The introduction of VAT on private school fees raises a glaring question for both international and UK parents: Is independent education worth it? In a world where costs seem to spiral ever upwards, families must consider it as a major factor in their children’s academic path, especially if opting for independent education.

Independent schooling in the UK carries a significant financial commitment, yet it provides something the state sector, despite its many virtues, frequently cannot: an environment designed to cultivate excellence at every stage. In an era where competition is fiercer than ever, this level of preparation is invaluable, equipping students with the tools and confidence to excel not just academically, but in all areas of life.

Explore some of the advantages of British Independent Schools here.

At Gabbitas, we understand that choosing the right independent school is a significant decision, and we are here to guide you through this complex process. Our tailored advice ensures that both parents and students make well-informed decisions considering family’s unique dynamics, academic background and curriculum preferences. The initial consultation is an ideal opportunity for families to address any concerns, discuss potential school options and refine their academic expectations with our experts.

Book your consultation with us today.

To fully appreciate the value of independent education, it’s essential to understand the key stages of the UK education system that these schools cater to. From the formative years of early childhood education through to the crucial stages of GCSEs and A-levels, each stage of the child’s academic journey is marked by a commitment to fostering academic excellence and personal growth.

Early Years (Ages 4-7):

These are the formative years when a child is soaking up the world around them. The early years in an independent school aren’t just about reading and writing; they are about shaping habits of curiosity, resilience, and self-confidence. Small classes and individual attention provide the sort of care that nurtures potential, long before it can be measured.

Credit: Truro School 

Prep Schools (Ages 7–11):

This is where the magic happens: a rigorous yet well-rounded education that combines academic challenges with a rich array of sports, arts, and leadership training. While the state system may cover basic education, prep schools excel in preparing your child not only for exams but for life. The opportunities provided during these years give students a head start that few can match.

Credit: St. Paul’s School 

Senior Schools (Ages 11–16):

Now we enter the proving ground. Independent senior schools offer more than just academic rigour; they provide a cultural and intellectual environment that fosters independence and critical thinking. These schools don’t simply produce good students—they cultivate individuals who are prepared to think, argue, and succeed in an increasingly competitive world.

 

Credit: Kingswood School, Bath 

Learn more about Kingswood School here. 

Sixth Form (Ages 16–18):

At this stage, your child benefits from expert guidance on university applications and career pathways, along with access to a valuable network that extends well beyond the classroom. Whether aiming for Oxbridge or the Russell Group, the preparation and support at this level are second to none.

Credit: MPW (Mander Portman Woodward) Fifth and Sixth Form 

Learn more about MPW Fifth and Sixth Form here. 

In a world where education is the ultimate currency, independent schools remain the gold standard. They create an environment in which academic excellence is not merely a goal but a guarantee, offering bespoke learning experiences and unparalleled resources that can make a significant difference in a student’s future. While the cost may be substantial, the potential return on investment—through exceptional academic results, enhanced opportunities, and well-rounded development—often justifies the expense. In an increasingly competitive global landscape, independent schools continue to lead the way, preparing students to excel both academically and beyond.

Have any additional questions about independent schools?

Speak to our consultants today.

(Credit Front Image:Epsom College)

E-learning brings a new pedagogy to the world of education, one where the classroom is re-confined to the pixels of a laptop, computer, phone or tablet. Courses conducted digitally via electronic media also means teachings and learning are not bound to a certain locale, or a traditional syllabus.

Learning methods and practices can take a new direction thanks to interdisciplinary technological advancements in communication, programs and internet cultures. Learn more about the advantages of e-learning here.

 

EdTech  

Even before the COVID-19 restrictions, the physical classroom was already being restructured around technology in order to help teachers and students alike improve the quality of education. ‘Edtech’ has helped classrooms and teachers develop a new form of learning architecture.

One where the internet becomes a powerful research and personalised tool as a means to gain more information whilst developing soft, independent research skills.  

