GTE3 Chapter 3

892019 GTE3 Chapter 3

httpslidepdfcomreaderfullgte3-chapter-3 133

3



Chapter 3

118 Good governance

120 Barrowford Primary School

122 Brays School

124 Chiswick House School and St Martinrsquos College

125 St Georgersquos School Group

126 Essex Primary School

128 The High Arcal School

130 International School of the Stockholm Region

Primary and secondaryeducation Europe

132 Kingrsquos College The British School of Alicante

134 Literargymnasium Raumlmibuumlhl

136 Parkwood E-ACT Academy

138 Southwark Primary School

140 St Edmundrsquos College

142 St Eskils Gymnasium

144 St Peterrsquos School Portugal

146 Viborg Cathedral School



Education lays foundations

that can sustain learners for the rest of their lives

This chapter celebrates

the work of primary and

secondary schools across

Europe and the crucialcontribution that they make

to the lives of children and

young adults



118

Good governanceSCHOOL GOVERNORS CAN HAVE A HUGELY POSITIVE EFFECT BUT

A DISTINCT SHORTAGE OF VOLUNTEERS IN THE UK HAS LED TO CALLS

FOR A MORE BUSINESS983085MINDED APPROACH TO RECRUITMENT



119

The somewhat neglected subject of UK school governance hit the headlines in

early 2014 with the news that the country is facing a severe shortage of volunteer

school governors Somewhere in the region of 30000 in fact which translates

to around one in 10 vacancies unfilled nationally a figure that rises to one in four

in some deprived or rural areas

Vital role

As Ofsted inspections have illustrated on numerous occasions a skilled and

effective governing body is integral to creating a successful school environment

ldquoSchool governors have four main spheres of responsibilityrdquo explains Janet Scott

Operations Director at SGOSS ndash Governors for Schools a government-backed

charity that aims to recruit professionals with transferable skills to become governorsldquoThese are the management of the head teacher selecting and recruiting senior staff

overseeing finance and school improvement If you ask someone lsquoWho runs the

schoolrsquo theyrsquoll usually say the head teacher But itrsquos actually the governing bodyrdquo

There are many complex reasons for the current shortfall ldquoIt varies between

areas ndash in some parts of London we could probably fill vacancies three or four times

overrdquo Janet says ldquoBut as you get to the more deprived areas and coastal and rural

areas where industry has disappeared the engagement just isnrsquot there any more

Yoursquove also got an ever-increasing number of children whose parents donrsquot speak

English as their first language which means theyrsquore reluctant to take on the rolerdquo

Traditionally most governors have supported their local school with many

having even attended it But to fill vacancies in areas of low engagement SGOSS

now also recruits volunteer governors who are willing to travel further afield

In an effort to address the deficit the Department for Education (DfE) highlights

the need for an overhaul of governing bodies in its new guidelines for school

governors Published just days after the news of the shortage broke they called

for greater emphasis on a more professional business-like approach Lord Nash

the Parliamentary Under Secretary of State for Schools has also stressed his desire

for a schoolrsquos governing body to resemble an executive board saying ldquoThe best

businesses have a skilful board of directors keeping them on the right path I want to

see the same approach in schoolsrdquo Itrsquos a target that tallies with the DfErsquos desire to see

scaled-down boards with expertise in data analysis budget management and HR

Corporate involvement

ldquoGenerally speaking this business-focused approach works

for usrdquo says Janet whose initiatives specifically target top

corporate firms in a bid to find volunteers with the desired

professional skill set ldquoIt benefits the companies involved

too They buy into school governance as they see it as

a real development area They recognise that it provides

their employees with skills that would otherwise costthem hundreds of pounds in trainingrdquo

In its efforts to encourage volunteer governors with

the appropriate enthusiasm and skills for the job SGOSS

even offers a bespoke matching service ldquoIf a school has

specific requirements we will do our best to find those

peoplerdquo says Janet ldquoLegal skills and financial skills are

the most requested but wersquore increasingly being asked

for surveyors or architects because planning applications

are so expensive and time-consumingrdquo

The nationwide charity aims to recruit another

4000 volunteer governors by the end of March 2015

And potential candidates could do a lot worse than

consider the example of Herbert Smith Freehills a global

law firm that has placed numerous employees within

governing bodies ldquoWe believe that being a school

governor is a great opportunity to make a real differencerdquo

says a company spokesperson ldquoIt also offers a unique

chance to develop a wide range of skills including data

analysis finance administration and strategic planningrdquo

Great reasons for individuals from all walks of life

to help address the governor shortage across the UK

ldquoIf you ask someone lsquoWho runs the schoolrsquo

theyrsquoll usually say the head teacher But itrsquosactually the governing bodyrdquo



wwwbarrowfordlancsschuk120

When Head Teacher Rachel Tomlinson joined Lancashirersquos Barrowford Primary

School in 2006 she faced a monumental challenge The school appeared to have

fallen out of love with learning over the years Teachers were using lesson plans

created years previously doing very little planning of their own and the children

had not much if any impact on what was being taught The result was that both

students and staff had become disengaged from the learning process and this

was reflected in the schoolrsquos inconsistent Key Stage 1 and 2 test results It was time

for a breath of fresh air and Rachel started with a complete transformation of the

way in which the school taught the National Curriculum

Back to basics

ldquoWe began by using key skills from the National Curriculum as our basis We literally

cut each skill from a copy of the curriculum and glued them onto sheets of paperrdquo

says Rachel ldquoFrom there we got the staff to come up with units of work for each

half term Some of them hadnrsquot planned a lesson for years and felt de-skilled but

they were soon enthusiasticrdquo Instead of learning in the same week about several

random topics ndash perhaps a village in India in geography and the Tudors in history

ndash now all learning at the school would be linked In turn lessons would become

vibrant and engaging

Shortly after the new curriculum was put in place a boy joined Year 5 and his

arrival paved the way for further positive transformation at the school He had come

from a difficult background and his behaviour reflected this ldquoWe were desperate

to be successful with himrdquo says Rachel ldquoso we started to look at child development

as a whole and came up with new nurturing principlesrdquo

The school set up a community room designed to be a home away from

home with its own kitchen lounge and dining room featuring a daily ldquonurture

grouprdquo It was a place outside the classroom where pupils had the chance to express

their feelings or to take part in various activities such as drama or yoga One of the

