Education Guide January 2025

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The impact of VAT on fees

Tom Dawson, headmaster of Sunningdale School near Ascot, considers the implications for schools of the coming VAT on fees

After months… no, years of speculation and expectation, the government has introduced VAT on to private school fees, from January 2025.

This is going to have a significant and lasting effect on the whole sector and it presents a huge challenge for those of us managing these institutions. Business rates relief for independent schools with charitable status will also be removed.

The government believes these measures will raise £1.8 billion per year which they will invest in the state sector, saying they want to recruit 6,500 extra state school teachers. They don’t say where these teachers are going to come from, however, and anyone who has advertised for a teacher recently knows how difficult that can be.

They estimate 37,000 pupils will leave or never enter the private school sector as a result of the VAT policy and that 3,100 additional pupils will leave or never enter the private school sector in England as a result of the business rate policy. The reality is likely to be much more significant than this.

Another significant concern is the timing of this policy. Introducing these measures in the middle of the academic year demonstrates a lack of understanding of the pressures faced by schools, parents and children.

A double whammy

The government says it has carried out consultation and responded to feedback but it has not changed its policies as a result of this consultation. In fact, it has gone further than this by increasing employers’ National Insurance Contributions (NICs) and by lowering the threshold at which these contributions are paid. A great deal of what might have been saved by reclaiming VAT will be spent on these contributions. Staff costs are, on average, 69% of turnover for schools. Increasing the burden of NICs is a significant addition to a school’s budget.

So what is the answer for schools? There are various options; apply VAT to the current fee, reduce the fee so that after reclaiming VAT you can just break even, or reduce the free by a greater percentage, accepting the fact you will make a loss. Despite introducing VAT of 20% on school fees, the government says it expects private school fees to go up by around 10%. It also says some schools have said they will cap the increase at 5% or that they will absorb the whole cost themselves. This is simply not realistic. Many schools will apply VAT on their current fee, meaning a 20% increase, and the vast majority of independent schools have announced their fees will go up by at least 15%.

A good number of schools announced their position in advance of the budget; in some cases, many months before. Many are now regretting this decision as the measures announced on October 30th have gone so much further than expected and they now face a significant shortfall in the budget. Since the budget was delivered, several schools have already announced they will close as a result.

‘Independent schools must work harder…’

Whatever their position, schools are going to have to adapt to this new reality. We face a future in which school fees are significantly more expensive and schools are going to have to work harder for their slice of a diminishing pie.

At Sunningdale we have been very clear with parents about our position and we have been very clear with staff about our responsibilities. We have to make sure that what we offer is truly exceptional. We have always tried to do this but we must now make sure that parents can see the value of spending a very significant amount of money on their child’s education. So what does that look like and what should parents expect?

To be truly world class, an independent school education must offer outstanding, individualised teaching which leads to visible progress. They must also offer the sort of holistic education that leads to a bright future for their pupils. The co-curricular offerings at most independent schools are incredible. But interestingly, their purpose is not often to create sports stars or world class musicians – although this may happen – it is to set pupils up for happy, healthy and successful lives.

Good schools build confidence; they foster resilience; they encourage teamwork and collaboration; they teach good values; they develop pupils into good, responsible global citizens who want to make a difference and they help children to believe that anything is possible.

So as much as every school will look at their costs and do what they can to make savings without diminishing what they offer, I believe that the real key to a successful future lies in making sure that you are the best that you can possibly be.

Tom Dawson
Headmaster, Sunningdale School
Sunningdale School

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Single sex or co-ed school? 

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There’s no one answer to this question; there are staunch defenders and outspoken critics of both systems. But it’s an important factor when deciding on your child’s education… 

Single-sex or co-ed… Many experts believe single-sex education is obsolete while others regard it as an essential step towards equality of the sexes.  

But while this dispute rumbles on, it is universally accepted that boys and girls develop at different rates and have different interests and motivations. Not surprisingly there are many people who believe that a curriculum and teaching style devised specifically for one sex is more likely to produce favourable results than a system which needs to cater to both sexes. But this is just one factor when considering which is better for your child.  

Grace Moody-Stuart, director of The Good Schools Guide Education Consultants advises parents: “Always consider your child’s individual character, likes and dislikes and family situation. Logistically, can parents manage having their son and daughter at different schools? Might girls with multiple male siblings, prefer an all-female school setting?  Some parents with all-boy families may specifically choose mixed schools so their sons learn to work alongside and co-operate with girls – they’ll have to in the real world, after all! 

