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.

How the Independent Sector compares in examining its pupils at pre-prep and prep stages

Enabling schools to understand how well their pupils are performing against a national standard was the original purpose for SATS whilst providing an important opportunity to identify pupils needing help to achieve those standards.

The results of the tests are used to analyse primary school performance across the country, with the Department for Education producing league tables showing schools that are performing well compared to those who are struggling.

These exams can be very useful for parents, helping them understand where their child is positioned compared to the average results achieved by others and can also help in pinpointing areas of strength as well as weakness. It can highlight any difficulties they might be facing in their learning process and for these to then be addressed.

SATS as a force for good in schools

Looking at the concerns around SATS there has been much comment about the stress on pupils taking the tests. There is also the argument that the results do not reflect the many other subjects being taught outside of the core subjects, or the contribution and quality of extra-curricular activities at the school. However, SATS provide an important introduction to testing before pupils move into secondary education and GCSEs. Critics say the league tables encourage competition rather than collaboration between schools but there is proof that these tables help drive up standards and increase local accountability.

SATS were not designed to be high stakes tests and it is usually down to the skill and diplomacy of the teachers to use these tests as a force for good. Most schools do not advocate a high pressure build up to the exams with many advising against too much preparation and indeed advocate focusing on outside or fun activities away from study as a way of preparing.

The link between state and independent education

So, what is the link between the state sector and the independent sector? Independent schools are free to set their own curriculum and to choose which exam qualifications students take. They are not constrained by government and have the freedom to operate in the what they consider to be the best interests of their pupils. Many independent pre-prep and prep schools do not use SATS, but often utilise annual standardised assessments such as (CAT or CEM tests) to monitor student progression. At pre-prep pupils are assessed for their overall development, including social interaction, play and speech. To gain a place at the top prep schools applicants may face entrance tests in English and Maths, an interview and sometimes an IQ test. Whilst at prep school, pupils are often focused on preparing for 11+ or 13+ exams depending on the choice of senior school. There is a belief that this preparing for high-stakes tests sets pupils in good stead for future national qualifications such as GCSEs and A-Levels. This said, there are prep schools who do use SATS for monitoring and as a way of standing out amongst local state schools in their area, and demonstrating their value above the state system.

SATS at both Year 2 Year 6 correlate to the exams taken by prep-prep and prep school students at 7 and 11 as it offers the advantages of introducing formal testing as a pathway to the next stage of education and gives students the experience of formal exams – although at aged 7 these are very low stakes tests and marked internally. In addition to taking externally or internally set entrance exams for senior schools, prep school students often take Common Entrance exams across all subjects at aged 13 for entrance to the top senior schools.

Advantages of state and independent testing

One of the advantages of testing at both state and independent schools is that it prepares children for the next stage of their education. Primarily SATS have been designed to assess progress and expected skillsets at certain ages, and focus less on the ability to recall learned subject-specific knowledge. Conversely, those assessments taken in the independent sector in order to attain entrance to future schools are often knowledge-based and high pressured. This is the first opportunity for most UK pupils to sit formal, high-stakes exams in subjects such as French, History, Geography and Latin. It is often a perceived advantage that this process encourages private schools to ensure their pupils are ready for exams as and when they come with detailed revision practice, timed assessments and additional subject support where required.

It really is a case of managing expectations so that pupils do not view examinations as a negative experience but a way of helping them achieve their potential.

 

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This article from Alistair Montgomery – Director for London-based education consultant, Gabbitas, first appeared in the Spring 2020 edition of School Report

Amidst the foothills of the election skirmishes it is not yet clear if the recent declarations from the Labour Party on policy changes to the future of independent schools will make to the manifesto or government policy but ideas can gain momentum over time and we feel it is important to join our voice to supporting the vibrant success of our independent schools.

At Gabbitas, we are very aware of the importance of British Independent Education not only for the pupils it serves but also for the important part they play in the economy of this country.   International students in our schools contribute £1.8b to GDP and support not only half a billion in tax revenues their fees also support fee bursaries for children across Britain.  We work with families all over the world seeking British education for their children in our schools and Universities.

Burgeoning growth of new international schools

For those who chose to keep their children closer to home there is a burgeoning growth of new international schools that primarily follow the British education template.   Over 60% of international schools around the world are British curriculum or British backed and the British education system is revered around the world and for very good reason – it is considered as one of the best systems of education in the world and is the bench mark for measuring the standard of education practices.  A British Education is seen as a passport for life, our independent schools are some of the academically highest achieving schools in the world and their successful franchises overseas are reaching a new generation and providing revenue to support educating more children in their UK campuses.

Chairman of the Independent Schools Council in the UK, Barnaby Lenon, 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.

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.

 

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This article from Vanessa Miner – Managing Director for London-based education consultant, Gabbitas, first appeared in the Autumn 2019 edition of School Report

Sixth form can be an absolutely transformative time in a young person’s life. They’re settling into the person they’re going to be, working towards the toughest exams they’ve faced to date, and at the same time they are making vitally important decisions about their future that will affect the rest of their lives.