More recently, new models of E-learning in the form of AI, AR and VR have been creeping into both social and educational spaces. With the near introduction of Mark Zuckerberg’s Metaverse and the debate around OpenAI’s ChatGPT, the way education is shaped around people’s lives is changing in unanticipated ways. 

The World Bank notes that learning by these means can help build interpersonal relationships, improve accessibility for people with disabilities, and increase data capture on learning performances. These elements have always been on the forefront in education – where technology is now a vessel for increased progress.   

These concepts on paper provide an optimistic lens in the introduction of technology heavy alternatives in education.  But how do they translate, in real time, for the average young person in education right now?

 

Charterhouse Online

We spoke to Karen Davies, the Principal of Charterhouse Online and the Director of International Education at Charterhouse School, to find out how the launch of their one year online A-level course is helping students connect with some of the best UK education, globally.

 

 

Davies has years of experience in education under her belt, having worked with a number of British Independent Schools include Millfield School, Cheltenham College and Amesbury Prep School. Her mission at Charterhouse Online, prevails her experience and dedication in the early developments of e-learning within educational spaces.  

Charterhouse has historically been a valuable force of providing some of the best academic and rigorous self-development approaches in education. They have always been an innovative institution both with their pedagogy and syllabus. So, it seems only right that they have introduced a new way to study. One that is not tied to the shackles of the locale nor the physical ability of a student.  

E-learning through models such as Charterhouse Online have changed the scope of studying online and its ability to be classed with the same credibility as a traditional course. Davies explains that by  “Using a unique combination of accelerated learning approaches, Charterhouse Online offers an A Level programme that can be completed in only one academic year.

Backed by the expertise of one of the UK’s leading schools we offer a choice of six A Level subjects and intensive support, including two on-site modules, that enables students to apply to some of the world’s top universities.” Find out more here.  

Developed e-learning models such as Charterhouse Online are seen to want to challenge the traditional, ‘one size fits all’ approach of learning. This has also been seen within the wider education sector, where 2022 saw an increase of 27% in home education. 

Charterhouse Online does not discredit traditional classroom-based learning. They have achieved quite the opposite – by introducing an anticipated progression to education – bring educators, classrooms and their teachings to the forefront of a global student audience. It is through this mission that the recognition of circumstance rather than choice is also validly apparent.  

With or without the subsequent COVID-19 pandemic, many parents and students feel that they have been left dislocated within the architecture of traditional education.

The ADCS reported that in 2022, the top three reasons provided by parents or carers for choosing to home educate their children are as follows (in the correct order): 1) Health concerns relating specifically to COVID-19, 2) Philosophical or lifestyle choice, and 3) Health/ emotional health.   

An increase in home education is therefore a by-product of a changing socio-political landscape that can be worrisome regarding trust or accessibility of traditional avenues of education.

To combat this, the intersection between technology and education has seen to have a positive impact in the teachings and educational ability of young people. One that takes a world stage, for an increasingly online student audience – and one that is geopolitically set up to serve a globalised community.

 

Who is E-learning for?

The traditional classroom is rooted in a pedagogy of interpersonal relationships in the form of teacher-to-student and student-to-student. The syllabus and teachings are shaped through group work, participations and the physical proximity of conversation.

 

 

Arising questions are answered immediately and are heard by everyone. Teachers are also able to closely monitor students on both their academic progress and mental/ physical wellbeing.  

E-learning might seem like it takes a different approach but, this is far from truth. Learning online takes the same pedagogy of the traditional classroom – and restructures it through a digital screen.

Communication technologies such as Zoom have enabled the ability for a classroom to operate fully online. This online classroom has the potential to facilitate the same traditional pedagogy of interpersonal relationships and engagement. The only difference is the location of students and teachers. Proximity of the teachings or the conversation also holds the same weight.  