“When at it comes down to in the end is whether the school is a good school and whether it’s right for your child. As the world becomes more complex, schools do too. Gender is part of this complexity and so creating a wholly single sex environment is becoming increasingly challenging. Our advice for parents is to focus on the simple things. Is the school well run, with strong pastoral care and inspirational teaching? If you get that right everything else will follow.” 

Although the majority of UK grammar schools are single sex, single sex schools account for only 10% of mainstream state secondary schools in England and are practically unheard of at primary level. In Bucks there are some notable state senior schools reviewed by The Good Schools Guide including Dr Challoner’s High School and John Hampden Grammar School.  

The Good Schools Guide describes John Hampden Grammar School as: “A purposeful school where pupils can be themselves and achieve personal bests in a focused but supportive and friendly environment…not overly macho, celebrates pupils for everything from sport to debating.” 

All-girls grammar Dr Challoner’s High School is summed up as: “An outward-looking school that supports and inspires, stretches and challenges, and frees up bright minds.” 

In the private sector 19% of fee-paying schools are exclusively for boys, or girls, including more than 200 junior schools.   In Bucks the independent offering has a distinctive female slant with two of The Good Schools Guide reviewed school offering all-through education from 3-18 years. One, St Mary’s School is described as: “A busy, happy school where results are impressive but even more so is the unequivocal attention to each individual child. Pupils are encouraged and supported to run their own best race, having great fun and making life-long friends along the way.” 

Do girls do better at all girls’ schools?

Advocates of single sex girls’ education talk about a nurturing, less boisterous environment that’s more likely to lead to girls choosing subjects such as science, technology, engineering and maths (STEM) when compared to girls at co-ed schools.   

And there is research to back this up. Analysis by the Girls’ Schools Association in 2021 of data published by the Department for Education from 2018-2019 revealed that when compared to peers at co-ed schools, pupils at girls’ schools were twice as likely to take maths A level and 2.5 times as likely to take further maths and physics. They were also more likely to take A levels in other STEM subjects. The same research reported better levels of academic attainment at all girls’ schools compared with co-ed schools.  

A separate study from AQR International – an organisation which provides psychometric evaluation – looked at attributes relating to ‘mental toughness’ in school children. Its findings indicated that pupils educated at all girls’ schools possess ‘higher mental toughness scores…particularly for emotional control and confidence’.  

Among other research highlighting the advantages of all girls’ school it has also been concluded that girls are more likely to take part in sport and exercise in a single sex environment and go on to earn more during their careers.  

Do boys do better at all boys’ schools?

It may feel like a fundamental part of the British make-up – King Charles III at Gordonstoun, Churchill at Harrow…even James Bond got expelled from Eton – but single sex boys’ education does not elicit the same passionate defence applied to girls’ schools. A steady trickle of boys’ schools, state and private, have become co-ed in recent decades (examples include Charterhouse, Winchester College and Bishop Wordsworth’s Grammar – the latter two just in the sixth form) and there are now only three all-boys full boarding schools left in the country.  

However, there are studies that suggest boys do better academically in single sex schools. In fact, the same study cited above, in which the GSA demonstrated the stronger A level performance of girls in girls’ schools, shows that boys in boys’ schools likewise do better than their co-ed peers. Although, elsewhere an in-depth analysis of GCSE performance data by education data blog School Dash, suggests that the difference between single sex and co-ed educated boys is negligible.   

Another study in 2016 which looked at data from the PISA study, actually found that boys aged 15 performed better at reading when sharing classes with girls. This tallies with the general perception that the presence of girls helps boys do better at school.  

While there may be fewer datasets available to support single sex boys’ education, its defenders are adamant that modern all boys’ schools provide the ideal environment for boys to learn, develop and engage with their interests.  

The argument against single-sex schools

There are people who claim that single sex education in the 21st century is no longer fit for purpose; a good school prepares children for the real world and the real world is populated by both sexes. But the consensus on single sex education waxes and wanes.  

In the past, segregation of boys and girls was absolute but these days single sex schools maintain links with schools of the opposite sex and join forces for extracurricular activities or even niche academic subjects. Single sex boarding schools hold ‘socials’ with such schools to ensure the opposite sex does not resemble an alien life form. Despite these modern-day concessions, many still argue that single sex schools create an unhealthy environment that leads to bullying, poor mental health and not being prepared for the workplace.  