very first children placed into the nurture group was around three years behind

his peers academically He spent two terms going into the community room for

four afternoons a week before returning to the classroom full-time

ldquoHis academic progress was quite startlingrdquo says Rachel ldquoI was

concerned that he would be missing out on class but he reintegrated

back into the classroom and quickly made up two academic years

Itrsquos a picture that has repeated itself with other childrenrdquo

Parental involvement

The school also uses the community room to reach out to parents

and bring them into the learning process A core group of parents

is now re-engaging with the school on a day-to-day basis and this

has had a positive knock-on effect Pupils are given a real boost by

seeing their parents interacting with the school and those parents

then get other parents involved The schoolrsquos relationship policy

which tackles behaviour is all about conversation and getting pupils

to take responsibility for themselves How did the child feel before

he or she misbehaved How can the relationship be mended

The aim is to create an environment in which children feel safe

to admit mistakes

The school ndash a state-run primary ndash provides full-time education

to more than 320 boys and girls aged 4 to 11 years old Since the

changes were introduced attendance has increased results are on

the rise and the childrenrsquos attitude has been transformed ldquoThey are

engaged in the classroom engaged with their learning and behave

much betterrdquo says Rachel who is proud to show prospective parents

around the school ldquoA parent is choosing us to look after their child ndash

thatrsquos a real privilege That child only gets one shot at education itrsquos

a massive responsibility for us and wersquove got to get it rightrdquo

Fresh ideasBARROWFORD PRIMARY SCHOOL IN LANCASHIRE HAS

REVAMPED HOW IT TEACHES THE NATIONAL CURRICULUM

USING PASTORAL SUPPORT AS A KEY COMPONENT

ldquo A core group of parents is now re-engaging with

the school on a day-to-day basisrdquo



121



122



wwwbraysbhamschuk 123

Brays School in Birmingham uses a creative approach to enable

its pupils to exceed expectations The day school teaches more

than 100 children aged two to 11 all of whom have special needs

including multiple and profound difficulties visual and hearing

impairments mobility problems learning difficulties and autism

To offer the pupils new experiences and give them the chance

to express themselves Brays School works in partnership with

performing arts organisations ndash an approach that contributed

towards its ldquooutstandingrdquo Ofsted rating in 2013

ldquoCreativity is at the core of everything we dordquo says Deputy

Head Teacher Ann Whitehouse ldquoOur pupils learn in a sensory

way and the creative curriculum supports that by developingopportunities for them to communicaterdquo

Creative area

The school has a creative area that can be transformed into different

environments such as a rainforest a moonscape or an undersea

world Lighting sound effects and tactile materials encourage the

children to use their senses to experience what these places are

really like The theme changes each week and is carried through

into the classroom

Brays Schoolrsquos staff observe the pupils carefully and are skilled

in noticing differences in the way they respond in the creative area

compared with a formal classroom setting For example a child

with a hearing impairment may turn towards a sound to show it

has heard it or it may remain still

ldquoClose observation is keyrdquo explains Ann ldquoMany of the children

learn because our teachers and teaching assistants are trained to

notice their responses realise what they are capable of and build

on it As a result the curriculum is tailored for each individual childrdquo

In 2013 Brays School took its creative approach a step further

by collaborating with the Welsh National Opera (WNO) on a film and

getting involved in a major community theatre project The WNO film

entitled I Had an Angel questions what makes someone human and explores

what it is like to experience the world in a sensory way It was inspired by the

schoolrsquos children as well as local elderly care-home residents who have dementia

ldquoA composer a librettist and a filmmaker from the WNO worked with us for a

term before writing the words and music for the filmrdquo says Ann ldquoThey developed

a real affinity with the children It also opened our eyes to the amazing level of

musicality some of our pupils possessrdquo

Building confidenceIn July 2013 10 children from Brays School took part in Troy Story ndash a project

led by Orchestra of the Swan with the Talking Birds theatre company ndash along

with children from another special needs school and two mainstream schools

Designed to boost the childrenrsquos creative understanding self-esteem and

confidence the project culminated in an impressive production at Birmingham

Town Hall

According to Ann the children rose to the challenge and put on a stunning

performance ldquoWe passionately believe in encouraging our pupils to have high

expectations of themselvesrdquo she says ldquoThese partnerships supported this aim

while broadening our childrenrsquos horizons But it is very much a two-way learning

experience the WNO Orchestra of the Swan and Talking Birds benefited from

working with the children and seeing how they approach things and what they

can achieverdquo

The school puts a lot of effort into helping its staff to continue learning so

that they are better able to support the children In September 2013 it was the

first school in the UK to gain a Gold Mark for Continued Professional Learning

and Development ndash one of a number of awards it has received

No wonder then that Brays School is seeking to expand to meet an

increasing demand for places ldquoWe want to be able to grow while maintaining

this level of excellencerdquo Ann concludes ldquoTo do that we are constantly looking

at what we do and how we can do it better for our amazing childrenrdquo

ldquoOur teachers are trained to notice the childrenrsquos responses

realise what they are capable of and build on itrdquo

Creative learningBRAYS SCHOOL IN BIRMINGHAM TAKES AN IMAGINATIVE APPROACH

TO EDUCATION THAT ENABLES ITS SPECIAL NEEDS PUPILS TO REALISE

AND FULFIL THEIR POTENTIAL



wwwsmcedumt124

Personalised approachCHISWICK HOUSE SCHOOL AND ST MARTINrsquoS COLLEGE IN MALTA PROVIDE A

TAILORED EDUCATION OF THE HIGHEST STANDARD TO STUDENTS OF VARYING

AGES ABILITIES AND NATIONALITIES

Based on the beautiful island of Malta Chiswick House School and St Martinrsquos

College offer students the chance to shine in the nurturing environment of an

independent school with a focus on personalised learning

Both Chiswick House School which caters for children aged 2 to 10 and its

sister school St Martinrsquos College which teaches those aged 11 to 18 are geared

towards helping students of all abilities fulfil their potential The schools operate an

Alternative Learning Programme which ensures that children with learning difficulties

or those with exceptional gifts receive focused attention from specialist teachers

ldquoWe identify the childrsquos abilities and set out a personal learning programme for

themrdquo says Bernie Mizzi the schoolsrsquo Director ldquoIf for example a student is gifted

musically we would bring in experts to make sure that we are guiding them properly

to fulfil their potentialrdquo

Fulfilling potential

Chiswick House School and St Martinrsquos College both boast a strong background

in performing arts with an excellent track record in drama This includes producing

short films based on Shakespeare plays which have won several national prizes

Indeed in September 2012 St Martinrsquos was invited to the World Shakespeare

Conference at Tate Modern in London to demonstrate best practice in teaching

the Bardrsquos work

Founded in 1905 Chiswick House School started out catering for the children

of British families stationed in Malta Over time it grew into a respected international

school for children of all nationalities and in 1991 it moved to its present campus in

Kappara In 1993 the schoolrsquos leaders established St Martinrsquos College which moved

to a purpose-built site in Swatar in 1997 to teach middle- and senior-school students

and a sixth form was added in 2007 The curriculum is Maltese but has been adapted

to suit the needs of the hundreds of international students at the schools and

all classes are taught in English In addition to the usual subjects there is a diverse

range of specialist subjects available through the School of Excellence programme

including robotics classics and Maltese history

ldquoThe robust academic programmes we offer ensure that around 97 per cent

of our students go on to further educationrdquo says Bernie ldquoMany of our gifted

children obtain 10 or more O-level passes at Grade 1 and 2 levelrdquo

Both school campuses offer a wide range of sports including rugby football

handball tennis and gym work Swimming is also given priority with pupils having

easy access to facilities at the National Swimming Pool

Chiswick House School and St Martinrsquos College take a rounded approach

to education This involves looking after the spiritual well-being of the children

and offering a social and emotional learning programme as an integral part of

the curriculum

There is also a firm focus on technology on the campuses which boast

various computer labs and interactive whiteboards with more investment planned

ldquoThis is part of our Learning 360 School Improvement Programmerdquo says Bernie

ldquowhich aims to develop a professional learning community by 2015 when Chiswick

