Education Guide Autumn 2024

Round & About

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Round & About

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Read more articles in our 2024 Education Guide

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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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Congratulations to Queen Anne’s GCSE pupils

Liz Nicholls

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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).

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.

The English Department saw outstanding results with a superb 44% of English Language students and 43% of English Literature students achieving grade 9.

I am so proud of the students who have shown such commitment to English throughout their five years with us

“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.” said Anna Spellman, Head of English.

Queen Anne’s students continue to deliver strong outcomes in STEM subjects with Maths results counting a total of ten 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.

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”.

The students approached these exams with resilience and kept focused on the end goal

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.

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Cranford House students make the grade

Karen Neville

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Inaugural A-level results at Cranford see students achieving top marks

Following the launch of their new Sixth Form in 2020, students at Cranford House in Moulsford, are celebrating an outstanding set of A-level results with 70% of all grades awarded at A*-B and 42% A*/A, alongside a 100% Pass Rate.

Headmaster, Dr James Raymond paid tribute to the hard work and dedication of the school’s students and the efforts of teaching staff, saying: “I am delighted to be able to celebrate the wonderful achievements of our first cohort of Sixth Form students. I am especially pleased that 91% of pupils are heading off to their chosen university.

We are very proud of each and every student: they richly deserve their success

“Our students have worked exceptionally hard against the backdrop of the pandemic, showing a real thirst for knowledge, creativity and resilience, whilst retaining their sense of fun to achieve an exceptional collection of A-level results.

“We are very proud of each and every student: they richly deserve their success and we are excited to watch them head off to the next steps in the world beyond school. I’m also very proud of the teaching team who have worked so hard to support the students through their A-levels this summer and throughout their time at Cranford.”

Dr Raymond and Georgie Cranford

As a leading co-educational day school (3-18), with a strong emphasis on co-curricular provision and pastoral care that really values each individual student, these results underline and reflect the academic excellence that the school has built a reputation for in the Junior School and at GCSE (average value add of +1.6) over the last 5 years.

A busy A-level Results Day has seen families and students celebrating their success in style.

Deputy Head, Megan Carter said: “it is wonderful to see the success enjoyed across Humanities and the Arts with History, Religious Studies, Psychology, Art, Textiles and Music achieving 100% A*-B and English 100% A*/A. Equally impressive, 65% A*-B were awarded across the Sciences. These set of results truly reflect the hard work of the pupils and the academic rigour of the teaching team.”

Sixth Form students at Cranford

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School ready? Tips for parents

Liz Nicholls

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Starting school can be a nervous time for children and their families. Local early years specialist Hayley Fuller offers these words of wisdom to allay some of the most common fears.

With the end of an academic year rapidly approaching, you may find yourself asking if your child is actually ready for “big” school? Your child may be moving on from a nursery, childcare or your home setting where everything has been a regular routine, having had consistent and familiar educators or family members supporting them.

You could be worrying about your summer born child starting school at the tender age of four and questioning yourself, are they emotionally or physically ready yet? Or maybe you have a child who still needs support with their speech and language ability? With over 20 years Early Years expertise, I am here to answer any questions or concerns you may have along with some ideas to support you and your pre-schooler.

“My child doesn’t show any interest in writing or drawing”

Do you have a child who would rather be outside kicking a ball or climbing a tree than sitting down to draw or write? Well good news, because these physical activities that your child shows more of an interest in now are actually helping them to be able to draw and write in the future (when they are ready!)

Helping your child develop strong core muscles and gross motor skills is the BEST thing you can do to help your child sustain the strength to hold a pencil later on. The gross motor muscles in turn, then support the fine motor muscles in the wrists and fingers for example, to become stronger and more sustainable.

So keep taking your child to the park, keep letting them climb the climbing frame and allow them to choose the outdoors! When their muscles and minds are ready, they will be interested and happy to write and draw.

“I am worried my child will find it hard to detach from me”

If your child has had trouble in the past settling into a different setting or being left with “new” people you may worry that your child will struggle to detach from yourself when they get to “big” school.