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Education Guide Autumn 2024

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Read more articles in our 2024 Education Guide

Adult learning with Oxford
Benefits of boarding
Could you be a mentor?
Surrey’s ancient trees

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There are many questions to ask when considering which school is right for your child. Headmaster Tom Dawson examines the options to help you make an informed decision

As independent schools face ever increasing challenges; a fall in birth rate, higher cost of living, increase in mortgage rates and now VAT on school fees; the necessity to evolve and adapt has never been greater.

Schools must listen to the needs and desires of parents in order to survive and thrive. They should also, however, be very clear about what they offer and maintain an individuality that provides choice for parents. Some schools, faced with this existential question have chosen to extend down or up, to adapt their boarding model or in the case of a number of independent schools recently, go from single-sex to co-ed. This is a huge shift in policy for some schools with a very long history of educating just boys or girls. These changes have not been made on the spur of the moment but after long consideration of the advantages of both models; so what exactly are they?

Looking at the latest Independent Schools Council (ISC) census, 18% of schools are now single-sex (not including nursery), with more girls being educated in single-sex schools than boys. Interestingly, between years 7 and 10 (ages 11 to 14) 30% of ISC schools have year groups of either all boys or all girls.

Learning styles

Single-sex schools will argue that boys and girls learn in very different ways. This is certainly a generalisation but it does have a strong element of truth in it. This is particularly when the pupils are younger. Girls mature more quickly and approach learning in a more disciplined and determined way than the majority of boys. You only have to look at two pieces of work side by side and more often than not, it will be obvious which was produced by a boy and which by a girl. In order, therefore, to get the most out of the different learning styles, the teaching needs to be adapted to suit. Personalised teaching is a mark of a good independent school and that can be easier in a single sex environment.

It is also true that in single-sex settings, boys and girls can feel more able to be themselves and involve themselves in activities they might otherwise not. Children often feel pressure to conform to traditional gender roles, and this can be a barrier to learning. In single-sex schools, pupils are free to express themselves without fear of judgement or ridicule. This can lead to increased confidence and self-esteem, which can have a positive impact on academic performance and in participation in other activities. It is sometimes precisely because there are no girls that some boys will be happier to sing in the choir or play a female role in a play. The same can be said of girls who might have interests that may be seen by the more traditionally minded (some might say ignorant!) as more male pursuits.

The flip side is that co-ed schools can be seen as much more representative of the society that all school leavers will emerge into. Why separate children when that is not what the future holds for them? Many will say that children need to be in co-educational environments in order to learn that everybody is equal regardless of gender or any of the other protected characteristics. The need for mutual respect and understanding of both sexes is of paramount importance and a co-educational environment can facilitate this in a natural way.

All single-sex schools create situations with other schools where boys and girls are able to mix with each other but these events are often excruciating in their awkwardness. Thankfully, they are often more imaginative than the discos with boys on one side and girls on the other but it is rarely natural and it is always fleeting. There is the rush at the end of the event with a frantic swapping of numbers or ‘snaps’ but this can lead to all sorts of problems if the children are not properly guided in how to use these appropriately. Co-education can improve these social skills and help boys and girls to be more natural in each other’s company.

Whatever your view, the key element is choice. It is ultimately for parents to decide which route is better for their children and, providing that these options remain, there are so many good schools out there providing an outstanding education in a range of different settings.

Tom Dawson
Headmaster, Sunningdale School

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The Unknown Warrior theatre tour

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John Nichol, the former RAF Navigator who was taken hostage during the Gulf War who is now a successful author, shares his thoughts with us ahead of his theatre tour including the Elgiva in Chesham

“It’s rare to find a tale so strange, intimate and human yet at the same time so enormous, so global in its importance.” These are the words from historian Dan Snow upon reading John Nichol’s book, The Unknown Warrior – A Personal Journey of Discovery and Remembrance.

John, the former RAF Tornado Navigator, and Sunday Times best-selling author, is embarking on his first theatre tour. He hit the headlines in 1991 when his plane was shot down during the Iraq war. John and his pilot John Peters were taken captive, tortured, and paraded on TV. Since that fateful moment, John has established himself as a bestselling author with 17 books to his credit, including Tornado Down, written with Peters, describing their ordeal.

