i25 by iExcellence in association with Capita SIMS

i25 is an event that looks to recognise the influencers and innovators in the independent education sector who have made a real impact. With a focus on improving teaching and learning or school management processes, capturing the imagination of pupils or creating pathways for improved achievement, i25 shines a light on individuals and schools that have made a significant and measurable impact on children or the UK independent learning sector. In this series of short videos, we seek to highlight those influencers and their innovations, sharing the practices they have put into place for other schools to replicate or be inspired by.

Andrew Hampton, Thorpe Hall School. Thorpe Hall is a non-selective, co-educational independent day school in Southend-on-Sea, Essex. By focussing on small class sizes and priding themselves on outstanding results, the school emphasises a happy and positive life for pupils through studies which challenge their skills and abilities.

Headteacher, Andrew, has worked with Jill Berry to set up ‘Leading an Independent School’ for aspiring Heads to land on their feet in their first headship. Andrew also conceived the ‘Girls on Board’ approach to supporting girls in school. Since 2011, 250 teachers have become ‘Champions’ and it is now used in 45 independent and state schools of all types, supporting girls with their friendship issues.

This video is sponsored by SIMS. Why not take a fresh look at SIMS and find out how it helps great influencers and innovations in school?

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Creating love of learning: end box ticking & build learning communities

Amanda Triccas, The Godolphin and Latymer School. Godolphin and Latymer is an independent day school for girls in Hammersmith, West London. Known for its reputation for academic excellence, the school enjoys a warm, friendly and supportive atmosphere, allowing the creative and enthusiastic energy of its pupils to shine through. Amanda, a senior teacher at the school, was nominated for i25 in recognition of her work in professionally developing teachers and working with colleagues to create learning communities for staff and pupils to improve development and achievement for all. Amanda also took this love of learning into teacher training, on behalf of HMC and GSA through ISQAM.

Make the jump to be a Head and resolving when girls fall out

Andrew Hampton, Thorpe Hall School. Thorpe Hall is a non-selective, co-educational independent day school in Southend-on-Sea, Essex. By focussing on small class sizes and priding themselves on outstanding results, the school emphasises a happy and positive life for pupils through studies which challenge their skills and abilities. Headteacher, Andrew, has worked with Jill Berry to set up ‘Leading an Independent School’ for aspiring Heads to land on their feet in their first headship. Andrew also conceived the ‘Girls on Board’ approach to supporting girls in school. Since 2011, 250 teachers have become ‘Champions’ and it is now used in 45 independent and state schools of all types, supporting girls with their friendship issues.

Cutting fees and increasing expenditure to drive better outcomes

Andy Colpus, St Joseph’s College. St Joseph’s in Reading offers education from three-year-olds to Year 13, focusing on an approach that encourages pupils to be intellectually curious, creative and excited about learning. The school’s Headmaster, Andy Colpus, has been nominated for i25 for enacting a brave and radical initiative to cut fees, which has resulted in increased revenues, increasing expenditure on new and improved facilities and a significant rise in pupil numbers (to 555). This has enabled the school to provide a better and more affordable all-round education with excellent results.

Creating a safe space to share and discuss ideas about teaching

Anne Williams, The Grammar School at Leeds. A day school for boys and girls aged 3-18, the Grammar School teaches pupils based on the diamond model of education, learners are able to benefit from the social aspects and advantages of both single-sex and co-educational approaches, with lessons tailored to suite different learning styles. Anne Williams has led an online revolution that brings English teachers together, by creating a safe space to share ideas about teaching English. Through the formation and growth of @EngChatUK on Twitter, over 11,000 followers watch, interact and collaborate together in discussions about different ways to teach English better. Anne has since grown this by launching the Leeds Teaching and Learning Conference.

Highlighting the importance of Health and Safety

Bryan Brown, Harrow School. Founded in 1572, Harrow School is a boarding school for boys aged 13-18 and is among the best-known independent schools in the UK. Positioning itself as a steward of many cherished traditions, Harrow attracts pupils from all over the world to its vast, historic setting. Health and Safety Manager, Bryan Brown, has been nominated for his extensive work in embedding a deep-rooted culture of health and safety. Since assuming the role of H&S Manager in 2015, Bryan has re-written the school’s policies in this crucial area, leading to an outstanding ISI Compliance report in 2016. Bryan has gone on to share this with other schools through regional ISBA meetings enabling other schools to benefit from a strong H&S culture.

Enabling partner schools to benefit from Independent teaching

Charlotte Avery, St Mary’s Cambridge. St Mary’s in Cambridge offers a diverse and happy school community for girls aged four to 18 from all faiths and secular backgrounds. For 12 years St Mary’s has worked with partner schools, offering teaching from Greek, to modern languages. Initiatives include a unique and ground-breaking approach by the pre-prep teaching engineering in local primaries (from four years old) and entry to national competitions competing against partner schools. This approach enables sustainable collaboration so that partner schools share their experiences, knowledge and insights for the ultimate benefit of all pupils and their families.