Keep all talk about starting school very positive, have active conversations with your child about how much fun they are going to have and how many wonderful new experiences they are going to take part in. If you are positive and demonstrate that you are not worried for them, your child will pick up on these mannerisms and will hopefully have more positive ‘self talk’ when they think about starting school.

Allow your child to bring in a ‘transition object’ such as a small soft toy, for the first few days as this could comfort them and bring some of ‘home’ into the new setting. If you can, arrange some playdates with some new class mates before they start school so your child can see a familiar face or two when they get there.

“My child is very shy, I am worried they might find it difficult to settle”

The most important thing to know though, is that it is completely normal if your child does need some extra support to settle. Never feel embarrassed by your child showing their attachment to you. Your child’s teacher will be well versed to this and will know a range of strategies to support them. Always say “goodbye” to your child (even if you think they will be upset to see you go) and never just “disappear” without your child knowing or lie and say you will be “back in a few minutes”.

Although this seems like a good idea, this ultimately prolongs your child’s attachment as they will be thinking about you returning soon. When you say “goodbye, see you after school” give a big hug to them and then go, you set a strong, clear message to your child that you are leaving now, you will be back and it is time for them to go into school. In the long run, this will help your child to settle more quickly.

“My child is very shy, I am worried they might find it difficult to settle”

The most important thing to know though, is that it is completely normal if your child does need some extra support to settle. Never feel embarrassed by your child showing their attachment to you. Your child’s teacher will be well versed to this and will know a range of strategies to support them. Always say “goodbye” to your child (even if you think they will be upset to see you go) and never just “disappear” without your child knowing or lie and say you will be “back in a few minutes”.

Although this seems like a good idea, this ultimately prolongs your child’s attachment as they will be thinking about you returning soon. When you say “goodbye, see you after school” give a big hug to them and then go, you set a strong, clear message to your child that you are leaving now, you will be back and it is time for them to go into school. In the long run, this will help your child to settle more quickly.

“My child still struggles to dress and undress independently”

Independence is an important part of starting school. Naturally, you would have supported your child heavily with this. Please do not worry if you child still struggles with buttons and zips, it is very normal developmentally for your three or four-year-old to need some support.

When you can encourage them to put their coats, shoes and socks on independently, then each morning throughout the summer or first half term at school, encourage them to attempt to put their uniform on and off on their own as much as possible. Once your child is at school and can see other children being independent with their dress they will naturally want to copy and will be more self-motivated to do this independently.

“My child is a fussy eater, I am worried they will not eat their school lunch/lunch box”

If your child is having school dinners, make sure you go through the menu with them together. This will help them feel more prepared for what will be on their plate. It is amazing how a fussy eater suddenly starts trying new foods because their friends are eating the same thing next to them. Try introducing one new food from the school menu, alongside their usual ‘safe’ foods when you are at home every day.

Even if they refuse for the first few days, you usually find after about eight attempts at looking and smelling the new food they will then move on to trying. If you are providing a packed lunch for your child, try this method also in their lunch box. You may be surprised! Think about cutting a little opening on difficult packets so your child can open it themselves more easily, and have a test run of them opening and closing any food boxes and drink bottles before they start.

Make sure to bring a snack when you pick up your child after school, they always leave hungry no matter how well they have eaten during the day. Busy minds require lots of food after all!

“My child still needs help to use the toilet and wipe themselves”

Toileting is again, a big part of starting school and your child’s teacher should be able to still support and help with this when needed. Keep practising as home and encouraging them to try and wipe by themselves.

Please do not worry if your child has a few accidents in the first term, when they haven’t had any for a while. I tend to find that some children get so “busy” with their activities they simply leave it too late to go. They will get used to this as time progresses and it is very normal for this to happen initially.

Make sure you pack plenty of spare underwear, socks, and bottom layers for you child in their school bag to help with this. Most Reception teachers will encourage the children to use the toilet very often throughout the day, especially in the first term.