Of joining the RAF John says: “We were a family of six living in a council house. I was lucky to go to a grammar school, and I got eight O Levels. I was expected to stay on and do A Levels and go to uni. I would have been the first in the family, but I didn’t want to do that. I wanted to get out and experience the world. I’d always been interested in electronics – batteries, bulbs, magnets. I was building burglar alarms when I was 12 years old. I loved it. I had Meccano sets, electrical sets, chemistry sets. I applied for 40 or 50 apprenticeships and got an interview in Newcastle for the Central Electricity Generating Board. As I was waiting for the bus home, I was standing outside the RAF careers office. and I noticed they had glossy brochures. Now, my brother was in the Air Force, so I knew a little bit about it, but I’d never thought about joining myself. But I got a glossy brochure, took it home, read it and more or less on the spot thought, ‘this might be for me’.

“I joined as an electronics technician and loved every minute. For somebody like me, who’d been in the Scouts and was happy under canvas and having adventures, the RAF was great. Four years later, I applied for a commission to be an officer as I wanted to be a pilot, but I wasn’t good enough for that. So, I trained as a Tornado navigator, and the rest, as they say, is history.”

So how did John deal with the trauma of captured, and how was he dealt with the PTSD? “What choice did I have? What else could I have done when I was being beaten with rubber hoses or when they were stubbing cigarettes out on my ears or stuffing burning paper down the back of my neck? Being a Geordie who enjoyed a few pints, my concept of recovering was going straight back to my mates and having one quiet beer followed by 15 extremely loud ones. I just wanted to get on with my life.”

During the First World War (1914-1918) more than 9.7 million military personnel and about 10 million civilians were killed. More than 1 million soldiers from the then British Empire lost their lives. Over a century later, around half of them still have no known grave.

John’s emotive show retraces the Unknown Warrior’s journey home from the battlefields of Northern France to Westminster Abbey to be buried “Among the Kings”. The grand state occasion culminated with a funeral at Westminster Abbey on Armistice Day, the 11 November 1920. An estimated 1,250,000 people visited the Abbey to see the grave.

“It was important at the time, and it continues to be important now because it is still a focal point,” adds John. “At Westminster, there are many, many hundreds of graves. The Tomb of the Unknown Warrior is the only one nobody ever steps on. Even the Royal Family, as they walk past it when they come in, never step on it. It’s surrounded by a rampart of poppy crosses. It’s always the one with the biggest crowd around it. It’s still so significant because it represents loss.

“I hope the audiences on this tour with be enthralled, I hope they will be entertained, and I hope that they will be enlightened in the same way that I was when I discovered the story. It’s an astonishing story. My hope is that people go away at the end and say, ‘wow, that was amazing story. I really learned something, and I was really entertained for two hours.”

The Unkown Warrior A Personal Journey of Discovery and Remembrance will be brought to life with haunting visuals and a sound scape. You can book tickets for The Elgiva in Chesham on Saturday, 5th October, St Albans on 16th October, the Royal & Derngate in Northampton & more.

For tickets and info please visit John Nichol’s The Unknown Warrior – Norwell Lapley Productions Ltd.

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Volunteering with the Schoolreaders charity

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Peter Henry tells us about his rewarding role as a volunteer with Schoolreaders… Perhaps you could sign up to change lives, too?

Schoolreaders is a national children’s literacy charity which helps children to catch up on their reading by recruiting, training and placing volunteers into primary schools in their local area.

I am happily retired after a successful career however; I can truthfully say that nothing I did in my professional life seems as worthwhile and satisfying as watching the children I read with improve their literacy.

Why is this so important? One in four children leave primary school unable to read to the expected standard.

This means they cannot fully access secondary education and only one in 10 of these children will get a GCSE in English and Maths. This can severely diminish their life chances. One in seven adults in England (7.1 million) are functionally illiterate so cannot read instructions on a medicine label, sit a driving theory test or fill in a job application form. That is why helping children to improve their literacy at primary level, has never been so important.

“Nothing I did in my professional life seems as worthwhile and satisfying as watching the children I read with improve their literacy.”

I volunteer in a local infants’ school and my role is to focus on those children, especially those from more disadvantaged backgrounds, who need a little extra help learning to read. Fortunately, one thing of which you can be sure is that all children aged between five and seven are eager to learn and great fun to be with!

I, like many other Schoolreaders volunteers, could share a great many heart-warming stories. These include the boy who, for over a year, had really struggled, then one day was comprehending sentences and asking questions about the book, to the girl who not only reads the stories, but gives each character a different voice. I always return home from school with a spring in my step!