E-learning can also help develop self-resilient skills that are much harder to explore in the classroom. Davies notes that E-learning suits students that prefer an independent approach to learning. But highlights that this does not dimmish support and guidance by teachers, nor the credibility to use an online A-Level program to apply to university.  

“Charterhouse Online will suit academically ambitious, hard-working and motivated students looking to open the doors to some of the top universities in the world and who will benefit from an accelerated A Level programme.”  

These Independent and self-reliance skills that students build through an online course, provides invaluable skills that can better prepare students in their next stages at university, and career, thereafter. Building these skills early on, will only help young people’s self-confidence and self-resilience, a skill that can be harder to gain through traditional education.  

 

Is an online A-level course credible for university applications?  

Charterhouse has historically had a holistic approach to education, where student examination results are some of the best in the sector. With this in mind, students can expect the same level of support from an online course, as they would from a traditional classroom. 

Davies told Gabbitas that contrary to the belief that online courses do not offer the same credibility in the eyes of universities, Charterhouse Online offers a specialised support system for their Oxbridge applicants. Contact Gabbitas for more information on this.  

“Charterhouse Online is superbly well-placed to support each of our students in their applications to top universities, building on the vast experience of Charterhouse School’s success in preparing generations of sixth form students for the next stage of their academic careers.”  

Thinking of applying to Charterhouse Online or want more information? Speak to our team of highly experienced education consultants by emailing info@gabbitas.com or call +44 (0) 203 026 7443.

It is well known that the coronavirus and the subsequent lockdown restrictions, domestically and internationally, have wilted the number of Chinese students in British independent schools.

Where fears of COVID-19 infections, combined with travel restrictions, have made studying abroad both uncertain and worrisome for many families and students.

Despite this and Chinese domestic schooling, the UK has seen an increase in Chinese students at British universities, even amid the past five years of health/travel concerns.

A recent study outlines that the number of Chinese students enrolling in UK universities has increased 41% over the last five years – even through the pandemic and COVID-19 restrictions. Furthermore, in 2021/2022, 27% of all non-EU students were from China.

Another study found that this undisrupted rise is due to the potential employability opportunities compared to graduates in other countries. The employability factor ultimately suggests that enthusiasm for higher education will continue to rise – far past expectations of a significant downturn.

However, the international student admission rate in independent schools has significantly dropped. Between 2019 and 2022, the ISC reported a 26% decline in the number of students from mainland China.

Bringing into question whether and when the influx of Chinese students will resume. Or will this long-term decline be offset by the rising demand from other emerging markets, such as India and Malaysia?

Our corresponding team in China suggest that this steep decline is a by-product of the COVID-19 Chinese government restrictions. But one that is temporary, with a quick rebound to match previous pre-COVID numbers.

Enthusiasm and willingness to study abroad are due to several different structural, political and cultural factors, including visa application and airline resumptions, government guidance, as well as transitions to new forms of digital pedagogy.

 

Foreign teacher declines in China.

Due to domestic education policies in China in recent years, many foreign teachers at international and bilingual schools have returned to their home countries, leaving a significant gap in the teachings of English and the western-style syllabus.

This has also caused a higher turnover rate of teachers, a factor that can dramatically impact a student’s learning experience. Therefore, teacher uncertainty in mainland China is a factor to consider when positioning the exodus of Chinese students to study abroad.

Technological changes within the education sector have also dramatically reshaped the physical classroom and pedagogy.

The increased domestic travel restrictions in China has meant that schools and teachers have had to adapt their online learning materials. Chinese schools, like UK schools, have had to rely on online lessons to minimise education disruption.

 

 

Yet, Chinese parents and students have been critical of online lessons, claiming that guidance and learning initiatives are substandard compared to face-to-face classes. In particular, the consensus is that primary and secondary school students lack the self-motivation to learn independently – where online courses are not suitable for every child and their learning style.

In addition, these changes, in effect with modifications to the curriculum, mean that many parents will consider plans for their children to study abroad in advance – potentially sending their children to study in the UK at a much younger age than in previous years.