Being in a supportive school with ambitious peers, encouraging teachers and access to wise career counseling can make all the difference.

You may be thinking of boarding schools for the final two years of your teenager’s education for a number of reasons. Perhaps you’ve been living overseas and you want them back in the UK before they start university. Maybe you’re keen to give them opportunities you had when you were younger, too. Or maybe they are the ones clamoring to board.

Whatever your reasons, here are our top tips for navigating entrance at 16+.

Keep an eye on the clock

Year 11 is a stressful time in every student’s life, with the first public examinations looming large. Luckily, you can sort out entrance exams to new schools well before the summer term rolls in so that your child won’t have a number of different types of exams to cope with at once.

By the time they are sitting their GCSEs, they will already know which schools have offered them a place. This means that the deadlines for application to sixth form are often very early.

 

Dates to watch out for:

• Open days for prospective sixth form applicants usually take place in September and October.
• Deadlines for applications are usually October and November.
• Shortlisted applicants get invited to interview (if necessary) around November.
• Offers are usually made around December time.
• Overseas applications will need to make sure the results of their UKiset assessment tests arrive in time, too.

 

Spot the Difference

So many boarding schools in the UK boast about state-of-the-art facilities, a dazzling array of extra-curricular activities, and extremely impressive academic results. So how do you choose between then? Keep an eye for these key distinguishing factors:

• Is it a ‘full’ boarding house? Or do lots of the students go home at the weekend, leaving only the overseas students to fend for themselves?
• Some schools have a distinctive flavour: they may turn out an exceptional number of swimmers, or be near a velodrome, or have near-professional theatre performances.
• It’s an obvious one, but do check out the fees and the payment structure – these can differ wildly from school to school.
• What’s the atmosphere like, and how do the older students interact with their teachers? Some schools encourage students to be on first-name basis with their teachers, others have a more formal atmosphere.
• Is the emphasis firmly on outstanding academic achievement and university places, or are students who have broader interests and non-HE career aspirations also catered for?

 

UKiset Tests 

Most UK schools require students who have not been living in the UK to sit the UKiset test. The good news is that the test is done remotely, so international families don’t have to be booking flights just yet.

With this one test, students can apply for multiple schools – saving you all time, money and stress. Read more about the benefits of UKiset here.

 

Open Days

Of course, your time is limited and there are only so many days you can devote to ‘school shopping’, especially during precious time back in the UK. They are time consuming and inconvenient for families living abroad, but open days do really help you get a sense of the atmosphere of the school.

School websites can often look identical – how many times is ‘state-of-the-art facilities’ used? – but no two schools feel the same when you go and visit.

A recent client visited Eton, Charterhouse and Sevenoaks on three consecutive days – she could not believe how different the schools were from each other, and how her son reacted differently to each. Check out our article on getting the most out of open days. You’ll probably only have time to visit a couple of schools so do your research beforehand.

Gabbitas are experts at working with families to find the right boarding school for their child. Contact us today to find out how we can help your child with boarding at 16+.

Haifa Al Khaifi approached the Gabbitas Dubai office looking for support for finding the right school in the UK for her son, Joud. Below we share how we help their family every step of the way.

Haifa was extremely busy with work, so was looking for an organisation that could take care of everything and help them make the right decision.

Joud had already been identified as dyslexic, so they were looking for boarding school that could provide specialist support whilst allowing Joud to pursue his passions.

Gabbitas were delighted to be able to help, providing a comprehensive itinerary of accompanied school visits in the UK and impartial advice on finding the right school in the UK.

What were they looking for?

With Joud’s dyslexia, they were looking for a school that could provide expert learning support surrounding his organisation skills and in English and maths.

But alongside this, his interests lay within creative media and notably digital games production. So they were looking for a school where he could thrive and pursue his passions.

With Haifa often travelling with work, they were looking for a school near an airport where both Haifa and Joud could easily fly in and out of Germany and Oman.

Finally with Joud looking for a Y10 entry place, it was always going to be more challenging. However, with our unrivalled relationships with schools in the UK we knew we could help.

How did we help?

Firstly, we assessed Jude’s strengths using the UKiset and Student Profiling tools. His results were undeniable; he should pursue his passions within computers.

Next we gave them lots of information on the different types of British schools in the UK and their different characteristics.

It can often be overwhelming for International families to get their head around the different timetables, exams and general ethos within different schools so we were delighted to make it easy to digest for Haifa and Joud.

Haifa had raised concerns about high profile cases in the news around the lack of effective pastoral care within boarding schools. However, due to our excellent relationships with the schools in the UK we were able to reassure her that Joud would be safe and happy.

The family were already so impressed with the service Gabbitas offered them, so they opted for an accompanied itinerary of school visits in the UK.

Based on their criteria, we set up schools visits traversing from the top to the bottom of the UK: starting at Merchiston Castle, then Strathallan School, next Bloxham School, Clayesmore School and finally Milton Abbey.

Milton Abbey was a late addition as Haifa wasn’t initially that keen. But through conversations with our Senior Consultant, we persuaded her to give it a try.