Raising LGBTQ awareness, creating an inclusive community

Becky Williams, King’s School, Macclesfield. King’s offers pupils and their families the facilities and extra-curricular activities of a large school, combined with the benefits and intimacy of a small school and prides itself on the quality of its pastoral care. Going above and beyond her work in the school’s science department, Dr Rebecca Williams has demonstrated outstanding levels of commitment and dedication to support LGBTQ+ pupils and raise awareness of the issues that affect them. Rebecca started with assemblies about LGBTQ+ issues, developing this into the inclusion of LGBTQ+ issues into the everyday curriculum and professional development for staff.

Creating a values led culture to develop active students

Julian Thomas, Wellington College. Located in Berkshire, Wellington College recognises that academic achievement is important, but also aims to inspire and support pupils to be happy and fully-rounded young men and women. Julian Thomas, Master of Wellington College, developed the Wellington Identity. The “Five I’s” of the Wellington Identity are the character traits that embody the School’s spirit. Creating a values led culture has also led to the Widening Opportunity at Wellington (WOW) programme, to increase inclusiveness and diversity by tripling the numbers on 110% scholarships over the next ten years. This values focus ensures that students make active and positive decisions about their futures.

A good night’s sleep: using technology in a mindful way

Katie Sinnett, Lady Eleanor Holles. Situated in Hampton, Middlesex, Lady Eleanor Holles offers educations to girls at junior, senior and sixth form levels with exam results among the best in the country while their sporting achievements and artistic performances place students at an extremely high level. Katie Sinnett, the school’s Assistant Head, Maths teacher and e-Safety Officer, started a conversation in the school about gadgets and phones in bedrooms and quality sleep. This led to an alarm clock being developed and a far-reaching debate within the school, about controlling mobile phone use and self-regulation to enable digital literacy and to use technology positively and effectively without technology ruling pupils’ lives.

Research Based Learning: soft skills and problem solving

Located on the edge of Dartmoor, Stover School has a close and warm community feel. The school’s Executive Headmaster, Richard Notman, started his role in 2014 and created Research Based Learning with the teaching staff. Research Based Learning grows soft skills and problem solving across the curriculum and through extra-curricular activities by combining both into one curriculum and enabling teachers to become facilitators. As a result, pupils have become competent rounded young people, who are independent and illustrate a strong set of skills for life.

Preparing pupils for life, not just for senior school

Simon Collins, Aberdour School. Aberdour is a school where children aged 2-13 benefit from excellent support as a result of the PAL curriculum, operating in small classes, allowing them to learn, play and grow in a caring and safe environment. Simon developed PAL from personal experience. As a child and growing up, he felt that he was invisible, so when he became Headmaster at Aberdour, he saw the opportunity to develop ‘Brilliance in every child’ through a new curriculum. Working with his senior leaders, PAL was created. It focuses on listening to each child, their aspirations and dreams. PAL develops and prepares pupils for life, not just senior school, developing soft skills such as critical thinking, creativity, and collaboration.

Developing creativity, leadership and other soft skills

Mark Begbie, Charterhouse School. Founded in 1611, Charterhouse is one of the great nine public schools in England, aiming to equip pupils to lead fulfilled and purposeful lives by providing an all-round education with teaching and learning at the heart of its operations. Mark is the school’s Director of Creative Arts, a role which has involved organising and developing Artifex, Charterhouse’s arts festival, a week-long celebration of art and culture. The festival has two key aims, to develop pupils creativity and leadership by delivering something that they create themselves. It also develops student’s management of risk, delegation, collaboration and other soft skills which will support them throughout their lives.

Advancing social mobility: creating a £40m bursary scheme

David Goodhew, Latymer Upper School. Latymer Upper in Hammersmith, West London, a former grammar school, is a fully co-educational school for children aged 11-18 years. David Goodhew, the school’s Headmaster, has demonstrated incredible commitment to advancing social mobility through the school’s bursary programme with the formation of the Inspiring Minds campaign, which will raise £40m, enabling the school to offer means-tested bursaries to one in four pupils by 2024 – the Latymer Foundation’s 400th anniversary. David considers this to be the most effective way for the school to encourage social mobility, with the eventual goal of offering 300 local children from disadvantaged backgrounds a transformative education.

Preparing pupils for future careers by starting their own business

Suzie Longstaff is Headmistress of Putney High School GDST. The school educates girls aged 4 to 18 and its academic results are among the best in London. After a successful sporting career as an international rowing cox, one of Suzie Longstaff's many initiatives as Head has been to embed an Entrepreneur Programme at Putney. The programme includes an Entrepreneur in Residence and builds on Putney’s Young Enterprise project. This provides pupils with an opportunity to not only experience being part of a business, but to take their own ideas, start up a business, take risks, and see it through to fruition. Girls learn soft skills such as collaboration, resilience, team work, debating and are prepared for possible future career paths.

Enabling Flight Pathing / Real Time Individual Pupil Tracking

Reed’s is a successful independent day and boarding school, providing education for pupils aged between 11 and 18, with girls in the Sixth Form. Susie Lacey is one of the unsung heroes that are often referenced as being the backbone of successful schools. In her role as the school’s database manager, she has brought the school’s data to life, releasing much of the potential within its management information system, SIMS. Her impact on the school is far greater than the confines of her official role – Susie brings invaluable experience from previous work in the corporate world, her perspective as a governor in both a prep and another senior school and her emotional link as a parent.