We are always in need of readers especially as more and more schools are asking for our help, which is provided absolutely free. So, if what you have read here has inspired you to think about joining us, and you can commit to an hour a week during term-time for a year, the next step is easy – please just visit School Readers to learn more.

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Taking an all-round approach

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Local charity Inside Out has been celebrating 10 years of improving the wellbeing of children

When a group of children declared a day spent at an equestrian centre to be the ‘best ever’, Inside Out knew they were on to something.

Over the last decade the charity has been responding to the growing children’s mental health crisis by helping schools tackle challenges posed by mental health problems, exam stress and anxiety.

Launched in November 2013 with a Magical Day Out of mindfulness, nature and horses based around the 5 Keys to Happiness for just 10 children from Thameside Primary School, Caversham, it has since supported more than 5,000 children across 20 schools in Reading and Oxfordshire.

Children gain a ‘toolkit’ of fun and practical life skills and strategies they can use in everyday life to reduce stress, find focus, increase confidence and resilience to feel better, learn better and flourish. The impact of their work has been significant, with schools seeing an improvement in children’s mental wellbeing, a development in essential social and emotional skills, and increased engagement.

The initial spark for Inside Out came when Founder and CEO, Stephanie Weissman, became convinced, from personal experience, of a well-proven concept – happiness fuels success, not the other way around. The charity’s underlying belief that ‘happy children learn better’ has never changed. Their 5 Keys to Happiness evidence-based framework has made it easy for busy teachers to promote positive mental wellbeing and has been the foundation for all their work.

When the pandemic hit, free weekly Wellbeing Guides full of simple, fun wellbeing boosts were created and used at home and in school to support children, some of whom were experiencing trauma.

The overwhelmingly positive response to these Guides galvanised the charity to accelerate the completion of a free, digitised ‘Activity Library’ and ‘Wellbeing Programme’. Schools now use these to work towards the charity’s coveted Inside Out Award, which helps them build a whole-school culture to wellbeing. 

Inside Out marked their 10-year anniversary with a new ‘Wellbeing Ambassadors’ pilot, putting children at the centre of leading peer-to-peer support and promoting conversations about mental health and positive wellbeing.

Stephanie added: “We are extremely proud to reach this milestone. The best predictor of an adult’s life satisfaction is their emotional health as a child. We look to the future with an unwavering commitment to inspire children to develop ways to look after their mental wellbeing, so they have the best chance to reach their full potential.”

Find out more at theinsideout.org.yk

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Reading made easy

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Could you help change lives by volunteering with the local charity which helped Jay Blades MBE

Read Easy offers free and confidential, one-to-one coaching, from trained volunteers. The charity encourages adults to come forward and make the phone call that could transform their lives.

Coaches and learners meet twice a week at approved local venues, or online, to work for just half an hour at a time through a structured, phonics-based reading programme.

There are many adults who struggle to read. For them, everyday tasks such as booking a doctor’s appointment, reading road signs or doing the food shopping can be incredibly challenging.

Parents and grandparents, who cannot read, are not able to provide this support for their children and their learning, with many missing out on the important bonding time that comes with sharing a bedtime story.

The BBC1 documentary Jay Blades: Learning to Read at 51 followed Jay, The Repair Shop presenter and Chancellor at Bucks New University, as he learnt to read with Read Easy. Like many other parents who struggle to read, Jay had never been able to read his children bedtime stories. The highlight of the documentary was when Jay reached his goal of being able to read his teenage daughter one of her favourite childhood books.

Those who struggle to read should not feel embarrassed about coming forward and asking for help. The charity team say: “There are lots of different reasons why people don’t learn to read in childhood. For some it may have been a lack of support from their own family or school, for others it may have been undiagnosed dyslexia. But people should not feel ashamed or embarrassed about it. We’re friendly, welcoming and here to help, whatever your age.”

Here is a comment from one of Read Easy’s recent success stories: “I started the Read Easy programme in 2020 when the country went into lockdown. I found it frustrating not being able to help my children with home schooling. Now, I can read with my family, enjoy reading novels and have a new-found confidence in myself and in the future. More than anything I want to show my kids that you can do anything if you put your mind to it. I want to see the smiles on their faces when I read to them. It’s such a massive achievement and nothing makes me happier.”

