Last week we brought together a handful of school leaders and educationalists for an informal lunch near Oppidan HQ in Hammersmith.

The broad aim was to discuss the problems and opportunities faced in schools, especially when it comes to specific wellbeing and personal development programmes, both for students and teachers.

The lunch included myself and Walter, alongside Alastair Chirnside (Warden, St. Edward’s Oxford), Mariella Ardron (Head, Chelsea Academy), Nicola Swales (Deputy Head, Notting Hill Prep) and Sharath Jeevan OBE (Founder of Stir Education and Intrinsic Labs).

Concerns raised were a mix of cross-sector and sector-specific.

01. Anxiety for Y13s who’ve not taken any exams as a result of the pandemic.

We came away with a sense that strategies and techniques around dealing with periods of exams should be just as important as the content within those exams. As the exam system and the processes that surround it re-find their feet, we felt that it’s more important than ever to support pastoral initiatives around examinations that give students a chance to raise concerns, better understand their emotions, and remain focused and healthy.

02. Nationally decreased school attendance; legitimised absence and the need to re-find trust in the school system.

84% of children were in school on 20th January. As Covid recedes, how can schools encourage students to value their time in school and feel a sense of obligation to be there? We felt that schools are under increased pressure to offer more to welcome their pupils back, and to add further value to the standard rhythms of the curriculum. It’s a tough battle to build confidence back in the school day when students have known so much of that to take place effectively from home.

03. An increased number and variety of cases of poor mental health; differentiating between ‘low mood’ and more serious mental health concerns.

Our guests commented that Oppidan seems to ‘help students to master the understanding of who they are and how to be the master of their ups and downs’. Rather than pontificate, students should be encouraged to action how they feel and to master greater self-awareness and ownership as they mature. Good mental health provision allows young people to proactively manage their perspective on how they feel.

04. How to foster a greater sense of community in a school.

We honed in on Oppidan’s peer mentoring for some of our time together: “the fastest way to learn is to teach yourself”. We feel strongly that often in becoming a mentor, a student benefits just as much (if not more so) than their mentee. This is about student ownership and a systemic appreciation of what mentoring can do for the individual, and those around them.

05. How to soften the blow of standardised testing at 11+.

What can Oppidan do to help create an ‘ISEB+’? As parents and schools further appreciate the value of a child’s wider profile, are we able to give students an opportunity to enhance their application through project-based character work, tying personal development to the ‘blunt tool’ that necessary testing provides. More to come there.

Thank you to our very busy guests who took time out of their week to join us. We’ll look forward to hosting more ‘steering group’ style events for teachers and senior leaders in the coming months.

Henry Faber

3.3.22