“My child doesn't know anyone else at the school, I am worried they will feel left out”

Children are beautifully adaptable at this age, and they will make new friends extremely quickly as most children are naturally curious and talkative at this age. Even if you child ends to be quite shy, I have always found, in the first few weeks, they will gravitate towards “like minded” children naturally.

Social development is one of the biggest and most important parts of Reception so it is natural for your children to still be learning how to socialise and make friendships at this age and stage of development.

HAYLEY FULLER

For more support, information or questions please do feel free to get in touch!

Hayley Fuller, EYFS specialist hayleyfuller.co.uk

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Poignant performance from St George’s School

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Community concert raises £3,000 for DEC Ukraine Appeal

A community concert, organised by local preparatory school St George’s School Windsor Castle and hosted by Windsor Parish Church, raised over £3,000 for the Disasters Emergency Committee Ukraine Appeal.

Beginning with a champagne and canapé reception, more than 100 parents and members of the local community took their sets for the event on April 28th and enjoyed a stirring rendition of Fauré’s Requiem.

Led by the school’s director of music, James Wilkinson, the 40-minute piece of work was performed by the St George’s School Chamber Choir, accompanied by an ensemble of professional musicians. Four of the senior choristers of St George’s Chapel Windsor Castle, all Year 8 students at the school, joined the stage for the spine-tingling Pie Jesu.

“It was an exceptional and highly poignant performance, perfect for the occasion,” commented William Goldsmith, head of St George’s School Windsor Castle. “As a school with the values of kindness, honesty and courage, we felt rightly compelled to use some of the breadth of talent that exists across the school to support the plight of the people of Ukraine in a positive and meaningful way.”

The money raised, through advance ticket sales and donations on the night, will be given to the Disasters Emergency Committee Ukraine Humanitarian Appeal to help provide food, water, shelter, healthcare and protection for families fleeing conflict in the country.

“We are extremely grateful for all of the generous donations from those who attended, the musicians and performers for donating their time and the support from the school’s parent body and wider community to enable the event to go ahead,” added Goldsmith.

Windsor Parish Church, Brill Media, Run Print Run and Luxe Flowers were among those to support the event.

Further information about St George’s School Windsor Castle can be found at www.stgwindsor.org, or by attending the school’s upcoming open event on Saturday 21 May. Interested families are invited to register for the event via the website or by calling 01753 865553

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St Bartholomew’s: ‘Outstanding’ in all areas

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High praise for Sixth Form as it prepares to welcome more students to join

At this time, many Year 11 students will be looking forward to Sixth Form and to the greater subject choice, independence and challenge this affords. St Bartholomew’s School, Newbury, has long attracted students from a wide area due to its well-established reputation for successful outcomes.

This application year, however, there will be particular excitement in the air for those joining the Sixth Form following the announcement that it was rated outstanding by Ofsted as part of an overall outstanding judgement for the school.

Ofsted inspectors praised ‘the rich variety of post 16 subjects on offer’ commenting that ‘Sixth Form students show real determination in their learning through focused study’ and are ‘well-prepared to continue their education on to university or to enter the world of work’.

Head of Sixth Form, Mr Cleary, said: “We are delighted with this result. Our Sixth Form prides itself on delivering outstanding academic and pastoral support. We take very seriously our responsibility to prepare students for their future, whether this is in higher education, apprenticeships or employment. I was particularly pleased that Ofsted picked up on the importance we place on our careers programme and the opportunities that students have to take on leadership roles.”

Staff and students joined in celebration in the school’s striking central Hub as it was judged to be outstanding in every category: Quality of education; Behaviour and attitudes; Personal development; Leadership and management and Sixth Form. St Bart’s is understood to be only the second non-selective secondary school in the country to receive an outstanding Ofsted Section 5 inspection in all categories this academic year.

On the Ofsted report, Headteacher Ms Mortimore says: “This is a result that reflects the very many strengths of our school, and one of which our school community and local area can be truly proud. At St Bart’s we always aspire to achieve the best in everything we do, and it is fantastic to gain recognition of this.”

Visit www.stbarts.co.uk for more information on Sixth Form applications.