Chinese parents and students directly mentioned these concerns and issues to the Chinese Gabbitas team when taking the UKiset test. It is worth noting that the number of UKiset students has also increased in the past twelve months.

UKiset is a highly adaptive assessment designed for entry into British curriculum schools that tests English skills, non-verbal reasoning and mathematics. The increase in UKiset applicants, therefore, signals and provides a good measure for the number of potential international applicants for British Independent Schools. Find out more about UKiset here.

 

Increase in interest in summer camps and school visits

Demand for summer camps and school visits by international students has also increased after the Chinese border resumed commencement. According to the latest notice from the Chinese Embassy in the UK, the Chinese Visa Application Centre in London has started accepting ordinary visas from January 8th, 2023.

In mainland China, international students can also begin to apply for UK visas usually, making applications, travel and bureaucracy of international education simpler. With these political and transportation restorations, it is easier to travel to the UK from China.

Aside from students and parents being able to resume visiting schools (experiencing the atmosphere, directly speaking with students, admission officers and heads), an increase in the demand for summer camps can be seen also to take charge.

With the disruption of teaching and foreign teachers in China, parents will be weary of their child’s English language skills – and this is where summer camps come in.

Summer camps can be a great addition to a student’s learning tools, improving their academic ability, improving their English language skills and enhancing their communication and social skills with others. Gabbitas has seen a significant increase in parents enquiring about information about summer schools in the UK.

 

Conclusion

Many factors point to an increase in the number of inbound international students coming from China to the UK to study. Where Gabbitas believes the increase in enquiries for British schools and summer camps points to a pre-Covid trend.

To learn more on this, summer camps, UKiset or any other enquiries on how this may impact your school or student, contact our experts at info@gabbitas.com.

1. We’re looking to place my daughter in a UK boarding school next September, but as we are living overseas, we’re not really sure how to manage the process of shortlisting and visiting schools. What would you advise?

Answered by Anastasia Hatvany, Senior Education Consultant and SEN Specialist

One of the first things you need to establish before you start looking at new schools is your daughter’s academic level. You want a school where your daughter will sit comfortably amongst her peers. Prospective boarding schools will also want to know what your daughter can offer to them — both in terms of academics and extracurricular.

At boarding schools, children become totally immersed in their surroundings, and what they give, they get back tenfold. With this in mind, look at the school and see what they offer to the child: will your daughter be able to get involved with school life?

As you’re abroad, I’d advise you to look at full-boarding options, as everyone tends to stay in during the weekends. Even if there is the occasional quiet weekend, Saturdays will still comprise of lessons in the morning and sports fixtures in the afternoon, and many schools are keen to keep weekends as busy and as purposeful as weekdays.

Visits and open days are imperative. Do go on these if you are able to, as they are the best way to gauge a school’s atmosphere and ethos. You’ll also get to see how pupils interact with one another and engage with their teachers, and in turn see how the staff interact with parents.

Many schools are now offering in-person tours, so try and go for an open day, and then after schedule a private visit. Having said this, Zoom is still a very good way to view a school and there are plenty of excellent virtual open days.

Look at reviews, listen to word of mouth, but most importantly have confidence in yourself as a parent — you will know in your gut if a school is right for your daughter.

 

2. Is it a good idea to move my daughter to a new school for sixth form – she’s mentioned that she might like a ‘change of scene’ but we’re not sure how easy it is to make the transition and how this might impact her academically and socially?

Answered by Anastasia Hatvany, Senior Education Consultant and SEN Specialist

If you’re looking to move your daughter for sixth form, ideally you need to have started shortlisting schools by the end of year 10. Many schools tend to have closed their registrations by the end of September, and by the very latest, the end of October, as many of their candidate assessments take place during October.

Many children — whether they joined their current school at 11 or 13 — can find the change refreshing, but please bear in mind that this needs to be a very considered decision as she is at a critical age. The process will not only take up valuable time that she could use for GCSE revision, but she will also be leaving behind friends and a structure that she has been used to for at least three years.