The Read Easy Chilterns team cover Wycombe, Aylesbury, Amersham, Chesham, Beaconsfield, Gerrards Cross, The Chalfonts, Wendover and surrounding areas. To find out more about the team please visit readeasy.org.uk/groups/chilterns. For more information about seeking help learning to read you’re welcome to call Andy Gaze on 07810 184 371.

For help with reading and to volunteer in the West Berkshire area please contact the West Berkshire group at readeasy.org.uk/groups/read-easy-swindon-west-berkshire

To get involved in the Reading area, please get in touch with the Read Easy Regional Advisor Michelle Baker at [email protected] and in the Oxford area at readeasy.org.uk/groups/oxford-east/

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Education Guide: Winter 2023

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As the new year starts for many it will mean a change in education or time to think about something new, read on for ideas

Click to view the interactive Schools map

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Make a splash at school

An initiative launched by The Outdoor Guide Foundation is helping provide Waterproofs and Wellies to state primary schools to allow pupils to enjoy their childhood

As a child, there’s nothing like the simple pleasure of splashing in a puddle. But to do this without being told off and getting too wet, you need the right clothing.

Sadly many children in state primary schools do not have these basic “tools” – Wellington boots, a hooded waterproof jacket and over trousers – to enable them to get out and enjoy this most innocent of pastimes.

However, thanks to The Outdoor Guide Foundation many are now being given this opportunity through the Waterproofs and Wellies Project, the first of what it is hoped will be several similar schemes from the foundation to help disadvantaged children make the most of the natural world around them.

The Outdoor Guide Foundation is the charitable arm of The Outdoor Guide, a free walking tool founded by TV presenter Julia Bradbury and her sister Gina, which aims to make the outdoors more accessible
for all.

Waterproofs and Wellies splashed onto the scene in March 2021 with CBeebies presenter Gemma Hunt launching the initiative alongside Gina. Gemma said: “I am thrilled to be supporting this wonderful initiative and encouraging more children to get outside. The kits provide the basic gear that will allow children to have wonderful outdoor experiences when at school, whatever the weather!”

The goal is to donate 10 sets of wellies and waterproofs to every state primary school in the UK – a whopping 20,000 – to make the outdoors more accessible for all, allowing youngsters to experience, understand and protect nature. The pandemic and subsequent lockdowns proved the benefits of being able to get outside: educational, social interaction and empathy, enhancing wellbeing, reduction in anger, stress and anxiety, improved physical fitness and community engagement.

The Children’s Society says spending time outdoors and in nature enhances a young person’s short and long-term wellbeing. It is also known to improve mental development and personal fulfilment, all of which is endorsed by Mind, advocates of the health benefits of outdoor activities in all age ranges including a reduction in anger, stress, anxiety and an increase in physical fitness as well as a sense of balance and personal awareness.

Waterproofs and Wellies is the result of working with reputable suppliers to source the best value kit with the sale cost for the whole kit just £30. The not-for-profit project donates 10 various-sized kits to a school for them to decide how to distribute at their discretion. Schools and parents can buy extra kits at the same cost.

Julia says: “I am thrilled to be supporting this and encouraging more children to get outside in all weathers! These packs have been sourced as the basic gear that will allow children to have wonderful outdoor experiences, whatever the weather.”

If you can help, please donate at tinyurl.com/mpf62jjv

£30 – will buy and deliver one complete kit to a school

£300 – will buy and deliver 10 complete kits to a school

£1,200 – will buy and deliver 40 complete kits to four schools

£10,000 – will provide kits for schools you choose in a specific area

Teachers, to find out more and nominate your school visit theoutdoorguidefoundation.org/

Get involved

Waterproofs and Wellies are calling on businesses to help support the project too – every business which donates £300 to the initiative will receive a certificate thanking them for their gift for putting something back into the community and will be able to choose which schools they support.

Thanks to the generous donations so far, The Outdoor Guide Foundation has been able to help more than 200 schools since the launch. Businesses interested in getting involved in Waterproof and Wellies should email Gina at [email protected] or call 0203 393 5084.

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2023: The year to learn

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Why choose an independent education?

