It has been absolutely fantastic. The best bit about it has been getting to know each and every one of my pupils. I have the most wonderful conversations with them and their curiosity about life and learning is infectious. The parents at South Lee are very supportive too and I have a really hardworking and talented staff. I am very lucky indeed.

Q. You were previously deputy head at St. John’s College School in Cambridge for 14 years. Were you worried about taking the next step into headship, and would you recommend it to others?

I wasn’t really worried about it, more excited at the prospect of running my own school. I was very lucky to have been at a fantastic school where I learned loads and an equally fantastic state school in London before that. It was the right time for me to move and take on a headship, as my children are a bit older now.

I would recommend it to others, although I would warn you that your school will occupy a place in your head and heart at all times, so it is important to make the effort to keep a good work/life balance, as otherwise it will become all consuming.

Q. Having worked in prep schools, do you think this stage of education is a particularly important one?

Absolutely, it is the foundation of all learning. It is at this time that you nurture children’s curiosity and natural zest for learning and turn that into something that lasts for life. Small class sizes, specialist teachers and breadth of curriculum allow prep schools to spend lots of time with individual children and offer a wide range of learning activities and experiences.

It is a huge privilege to have a hand in moulding the early learning journeys of the youth and adults of the future. What an amazing job!

Q. What are the challenges of running a small independent school?

As with all independent and state schools regardless of their size, money is an issue. The economic climate has made it difficult for parents to be able to offer their children the fantastic education an independent school can provide. For schools, affordability of fees for parents and value for money are hugely important. Balancing this with growing operational costs is tricky.

Q. What do you think makes South Lee School stand out?

So many things! South Lee is a really happy, vibrant, ‘family feel’ school – perfect for the formative years of a child’s education. An innovative, challenging curriculum which puts equal value on academic, creative and sporting subjects, alongside an emphasis on learning about social and emotional needs, makes for a wonderful, all-round education.

South Lee prides itself on nurturing and encouraging our pupils to be innovators of the future, by offering plenty of opportunities for leadership and problem-solving learning.

Subjects such as STEAM (science, technology, engineering, the arts and maths), philosophy and debating offer many possibilities for the children to access and initiate fantastic skills and enquiry-based learning – all things that will be so very important for employability in forthcoming years.

Q. What was your favourite subject at school?

I adored English literature and maths. I still love literature now and I read a wide range of genres. I was going to be an accountant when I left school because of a love of number problem-solving, but I wanted to teach young children more.

Q. What issue in education are you most passionate about?

Ensuring children’s social and emotional wellbeing is as well-catered for as their academic needs. Life is pretty stressful already nowadays, so it is really important to me that my pupils get a fantastic curriculum, but they are still allowed to be children.

I strongly believe that children learn better when they are happy and relaxed and, most importantly, when they feel that they are listened to and know that they have a voice.

We spend time at South Lee learning about ourselves as individuals, how to talk about and deal with our emotions, and how our brains function best for us as individuals and learners. Time is built into our curriculum to do this on a regular basis.

Q. What is your favourite book?

It depends on what mood I am in. I love the Summer Guest by Justin Cronin, which is a beautiful story about love and family. I also love The Count of Monte Cristo, the epic novel by Alexander Dumas, in which good ultimately outwits evil. Classic and superb.

Q. What do you enjoy doing in your spare time?

I have three children and a dog, so life is always very busy. I love spending time with them and my husband, cooking, travelling, lots of sports and being with my friends.

Q. If you weren’t in education, what would you do instead?

This is difficult because I can honestly say if I was choosing again, I would definitely choose the same career path. If not, I probably would have done something else to do with helping people, so a doctor or midwife.

The post Interview: Ruth O’Sullivan, headmistress, South Lee School appeared first on Independent Education Today.

The Office of Qualifications and Examinations Regulation (Ofqual) were tasked with developing a process to fairly assess students’ achievements after the government cancelled this summer’s exams because of the coronavirus outbreak.

The guidance asks schools and colleges to submit an “assessment grade for every student in each of their subjects: that is, the grade they would be most likely to have achieved if they had sat their exams and completed any non-exam assessment”.

Judgments should be reached using classwork, bookwork, non-exam assessment, mock exams and assignments.

Teachers will also be asked to rank each student within a subject and within each grade, drawing upon all the evidence available. Ofqual will not allow schools to give students joint positions because it will use the school’s rankings to help calculate where grade boundaries should be placed.