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Putting children’s wellbeing first: Inside Out

Karen Neville

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Inside Out is an education charity based in Reading focussed on improving children’s wellbeing.

Children’s mental health and wellbeing have never been so high on the school agenda. Teachers have never been under so much pressure, managing daily change.

To help teachers and parents with the current, flexible approach to schooling, they have developed a ‘Wellbeing Guide’ based on their 5 Keys to Happiness, the equivalent of 5 fruit and veg a day for your mental health.

This is a free resource for schools, teachers and families packed with inspiration and activities to boost children’s happiness and wellbeing. These resources will now help ease the long-awaited transition back to school.

There is a wealth of information and resources out there but it’s often confusing and hard to know where to start. The Wellbeing Guides are full of activities that are simple, fun and quick-to-use, at home or school.

The Guide offers fun, simple ideas and resources for children, whether they are currently being educated at home or in school with a new edition shared each week during lockdown. Please see attached pdf of the latest edition, which includes a 5 Keys to Happiness poster for parents to print out and use at home.

For more wellbeing inspiration, why not follow INSIDE OUT on Facebook and twitter or visit their website www.theinsideout.org.uk for all previous issues of the Wellbeing Guide.

Read about pop icon Billy Ocean and the Young Voices Choir’s charity single to help children’s mental health here.

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Scrubs help

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Ready, steady, sew!

Volunteers are using their love of sewing to help make scrubs for health care workers

There’s no end of people putting their skills to use during the coronavirus crisis and that includes those handy with a sewing machine who have been making scrubs for health care workers.

Madeleine Steele, pictured, is just one who has been helping. She set up the South Oxfordshire and Berkshire Scrub Hub from her home in Crowmarsh making garments and masks for the NHS and people working in social care.

She said: “It was a Facebook post on Easter Monday that I saw about people making scrubs and I thought that’s a great idea, I’ll see if I can join in. There weren’t any other ScrubHubs in our area so I called my old school friend and asked her if she wanted to set it up with me.”

The South Oxfordshire and Berkshire Scrub Hub is a network of volunteers operating in Abingdon, Didcot, Wallingford, Henley, Reading, Caversham, Woodley, Earley, Winnersh, Wokingham and Tilehurst.

Their aim is to plug the gap as an emergency helping hand by supporting our health care professionals without scrubs during the current crisis.
The volunteer network ‘who love to sew’ is operating all over the country answering calls from workers through their networks and communities. The scrubs are made to order by experienced volunteers, working safely within the guidelines of the lock down, often with donated materials.

To find out more visit scrubhub.org.uk/south-oxfordshire-berkshire

If you are member of the public and you’d like to sponsor their efforts visit the GoFundMe page.

Donations will help support the NHS Practitioners health service who care for and support the mental well being of NHS workers, who are doing such a selfless job during this time.

Facing the challenge

Local schools are supporting NHS frontline workers in the battle against coronavirus
with the production of face shields and protective screens

PPE – before the coronavirus most of us would not have heard of this or indeed be aware of its importance – now we hear of the need for it on a daily basis.

Schools across Berkshire have been working to produce face shields and screens for use in GP practices and hospitals.

One project was the brainchild of Leighton Park School’s Head of Design and Technology, Mark Smith who began making the protective wear in the Reading school’s workshop with an original target of 200.

Mark said: “We are fortunate at Leighton Park to have access to tools and resources that can make a difference and keep our keyworkers safe: I just had to do something.”

Using the laser cutter to create re-usable plastic headbands he then attached disposable A4 PVC sheets donated by Reading-based stationery suppliers Frasers Office Supplies.

A plea for additional laser cutters was met by other schools in the area and there is now a network of manufacturers involved including the University of Reading, Neal’s Export Packaging Ltd, in Silchester, and rLAB, a community workshop space.

School partners include Denefield School, Edgbarrow School, Prospect School, Reading Blue Coats, Shiplake College, Holme Grange School, The Forest School, Brackenhale School, Waingels College, The Bulmershe School, Luckley House, Warriner School, Little Heath, Ranelagh and St Joseph’s College.

