principal of The John Wallis Church of England Academy.
DURELL BARNES is Chair of ISEB and Head of Governance and Compliance at RSAcademics.
HUGO MIDDLEMAS is Director of Development at Christ’s Hospital, the UK’s leading charitable school.
COLIN BELL is CEO of COBIS, which helps teachers, governors and support staff at British international schools.
JAMES PRIORY joined Tonbridge School as Headmaster in 2018.
LOUISE BENNETT is CEO of the Institute of Development Professionals in Education (IDPE).
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IRFAN LATIF is DLD College London’s Principal and Chair of the BSA, where he sits on the Executive Committee as the Inclusion & Diversity representative.
JULIE ROBINSON Is the ISC’s General Secretary. MELVYN ROFFE Is Principal of George Watson’s College and Chair, HMC.
ROBIN FLETCHER is Chief Executive of the Boarding Schools’ Association, a Fellow of the RSA, and Honorary Fellow of Cardiff Metropolitan University.
PHILIPPA SCUDDS is a chartered marketer with more than 25 years’ experience in the education sector.
TORY GILLINGHAM is Managing Director of Admissions, Marketing & Communications in Independent Schools (AMCIS).
DONNA STEVENS is CEO of the Girls’ Schools Association, which represents 146 girls’ schools.
GAVIN HORGAN took over as Millfield Headmaster after delivering Worksop College’s academic turnaround.
ABRA STOAKLEY has been Head of School at Grange School Lagos, Nigeria since January 2020.
IN BRIEF
STUDENT SUCCESSES + EXTRACURRICULAR EXCELLENCE + INSPIRING INITIATIVES + NEW HEAD TEACHERS
Never forget
Laser-cut silhouettes of soldiers and poppies were lit up in red against the school building
Remembrance Day period. Dan Wyatt, Rector of Kelvinside Academy, said: “Many former Kelvinside pupils fought and died during the First and Second World Wars. We’re fortunate to have the commitment, creativity, knowledge and passion within our school to create such a unique and fitting tribute.” Senior six pupil Yayha Cathcart, Regimental Sergeant Major and leader of Kelvinside Academy’s Combined Cadet Force, said: “It’s been more than 100 years since the Great War, but it’s a vital part of our country’s identity, as well as our school’s history. We owe it to every person who served to remember, respect, and honour their sacrifice. “Sacrifices continue to be made by men and women serving in the forces to this day and being part of the school’s CCF programme has really opened my eyes to the debt we owe them.” The school’s formal remembrance service took place at Kelvinside Hillhead Parish Church on 10 November.
Kelvinside Academy, Glasgow A Scottish school unveiled a striking tribute to more than 177 former pupils whose lives were lost in the First and Second World Wars. Kelvinside, a War Memorial Trust school with one of the biggest Combined Cadet Forces (CCF) in the country, was one of several iconic locations across Scotland ‘lighting up red’ in support of Poppyscotland. Beyond lighting Kelvinside’s historic A-Listed building in red, the whole school community was involved in creating a visual mark of respect. Silhouettes of soldiers and poppies, designed by pupils and brought to life by a laser cutter from Kelvinside Academy’s Innovation School, added to the dramatic light display. Handmade ornamental poppies – one for every former pupil whose life has been lost – were also planted in the school grounds. These initiatives came together to create an unforgettable spectacle at the school over the
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SCHOOL NEWS
BEST OF THE REST l GEN GREEN
Channing School, North London
The Highgate school has officially declared a climate emergency. Following whole-school discussions, Channing’s sixth form sustainability officers and eco reps took the case to school governors, resulting in the summary statement: ‘Channing: Growing Greener, Braver and More Aware’. l ARMED ASSISTANCE
Forfar Education, Nationwide
From east to west Beaudesert, Gloucestershire
16 boys and girls from Mumbai and rural Karnataka and Rajasthan embarked on a trip that saw them visit eight UK independent schools, including Beaudesert. The OSCAR Foundation – a charity which runs educational programmes in India – selected the children for a once-in-a-lifetime experience: playing football, attending lessons and connecting with local children. Beaudesert raised £24,465 for the charity through a colour run, a curry-andauction night, and more than 20 staff ran the Bristol half marathon.