We have worked closely with the teaching profession to ensure that what we are asking is both appropriate and manageable
– Sally Collier, Ofqual

“School or college based assessment already has an important role in many GCSEs, AS and A levels and in extraordinary circumstances such as these, schools and colleges are best placed to judge the likely performance of their students at the end of the course,” said Sally Collier, chief regulator at Ofqual.

“We have worked closely with the teaching profession to ensure that what we are asking is both appropriate and manageable, so that everyone can have confidence in the approach. I would like to take this opportunity to thank teachers and school leaders for making this process work for students during these very challenging times.”

Schools and colleges have been told the deadline for submitting A-level grades will be no earlier than 29 May 2020. Ofqual said it hoped to publish the final grades on or before the usual mid-August results period.

Ofqual has ‘done the best it can’

Fiona Boulton, chair of HMC and head of Guildford High School, praised the plans.

“We are committed to reliable and just outcomes for all pupils, and parents can trust that schools will work meticulously to make sure the grades we award are fair. HMC would encourage all schools to develop a clear protocol outlining their particular approach to making predicted grades and ranking students, to show they have acted reasonably,” Ms Boulton said.

“Teachers know their students and assess them on an ongoing basis, and it’s likely that the majority of pupils will be happy with the outcome and go on to the next stage in their lives as planned. For those who are unhappy with their result, they can sit an exam and teachers will do everything possible to help them prepare.

“I would pay tribute to teachers, who are doing a fantastic job of moving to teaching and learning online and caring for the children of key workers and those who are vulnerable. We are pleased to see that a reasonable timescale has been given for teachers to calculate grades, and I know they will rise again to the challenge.”

Ofqual has asked universities and FE colleges to consider private candidates for whom a centre assessment grade is not possible when making admissions decisions this summer. It also said some private candidates may need to take exams in the autumn or next summer to get their grades.

We expect teachers will now be given the support and guidance they need to produce their predicted grades
– Barnaby Lenon, ISC

Barnaby Lenon, chair of the Independent Schools Council (ISC), cautiously welcomed the announcement. Mr Lenon said the regulator “had done the best it can” in what he described as “almost impossible circumstances”.

“We expect teachers will now be given the support and guidance they need to produce their predicted grades and pupils should be reassured that there will be an exam sitting, hopefully in the autumn, for those who are not satisfied with their results. We hope that universities will show flexibility to ensure that students who take this option are able to begin their course with a delayed start time,” Mr Lenon added.

The body representing nearly all public universities in the country confirmed that universities would have a “flexible” approach to admissions.

Alistair Jarvis, chief executive of Universities UK, said: “To provide additional reassurance to students, it is important to note that universities will also have the power to be flexible in taking an applicant’s context into account as part of the admissions process.”

Clare Marchant, Ucas’ chief executive, said: “It’s essential for their future education and careers that students receive a set of fair and justifiable examination results. The processes outlined by Ofqual today will do exactly that.

“The best available evidence in the extraordinary circumstances we are all in will be used to calculate regulated grades that will stay with students for years to come.

“For those applying to higher education, we expect them to be treated fairly and consistently, and universities and colleges to consider these grades in the same way as any qualifications from previous years.”

You might also like: Coronavirus: independent schools face ‘new norm come September’ – ISA

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This year’s summer exams, including A-levels, GCSEs and other qualifications, have been cancelled in the country’s fight to stop the spread of coronavirus.

Ofqual is currently setting out a process for schools that will provide a calculated grade to each student which reflects their performance as fairly as possible.

Douglas Robb, headmaster of Gresham’s School, told Independent Education Today: “If we go through an exam cohort, as we are now, without terminal examinations and the kids go on to university and can be successful, it might actually bring into question the whole idea of terminal assessment.

“Some students are good at exams, so a terminal assessment really suits them, and other pupils really struggle. So, if this prompts debate and conversation about that, it might be a silver lining on what’s been a pretty dark cloud.”

Robb said trusting teachers to be professional to mark work appropriately was a good option, and he didn’t think teachers would be “cynical enough” to award all of their students top marks.

“I hated modular exams, I thought they were absolutely hopeless. Allowing kids to resit again and again was not good either, and no one really likes coursework particularly,” Robb said of the current exam system.

If we go through an exam cohort, as we are now, without terminal examinations and the kids go on to university and can be successful, it might actually bring into question the whole idea of terminal assessment

He looked to other countries for better assessment models. “We might end up with a slightly more American scheme of grade point averages and a simple SAT test,” he said.