Since starting production on April 2nd they have supplied more than 80 organisations with shields.

The Oratory school near Woodcote has also risen to the challenge to help the local community after it was approached by Dr Amanda Gemmill, a GP and the school’s Head of PSHE. She asked the Design LabOratory to construct protective screens for the Goring and Woodcote surgeries to offer protection to reception staff.

The Design LabOratory began with three polycarbonate screens which were installed on a Saturday to ensure the surgery was not disrupted.

Word of the screens spread and Strawberry Hill Medical Centre in Newbury put in a request which required more material and a more robust construction. They have since made screens for surgeries in Woodcote, Goring, Newbury, Henley, Wokingham and Abingdon with orders from two practices in Oxford.

The Design LabOratory is now producing face shields with the use of 3D printers and has delivered to medical practices in Woodcote and Goring, to Marcham Road Surgery in Abingdon, Sue Ryder in Nettlebed and Townlands Hospital in Henley.

Working together

Buckinghamshire schools come together to make PPE for healthcare workers

Schools and colleges across the county have been playing their part to support the NHS and other local health services to help keep frontline staff safe. Using their 3D printers they have created safety visors for the NHS and donated PPE equipment to support healthcare staff.

Thanks to the fantastic work of schools from all parts of the county, hundreds of visors have been produced and distributed to frontline healthcare professionals. Many local businesses played their part too, donating items such as lab coats, goggles and gloves, after hearing about the work schools were doing from parents or teachers.

Many schools across the county, including Buckingham School, Stowe School, Westbury School, Sir Thomas Fremantle School, Holmer Green School, Sir William Borlase’s School, Wycombe Grammar School, Wycombe High School, Highworth Combined School and Sir William Ramsay School have also produced (using their 3D printers) or donated essential PPE equipment such as goggles and lab coats.

Buckinghamshire UTC has also donated 30 protective goggles and their Principal Sarah Valentine personally bought six lab coats from Amazon for delivery to Stoke Mandeville Hospital.

Cllr Anita Cranmer, Buckinghamshire Council’s Cabinet Member for Education, said: “I’m hugely impressed by the time, effort and heart that our education community has put into creating and donating PPE for our healthcare workers.

“This is a fantastic example of how Buckinghamshire is coming together and a tribute to our hardworking and dedicated healthcare workers who are helping to keep us all safe during these challenging times. Another amazing initiative that shows just how #ProudofBucks we are.”

In addition, Aylesbury High School, The Grange School in Aylesbury, Beachborough School at Westbury, and the University of Buckingham have also got involved in the production and donation of PPE to local NHS trusts.

Vince Murray, Headteacher of The Grange School, said: “As a school we were more than willing to respond to the call for PPE equipment through the collection of goggles and laboratory coats. It was also lovely to see some of our students making ‘scrub bags’ for the NHS, alongside their teacher (Miss Friend) while they were in school.

“We see ourselves as a community school. We were only too happy to contribute, in a small way, to maintaining the safety of other key workers looking after those in our hospitals, and providing essential care for others at a time when they need it most.”

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Scrubs help

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Sew essential

Mel Downing is one of a consortium of local curtain makers who came together to make scrubs for healthcare workers

At the end of March we were aware there was a real shortage of scrubs – all healthcare workers were going to need them and due to the contagious nature of Covid-19 would need several sets each and wash bags for them to be put in once taken off and laundered.

A consortium of local curtain makers set up a Justgiving page to raise money to buy rolls of washable polycotton, within days we had raised a few thousand. The total now is more than £15,000.

I have run Melanie Downing Interiors, a busy curtain design company for 25 years and one of my blind makers Julie Knaggs had trained as a pattern cutter. We decided the best way forward was to bulk cut the fabric and then hand out kits for people to sew depending on their skills.

This saved us so much time and also very little wasted fabric. It was really important we sent out beautifully made scrubs that were made to last. We created a Facebook page and very quickly had an army of more than 80 volunteers from curtain makers, dress makers, costume makers, and even a tutu maker.