Founded in 2016 by former army officer John Forsyth, the independent prep and nursery group has relaunched its bursaries for children of parents serving the country in the armed forces. l ALL’S FAIR
High School of Glasgow
The school’s junior division has been awarded the FairAware award from the Fairtrade Foundation, which recognises schools that are supporting Fairtrade. The curriculum ensures children as young as five are learning about Fairtrade topics across a number of subjects including English, geography, drama and art.
Treading the boards
Millfield, Somerset A pioneering programme to support female youth sport, run in conjunction with women’s health organisation The Well HQ, has been launched to educate, raise awareness and remove taboos around girls’ needs in sports, which can hamper progress, such as puberty, menstruation, hip and breast health and concussion in females. Millfield’s reputation in sports development means that it has more than 500 female students participating across the 30 sports that it offers.
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l BOWLED OVER
Bede’s Senior School, East Sussex
14-year-old pupil Jake Vosloo was presented with the D40 Bowling award at Sussex Cricket’s County Disability Cricket Awards. Despite being born with complexities to both arms, he has flourished in the sport, and now plays in Bede’s U15A team. s
Brighton College, Sussex Old Brightonian Jonny Amies, (above left) who left the college in 2014, is currently performing as the lead in the West End play, The Little Big Things, based on Dulwich College alumnus Henry Fraser’s autobiography of the same name. The musical production features a pop soundtrack. The Soho Place show tells the true story of a promising teen rugby player paralysed in an accident and is about the transformative power of acceptance, as well as the joy of being alive.
These girls can
TAKING THE NEXT STEP
A term on from her son starting senior school, Kate Freud reflects on and shares her experience of the process LEFT: Harrodian is an all-through co-ed school set on a sprawling campus in Barnes, SouthWest London BELOW: Jago is settling in well
An unexpected wave of relief sweeps over me as my son Jago high-fives new friends and grins from ear to ear while playing football at his new school, The Harrodian, in leafy West London. After a tough year for all of the children and parents who have survived the 11+ gauntlet, l feel confident that we’ve chosen the right school for him. However, I can’t help but remember how we were feeling this time last year, so full of apprehension at the prospect of the ISEB and exams. It’s a huge undertaking for parents to choose the right school for their kids, but it’s even more challenging to accept that there’s only so much you can do – the rest is up to them. The journey starts with open days and school visits. By reading school magazines like Independent School Parent, speaking to parents of older children with experience of secondary schools, and taking advice from the headmaster at Jago’s prep school I knew which schools we should see. I went to as many open days as I could (places fill up fast, so book early), then revisited the ones we liked most with Jago. Your kids need to feel like you know the school and why it would be great for them before dragging them around a campus on an open day. I remember the Harrodian in particular. I was told to try and imagine Jago in this environment and trust my gut, as no one knows your child better than you. I had a great feeling about the place and remember all of the kids looked happy. Coming from a small prep (Northcote Lodge in Battersea) we didn’t want a big school for Jago, so although the Harrodian
sits on a much bigger site, all of the age groups are kept quite separate, so it doesn’t feel overwhelming. We were looking for co-ed, green space, sports facilities, community outreach programmes, and as much of a ‘country’ feel as is possible in London. We didn’t want Jago to end up in a ‘hot house’ but at a school where he could reach his own potential, whatever that may be. While the Harrodian thankfully ticked all these boxes, it was its strong pastoral care approach that appealed the most. There has been just the right amount of handholding for Jago (and me!) while staff also foster independence in the kids, for example, getting them to walk into the school by themselves (even if I’ve only dropped him around the corner). It goes without saying that in the lead-up to starting at the Harrodian, there were plenty of nerves, especially as we didn’t already know anyone at the school. In July, they invited all the new children to school – about 35 of them – to meet their new teacher, see the classroom, and get a feel for what the lessons would look like. He relished the opportunity to play football at lunchtime on a proper pitch and the food was good, which is always important for the boys! However, he did struggle with the fact so many other kids seemed to know each other.