Applying to University – The Personal Statement

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Ori lifestyle haircare Q&A

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Titilolami Bello is the inspiring founder of ethical haircare brand Ori Lifestyle. We caught up with her & teamed up to offer a luxe set as a prize…

Q. Hello Titilolami! Can you tell me a bit about how & why you founded Ori Lifestyle & why it fills a gap in the market?

“In 2015, I was horrified to discover that my hair had been damaged from excessive styling and heat. Not only was it thinning, but I had lost all the hair around my edges (temple). If I didn’t stop my bad hair care practices, I knew it would get worse and I would be locked in a vicious circle of camouflaging with the exact hair practices that led to my hair loss. I decided to immerse myself in caring for my own hair. However, I was not accustomed to wearing my own natural hair, as it grew out of my head – but I was determined, no wigs, no weaves, no extensions, no braids.

For those outside of my culture of my culture this may be hard to understand. But I belong to that generation that completely subscribed to the beauty standards we saw in magazines, on TV and I was complicit in the erroneous messaging that our hair is hard to manage. Worse still I internalised messaging that our hair is not as desirable. The decision to wear only my own hair forced me to confront these biases. And in the three years that followed, I learnt exactly how to care for my Afro, how to grow it longer and I underwent a mindset shift – I embraced my own beauty and stopped trying to turn my hair into what it was not. A lot of people in my circle started asking for advice because they saw the transformation in my hair and this led to the course and the products followed.

“My brand fills a gap in the market because it is rooted in education, we adopt a holistic approach that considers our client/customer’s lifestyle. So while we sell hair care products, we are constantly educating on the role of nutrition, stress and sleep management.”

Q. Can you tell us about ethical & charity element of the business?

“We donate 50p from every product purchased from us to the UK registered charity, Path to Possibilities. Path to Possibilities sponsors disadvantaged children through secondary school in Nigeria, and in 2017 it established a resource centre in the slum area of Ikota in Lagos, Nigeria. Children in the slum community have access to the charity’s free library and computer centre. Path to Possibilities is close to my heart because I grew up in poverty in Nigeria. I was able to obtain my first degree in law and my master’s degree in public policy because my mother benefited from charitable donations in my early years.

“We pride ourself on being ethical and so we don’t partake in fear mongering marketing or make wild claims about hair growth products which simply do not exist nor do we demonize ingredients such as sulphates, parabens or silicones.”

Q. We’re focusing on education in our upcoming January special. Can you tell us your experience of school?

“I was expelled from school at 14 and I generally didn’t like any of the schools I went to. Given that I went to four girls-only secondary schools, that says a lot. I found that there was a poverty of aspiration for many black children from the type of background I came from in the 1990s. I was forced to finish my education in Nigeria which was a mixed blessing. On one hand, I was surrounded by seemingly engaged and ambitious peers, but I struggled with authority and the excessively controlled environment there too.”

Q. What is your favourite way to learn, and what changes should be made to the system?”

“I do love learning alone or though group discussions, sharing big ideas. When I was in university, I really struggled with traditional lecturers and found the atmosphere extremely stifling and boring. I did really well by studying alone and by attending smaller tutorials. I still believe lectures should be optional in some settings, in favour of something else for people like we who just wouldn’t learn in these environments.”

Q. What’s been the most rewarding part of the journey so far?

“The most rewarding aspect of my business is helping women and mums unlock the potential of theirs or their children’s hair. Unfortunately, many black women have internalised hair discrimination which has hampered them from understanding their hair, or even hindered them from wearing it out in public. When women tell me my work has helped them to reconsider or helped them to start taking better care of their hair, it makes me very happy.”

Q. What advice would you give to anyone who wants to start their own business?

“Just do the thing. Start and refine as you go along. There will never be a perfect time, you will never be ready.” 

Q. Who would be your dream star or celebrity to champion your brand?

“Chimamanda Adiche, the writer. Not only does she have a fabulous head of hair, she is a vocal feminist who continues to shine a light on very many important issues of our time. Her multifaceted interests and commentary embody precisely what an Ori Lifestyle person is.”  

Q. If you could make one wish for the world what would it be?

“My one wish for the world would be for us all to realise that there is an imbalance in the value we place on money. And this imbalance is the root cause of many of the atrocities we are facing as humanity, including endangering our environment.” 

Q. Are you a New Year’s Resolution person, and if so what are your wishes for 2023?

“I am not a New Year’s Resolution person, I have not had any in many years. But I do have a New Year’s resolution for 2023, my resolution is to pay a little more attention to my writing, which has been on the back burner since I started my business. In 2023, I want to move closer towards marrying both the business and the writing.”  