Remember that competition is often tough for sixth form places, and some schools will have a limited number of spaces; rejection can be disheartening.

Your daughter’s current teachers and pastoral staff know her academic ability and level of wellbeing, so be sure to consult them for their thoughts on the matter. Ask your daughter her reasons for a scene change; for example, is she looking for a change in curriculum, or is she looking for a better cultural fit?

If you’re thinking of moving her from a day to a boarding school, this is often an excellent steppingstone for higher education. She’s likely to develop better organisational skills and grow in independence, all in the comfort of school’s safety net therefore meaning moving to university won’t come as such a shock.

Alternatively, she may be wanting to move closer to home with less school structure. Many children grow out of the school bubble before higher education, and flourish when working more independently.

Overall, I would urge you to research what is out there and bring your daughter on board the decision-making process. She will be able to give you a better idea of what she believes she is missing which should help shape the final decision.

 

3. My son has his heart set on going to veterinary school but knows it’s highly competitive and he needs to prove aptitude as well as academic ability. What can he do to improve his chances of acceptance?

Answered by Sarah Oshun-Williams, Client Account Manager

The methods of improving your chances of acceptance to veterinary school are very similar to those of getting into professions like medicine or law; work experience is essential.

Besides academic ability, he will need to prove his knowledge of the field and enthusiasm to pursue this route. Therefore, he should try to volunteer or shadow as many vets and animal practices as he can, as this will allow your son to showcase his motivation and interest in the field when writing his personal statement. Many universities do however understand that at times it’s hard for candidates to gain experience, so they do not demand months of work under candidates’ belts, instead just enough to show an interest and an aptitude for veterinary.

Work experience will also help your son to be sure that this is the field he’d like to pursue, as it can be a gruelling process. His time at university will be comprised of a lot of exams, laboratory-based anatomy and a lot of contact hours, so it is imperative that he is prepared for the training.

Research is equally as important. There are currently only 10 veterinary schools in the UK, of which you can only apply to 4, so researching the benefits and structure of each course is key to ensure you’re aware of the different requirements, entry procedures and to select the options that are most suitable.

Regarding how he might improve his academic ability, it’s worth considering tutoring. Many agencies — like Gabbitas — have tutors who are experts in their chosen field and some who specialise in veterinary school applications. This will help your son to prepare for any interviews, additional admissions tests, and to know what to expect from the course. A tutor can also be useful in helping him revise for his exams, to ensure that he meets his offer requirements.

If you would like to find out more about our tutors, please contact us at info@gabbitas.com, or head to our tutoring page to see some of the services we offer.

 

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This article was originally published in the Autumn/Winter 2021 edition of Absolutely Education

Helping your child to prepare for an online academic assessment like the ISEB or the UKiset is often a difficult and daunting task. Quality sample papers can be hard to come by and some students will be unfamiliar with the format of the questions, which means that they won’t be completely sure of what they are being asked, risking the chance of answering incorrectly and not being able to show off their skills and academic ability effectively.

However, despite preparation being hard for some, it is undoubtedly an advantage to know how to answer the types of question asked, as it will give students valuable transferable skills that will help them going forward in their lives.

For instance, many online assessments include an essay section where the student is asked to elaborate on a current, age-appropriate topic. Through practicing essay technique, or receiving guidance from a tutor, not only will they be able to answer the assessment’s question to the best of their ability, but they will also find secondary school, university homework, and exams far easier as they will know how to properly structure and plan an essay, as well as have the confidence to do so.

Partially as a result of the Covid-19 pandemic, many top British independent schools have begun to rely more heavily on assessment tools to assist them with admissions. One reason for this is that candidates obviously do not have to be physically present at the school in order to take the test, therefore making conditions ‘Covid-friendly’. It has also meant there is less need for schools’ admissions teams to have to take the time to set and mark each paper as many of the online assessments are adaptive and auto-marking. This is beneficial to both school and student, as it cuts down the time on the decision-making process, and also eradicates any risk of discrepancies between markers.