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STARTING SCHOOL
ABOVE: Harrodian offers a rich sports programme BELOW, LEFT TO RIGHT: Children at Harrodian can play football on a full-size pitch; new senior students are invited in for a taster day
the daily commute from Battersea tiring – partly because he carries every book he owns in his backpack for fear of being caught without the right one! I’m going with him on the train until he feels confident enough to travel solo. As part of his newfound independence, we’ve also reluctantly given him a phone. We limit how long he can use it for, but for now it’s just the occasional WhatsApp to his new chums. A big plus is I can also track his every move with a brilliant app called Life360, which shows me when he ‘checks in’ and out from school. As a parent, when your child starts at secondary school, it can be more difficult to connect with other parents, especially when many children are making their own way to school. But in my experience, by attending the school events and arriving a little early for pick up I’ve met some lovely people. Going to sports fixtures when possible has also paid off. Overall, as much as I was dreading the whole experience of starting a new school again, it has been surprisingly painless. When I look at how far Jago has come this past year and what it took him to get here, I feel enormously proud of my boy, and excited for all the opportunities that await him.
We were looking for co-ed, green space, sports facilities, community outreach programmes and as much of a ‘country’ feel as is possible in London So, at the end of August, we were fortunate enough to be introduced to a lovely Harrodian family – their three children had been there since reception. Jago and their son hit it off immediately and he felt more confident about the start of term. If you don’t know anyone at the school it’s always worth asking the registrar if they can connect you with someone in your child’s class or who lives nearby. Psychologically, it makes a huge difference to a child’s confidence to have a friendly face there on the first day. I’d be lying if I said it hadn’t taken a few weeks for Jago to settle. He’s exhausted from making new friends, being on his best behaviour and finding the right classroom. He also finds
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BOARDING SCHOOL
From offering families flexibility to exceptional after-school and weekend activities, this award celebrates the best boarding schools
LEFT: Sandroyd’s boarding-house culture creates a home-fromhome feel BELOW: Gordonstoun instils a love of exploring the great outdoors in its boarders
While this category’s finalists all offer prospective families a community feel, extensive extracurricular fun and the opportunity to foster resilience through life in the boarding house, Sandroyd School pipped the others to the post. Why? Well, because in spite of a heritage dating back to 1888, it has consistently moved with the times. Having gone co-ed in 2004, September 2023 marked the first year that Sandroyd removed the compulsory requirement for pupils to board in years seven and eight. The school – which currently hosts more than 130 happy boarders across four homely houses – has a renewed vision for children to have the option to grow into boarding at a rate that suits them. And regardless of their status, every year seven and eight child will have their own bed at the school. Houseparents here will always go the extra mile, not just with the bigger activities but also in all the subtle ways which help children settle in so well. There’s a full roster of evening and weekend events, but the favourites are the dog walks and Sunday roasts that cement the school’s home-from-home feel. Sandroyd is committed to providing all its students with the benefits of a happy, inclusive boarding community.