House School will be celebrating its 110th anniversaryrdquo



wwwstgeorgeesen 125

Bicultural richesST GEORGErsquoS SCHOOL GROUP IN SPAIN TAKES A CREATIVE APPROACH

TO TEACHING ACROSS ALL SUBJECTS AND IMMERSES ITS STUDENTS IN

LOCAL AND BRITISH CULTURE

St Georgersquos School Group in Spain is dedicated to providing pupils with a British

education in a bicultural environment Comprising four schools in Madrid

Malaga Roquetas de Mar and Seville the group offers foundation- primary- and

secondary-level education in English to some 1400 students aged from three

to 18 However the co-educational institution also ensures that pupils benefit

from Spainrsquos rich culture through complementary Spanish studies

ldquoOur schools were created by educators who really believed in certain

fundamental philosophies of educationrdquo says General Director of Education

James Shallcross MBE ldquoI think that already makes us very differentrdquo

Past present and future

The grouprsquos creative approach to education is perhaps best summed up by

the phrase ldquolearning for the future learning from the pastrdquo ndash a key theme for

St Georgersquos School in 2014 ldquoThatrsquos the kind of balance that wersquore trying to achieve

in our schoolsrdquo James says ldquoThe children are learning ndash and we are learning

too ndash to meet the challenges of a changing society but we also recognise the

richness of our past Our aim is to challenge teachers to be creative so that the

children can be creative in the ways they think ndash not just in traditional outlets for

creativity such as music and art but also in science and mathsrdquo

For 2014 St Georgersquos has created a working group that will examine ways

in which the group can use new technology to further improve its teaching

methods ldquoWe are looking for clever skilful and creative ways to use technology

in our classrooms and we have some brilliant young teachers who are taking

us forward very quicklyrdquo says James Citing the example of an English lesson in

which students tweeted each other as characters in one of Shakespearersquos plays

James says ldquoItrsquos creative it works and the children love itrdquo

Ultimately however the success of the grouprsquos schools is built on the

bicultural environments in which they operate ldquoWe really push the bicultural

aspect of our schools and itrsquos something we want to develop furtherrdquo says

James ldquoWe want to build relationships with other schools around the world

and push the frontiers ndash we want to become truly internationalrdquo



wwwessexnewhamschuk126

The value of varietyAN INCREDIBLE ABUNDANCE OF CULTURAL BACKGROUNDS AMONG ITS

PUPILS ENABLES ESSEX PRIMARY SCHOOL IN EAST LONDON TO TEACH

THEM HOW TO THRIVE IN THE WIDER WORLD

Based in the London Borough of Newham ndash home to the capitalrsquosmost diverse population ndash Essex Primary School has served the

Manor Park community since it was founded in 1898 (and rebuilt

in 1977) With some 970 children from nursery age to Year 6 and

around 150 staff the four-form entry school is a bustling vibrant

and happy place

Around 35 languages and dialects are spoken at the school

making it one of the most linguistically inclusive primaries in Britain

As such Essex Primary had more reason than most to celebrate

International Mother Tongue Day which it did with relish in 2013

Music is used regularly at the school to help pupils learn aboutand embrace other cultures and to mark the special day Head

Teacher Rosie Cowan invited professional musicians to join the

schoolchildren in creating a concert

These musicians taught each year group a different song with

lyrics that reflect the vast range of languages that are spoken within

the school community such as Arabic Bengali Hindi Jamaican

English Somali Xhosa and Yoruba The project culminated in the

children recording a high-quality CD that fully captured the spirit

of the day

Developing excellence

Robert Charnley who bade farewell to the school in 2013 having

taught there for 11 years describes his career at Essex Primary as

ldquothe journey of a lifetimerdquo Having come to the UK from South Africa

Robert achieved his qualified-teacher status at the school and

considers the quality of professional development that teaching staff

receive to be one of the schoolrsquos key strengths ldquoThey really push

you and make sure that yoursquore professionally challengedrdquo he says

Essex Primary also excels in cementing partnerships with the

local community and creating bridges between its many cultures

observes Robert ldquoThe school is always looking at how to move

the child forward in terms of achievement as well as in becoming an activemember of the communityrdquo he says ldquoBringing the outside world into the school

is a big part of thisrdquo

One of the highlights of the school year at Essex Primary is the opportunity

to participate in the Comenius Programme ndash an EU-wide scheme that enables

students to develop an understanding of other European cultures and languages

ldquoMy favourite part of the trip was staying with our friends and learning more about

each otherrdquo says Radayah one of 14 Year 6 students who were selected to travel

to Amsterdam in 2013 as part of the programme

ldquoWe learnt about Anne Frank and we also visited the Van Gogh Museum which

taught us how the painter was very determined to show his work to people aroundthe worldrdquo she adds ldquoSeeing the paintings made us realise that even from a young

age you can aspire to do brilliant thingsrdquo

Life lessons

The schoolrsquos approach to education emphasises the teaching of skills that

children need for life ldquoKnowledge and understanding are important but the

ability to transfer skills and apply them is even more sordquo says Rosie ldquoWe want

to help children make the right choices and give them a foundation for the rest

of their livesrdquo

Taylor a former Essex Primary pupil returned to her old school in 2013 as part

of a work-experience programme Working with a Year 5 class she was given the

opportunity to see the school in a different light and to acknowledge some of the

things she gained during her time there ldquoIt was really interesting to go backrdquo she

says ldquoEssex Primary was great for learning about different cultures and how to get

along with peoplerdquo

The last word however goes to six-year-old pupil Subhan ldquoEssex Primary

is wonderfulrdquo he says ldquoI like learning drawing pictures and finding out about

interesting stuff The teachers are nice and teach us lots of different subjectsrdquo

ldquo Knowledge and understanding are important but the ability

to transfer skills and apply them is even more sordquo



127



wwwhigharcalcouk128

Positive impactTHE INTRODUCTION OF TWO INSPIRING STUDENT PROGRAMMES

AT THE HIGH ARCAL SCHOOL IN DUDLEY HAS HELPED SPAWN A

CULTURE OF AMBITION AND ACHIEVEMENT

ldquoThe students who are involved in the programmes acquire

the skills that top universities and employers look forrdquo

The High Arcal School in Dudley has enjoyed soaring success

over the last few years Since implementing its cross-curricular

Student Leadership programme in 2009 it has been described

as ldquooutstandingrdquo by Ofsted and become an academy as well as

a Gifted and Talented Lead School that helps other schools

But most importantly as a learning environment it is thriving

Catering for 11- to 16-year-olds High Arcal specialises in

science and applied learning However Student Leadership was

conceived to give its pupils the chance to explore other areas

of interest from fashion shows and catering events to coachingsports teams and developing ICT newsletters