So despite being initially reluctant about Milton Abbey, after seeing the school they both knew it was the right place for Joud.

As a small school with strong support for dyslexia, they felt confident that his needs would be met.

Moreover, the fact they offered BTEC Creative Media (including modules on Digital Games Production) it was a no-brainer for them and would allow Joud to pursue his passions in games design.

Haifa was delighted with the in-depth professional knowledge that Gabbitas gave her and, especially as a busy person, the fact that we took care of everything.

Joud is now thriving at Milton Abbey and we are excited to see where his career in games design takes him!

 

“We are all aligned that Milton Abbey is most definitely the right school for Joud. I can’t thank you enough for including it on the list of schools to visit; you certainly saved the best for last!”

The best way to get a feel for a school is to pay it a visit.  Websites and prospectuses are well and good and in many cases have to suffice, but if you have a chance to visit, then snap it up.  To get the best value out of your trip these are the top 10 things you should be looking out for.

1. Do the children look happy and engaged?

How are children responding in class – do they look happy, are they engaged in the activity, how do they react to teachers and fellow pupils?

 

2. Talk to the teachers and ask them real questions

Taking time to research the right school and education for your child is not the moment to hold back on difficult questions. Ask real questions to teachers such as what is the staff turnover rate? Would you send your child to this school?

 

3. Take time to engage with the pupils

Speaking to teachers is important, but what you really want to know in choosing a school for your child, is what experience their peers are having. Take some time to talk to the pupils, ask them what their favourite (and not so favourite!) things about the school are.

 

4. Ask about the leadership in the school

How long has the Principal or Head been there, what was their previous experience, how involved are they in the day to day activities and how accessible are they to parents?

 

5. Find out about the pastoral systems in place

Having lots of children together in one environment can be a dynamic and exciting place to be, but it can also be overwhelming for some kids and friendship issues through the teenage years can present challenges.  Are there plenty of adults readily available to offer children support when the going gets tough?

 

6. Explore the extra-curricular environment

While academic success is a key factor in choosing a school, extra-curricular activities are just as important in helping your child to become as well rounded as possible. If you child is a budding sports star, find out about the range of sports on offer, and how much time is spent on physical activity. If your child prefers the arts, understand the facilities that are on offer and how children are encouraged to explore their creative side.

 

7. What are the facilities like?

Most schools out here have stunning facilities but parents should not be overwhelmed by this  – the most important thing  is what goes on inside these facilities not how shiny and new they are.

 

8. Speak to other parents

No one will be able to give you better insight and answer your questions as honestly as parents who currently have children in the school. Ask around, the chances are if you’re looking into a particular school, that you or some of your friends know parents with children there. And ask them everything and anything.

 

9. School fees

Make sure you find out what is included in the fees.  Several of the new schools in Dubai are offering an all inclusive fee which covers extra curricular activities, outing and school uniform and others are offering a discount for founding families which can last for up to 4 years. Shop around for different price points for school fees and compare what you get for your money.

 

10. Are the school’s values a good fit?

The key thing is making sure that the values of the school are ones that you and your family can subscribe too and that these values are clearly articulated and demonstrated – that they are not just a posted on the wall.

“Prep Schools” seem to be a peculiarly British invention. The clue is in the name, preparatory schools are there to prepare pupils for entry into many of the UK’s top public schools.

According to the IAPS (Incorporated Association of Preparatory Schools) there are over 600 schools in the UK that fall into this category, educating children from the age of 8 to 13 (Yr 4 – Yr 8). What each school offers varies enormously some are single sex, others are co-ed, some have senior schools attached, others have pre preps and some are stand-alone schools.

Many are day schools but others offer full or weekly boarding, some have less than 100 pupils and others have nearer to 400 but, for all their differences they have one main focus – to give a child the best possible start on their educational journey.

So what is the role of a Prep School? 

A Prep school is there to prepare its pupils for entry into any number of different senior schools in different parts of the country, this is normally through Common Entrance, a centrally set exam that is marked by individual senior schools.

Prep schools are good at identifying and preparing their pupils for scholarships across a wide range of disciplines, academic, sporting, art, drama and music too.

Prep schools are there to advise parents on the ‘next move’ to senior schools. It gives parents a chance to delay the choice of a senior school and to know that the choices they make for their child will be guided by experts.

Prep school Heads have a wealth of knowledge about various senior schools. They understand about how each school has a different ethos and expectations and which schools will bring out the best in certain children.

Prep schools are fully versed in which schools pre-test pupils and the different transition times for different types of schools, there is no chance of missing out on a place because of a missed deadline.

Most Prep schools offer flexibility on boarding and day options giving families the chance to start as a day pupil and move into boarding as the child grows up so they can be familiar with being away from home before making the leap to senior school.

Prep schools tend to be quite small and have a family feel to them, this cosy and familiar environment means children are known individually and can be encouraged to achieve their best.

By being a big fish in a small pond, children have a chance to take part in everything, which is a good preparation for the greater competition there will inevitably be at ‘big school’.

Prep schools provide a unique environment to preserve childhood and to instill the essentials of an all round education before the onset of adolescence.