The UK Independent Schools’ Entry test (UKiset) is one of the most widely-used online academic assessment tools by British independent schools. In the past its main candidates have tended to be international students coming from overseas schools into the British curriculum, as a means of assessing their skills in English, Maths, and non-verbal reasoning, as well as providing a method of comparison to their peers in top British independent schools. But, with growing awareness of the challenges facing young people today, and the damage that school closures have done to many a child’s confidence, it is of great benefit to understand your child’s capabilities, in order to allow them to freely develop their skills without any added stresses, even if they have been in the British curriculum all of their lives.

 

So how can one prepare? For something like the UKiset, one of the best places to start is to focus on fundamental English and Maths skills. Vocabulary and grammar are imperative, and students should practice verbal and spatial reasoning, as the more familiar they become with the style of the question, the easier they will find it to recognise patterns when it comes to taking the assessment.

At Gabbitas, we understand that communication is key when it comes to productive and effective preparation. Throughout the process of choosing the right tutor for your child, it is important that you take note of how they adapt to your child’s way of learning, and whether they involve your child and you in the planning of each session. This way, everyone is on the same page and your child can feel that they are in control of their own work, whilst also having the support of an expert during their sessions, and gaining the confidence to do their own out-of-session work.

For more information on academic assessment tools like UKiset and how Gabbitas can help those taking them prepare, check out this UKiset Prep FAQ with our assessment manager or get in touch with us at info@gabbitas.com.

 

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This article from Isabel Sheehan at Gabbitas first appeared in the Summer 2021 edition of School Report 

1. Our two sons are close in age and also very competitive. Teachers have suggested it might be a good idea to choose separate senior schools so they each thrive as individuals. Can your school placement team advise on what we need to consider in making the decision and the pros and cons of splitting them up?

Answered by Anastasia Hatvany, Senior Education Consultant and SEN Specialist

It is lovely for siblings to have a ‘shared education’, being able to reminisce over the breakfast table about the funny mannerisms of the Latin teacher, or the quality of the food in the canteen, but unfortunately sometimes the same school is not the right option. Children have a great sense of identity and fundamental ‘fairness’, meaning that rivalry can easily be started when one may be performing better than the other academically (or socially). This is obviously not healthy and should be avoided to the best of everyone’s ability.

When choosing different schools for siblings, it is important that parents keep in mind that it should be a considered and sensitive decision. It is imperative to analyse the schools properly, so that both are on level ground to avoid any potential issues of unfairness that might arise.

For instance, if one school has family ties — perhaps a parent or grandparent attended — but the other does not, it would be perhaps best to avoid.
Logistics are another factor to keep in mind. The first person your sons will look for when they score a try or take a bow is you, so it is important that both schools are within similar distance to home so that one can easily get there. This is also something to keep in mind if you are looking at boarding: you do not want one son feeling that he has been sent further away than his brother and therefore sees you less.

I would advise that you try to make sure that both schools are also on a similar level regarding academics, sport, drama, and co-curricular activities. Children should be proud of their school. If a child is happy, they are confident, and when confident they will thrive as an individual and reach their academic potential.

 

2. I’ve been told that as my daughter wants to attend a UK independent school, it would be a good idea to take UKiset so her knowledge and potential can be accurately assessed. Can you explain more about the UKiset process and how schools use it?

Answered by Xanthe Lynden, Assessment Manager

The UK Independent School Entry Test (UKiset), is a standardised assessment that effectively compares international students with their counterparts who have been in the British curriculum all their lives. As well as helping schools understand a student’s level of English, the resulting report generated by the assessment provides credible information on how a student like your daughter may perform within the school environment, as well as her aptitude for certain subjects.