ldquoThey can also become student journalists photographers or

peer mentors which helps them narrow down their career choicesrdquo

says Head Teacher Jo Manson ldquoBut above all the programme

encourages them to try and solve problems rather than just complain

about them which in turn builds their confidence As a result their

academic performance often improves significantly and they are

well prepared for life beyond High Arcalrdquo

Culture of ambition

The fact that around half of the schoolrsquos 1200 pupils have

received awards for their Student Leadership work illustrates the

culture of ambition that the programme has fostered particularly

among the harder-to-reach students ldquoYoung people donrsquot always

look up to those who excel at school but Student Leadership has

created an environment here where doing well is lsquocoolrsquo and those

who participate in the programme are role modelsrdquo says Jo

ldquoOur pupils understand that it enables them to be independent

and have a positive outlookrdquo

Part of that is as Jo puts it ldquobeing able to talk to anybody at

any levelrdquo While many teenagers struggle in this respect Student

Leadership has empowered High Arcal pupils to the point that they stand out

at inter-school competitions for their confidence in making joint decisions with

older students One of them even impressed the leader of the Labour Party

ldquoI did work experience at the Houses of Parliament in London and met

Ed Milibandrdquo Year 11 student Hannah Gill explains ldquoHe commented on how

at ease I was talking to him But when I first arrived at High Arcal in Year 9

I didnrsquot really speak to anyone which just goes to show that Student Leadershipopens many doors that people might otherwise assume are closedrdquo

World-class Learning

Indeed most participants now set their sights considerably higher than they

used to with aspirations ranging from becoming doctors or astrophysicists

to passing on their Student Leadership experiences as teachers Some of them

already do this as part of High Arcalrsquos cross-curricular student-led World-class

Learning programme which aims to introduce pupils to effective learning

habits and helps staff plan and deliver lessons to develop these habits

ldquoA typical lesson starts with the student-teacher playing a music video

part of a movie or a news itemrdquo says Hannah ldquoAfter dividing the pupils into

groups the student-teacher gives them a theme ndash for instance religion versus

science ndash and they have to link it to the clip and explore it from every possible

angle not just from their own perspective All pupils are equally involved and

then discuss what theyrsquove learned and what they liked or didnrsquot like about the

lesson while the supervising staff member gives feedback toordquo

World-Class Learning and Student Leadership are both having the positive

impact that Jo and her team had hoped for with participants frequently getting

better marks as well as a great preparation for their future As Jo rightly points

out ldquoThe students who are involved in the programmes acquire the skills that

top universities and employers look forrdquo



129



130

Well connected

One of only a handful of schools in Europe to offer a continuous International

Baccalaureate (IB) education for ages five to 19 the International School of the

Stockholm Region (ISSR) is still relatively new having opened its doors as recently

as August 2012 It did not however have to start from scratch but rather built

on the success of its predecessor the IB School South which was founded in

Stockholm in 1999 and offered the IB Diploma to students aged 16 to 19

As the cityrsquos expat population increased however so too did the necessity

for an international education for all ages And so the City of Stockholmcreated the ISSR with the intention of providing a complete publicly funded

English-language education

International appeal

The school has proved vital to its host city which has become an increasingly

attractive place for expats to work in recent years ldquoStockholm is one of the

fastest expanding cities in Europe and the Swedish economy hasnrsquot suffered that

badly compared to othersrdquo explains Susanna Vall the schoolrsquos Admission Officer

ldquoWe now have around 400 to 450 students including 40 different nationalities

from every continentrdquo

The ISSR offers the IB Primary Years Programme and Middle Years Programme

to expat children only but the Diploma Programme is open to both expat and local

students Providing all three programmes known as the IB Continuum is particularly

important to the school and part of what makes it so special

ldquoBeing a continuum school means that we are at the forefront of what is going

on within the IBrdquo says Deputy Head Martin Davidsson ldquoOne of the strengths of the

school is that we have an overview of all the programmesrdquo

It also means that the school can cater for families with children at different

stages in the IB programme all in the one location This in turn helps to foster

a tight-knit school community with active parents and a sense of belonging for

the children

THE INTERNATIONAL SCHOOL OF THE STOCKHOLM REGION IS IDEALLY

SET UP TO MEET THE EDUCATIONAL NEEDS OF THE SWEDISH CAPITALrsquoS

INCREASINGLY DIVERSE POPULATION



wwwissrse 131

Students first

Head of School Karin Henrekson Ahlberg stresses that the students

are placed very much at the centre of everything that the school

does ldquoI think thatrsquos the only way you should run a schoolrdquo she

says ldquoStudents should be free to take ownership of their educationand their livesrdquo

She adds that there is a strong culture of care and respect at

ISSR and that students have a genuine sense of pride in their school

This is reinforced by the schoolrsquos core principle of inclusivity as

illustrated by its non-selective admissions policy

ldquoItrsquos a programme that is open to anyone that has the drive

and determination to succeedrdquo says Martin ldquoWersquore able to take

students from whatever level theyrsquore at and bring them forwardrdquo

Although students come from a wide range of backgrounds

many achieve the very highest levels of success in the IB programme

A significant proportion apply to British universities and ISSR students

have won places at some of the very best

Academic pursuits aside students are also encouraged

to develop their international awareness and a sense of social

responsibility To this end the ISSR has strong links with a school

in India with which students can take part in a number of projects

and exchange trips

The balance of accessibility and excellence is a hard one to

get right But the success that the ISSR has achieved over such a

short period confirms that it is more than meeting the challenge

of serving Stockholmrsquos increasingly diverse population

ldquoItrsquos a programme that is open to anyone that has

the drive and determination to succeedrdquo



wwwbsalicantecom132

Affording stunning views of the Mediterranean Kingrsquos College The British School ofAlicante is an independent day school situated on the southern outskirts of Alicante

in Spain It was set up by local parents as a non-profit cooperative to ensure that

their children received a top-quality British education and could fulfil their maximum

potential both as individuals and as members of the community Its purpose-built

campus opened in September 2000 and today the thriving institution has more

than 960 pupils aged three to 18 It is also a proud member of the Kingrsquos Group of

schools which operates in Spain Panama and the UK

English curriculum

The school aims to help and encourage pupils to achieve their highest possible level

of academic success by using the best features of the British educational system in

an international setting It also tries to prepare them for life by encouraging traditional

values and by fostering self-assurance mutual respect and a sense of pride

Kingrsquos College Alicante follows the national curriculum of England and enters its

pupils for IGCSE and A-level exams with notable success It also provides elements

of a Spanish education following programmes of study stipulated by the Spanish

Ministry of Education In addition it offers a very comprehensive enrichment

programme for sixth-form students including scuba-diving and first-aid courses

as well as debating societies

The schoolrsquos Head Teacher Derek Laidlaw has previously worked as far afield

as Scotland and the Middle East During his seven-year tenure in Alicante he has

overseen a period of growth not only in pupil and staff numbers but also in terms

of pastoral care and academic achievement In 2012 Kingrsquos College Alicante was

inspected by the Independent Schools Inspectorate which is licensed by the UK

Government and monitored by Ofsted to carry out inspections of British schools

overseas The school was judged to be ldquoexcellentrdquo in almost every category

ldquoWe pride ourselves on our outstanding relationships between pupils staff

parents and the local community which affords our young people a safe supportive

and challenging school environment in which to thrive and succeedrdquo says Derek