“I have a colleague who has moved to Canada and in their final year they have their college places about three months before they finish school. We’ve always written that off and said, ‘what a load of nonsense’, but he absolutely loves it. He thinks it’s really releasing for the children.

“They can enjoy their final three months and it ends up a really positive experience rather than the tension, stress and turmoil of terminal examinations, followed by deciding which university to go to and the scramble of clearing.”

He added: “I think what is interesting is it forces Britain to think beyond the constraints of the way it’s always done exams. If it makes them think there might be another way of doing this or there might be a way of blending what we do with what other countries do, then that could be a positive.”

The post Cancellation of exams could prompt debate, says Gresham’s head appeared first on Independent Education Today.

The colleagues from Stamford Endowed Schools (SES) have joined the national effort to provide personal protective equipment (PPE) for frontline healthcare staff by producing facemasks.

SES incorporates Stamford Junior School, Stamford School and Stamford High School.

The senior school’s workshops have already produced 100 masks and delivered them to the Peterborough City Hospital intensive care unit (ICU) on Sunday 29 March.

The three teachers are now working at full capacity and manufacturing 200 visors a day.

The visors are made by cutting a polypropylene headband and attaching it to a curved PVC screen.

Stocks are being produced using materials in stock from previous school projects, but staff say they urgently require 0.8mm polypropylene sheets and 0.5mm PVC to continue manufacturing the visors – they urged suppliers who can provide the necessary materials to contact the schools.

Head of design technology, Steve Newton, and his team of three initially trialled using the school’s 3D printer to manufacture the visors but found it too slow. The industrious trio went back to basics and created a prototype by hand.

The team have set up a production line in the school workshop, with one team member laser cutting and assembling the headband, one person cutting, shaping and punching the screen, and a third on assembly, cleaning and quality control.

We will keep manufacturing as long as we have materials and a demand for the product – we’re just glad we are able to help our amazing NHS workers

Mr Newton said: “Alongside many other DT departments across the country we have approached the NHS PPE shortage as a design challenge.

“At SES we are extremely fortunate to have the equipment and skill set to make a real difference to members of our NHS. The design process took approximately 14 hours from initial concept to final prototype and we are now able to manufacture 200 a day.

“We will keep manufacturing as long as we have materials and a demand for the product – we’re just glad we are able to help our amazing NHS workers.”

The schools have now received enquiries from Royal Papworth Hospital and LIVES.

The schools have donated thousands of pieces of personal protective equipment to both Lakeside Healthcare Sheepmarket surgery in Stamford, and Allied Health South Lincolnshire, including 3000 disposable gloves, 3000 disposable aprons, 22 litres of hand sanitising gel, 2000 chlorine tablets and 60 pairs of eye protection.

These PPE donations follow last week’s large donation of food to Stamford’s ‘Second Helpings’ and Stamford Foodbank.

Principal of Stamford Endowed Schools, Will Phelan, said: “We are doing everything we can to help our community. I’m incredibly proud to see the excellent work of our teams; from the donations of food, supplies and personal protective equipment, to the manufacture of these face masks.

“We all need to pull together in these difficult times, and we are actively looking for ways we can help – if there are ways that our schools might be able to help, we would urge you to get in touch.”

Read more: Coronavirus: independent schools face ‘new norm come September’ – ISA

Latest: Coronavirus news

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ISA chief Neil Roskilly told Independent Education Today that independent schools need government to clarify its wage support package as soon as possible

Speaking of the government’s Coronavirus Job Retention Scheme, Roskilly said: “Schools simply don’t know if it’s a reasonable option at the moment.

“What schools need to know is the fine detail. Can they apply? What are the rules that HMRC will apply? Like so many businesses, they need this information quite desperately.”

The ISA set up a dedicated hotline for its 541 member schools a year ago, in order to deal with concerns and offer day-to-day guidance. Since the coronavirus outbreak, the lines have been inundated with calls from around the country.

Always on hand to support our schools at any time. Together we are stronger. Great team @isaschools and 100% dedicated to serving our school members. https://t.co/gcvcpTgSqM

— Neil Roskilly (@ISAschoolsCEO) March 20, 2020

But the unprecedented scale of the challenge now facing the sector has prompted the association to go one step further and establish a support group – the School Leadership Expert Crisis Mentoring Group.