Local hubs were established in Farnham, Guildford, Haslemere, Petersfield, Petworth and Godalming to try and reduce journeys and volunteer drivers co-ordinated delivery and collection.

Realising the phenomenal demand we also enlisted the help of Mint Velvet who delivered 800 sets to Royal Surrey County Hospital, Guildford, for us.
We have supplied more than 2,500 sets to The Royal Surrey, Frimley Park, Basingstoke Hospital and Hospice, Haslemere, Petworth, Milford and Alton Community Hospitals, Phyllis Tuckwell, Marie Curie, Macmillan, Meath Home, Ticehurst Care Home, Aldershot Community team and numerous GP surgeries as well as several private requests.

It has been an incredible logistical challenge to achieve so much in such a short space of time but worth it to know it is being used.

There are so many talented people in the area and the team spirit has just been such a positive experience. I feel lucky to have been able to use my business experience and skills to co-ordinate such an important project with the help of so many really amazing people.

We are now starting to make masks which will be distributed primarily via local food banks and hope these will be sent out with a wash bag and soap stressing the importance of continued hand washing.

Most of the professional seamstresses in the team are currently unable to work due to restrictions re visiting people’s homes but hoping we can soon get back to work!

Contact Mel Downing – www.melaniedowning.co.uk 01428 713868; Coleen Smart – www.honeybeehandmade.co.uk 01483 577168; Caroline Lockie – Sewn – 01483 425577; Jo Martin – www.josephineellen.co.uk; Julie Knaggs – www.montaguesadles.co.uk

Stitches in time

A teacher has set up a volunteer sewing group to make scrubs for health care workers

Sewing enthusiasts have been taking to their machines to answer the call for scrubs, masks, scrub bags and gowns to help support front line workers.

Head of Design & Technology at Glebelands School in Cranleigh, Tamsin Mitchell (pictured), heard local frontline workers were faced with a drastic shortage of scrubs, masks, and similar equipment, and decided to pitch in.

Having seen a Facebook post from a nurse who works for Royal Surrey County Hospital in Guildford, she contacted her to see if there was anything she could sew to help.

“She wanted scrubs bags, so people can change at hospital and take their uniform home in the bag and pop it straight in the wash. I went online to see if I could get more people on board, and I found a national group called For the Love of Scrubs. They had subpages for local areas, and there wasn’t one for Cranleigh. So I volunteered.”

Tamsin formed NHS Sewing Cranleigh and Dorking to mobilise local sewing enthusiasts including Glebelands pupils. The group already has more than 65 members, who have together produced items for St Joseph’s Specialist School and College and more than half a dozen other local organisations, including care homes and medical practices.

Tamsin said: “It’s a real community effort. Everyone is stepping up to the plate and helping each other. In a time of need, it’s the practical and creative skills that make a difference.”

Anyone in need of items or wanting to join the group should contact Tamsin through the NHS Sewing Cranleigh and Dorking group on Facebook.

Supporting Surrey SAR

The science department at King Edward’s Witley donates PPE to Surrey Search & Rescue

In 2010, relies solely on donations to purchase vital lifesaving equipment and provide training for its team.King Edward’s Witley has delivered much-needed supplies of personal protective equipment in response to an urgent appeal from Surrey Search & Rescue.

Woking-based charity, Surrey SAR – a voluntary specialist search team – posted a request on Facebook for vital supplies of PPE to protect their responders as they help Surrey Police and the county council at this time, checking on the welfare of vulnerable members of the community.

King Edward’s science department technician, Alison Hill sourced, sterilised and packed boxes of protective goggles and disposable gloves which were given to the charity.

Head of Science, Jim Culbert said they were delighted to be able to support Surrey SAR: “This is an amazing organisation. During the current coronavirus pandemic, Surrey Search & Rescue is playing a pivotal role in checking on the welfare of those who are deemed particularly susceptible to the virus, ensuring they remain well and lending a caring and sympathetic ear when people need it most.”