This was recognised by the inspectors who commented that ldquorespect and trust

transcend age groupsrdquo and that ldquopupils are extremely well educatedrdquo

This is due in no small part to the commitmentof the staff who were considered to be ldquoexemplaryrdquo

These factors underpin the schoolrsquos outstanding

academic results In 2013 100 per cent of students

achieved a passing grade at A level and more than

90 per cent of IGCSE results were graded A to C

Cultural mix

Although 80 per cent of Kingrsquos College Alicantersquos

children are Spaniards it has a rich cultural mix of

students which Derek attributes to the high standard

of education on offer The fact that the school

teaches seven different languages ndash from French

and German to Russian and Mandarin ndash also reflects

its international outlook

ldquoMost of our pupils do not have English as their

native languagerdquo Derek says ldquobut our results at every

level are consistently well above the national average

in the UK This success has attracted many local Spanish

families who would like their children to receive a

traditional British education in English This will give

them access to some of the best higher education

institutions and enable them to secure employment

in the UK Europe and further afield

ldquoHaving received such a wonderful inspection

report we are confident that as a growing school

we can build on our current strengths and forge even

greater success and opportunities for our pupils in the

futurerdquo concludes Derek ldquoIt is my goal to consolidate

Kingrsquos College Alicante as one of the leading British

schools overseas and to set the standards for other

schools to followrdquo

Best of BritishKINGrsquoS COLLEGE THE BRITISH SCHOOL OF ALICANTE PROVIDES

ITS PUPILS WITH AN EXCELLENT UK EDUCATION IN A NURTURING

INTERNATIONAL ENVIRONMENT



133

ldquoAs a growing school we can build on our

current strengths and forge even greater

success in the futurerdquo



wwwlgrch134

First-rate futuresSWISS SCHOOL LITERARGYMNASIUM RAumlMIBUumlHLrsquoS FUSION OF TRADITIONAL

EDUCATIONAL VALUES AND MODERN INTERNATIONAL OUTLOOK PROVIDES

ITS STUDENTS WITH THE IDEAL PREPARATION FOR UNIVERSITY LIFE

Around one in five of all students in Switzerland qualify for grammar school

However not all are fortunate enough to secure a place at one with as illustrious

a history as Literargymnasium Raumlmibuumlhl (LG Raumlmibuumlhl) Once a stone-walled

annex attached to Zurichrsquos famous Grossmuumlnster church it is now a forward-

thinking centre of education Over recent decades the school has adopted a

more international outlook in keeping with the pace of change in Switzerland

and the wider world

In 2004 LG Raumlmibuumlhl began offering its students the International

Baccalaureate (IB) making it the first state school in Switzerland to do so

Interest in the IB diploma at the school doubled in the next decade from

15 per cent initially to around 30 per cent and the school expects the number

to grow further The IB is taught in English which opens the door for students

to continue their studies abroad ndash one of the principal reasons no doubt

why more and more Swiss students are choosing to study this way

International approach

ldquoZurich is becoming increasingly international as ever more people are

drawn here by our positive economic situationrdquo says Headmaster Christoph

Baumgartner ldquoFurthermore a rising number of Swiss go abroad then return

wanting an international education for their children Our school has the

mix of being open to change and new ideas while also being rooted in the

grammar school tradition of Switzerlandrdquo

The main focus of LG Raumlmibuumlhl is to help students achieve their

Maturitaumltszeugnis or Matura the school-leaving certificate that entitles them

to apply to any university in Switzerland The first two years of this six-year

course are introductory and the following four are an intensive programme

of preparation for university with the added option of taking the IB

ldquoEven those students who do not participate in the IB diploma get

a degree of exposure to it because we have integrated it so well into the

curriculumrdquo says Christoph

By the final years the level of teaching is equivalent to that

of a first-year university course An element of independent study

is introduced too to help pupils develop a degree of autonomous

learning ldquoThe students tell us that this intense groundwork ensures

that they are better prepared than their peers for studying at university

levelrdquo adds Christoph

Unesco network

The school is part of the Unesco Associated Schools Project

Network a global group of more than 9500 educational institutions

that spans some 180 countries and encourages pupils to consider

todayrsquos broader ethical and humanitarian issues Recent projects

have included raising money for flood relief in Pakistan and creating

an exhibition to increase awareness throughout the school of global

water-shortage issues

Musical groups at the school include a classical orchestra

a jazz big band and a chamber choir LG Raumlmibuumlhl also benefits

from an adjacent specialist music school where students can learn

to play a solo instrument or become active in musical groups

ldquoIn this day and age you canrsquot afford to have only a local outlookrdquo

says Christoph ldquoZurich is an international hub playing host to many

international companies in banking insurance industry electronics

and computing Wersquore on the crossroads between Austria France

Germany and Italy with a huge English-speaking international

community The IB has now become one of the main pillars and

defining aspects of our school Our teachers have a much broader

outlook and we play an active and supporting role in the community

of IB schools in the country We share our knowledge and experience

in the development of the IB programmes and we are committed to

the professional development of its teachersrdquo



135

ldquoOur school has the mix of being open to

change and new ideas while also being rooted

in the grammar school traditionrdquo



136

ldquoThink differently seize opportunity work cooperatively and unlock potentialrdquo ndash

thatrsquos the ethos of Parkwood E-ACT Academy in Sheffield Indeed it has adopted

the maxim to such great effect since becoming an academy in 2009 that Ofsted

has noted ldquorapid progressrdquo while young and old in the local community have

benefited from the institutionrsquos expertise and outstanding facilities

Led by Executive Principal Mike Westerdale and supported by leading

independent academy sponsor E-ACT Parkwood has undergone a remarkable

transformation since its change of status The academy has positioned itself right

at the heart of the local regeneration process by providing not only a first-class

education for 11- to 16-year-old pupils but also adult education courses and

a range of charitable initiatives including student volunteer programmes

ldquoWe want Parkwood E-ACT Academy to be a positive resource for the local

community and to drive the regeneration of Sheffield by producing employable

confident and successful students for the modern workplacerdquo says Mike

Extensive redevelopment

To achieve this goal the academy recently undertook a pound20 million redevelopment

project which was completed in 2012 Its students are now taught in an exceptional

learning environment with state-of-the-art facilities including extensive sports and

recreational grounds that are open to the public all year round

In addition Parkwood E-ACT Academy hosts an annual conference for

Sheffield-based businesses and organisations with a fundraising and charitable

focus Designed to offer networking opportunities the conference also gives

young people the chance to engage with and potentially volunteer for the

participating organisations

This annual event is complemented by a strong emphasis on student

leadership at all levels with pupils receiving multiple opportunities to take on roles

and responsibilities throughout the academy Students are also encouraged to

adopt a global outlook This is done through the academyrsquos specialist status in the