The group has circulated the contact details of 13 experienced headteachers to its members – these sector stalwarts, who’ve collectively spent decades in the driving seat, are now taking calls and offering advice to heads in a crisis.

Judging from phone calls made to the ISA so far, Roskilly said redundancies are not on the horizon yet, despite the challenging financial climate. “Furlough doesn’t exist in the UK, to the best of my knowledge, so it’s not clear how the government’s new plans will work.

“Schools will be reluctant to go down the route of redundancies, though, I think. But, if a school is stretched and staff costs account for 60-75% of costs, then staffing is the something to look at. Often that will mean looking at the number of TAs and admin support staff.”

Furlough doesn’t exist in the UK, to the best of my knowledge, so it’s not clear how the government’s new plans will work
– Neil Roskilly, ISA

We’ll be circulating direct mobile numbers for experienced expert school leaders so @isaschools can share their concerns and get advice through challenging times. ISA has the strongest community of Members and we’ll get through together.

— Neil Roskilly (@ISAschoolsCEO) March 19, 2020

Roskilly said headteachers were ringing the hotline seeking answers to their financial concerns, as the full scale of the government-imposed lockdown begins to be realised. The loss of revenue could be a debilitating blow to the sector, which has already faced an increase in pension contributions required from the Teachers’ Pension Scheme (TPS).

“For some schools, it’s a huge concern,” Roskilly agreed, “but, many schools have grasped the nettle and realised the difficult position parents are in.”

Some are considering reimbursing summer term fees – something Roskilly described as “a good option for school leaders to consider”.

The ISA chief understands that a number of non-member schools have sent out fee letters to parents, but he said they appear to “have not gone down well, because they’ve not shown a huge amount of sympathy with parents’ position”.

“It is difficult for any school to say we’re going on as normal. Highly competitive schools might be able to carry on as if nothing has happened, but there aren’t many schools in that position. My great worry is schools might think they’re immune.”

The impact of lost revenue would mean “a new norm come September” for independent schools, Roskilly predicts.

“Some schools might have introduced small fee increases this September to help pay for sporting facilities. I’d predict there won’t be many new building facilities in the next two to three years. There certainly will be a new norm come September. Some schools may maintain fee levels, others will cut them dramatically.

I’d predict there won’t be many new building facilities in the next two to three years

“Parents going forward won’t be able to afford the same fees in the near future. We represent so many different types of independent school, and not all are high-fees institutions with large investments and cash reserves to draw upon. There are independent schools that charge the same or less than what the government give to state schools. There is a huge range.”

Schools may centralise back room services or pool resources with neighbouring institutions to help rein in expenses. Leaders may also need to draw on reserves and put more into bursaries to support parents if the economic crunch develops into a prolonged downturn.

As reports come in from the front line, Roskilly said his members appear to have transitioned to distance learning with few complications.

“It is truly brilliant what has been achieved. Some of our schools have even managed to keep to the full timetable. It is more difficult to achieve that seamless transition for early years pupils, but I’m really heartened by what I’ve seen. Many schools have dedicated hotlines to assist parents– teachers are going way beyond just setting work and marking it.”

It is truly brilliant what has been achieved. Some of our schools have even managed to keep to the full timetable

It is not yet known how long the coronavirus disruption will last, but Roskilly rejected the idea schools would not be able to open as planned in September.

“I think most are expecting schools to be back up and running by September. Some schools hope they can open up over the summer for catch-up classes. But I think all are expecting to be open in September, potentially with reduced numbers.”

Within weeks, Ofqual will explain how exam boards should award GCSE and A-level grades. The final grades are expected to reach schools in time for the respective annual results days, and Roskilly said his members are “perfectly happy” with the plans put forward by the regulator.

“The emphasis is on predicted grades and for the vast majority that’s fine. There needs to be an appeals process and another opportunity to assess students that have fallen through the net. The process could most impact children with special educational needs. The evidence schools have of their progress might not be enough. So, if award bodies are open to special consideration for vulnerable groups, it is as fair as it can be.”

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ISC head Barnaby Lenon told The Sunday Telegraph that independent schools are “in the same boat as everyone else to a certain extent” as the economic impact of the pandemic spreads.

The government announced on Wednesday 18 March that some schools across the country should close their doors, and by Friday 20 March all UK schools were advised to close.