Many people like UKiset as the process is a relatively simple one. Registration is quick and easy, and once the test has been taken, students can choose to send their report to up to 5 different British independent schools (or if they prefer, to none at all).

As well as having test centres across the globe, UKiset are now offering online invigilation, meaning that your daughter can take the test without having to organise travel, which of course has been made difficult due to the pandemic.

Note that there is more to the UKiset than just testing a student’s aptitude. When preparing to take the test, your daughter will learn valuable skills which will help ready her for other school entrance exams, as well as give her those skills required for academic success in the independent school system.

It is important to remember that each school will have different requirements and benchmarks for their applicants, however it is undoubtable that a UKiset report will only serve to strengthen your daughter’s applications. It will also give you a good insight as to where she is at currently in her academic career, which give you the chance to help her improve in any areas needed.

At Gabbitas we have recently launched our accredited UKiset Prep service, if you’d like to find out more, please don’t hesitate to contact me via info@gabbitas.com

 

3. My daughter is unhappy at school and this is now reflected in her behaviour and progress. We’re looking to move her but are concerned about how current school reports will impact future school choices. How best should we go about finding a school where she will be welcomed and also have a chance to thrive?

Answered by Paul Kelly, Senior Education Consultant

Unfavourable school reports are an issue that many parents face, and it can be daunting to get to the bottom of the reasons why. It is especially frustrating when they can interfere with attempts to enter a new school, where one’s child may perform better. It is important to treat this as an opportunity to use the problem to your advantage, and consequently help your daughter achieve her academic potential whilst also being happy.

My advice is to first talk to your daughter in an effort to establish why this is happening. Tell her that you recognise that she is unhappy, and you are thinking of changing her school. It could encourage her to talk about the issues she faces. Knowing these issues is beneficial for you too, as it will allow you to approach new schools more easily.

In some cases, it can be better to get an objective outsider — such as a family friend or education consultant — to talk to her, as conversations between parent and child, especially relating to this subject matter, can be emotionally charged and therefore inconclusive.

Regarding finding the best school for your daughter, you should undoubtedly look for somewhere with great pastoral care, as your daughter may be entering at an unusual point of entry. It’s also a case of analysing current issues; is the current school boarding? Maybe try looking at Day schools closer to home. Is it a big school? Perhaps your daughter may prefer a smaller, more intimate learning space.

Think about her subjects. If your daughter is sitting her A-levels, schools understand that sometimes the wrong subjects are chosen, or perhaps she might be better suited to the IB? If she is studying GCSEs, there may be a subject she is more passionate about — use this to your advantage when approaching schools.

Approaching the next school can be a tricky process, so if you’d like some impartial advice on next steps or help liaising with schools, please contact us at info@gabbitas.com.

 

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This article was originally published in the Summer 2021 edition of Absolutely Education

Covid has changed the landscape forever; how should schools adapt their admissions process accordingly?

Over recent years we have seen many shifting trends within the world of education, especially movements towards an increasing reliance on a more digital approach to learning, research, and assessment. Arguably, Covid-19 has served as a catalyst in accelerating a move to learning online out of necessity, and with it has brought many fresh challenges to schools, as well as exacerbating long-standing ones.

Not only have schools had to race to create a stable online provision for remote learning in order to efficiently teach their pupils, but they also still face the challenge of securing new applicants that fit in with the ethos and academic rigour of the school. It goes without saying that a key factor of ensuring this, is the method in which the candidates are assessed when they apply, and given that schools can no longer invite candidates to visit in person, they must work out how to make their admissions ‘Covid-friendly’, without compromising the insight that their assessments previously provided. All whilst ensuring that it remains as smooth a process as possible.

Prior to the outbreak of the pandemic, many schools had already made use of tools like the ISEB Common Pre-Test, or the UK Independent Schools’ Entry Test (UKiset), alongside their own internal assessments, as means of testing potential pupils. The reasons for this are that these tests are adaptive and there is no need for candidates to sit the assessment at the exact same time as everyone else taking it, as each individual’s questions are bespoke. Covid has, in many ways made these methods of testing imperative, given that the majority of candidates, especially international ones, are unable to be physically present at the school to take the test.