Community championAT THE HEART OF SHEFFIELDrsquoS ONGOING REGENERATION

PARKWOOD E983085ACT ACADEMY HAS FORGED SUCCESS FOR

ITSELF AND THE COMMUNITY THAT IT SERVES



wwwparkwoodacademyorguk 137

field of modern foreign languages its extensive links with national and

international partners and its International Status which the British

Council awards to schools that feature an international dimension in

their curriculum to give pupils a broader perspective on the world

ldquoItrsquos an approach that helps us to raise confident global citizens who

are prepared for success in the 21st centuryrdquo says Mike

Future expansion

Indeed since becoming an academy in 2009 Parkwood E-ACT

Academy has not only received praise from Ofsted but also achieved

significant improvements in GCSE results It recently gained approval

from the Department for Education to expand its provision to post-16

education As Mike observes ldquoBecause of our successful track record

I am confident that all our students will then leave the academy at 18

with excellent qualifications and fully prepared for the next step in their

educational and personal livesrdquo

Parkwood E-ACT Academy also focuses on younger children by

running an annual programme of events and activities for local primary

school pupils which helps prepare them for the move to secondary

school ldquoThis is all part of our vision to be a world-class academy with

a forward-thinking approachrdquo says Mike

Itrsquos an attitude that is reflected in the dynamic and welcoming

environment that the academy offers one where staff students their

parents and the wider community work together to ensure ongoing

success for all concerned Committed to providing a personalised learning

experience where each childrsquos strengths interests and talents are fully

developed by passionate teachers and with a strong ethos of thinking

differently to achieve the best possible results Parkwood E-ACT Academy

is the first stop on the journey to a promising and exciting future

ldquoWe raise confident global citizens who are prepared for success in the 21st centuryrdquo



138



wwwsouthwarkprimarynet 139

Flourishing youthTHE CHALLENGES FACED BY MANY OF THE PUPILS AT NOTTINGHAMrsquoS

SOUTHWARK PRIMARY SCHOOL MAKE THEIR EXTRAORDINARY ACHIEVEMENTS

ALL THE MORE IMPRESSIVE

At Southwark Primary School in Nottingham a clear year-on-year record of rising

achievement is now well established In 2012 Key Stage 1 and 2 results topped

the national average (90 per cent or above in English and maths) and the Year 1

phonics screening check rocketed above the national average of 62 per cent

to 81 per cent

It is a notable performance given that most of Southwark Primary Schoolrsquos

670 pupils aged from three to 11 come from less privileged backgrounds or from

difficult home environments Issues such as domestic violence drug and alcohol

abuse or criminality are commonplace And around 50 per cent of the children

have special needs 10 per cent have some form of learning difficulty 20 per

cent have speech and language issues and 5 per cent have an autistic spectrum

disorder The majority of children entering the schoolrsquos nursery have the language

level of an 18-month-old child and around 20 per cent enter with the development

expected of an eight- to 11-month-old baby Despite this the school has hit on a

successful approach that is turning the lives of its youngsters around

Early interventions

This approach is based on a mixture of inspiring teaching rigorous assessment and

pastoral support By far the most effective measure is the introduction of an early

interventions leader with children who are deemed to be most at risk academically

identified as soon as they enrol at the school The early interventions leader then

works closely with the child and their family often on a one-to-one basis to ensure

a successful academic outcome This can include anything from making sure the

child gets up and comes to school to sett ing dedicated reading work

ldquoThey come on very quickly ndash by the end of the year you canrsquot believe they are

the same childrdquo says Head Teacher Michaela Saunders ldquoThe combination of a high

intensity of activity and careful provision gives the children a chance to succeedrdquo

As noted by its most recent Ofsted report the quality of the teaching at

Southwark Primary School is outstanding Lessons are interesting which motivates

the pupils The schoolrsquos motto is ldquoJoin Southwark and see the worldrdquo because

trips outside school are a key feature of learning and the one that children

enjoy the most

A two-year pilot scheme of specialist music teaching on the other hand led to

an explosion in pupils learning musical instruments and taking music exams It proved

such a success that the scheme has been extended Specialist art science and PE

teachers have been employed to work alongside class teachers leading to a pupilndash

teacher ratio of around 151 To back up this specialist teaching the school has also

created an art studio and a music area and invested in PE and science facilities

High expectations

The school has a very thorough approach to behaviour management and clear and

high expectations in terms of conduct There is also a firm sanction system ldquoItrsquos about

creating an atmosphere of harmony and a safe environmentrdquo explains Michaela

ldquoEvery child has a mentor and pupils are rewarded for the efforts they makerdquo

Southwark Primary Schoolrsquos success is evident in its results and it is now also

an academy sponsor supporting other schools in need of development via staff

sharing shared projects and shared curriculum training ldquoThe end result is to create

more centres of excellencerdquo says Michaela ldquoWersquoll be supporting other schools in

need of development so that hopefully we can extend and create more centres

of excellence What wersquore trying to create is a world-class education which is no

less than what our children deserverdquo

ldquoThe combination of a high intensity of activity and careful

provision gives the children a chance to succeedrdquo



wwwstedmundscollegeorg140

Tradition of excellenceENGLANDrsquoS OLDEST CATHOLIC SCHOOL ST EDMUNDrsquoS COLLEGE

IN HERTFORDSHIRE HAS MORE EXPERIENCE THAN MOST WHEN

IT COMES TO EDUCATING YOUNG MINDS

Few schools can demonstrate a record of success that dates backhundreds of years One that can however is St Edmundrsquos College

an independent Roman Catholic day and boarding school that

has continually adapted to changing educational attitudes to

meet the intellectual spiritual and physical needs of its pupils

Englandrsquos oldest Catholic school in 2011 it achieved its best-ever

results putting it among the top 8 per cent of independent and

state schools for progress made between GCSE and A-level

exams Pupils are selected on a number of criteria and have

a similarly wide range of abilities

Long-standing success

St Edmundrsquos has a fascinating history The school was founded

at Douai in Flanders in 1568 and moved to its present 400-acre

site near Ware in Hertfordshire during the 18th century It has

840 pupils aged three to 18 across preparatory senior and sixth-

form classes Girls make up 40 per cent of the students having

been admitted to the sixth form in 1974 before the school became

fully co-educational in 1986

Despite its long Catholic tradition the school welcomes

children from families of all faiths who recognise the benefits of a

Catholic education St Edmundrsquos offers a balanced and challenging

curriculum for each individual in the belief that every child can

achieve excellence and fulfil their potential Pupils are encouraged

to show concern for one another and for the wider community

preparing them not only to make their way in the world but also

to influence that world

Throughout its life the schoolrsquos teaching staff has included

numerous international scholars who have left an impressive legacy

of achievement Building on this tradition St Edmundrsquos created its

own summer school in 1996 hosting international pupils aged nine

to 16 Now firmly established as a centre of teaching excellence

St Edmundrsquos welcomes around 340 students to studyat its summer school every year from countries as