Although classrooms are staying open for the children of key workers, most pupils are now using remote learning or being home-schooled. Boarding schools have been advised to support and accommodate those students who are unable to return to their family home.

Many schools are discovering that business interruption insurance provision does not cover losses as a result of the coronavirus – Tabitha Cave, VWV

The Department for Education has said it will provide financial support for private schools “as required” during the coronavirus crisis. The chief executive of the Independent Schools Association (ISA), Neil Roskilly, recently sent a letter to all ISA members which included “a full guide and template for the Coronavirus Job Retention Scheme”.

The Daily Mail reported that, according to Roskilly, some schools may consider freezing fees or offering partial refunds because of the school shutdown.

According to VWV, a firm specialising in educational law, most schools do not have insurance schemes that cover the impact of coronavirus.

“Many schools are discovering that business interruption insurance provision does not cover losses as a result of the coronavirus/COVID-19 (as it is not one of the specified diseases) but we are happy to help schools review their policy terms and liaising with ISBA about this.

“We are also continuing to explore options for schools in relation to the availability of funding and business loans that may become available. On Tuesday, HM Treasury and the Bank of England announced that it will be offering access to funding for businesses,” the blog by VWV’s Tabitha Cave reads.

Read more: Award GCSEs on predicted grades, say UCL experts

The post Coronavirus: independent schools need ‘patience and generosity of parents’ appeared first on Independent Education Today.

Education secretary Gavin Williamson is expected to announce the government’s plans for students who will now not be able to sit their A-level or GCSE exams on Friday 20 March.

The researchers from the UCL Institute of Education’s Centre for Education Policy and Equalising Opportunities (CEPEO) say awarding GCSEs based on predicted grades is a better solution than rescheduling exams for later in the year, which could negatively impact children, particularly those from lower socio-economic backgrounds.

“On Wednesday, the Department for Education took the extraordinary step of cancelling GCSE exams and some children will suffer the consequences of this throughout their lifetime. It is obviously a very tricky situation, and any solution the government comes up with will be less than perfect,” said CEPEO’s Prof John Jerrim.

“Our collective opinion is that children in the 2019/20 cohort should be awarded GCSEs based upon their predicted grades. This has the obvious advantage of being relatively cheap and easy to do. Weighing up the different options this seems to be as fair as the alternatives.”

The Department for Education took the extraordinary step of cancelling GCSE exams and some children will suffer the consequences of this throughout their lifetime
– Prof John Jerrim, UCL

The academics say that the government is likely to be concerned about awarding predicted grades because they might not be able to regulate grade inflation.

Prof Jerrim said government could ensure fairness and protect the standard of GCSE and A-level results by comparing school’s predicted grades with results achieved in previous years, that way identifying the schools which might not predict their students’ results accurately.

Online exams or coursework are not viable options, researchers added, for reasons of data security, monitoring and comparability. Universities and sixth form places would need to be awarded before the autumn, meaning a solution is needed sooner rather than later.

You might also like: Lomond School prepares for shutdown

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Mark Lauder, who is head of the Perthshire boarding school, will assume the chairmanship for the forthcoming academic year.

He takes over the role from Nick Wergan, executive headteacher at Steyning Grammar School.

Speaking after his appointment, Lauder said: “I’m honoured and excited to take on the role as chair at the BSA for 2020. The BSA’s mission ‘for better boarding today’ is one close to my heart, having spent so much of my career in boarding schools endeavouring to provide just that.

“It’s a mission that mirrors that of Strathallan’s founder Harry Riley when he set out to reimagine what a boarding education could be in 1913, as relevant today as it was a century ago.

“I look forward to playing my part over my term as chair in 2020 and putting Strathallan at the heart of the UK’s boarding sector as we seek to continually improve what we do and how we look after our pupils.”

Lauder began his teaching career at Shiplake College in Henley-on-Thames, where he was head of the history department and rowing master.

His career has taken him to St Edward’s, Oxford, Felsted School in Essex, and, in his most recent role before his present day one at Strathallan, headmaster at Ashville College in Harrogate.

Lauder has been embedded in boarding as a housemaster, head of boarding and deputy headmaster, and headmaster, as well as a passionate rugby and rowing coach and CCF officer.

Earlier this year, Strathallan announced it would offer sixth form students a ‘triple pathway programme’, and give students “choice and flexibility” to “tailor study to their strengths, interests and future study or career goals”.

The post BSA appoints Strathallan head next chair appeared first on Independent Education Today.

