A warm welcome awaits at Eggar’s Open Morning – 11 July

Zoe Gater

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Combining academic excellence with outstanding pastoral care, Eggar’s inspires students to discover their strengths, pursue their ambitions and achieve exceptional outcomes.

Eggar’s is a small school with a big heart, where every child is known, valued, and encouraged to thrive.

Strong relationships between staff and students create a warm, supportive community where curiosity is nurtured and learners are inspired to discover, explore, and grow.

Set within a stunning 38-acre campus in the heart of Hampshire, Eggar’s provides an exceptional environment in which students can flourish both academically and personally. Guided by our core values – Belong, Aspire, Achieve – we are committed to helping every child realise their potential and achieve outstanding outcomes in all aspects of school life.

Class sizes are smaller, with a high ratio of adults working with students. We believe that classrooms should be calm and purposeful and that students should be free to learn without distraction.

Our reputation is well established for academic excellence, sporting prowess and exceptional creativity in the visual and performing arts. Our GCSE results were very strong again in 2025, with one star performer achieving an impressive ten Grade 9s. 

The transition from primary to secondary school is made much easier by the warm, caring and supportive atmosphere at Eggar’s. As early as Years 4 and 5 with our bespoke Discover Programme, we love getting to know our future students and helping them feel at home where they will be inspired and nurtured to grow and succeed.

As Ofsted commented: “Students enjoy being at school. They are happy, and they know that they will be welcomed every day and to each lesson.”

We are very proud of the team of highly specialist teachers at Eggar’s who are “experts in their field and enthuse students to want to learn more” (Ofsted 2024).

We inspire leaders of the future through extensive ambassador opportunities, our Eco Committee and our unique extracurricular offering, the Eggar’s Experience.

We are ambitious and aspirational for all students, expecting them to leave us with the best possible qualifications, prepared for their next steps in education or employment. That is why we pay close attention to shaping our students’ characters and to their intellectual development.

Visit eggars.net to see what our lovely school has to offer your child, and please join us at our Open Morning on Saturday 11 July, where our Head Teacher, Sarah Holman, looks forward to giving you a personal, warm Eggar’s welcome.

In partnership with Eggar’s School

Eggar’s is a friendly and vibrant school in the heart of Hampshire. Set in a 38-acre site, the campus is an impressive environment where students can focus on their learning and thrive in all aspects of school life. 

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How to make the most of a school open day: Essential Q&As for parents

Zoe Gater

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Which school is right for your child? You’ll find the answers at an open day.

Q. What should you ask at a school open day?

A. As much as you can to find out the information you need to help you make the right choice. Here are a few suggestions to help:

Academic & educational philosophy

  • What is the school’s approach to teaching and learning?
  • How does the school challenge high achievers and support those with special needs or learning difficulties such as dyslexia?
  • How is academic progress measured and reported to parents?
  • How are pupils prepared for key transitions such as from primary to secondary and to university
  • Does the school focus largely on academic achievement or is their approach more holistic?
  • How frequent are parents’ evenings and what format do they take?

Atmosphere & pastoral care

  • How do you handle bullying and ensure pupil mental health and wellbeing?
  • How do you help new students settle in?
  • What is the school’s philosophy regarding homework?
  • What is your approach to discipline and behaviour management?
  • How is the pastoral welfare of the pupils monitored and how are parents kept informed?
  • Is there a House system and are children offered the opportunity to take on responsibility?
  • What career advice is given and how is this delivered?
  • Are children assisted to plan and secure work experience?

Logistics & facilities

  • Logistics & facilities
  • What is the average class size?
  • What extracurricular activities, clubs, and sports are available?
  • Is there before-and-after school care?
  • What are the facilities like for arts, technology, and sports?
  • Are there trips and events to develop and widen interest and knowledge outside the classroom curriculum?
  • What provision is there for extra lessons in musical instruments? Is there a choir or orchestra?
  • Does the school offer the Duke of Edinburgh Award?
  • Do sixth form pupils participate in Young Enterprise?
  • What transport options are available for to and from school?

Key tips

Key tips for the day include paying attention to how teachers interact with students and the general atmosphere. Most open days will include an address from the headteacher, which will often give you a good overall impression.

Visit everyday areas: Don’t just see the library and gym; check the toilets and dining area for maintenance and cleanliness too.

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‘Working at The Beacon feels very much like coming home’ – meet the Amersham headmaster making a difference

Zoe Gater

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Amersham-raised Nick Baker returned to the area in 2022 to become headmaster of The Beacon School. As the prep prepares to welcome girls for the first time, he shares his thoughts on local life, education and the community he calls home.

Raised in Amersham, Nick Baker is headmaster of The Beacon School, a boys’ prep school. Since joining in 2022, he has focused on strengthening relationships, enhancing facilities and guiding pupils through their school journey – and soon, welcoming girls to the school as well.

Round & About speaks to Nick about family life and the local area, from his favourite independent businesses and restaurants to the exciting developments ahead at the school.

Hello Nick, please tell us about yourself!

I’m married to Brigid, also a teacher, and we have two sons, Patrick and Joseph. We’ve lived in Berkhamsted since leaving London when Patrick was born 20 years ago.

I grew up in Amersham and many of my friends and family still live in the area. Working at The Beacon feels very much like coming home.

Where did you go to school?

I went to Dr Challoner’s where many of our pupils transition to at the end of their time here. It was a great experience, from both an academic and social point of view. The head during my time, the legendary John Loarridge, ultimately became a good friend and a mentor as my career developed. On my 13th birthday, during school assembly, Mr Loarridge asked to see me in his study immediately after.

I was very nervous and worried about what I’d done wrong… but he simply wanted to give me a birthday card, containing a book voucher, as we shared the same birthday. We then exchanged birthday cards every year up until his passing in 2020. He was a truly great man, superb company and an inspiration as an educationalist.

What is your favourite local business?

JPS Stationers in Chesham – the owner is a massive Tintin fan, like me, and stocks all sorts of memorabilia.

I still read the books to this day, and I have all manner of posters and objects around my house and office.

What about your favourite local restaurant?

Laurie Gear, head chef and owner of The Artichoke in Old Amersham, is a great friend of The Beacon and judges our annual cooking competitions.

Dining at his restaurant is a truly special culinary experience.

Are you a member of any local groups?

My boys and I are Watford season ticket holders, and I am a governor of Watford Grammar School for Boys.

What do you most love about where you live?

Many of my school friends have moved back to Bucks and many of our parent body are old boys and local people; it’s not difficult to see why.

The beauty and tranquillity of the countryside here, yet still being able to access the vibrant urban areas of London and Oxford within the hour means you have the perfect work-life balance.

Tell us about some highlights you’re looking forward to at the school later this year

We’ve recently announced that, after 93 years of being all boys, The Beacon will be welcoming girls into our school from this year (in nursery) and through the rest of the school in 2027.

The excitement from my colleagues, our parents and the boys is palpable, and the school is alive with the opportunities to excel and develop the school in new areas – bring on the girls!

For more information about The Beacon School, visit beaconschool.co.uk.

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Education Guide January 2025

Round & About

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Creative Careers
Celebrate your child
Early Years education

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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Education Guide Autumn 2024

Round & About

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Round & About

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Adult learning with Oxford
Benefits of boarding
Could you be a mentor?
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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

Round & About

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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

Round & About

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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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