diverse as Iceland and Azerbaijan

The school has attracted full-time students

from more than 30 countries around the world

and its International Department has the specialist

knowledge required to make them feel right at

home ldquoWe ensure that each and every childrsquos

academic and pastoral needs are fully supported

throughout their time at the collegerdquo says Caroline

Hugo International Director

Global intake

The admission of international students is selective

and includes an interview and entry test Students must

have a sound educational background with an interest

in music or sport giving them a distinct advantage

The school has earned itself a notable reputation

for academic attainment and its students achieve

outstanding results in the Cambridge English

Language Assessment exams

Just one example of a successful international

student who studied at St Edmundrsquos is Doncho who

started at the summer school in 2007 transferred

to the sixth form in 2010 and is now studying at

University College London ldquoHappiness is linked to

excellence and it grows in the unique atmosphere of

St Edmundrsquosrdquo he says ldquoI grew up there and became

a better person because of itrdquo With hundreds of

contented students a rich heritage and a global

outlook the St Edmundrsquos story looks destined to

continue for many years to come



141

ldquoEach and every childrsquos academic and

pastoral needs are fully supportedrdquo



142

The wider viewST ESKILS GYMNASIUM IN SWEDEN IS A THRIVING SENIOR

SCHOOL THAT BOASTS A RICH HERITAGE AND A THOROUGHLY

MODERN INTERNATIONAL ATTITUDE



wwweskilstunasesteskilsgymnasium 143

With the rise of student mobility and employment opportunitiesbecoming ever more global the education industry is evolving

constantly Sweden is no exception and one notable example

of a local authority school that is successfully keeping pace with

the rate of change is St Eskils Gymnasium which despite strong

competition continues to lead the way in its local region

A mixed-gender school with around 1000 students aged 16

to 19 St Eskil is located in the heart of Eskilstuna a city of almost

100000 people that lies around 60 miles west of Stockholm

Founded as a state school in the 19th century St Eskil still occupies

its original buildings next to the cityrsquos ancient and renowned

Fors Church and its surrounding park making for a rich cultural

environment The school is run by Eskilstuna Municipality and

operates within the Swedish state education system

Broad student base

St Eskil attracts students from a broad range of social and cultural

backgrounds with widely differing abilities and ambitions The school

provides a variety of upper-secondary programmes in the Swedish

national curriculum including arts and performance handicraft

social science and hotel and tourism St Eskil also has an induction

programme for foreign students who are new to Sweden many of

whom go on to attend the schoolrsquos other programmes

In recognition of educational trends the school also offers

the prestigious International Baccalaureate (IB) taught entirely in

English as a separate programme Itrsquos a qualification that St Eskil

has achieved strong results in consistently ndash a record of success

that has seen the schoolrsquos IB graduates progress on to some of

the best universities in the world

The schoolrsquos students enjoy the St Eskil learning experience

not least because it enhances their opportunities to attain the best

possible higher education be that in Sweden or abroad

International projects

St Eskil provides its pupils with an increasingly

cosmopolitan education In addition to the IB and

induction programmes it is heavily involved in several

international projects It is a certified United Nations

school and stages role-play parliaments that have

attracted visits from EU parliamentarians ldquoSweden is an

integral part of the world ndash economically culturally and

technicallyrdquo says Co-Principal Johan Ahlqvist ldquoWe teach

our students that a democratic society is characterised

by respect for self-worth tolerance generosity and an

ability to empathise with other peoplerdquo

The Swedish schoolrsquos other international ventures

include involvement in the EU-sponsored Comenius

educational programme Think Clean ndash Go Green

which is an environmental project with partners

in Germany Italy Spain and Hungary St Eskil also

participates in the Comenius Regio project which

provides masterclasses in training teachers under the

auspices of the UKrsquos Exeter University and Swedenrsquos

Maumllardalens houmlgskola In addition it offers various

exchange schemes that enable students to travel to

Europe North America and Africa

It is this strong international flavour that gives

St Eskil its added dimension Perhaps the last word

should go to an IB student who recently completed

the schoolrsquos induction programme ldquoItrsquos hard being an

immigrant in a new country but I have the chance to

make something of myself by studying at St Eskilrdquo

ldquoWe teach respect for self-worth tolerance generosity and an ability to empathiserdquo



144

Early adoptersBY INTRODUCING ENGLISH983085LANGUAGE TEACHING AT A YOUNG

AGE ST PETERrsquoS SCHOOL IN PORTUGAL ENSURES THAT ITS PUPILS

ARE WELL AHEAD OF THE GAME



wwwstpeterspt 145

Based in the town of Palmela some 25 km south of Lisbon St Peterrsquos

School in Portugal offers its students a distinct advantage in theireducation the opportunity to undergo a bilingual education with

immersion in both Portuguese and English cultures As well as

the Portuguese national curriculum the co-educational school

which caters for pupils aged three to 18 offers a specially adapted

English syllabus

ldquoOur number of taught hours in English is far greater than

that directed by the national curriculumrdquo says Telma Luiacutes Fresta

Language Department Coordinator ldquoEnglish lessons start at age

three with at least one hour a day This rises to up to three hours

a day for our older students especially those preparing for the

Cambridge English Language Assessmentrdquo

Language leader

To date St Peterrsquos has sent more candidates to the Cambridge

English Language Assessments than any other school in Portugal

with more than 250 students successfully completing various levels

of the exams in 2012 Of the 50 entered into the First Certificate in

English 48 gained a grade between A and C This emphasis on

language teaching from an early age is unusual but provides pupils

with an invaluable skill for life

ldquoThe exam is another milestone for the children when they

graduate and our pass rates go up every yearrdquo observes Telma

ldquoThey leave the school with a diploma and feel that they can

progress in Englishrdquo

St Peterrsquos is also an exam centre for the assessments which

means that local students in other schools have access to the

exams The schoolrsquos own students are immersed in English culture

Pupils study English literature are taught about cultural events

such as Halloween and St Patrickrsquos Day and play various English

sports The highlight of the year for Grade 4 students is an annual

trip to the UK itself

ldquoFor many of them itrsquos their first trip abroad so itrsquos quite an eventrdquo says

Telma ldquoThey get to experience London go to a musical visit Buckingham Palaceand have to speak English the whole time ndash and they love it They never forget

their experiences and they talk about them for a long time afterwardsrdquo

In addition to English the school also offers Spanish and German as

optional subjects with language certification through the Cervantes Institute

and the Goethe-Institut as well as French and Mandarin Chinese St Peterrsquos

also provides its students with a wide range of extracurricular activities and

in 2012 joined the prestigious Duke of Edinburghrsquos Award (DofE) scheme

ldquoWe already do many of the things that are required by the DofErdquo says Telma