Delivering an education today, fit for the needs of the future

"Angharad Holloway, Talbot Heath School. Talbot Heath is a leading independent school in Bournemouth, Dorset, offering education to girls aged 3-18. The school aims to encourage pupils to be creative thinkers, particularly in terms of their digital skills and in relation to science, technology, engineering, the arts and mathematics (STEAM). Headmistress, Angharad Holloway, was nominated for i25 for creating an education fit for the future. To prepare young people to succeed in their careers and be ready for a future that might not yet be tangible, the school has utilised an innovative inter-disciplinary curriculum with STEAM at its heart, including nanotechnology, artificial intelligence, and virtual reality; delivering skills, and an education to answer the challenges of tomorrow."

Developing happy students and better results through CREATE©

"Lisa Morton, Cardiff Sixth Form College. Cardiff Sixth Form College aims to provide opportunities to students who dream big and have aspirations of attending the best universities. Lisa Morton is the Head of Pastoral Care at Cardiff Sixth Form College and works tirelessly to develop the pupils’ ability to engage, interact and develop a stronger sense of wellbeing. Lisa established CREATE©, to raise the profile of pastoral care within the College, focussing on mental and physical well-being as well as having a career focus and supporting academic achievement. Students are recognised with Bronze, Silver and Gold awards and this has resulted in more relaxed and happy students who are focused with a good work-life balance."

Creating a successful school; what all Heads should know

Ashford School focuses on making pupils happy and secure, which in turn increases their likelihood to be successful. Between 2005 and 2018, Mike Buchanan worked tirelessly as the Head of Ashford School, transforming it from a small girls’ school into a thriving independent school of 1,000 pupils. When Mike arrived, the school was threatened with closure but thanks to his courageous and forward-thinking leadership, the school has since been voted Independent School of the Year in 2010/11, as well as further nominations in 2014 and 2015. In 2016, Mike was elected as Chair of the Headmasters' and Headmistresses' Conference (HMC) and is now the organisation’s Chief Executive.

Building social skills: breaking the smartphone addiction

Gregg Davies, Shiplake College. Shiplake is an independent day and boarding school located in Henley-on-Thames, Oxfordshire, offering education for boys aged 11 to 18 and girls aged 16 to 18. In 2012 Greg Davies introduced smartphones into classes with an immediate impact in pedagogy and delivering lessons. However, pupils began to communicate less, so in 2016 smartphones were banned inside the school outside of the classroom. This has created a more focused environment and children are more engaged in lessons and building social skills, self-esteem and confidence.

Bringing maths and science to life through Engineering

"Nigel Helliwell, St Faith’s School. St Faith’s is an independent school for girls and boys aged 4-13 years, located in Cambridge. The school prides itself on treating pupils as individuals, providing them with the skills and mental resilience they need to succeed in their chosen path. Five years ago Nigel introduced an after school engineering club, to race cars at Goodwood. This inspired pupils and was so successful that engineering was introduced as a core curriculum subject. Today, every engineering project is delivered in teams applying what has already been learnt in maths, science and computing. This has developed a love of engineering and life skills, such as team work, in boys and girls, breaking gender stereotypes at the same time."

Engaging in multiple partnerships across the local community

Jenny Cox, Wimbledon High School. Wimbledon High offers an outstanding education for girls aged four to 18. The school views education as a journey of discovery, preparing its pupils for the challenges of modern life while also enjoying themselves. Nominated for initiating and launching the initial ‘Teach Together’ partnership, Wimbledon High’s Jenny Cox has helped the school’s efforts grow across the local community and not just with local schools. This has provided wider benefits across the local community and helped to develop staff and pupils with personal development.

Creating a love of Maths: applying Maths in the real world

Chrissy Hamilton, Kingsley School. Kingsley School is a school that takes pride in the relationships formed by its pupils and the communities they create. Part of the school’s strategy has been to develop a reputation for excellence in science, engineering, and mathematics teaching. As the school’s Head of Maths, Chrissy Hamilton created an exciting Saturday masterclass programme about real world maths across six weeks, for children from six different schools (two private, four state-funded). It has brought maths to life through industry presentations and the examination of real-world engineering problems. This has led to the development of Engineering Masterclasses by the science department enabling maths to be more than just arithmetic.

Modernising Design and Technology through Social Design

Bromley High School in Kent encourages pupils to grow and become committed, composed, confident and courageous women though a love of learning that enables them to fulfil their intellectual potential. Phil Holton works at Bromley High as Head of Design Technology & Engineering, finding time to mentor A-Level students, arrange educational trips and organise taster days as part of his role as Deputy Head of Sixth Form. The driving force behind everything Phil does is aspiration, having spent weeks of his own time after school and in the holidays creating a learning environment that demands positivity and nurtures growth mindset.

This video is sponsored by SIMS. Why not take a fresh look at SIMS and find out how it helps great influencers and innovations in school?