Surrey SAR assists the emergency services in the search for missing vulnerable adults and children. Volunteers, assisted by search dogs and drones, deliver an on-call response service 24 hours a day across Surrey and surrounding areas, when the emergency services need their specialist skills.

On average 2,100 people go missing in Surrey each year and as such Surrey SAR is one of the busiest search & rescue teams in the UK. The charity, which was formed in 2010, relies solely on donations to purchase vital lifesaving equipment and provide training for its team.

You can donate or read more about Surrey Search and Rescue here.

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Wildlife Trusts online

Round & About

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The Wildlife Trusts have created wonderful online nature activities to encourage everyone to tune in to wildlife at home this spring – and to help people find solace in nature during tough times

Spot bees, butterflies, bats and birds during your permitted local walk, keep children entertained with nature-themed crafts, or tune in to look at fabulous wildlife footage and photos! 

The Wildlife Trusts are also offering plenty of practical outdoor advice to inspire us to do more for wildlife in gardens, balconies or window boxes. 

Tune in at www.wildlifetrusts.org. The Wildlife Trusts launched a weekly wildlife programme on YouTube last week for kids and parents. A new video will be uploaded to Wildlife Watch UK every Wednesday at 10am. The channel will feature wildlife experts, home-school help and seasonal species to spot at wtru.st/Wildlife-Watch-YouTube. 

Future videos will include:

• How to build a pond

• Be a garden scientist  – exploring your garden wildlife

• How to identify insects in your garden

• How to make a bug hotel

• What is marine pollution?

• Why birds sing and how to recognise their songs.

Wildlife Trusts across the UK are providing new ways of helping us feel more connected to the wider world and each other, via their online and social channels.

Wildlife experts who are usually leading school visits, events or talking to visitors on reserves have had to down tools and work from home – and so they can now be found online leading wildlife-spotting tours through their gardens, blogging about the life cycle of oil beetles or sharing heart-warming sounds of a dawn chorus on a sunny April morning.

For example:

Follow over 20 webcams from nests and locations around the UK and watch puffins in Alderney, peregrines in Nottingham, bats in Essex and ospreys on their nests www.wildlifetrusts.org/webcams.

Join Sheffield and Rotherham Wildlife Trust’s mini-beast expert Ben Keywood talk about frogspawn and springtime insects from his own garden. Help the Wildlife Trust record sightings of wildlife and follow their advice for helping in your garden.

Daily wildlife diaries from Sussex Wildlife Trust’s Michael Blencowe who talks about the wildlife in his gorgeous garden.

Worcestershire Wildlife Trust is advising people about feeding birds, watching wildlife in the garden and learning how to identify it.

Hampshire and Isle of Wight Wildlife Trust is producing a series of videos called Bringing Nature to You. Join education officer Susan Symmonds and hear about the life cycle of an oil beetle.

Go to Surrey Wildlife Trust’s website where you’ll find spotter sheets and activities to help identify local wildlife.

Sign up for Herts and Middlesex Wildlife Trust’s Wild at Home ideas for regular activities and inspiration to help people stay connected with wildlife.

Keep an eye out for #EverydayWildlife across social media, an outlet to share local wildlife, big, small, grand or often overlooked.

Get guidance on how to create a butterfly haven in our Wild About Gardens campaign with the RHS, by downloading a handy booklet full of inspiration.

Leanne Manchester, wildlife gardener and digital communications manager at The Wildlife Trusts, says: “More people than ever are tuning into our wildlife webcams – more than double the figure for this time last year – and we’re seeing people have a lot of fun wildlife-watching in their gardens.

“Spring has arrived in splendid colour and sound, and over the past few days, hundreds of people have told us that they’ve spotted their first butterflies. These are joyful moments that people hold dear at this difficult time.

“Everyone can share and follow on social media using #EverydayWildlife – swapping such experiences can be a lovely way of keeping in touch.

“Do keep an eye on our channels in the coming weeks – we’ve got lots of lovely ideas and activities to help you stay connected to nature and still feel the health benefits of being outside in your garden or neighbourhood.”

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