Q. Can you tell us your favourite places to hang out in the South East?

“I particularly love South Lodge Hotel in Horsham, the restaurants and Spa and the hotel itself is a delight, the service and the food are absolutely divine.”

One lucky winner can win a Drip 2 luxe hair care gift set containing Ori Lifestyle’s two-year bestselling khalila oil, cold-pressed Leccino olive oil, as well as our super-fluffy antimicrobial organic bamboo hair towel.

Click to enter.

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GCSE success celebrated at Queen Anne’s

Round & About

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education

Queen Anne’s School are delighted to be celebrating an excellent set of GCSE Results with 64% of grades at the coveted top grades 9-7 (A*-A).

English grades are among the outstanding GCSE results at Queen Anne’s School in Caversham.

A superb 44% of English Language students and 43% of English Literature students achieved grade 9 with Anna Spellman, Head of English saying: “This year’s English Literature and English Language results are outstanding! I am so proud of the students who have shown such commitment to English throughout their five years with us. Their success today, despite the disruptions of the pandemic, is truly remarkable. I cannot thank our exceptional English teachers enough.”

Four students achieved an impressive total of seven grade 9s, along with eight students receiving a full set of 9-7 (A*-A) grades. Keira Barton, from Warfield, achieved an exceptional seven grade 9s and three grade 8s, giving her a superb springboard to her chosen A Levels in Psychology, Geography and History. Joanna Ayeni, a full boarder from Essex, received seven grade 9s, one grade 8 and one grade 7. Joanna will be studying Computer Science, Physics and Maths at A Level. Issy Kelly, from Reading, is celebrating a fantastic set of results with seven grade 9s, one grade 8 and one grade 7. Issy is a member of Queen Anne’s School Twilight Dance Company who participated in several dance competitions in her time at the school and recently returned from the Queen Anne’s Lacrosse Tour to the USA.

Queen Anne’s students continue to deliver strong outcomes in STEM subjects with Maths results counting a total of 10 students at grade 9 and sixteen at grade 8. Biology excelled with thirteen students achieving grade 9 and eleven achieving grade 8. The creative arts also saw a set of excellent grades with 79% of students studying Drama securing grade 9-8. Among them is Ella Barker, from Surrey, achieving grade 9 along with other grade 9s in Biology, Physics, English Literature and English Language.

“I am very proud of this year’s GCSE cohort, who have overcome challenging times to achieve an exceptional set of results that will propel them into their next step in education".

Queen Anne’s School is known for its excellent music provision, with approximately two thirds of girls learning an instrument. The state-of-the-art Scott Music Centre with a professional recording studio, an ensemble space and two recital halls opened in 2019. Twins Jaey and Juny Suh’s GCSE results are one of their many incredible achievements since studying at the school, as both international boarders from South Korea were also awarded their post-grade 8 diploma (ARSM). Juny achieving her ARSM in violin and Jaey in flute; Jaey then went on to achieve her ATCL diploma, an achievement usually reached in the first year of an undergraduate degree. Jaey also accomplished a superb 98% in her Maths GCSE and Juny achieved 97%. They will be pursuing their talents in music and have received the Queen Anne’s Society Sixth Form scholarship. Lara Lancaster, from Wargrave, also received the Queen Anne’s Society Sixth Form Scholarship after achieving eight grade 9s and two grade 8s.

Linda McGrenary, Director of Middle School, said: “The students approached these exams with resilience and kept focused on the end goal. I am so proud of how hard they worked, and they are now in a great position as they move into Sixth Form.”

Many girls will be studying some of the six new A Level subjects at the school, now taking the total number of A Level choices to 29 plus the EPQ. Emily Day, from High Wycombe, who achieved a 9 in Biology, an 8 in Physics and a 7 in Chemistry, will be developing her scientific knowledge by studying Environmental Science at A Level. Lucy Triptree, from Lower Shiplake, achieved 100% 9-7 (A*-A) and will be one of the first to study A Level Media at Queen Anne’s.

“I am very proud of this year’s GCSE cohort, who have overcome challenging times to achieve an exceptional set of results that will propel them into their next step in education. They have shown dedication, determination and enthusiasm throughout their GCSEs and I look forward to seeing them flourish in their A Levels and beyond.” said Head of School, Elaine Purves.

Find out more

If you are considering Queen Anne’s School, find out more at our Annual Open Morning on Saturday 17th September. Details online at https://www.qas.org.uk/

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