The winner, for its innovative approach to providing an evolving boarding experience, grounded in awareness of changing societal requirements, is Sandroyd School Helen Wright
THE FINALISTS: Ardvreck School • Belhaven Hill School • Gordonstoun • Roedean • Scarborough College • St Andrew’s Prep • Truro School 48
THE AWARDS
DIVERSITY, EQUALITY, INCLUSION & JUSTICE Reflecting the importance of respect and support for each and every community individual, this award saw many worthy entrants
QUOTE: HELEN WRIGHT
LEFT: All LVS Hassocks students have access to a BTEC horticulture course BELOW: Finalist Christ’s Hospital is an inclusive community
LVS Hassocks’ aspirational thinking is evidence of its commitment to a robust diversity, equality, inclusion and justice (DEIJ) strategy, making it the natural winner of this award. As a specialist provision school, LVS Hassocks aims to ensure that each and every pupil – all of whom have a diagnosis of autism, with many also having comorbidities, including anxiety, mental-health-related conditions and ADHD – are able to gain skills, qualifications and confidence. Principal Jen Weeks has established an infrastructure built upon a firm commitment to DEIJ: one that promotes and provides an environment that celebrates diversity, empowers equality, guarantees inclusivity and serves justice, all within a safe and caring environment for students, many of whom have arrived finding mainstream school difficult. Staff pursue the best outcomes through creative, well-planned opportunities, for example, a life-skills programme focusing on the cultures within the local-national community and celebrating diversity, including the Black Lives Matter movement. Adaptations, where necessary, are made to ensure each child receives the same experiences, with the Duke of Edinburgh Award scheme being one such example.
The winner for its refusal to put a ceiling on children’s achievements, and actively working to break down uninformed perceptions of special provision, is LVS Hassocks
THE FINALISTS: Bryanston • Christ’s Hospital • Eltham College • Millfield School • St Leonards 49
ALUMNI
GENERATION NEXT Forging ahead in their careers, these independent-school alumni demonstrate how such an education primed them for success
TIA NASIR, 22
Analyst Goldman Sachs DLD College London I studied A-level computer science, mathematics and history, before progressing to the Royal Holloway University of London where I obtained a first-class bachelor’s degree in computer science. Attending DLD was an invaluable experience and pivotal step in my journey to becoming an analyst at Goldman Sachs. You’re treated as an adult there, and it introduced me to the all-important art of self-guided study. You’re supported on a personalised pathway in terms of careers and studying, but also personality-wise; you’re encouraged to become who you want to be when you’re at DLD. The diversity of DLD was very different to the traditional boarding school that I’d previously attended, and the central London location gave me independence like no other. The international community provided me with the opportunity to interact with people from all over the world, helping me now in my career in an international company.
LEFT: Tia Nasir
JAMES BURNS, 33
Head of North America, The Bright Agency, New Jersey
RIGHT: James Burns
Giggleswick School, North Yorkshire At 11 years old, I arrived at Giggleswick as a nervous, anxious boy with no real expectations of doing well academically, or otherwise. To everyone’s surprise, seven years later I departed with a core set of values and abilities that go far beyond anything that can be taught in a classroom: resilience, curiosity and self-assurance. Upon reflection it’s clear to me that Giggleswick’s team of talented, passionate faculty members facilitated this transformation. Giggleswick was there to identify and then develop each individual’s strengths. For me, that was creativity, entrepreneurship and overcoming severe dyslexia. Since leaving school, I attended Central Saint Martin’s (art foundation), discovered university wasn’t for me and relocated to the eastern United States to build the American division of an illustration and literary agency, originally a two-year assignment, which has been repeatedly extended. The agency and I will be celebrating our 10th anniversary in 2024.
MARIA MENDOZA GUERRERO, 24
Architect
Sedbergh School, Cumbria After leaving Sedbergh, I went to UCL to read architecture. It was an extremely challenging time, but the endurance that Sedbergh taught me, whether it was running up the fells or facing academic courses in my second language, really helped me. I worked in London for a year before doing an MPhil in architecture and urban design at the University of Cambridge. There, I was able to take on a very similar approach to my time at Sedbergh: try as many things as you can and make as many friends as possible, as everyone was a great source of knowledge and fun. I boxed, rowed, and led a society alongside my studies, which was made a little easier having previously been Head of School. It taught me a great deal, especially in public speaking. Now I’m back in London working as an architect. I live with two other Sedberghians and I’m about to complete my first ultramarathon (100km), which would have seemed impossible to me before Sedbergh.
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LEFT: Maria Mendoza Guerrero