Q. Congratulations on becoming the GSA’s president for 2020. What do you hope to achieve?

I’m keen to highlight and encourage schools to talk about how we can best prepare young people for an increasingly globally connected and globally aware world, whether that’s through drawing attention to some of the great environmental projects some schools are running in their local communities, by sharing best practice in international collaborations, exploring global connectivity in the classroom and in careers, or indeed by developing the work many GSA schools have already begun in partnership with state schools to train more modern language teachers.

Q. What inspired you to work in education?

My father was a teacher and other family members were in the profession. I cannot remember a time when I didn’t want to be a teacher. 

Q. What are the best things about being a headmistress and the biggest challenges?

The variety of each day and the chance to meet pupils outside of a classroom environment are amongst the best aspects of being a headmistress. The biggest challenge is having enough time to do everything that I want to achieve. I still teach a little bit but it becomes increasingly difficult as there are demands on my time which makes it unfair on the class if I am absent.

Q. What issue in education are you most passionate about?

I am passionate about education as a whole and believe it is not just about passing examinations or preparing students to do well in assessments. School should offer an environment that is truly holistic, where pupils are given a chance to excel in an area that interests them. Furthermore, to enable pupils to achieve of their best and enjoy school should be the driver.

Q. Which myth about independent schools do you most want put right?

‘All independent schools are full of children from affluent backgrounds with no sense of the real world’ – this could not be further from the truth.

Q. What was your favourite subject at school?

Geography, although I enjoyed all subjects except art, where my lack of talent was cruelly obvious. I always veered towards the sciences and mathematics. Geography is an ‘umbrella’ subject that covers many topics and it’s that multi-faceted nature that makes it a subject that so many students enjoy.

Q. What is your favourite book?

I have so many books that I would call favourites although their significance does change with time. I remember, from school, enjoying King Solomon’s Mines by Rider Haggard and I like anything with mystery and intrigue. Currently I am reading Educated by Tara Westover which is a page-turner, and I enjoyed Tim Marshall’s Divided. My favourite fiction author is Harlan Coben. 

Q. What do you enjoy doing in your spare time?

I play golf but find it the most frustrating sport; as a former hockey player, I attack the ball which means it often goes a long way but in totally the wrong direction. I spend too much time looking for lost balls. I am fortunate to live in a beautiful part of the country and I enjoy walking and exploring the south coast.

Q. If you weren’t in education, what would you do instead?

After leaving university, I served a short service commission in the army, so I’d possibly be in a uniformed service of some sort if I wasn’t in education. I didn’t consider anything other than being a teacher and so I’ve never seriously considered anything else. As a teacher you get to spend time helping develop young people into interested and interesting adults – it’s a fabulous career.

You might also like: Interview with Emma Russo, South Hampstead High School’s director of STEM

The post Interview: Jane Prescott, headmistress of Portsmouth High School appeared first on Independent Education Today.

Celebrating Partnerships, hosted by the All-Party Parliamentary Group on Independent Education, saw education leaders gather from across the country to highlight and learn about the diverse ways in which schools are working together.

Among them were a trio travelling from Bolton: Sue Hincks, headmistress of Bolton School Girls’ Division; Paul Hodkinson from Bolton Impact Trust; and Mike Sidebottom, from the mixed secondary Smithills School. Once in the capital, they met up with the newly elected Bolton North-East MP, Mark Logan.

You might also like: Sue Hincks on why VAT on school fees will cost the state money

“It is always a privilege to spend time with Paul and Mike, who are so committed to education in Bolton,” said Hincks.

“Schools are stronger when they work together and partnerships between state and independent schools are extremely beneficial to all.”

Areas of collaboration discussed at the event included subject support in maths, science and modern foreign languages; teacher training; setting up and sponsoring new state schools; and careers and higher education workshops and advice.

Examples of meaningful collaborations were recently highlighted in an Independent Schools Council (ISC) report, Celebrating Partnerships.

“Working with the Department for Education, we have been making huge strides to develop and strengthen partnership projects between independent and state schools, which benefit tens of thousands of pupils every year,” said Julie Robinson, ISC chief executive.

“Collaborating with local communities and other schools is part of the very essence of our schools. We know that, when carried out effectively by schools choosing to work together voluntarily to achieve clear and specific aims, partnership projects have the potential to unlock new educational experiences for all involved.”

The post Event celebrates partnerships between independent and state schools appeared first on Independent Education Today.