Another reason is that these tests are used by hundreds of schools, linking a network of prestigious schools from around the world together, and ensuring a fair, standardised assessment for all candidates. In other words, everyone’s result can be easily compared to their peers’, without the worry of discrepancies between those who mark the papers. In turn, this has helped speed up the admissions process by decreasing pressure on admissions departments, and reducing — sometimes even eliminating — the need for schools to set and mark their own additional entry assessments.

There are benefits for the candidates taking these assessments too; whilst preparing for these tests, they learn valuable transferable skills which will help them going forward in the British education system, as well as beyond, to university and in their careers. By taking something like the UKiset, they can also apply to several schools at once, reducing time and stress.

As a testament to the reliability and security of these assessment tools, they are becoming increasingly commonplace to aid admissions processes in more and more British and international schools across the world. For instance, Lucton school in Shanghai has made UKiset a prerequisite for entry, as well as over 150 others within the UK also using it as a means of entry assessment.

In conclusion, as we go forward into the uncertain post-Covid future, there is sufficient reason why schools should be looking increasingly to transform their admissions into a more comprehensive online process, given that as well as being pandemic-friendly, the benefits are tenfold.

If you’d like more information on how UKiset could benefit your school and those who are applying, head to our UKiset for schools page or get in touch via email or telephone.

 

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This article from Isabel Sheehan at Gabbitas first appeared in the April 2021 edition of Independent Education Today

There has been a major but also considered reaction to the Labour Party’s declaration at its recent conference that it would seek to integrate Britain’s private schools into the state sector if it acceded to government.

Barnaby Lenon, Chairman of the Independent Schools Council in the UK had this to say in a recent Times newspaper interview:

 Independent schools provide excellence, capacity and innovation. They support science and arts subjects, which are vital to productivity; foreign languages as we enter a post-Brexit world; qualifications such as the International Baccalaureate, which provide a rounded curriculum; and through their focus on sport, 43 per cent of our new cricketing world champions.

Supporting this view Fiona Boulton, Chair of the influential Headmasters and Headmistresses Conference had this to say at HMC’s recent annual conference:

UK independent schools are academically the highest achieving schools in Britain. We have been producing some of the most able students at our universities, and have recently educated a third our doctors. We have taught an even higher proportion of the best students of modern languages and classics, helping those subjects survive and supplying many teachers for the state sector.

Our schools continue to emphasise the importance of extra-curricular life.  That is why such a high proportion of the current English cricket team and our rugby teams out in Japan come from our schools and why so many medallists at the Rio Olympics were formed in our schools. This is something to be proud of.

Far from wanting our schools taken over, voters want the government to help more children to get access to them. There is strong support for our idea of the government helping to pay for children from low-income backgrounds to attend independent schools with nearly 50% actively in favour and just 27% against. Interestingly, there is little difference in views between those who vote for different parties. This idea needs open, sensible debate.

Voters are resoundingly in favour of parents having the right to choose how their child is educated. Over two-thirds agree that parents should be able to pay for their children’s education if they can afford to. Only 18% disagree.

This tells us that the policy of destroying great independent schools is a vote loser. The political activists who want to tax good schools to death, without a notion of how to nurture achievement elsewhere, do not understand the common sense of the British people.

Our British Independent sector remains the envy of the world. Gabbitas has been placing children in this sector for close to 150 years and unsurprisingly is a strong supporter of the many merits that UK independent schools offer parents with students of wide-ranging interests and abilities. Great education is never achieved by sinking towards the lowest common denominator and we are confident as trusted education consultants that the British independent schools we work closely with will continue to not only survive but thrive, given the appetite that has never been stronger for our younger generations to enjoy the very best opportunities.