The school has also introduced computer studies for pupils aged three and

up and multimedia studies for older students

International recognition

Not surprisingly St Peterrsquos is highly regarded Consistently placed in the top 20

in national league tables and considered the best in its region it is also recognised

internationally winning an award for Excellence in Teaching from the ODAEE

a Latin American organisation that promotes excellence in education in Spanish-

and Portuguese-speaking nations ldquoWe won the award because of the differences

in our system ndash particularly the fact that we teach more hours of English and our

studentsrsquo pass rate in the subjectrdquo says Telma

In 2012 the school celebrated its 20th anniversary with the addition of two

new classes bringing the total number of students to around 1000 and resulting

in a record number of students gaining places at university in the UK and abroad

ldquoIt is rare for students as young as ours to be prepared for these language examsrdquo

says Telma ldquoItrsquos an approach that means that our students leave us with a high

proficiency in English and other languages Our aim is to prepare our students

for their future to help them leave the school with something extra that their

peers may not haverdquo


that directed by the national curriculumrdquo



146

Setting the standardBOASTING A NOBEL LAUREATE AND THE CURRENT SECRETARY GENERAL

OF NATO AMONG ITS ALUMNI VIBORG CATHEDRAL SCHOOL IN DENMARK

HAS A PROUD HISTORY OF EXCELLENCE



wwwviborgkatedralskoledk 147

One of the oldest and most prestigious educational institutions in Denmarkwith a history stretching back over 900 years Viborg Cathedral School is an

independent secondary school for students aged 15 to 19 As Principal Helge

Markussen explains ldquoThe 900-year history of the school reflects that of Danish

society ndash a society in constant movement and developmentrdquo

Evolving institution

Though the school has been located in the middle of the city of Viborg in

impressive neoclassical buildings since 1926 it began life in the late 11th century

Originally its purpose was to educate boys joining the clergy with the school

holding some lessons in Viborg Cathedral itself Post-Reformation in 1536

however it became a grammar school for boys with girls admitted to the sixth

form in 1903 Today it has a staff of 95 teachers and around 1000 students

The school is especially renowned for encouraging academic excellence

and its wide-ranging curriculum has resulted in notable achievements in maths

natural sciences creative arts and the humanities Annual rankings place it among

the best schools in Denmark and surveys show that students who have graduated

from Viborg Cathedral School do extremely well when it comes to achieving their

academic potential at universities and colleges

The school participates in a programme to link school subjects to business

and healthcare institutions including a nuclear-medicine partnership between

the physics department and the local Department of Clinical Physiology ndash one

of a variety of teaching methods used to elicit extensive student engagement

This involves third-year students working with a range of businesses and universities

on compulsory written assignments to develop their problem-solving skills

Among the schoolrsquos alumni are several prominent writers politicians

businessmen athletes and scientists The Nobel laureate Johannes V Jensen

who won the prize for literature in 1944 studied there in the 19th century and

the current NATO Secretary General and former Danish Prime Minister Anders

Fogh Rasmussen was also a pupil at the school

In addition to boasting an impressive roll call and heritage the school is

continually improving its infrastructure and curriculum Its broad subject range

now includes no less than nine foreign languages ndash English French German

Spanish Italian Russian Latin Greek and Chinese ndash as well as innovative courses

in geoscience and biotechnology The school is also a certified International

Baccalaureate school and offers exchange programmes with schools in for

instance France Italy and China

ldquoOur vision is to be one of Denmarkrsquos best upper secondary schools in terms

of academic achievement and student engagementrdquo says Helge ldquoThe building

is continually modernised and classrooms are now equipped with multimedia

such as sound systems and interactive projectors with easy access to the internet

Wersquove also added a new biology department and new music facilities are due to

be completed by August 2014rdquo

Student engagement

The level of student involvement is outstanding The students have a strong voice

when it comes to new initiatives and they have considerable influence on everyday

life at the school Viborg Cathedral School offers its pupils a wide range of after-

school opportunities to develop a special academic creative or athletic talent

or skill Other activities include fundraising collections and student ldquocafesrdquo where

students collaborate in homework groups

The schoolrsquos oldest student union dates back to 1860 and has a particularly

interesting history When German troops occupied Viborg in April 1940 500

German soldiers took over classrooms at the school against the will of teachers

and students The union became an important forum for democratic debate

giving voice to anti-German feeling during the war Still active today it plays

a vital role at the school

ldquoIn addition to having a strong democratic ethos Viborg Cathedral School

continues to excel in many other areas toordquo Helge sums up ldquowith very engaged

teachers credibility proud traditions and an emphasis on high academic levels

in all subjectsrdquo

ldquoWe continue to excel with very engaged teachers credibility proud traditions and an emphasis on high academic levelsrdquo



Chapter 3

118 Good governance

120 Barrowford Primary School

122 Brays School

124 Chiswick House School and St Martinrsquos College

125 St Georgersquos School Group

126 Essex Primary School

128 The High Arcal School

130 International School of the Stockholm Region

Primary and secondaryeducation Europe

132 Kingrsquos College The British School of Alicante

134 Literargymnasium Raumlmibuumlhl

136 Parkwood E-ACT Academy

138 Southwark Primary School

140 St Edmundrsquos College

142 St Eskils Gymnasium

144 St Peterrsquos School Portugal

146 Viborg Cathedral School










young adults



118






119






Vital role




































































Back to basics




































to admit mistakes

















121



122
















Creative area






into the classroom

























Town Hall







can achieverdquo
















wwwsmcedumt124






















the Bardrsquos work




















the curriculum








wwwstgeorgeesen 125












































and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement



























young adults



118






119






Vital role




































































Back to basics




































to admit mistakes

















121



122
















Creative area






into the classroom

























Town Hall







can achieverdquo
















wwwsmcedumt124






















the Bardrsquos work




















the curriculum








wwwstgeorgeesen 125












































and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















118






119






Vital role




































































Back to basics




































to admit mistakes

















121



122
















Creative area






into the classroom

























Town Hall







can achieverdquo
















wwwsmcedumt124






















the Bardrsquos work




















the curriculum








wwwstgeorgeesen 125












































and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















119






Vital role




































































Back to basics




































to admit mistakes

















121



122
















Creative area






into the classroom

























Town Hall







can achieverdquo
















wwwsmcedumt124






















the Bardrsquos work




















the curriculum








wwwstgeorgeesen 125












































and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement






























Back to basics




































to admit mistakes

















121



122
















Creative area






into the classroom

























Town Hall







can achieverdquo
















wwwsmcedumt124






















the Bardrsquos work




















the curriculum








wwwstgeorgeesen 125












































and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















121



122
















Creative area






into the classroom

























Town Hall







can achieverdquo
















wwwsmcedumt124






















the Bardrsquos work




















the curriculum








wwwstgeorgeesen 125












































and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















122
















Creative area






into the classroom

























Town Hall







can achieverdquo
















wwwsmcedumt124






















the Bardrsquos work




















the curriculum








wwwstgeorgeesen 125












































and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement

































Creative area






into the classroom

























Town Hall







can achieverdquo
















wwwsmcedumt124






















the Bardrsquos work




















the curriculum








wwwstgeorgeesen 125












































and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















wwwsmcedumt124






















the Bardrsquos work




















the curriculum








wwwstgeorgeesen 125












































and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















wwwstgeorgeesen 125












































and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




























and happy place













of the day























Life lessons





of their livesrdquo














127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















127



wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















wwwhigharcalcouk128























Culture of ambition








































129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















129



130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















130

Well connected



























the children






wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















wwwissrse 131

Students first




















and exchange trips









wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















wwwbsalicantecom132








English curriculum




























Cultural mix






























133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















133






wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















wwwlgrch134










and the wider world





























Unesco network

























135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















135






136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















136









































Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement



























Future expansion

























138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















138











to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




























to 81 per cent











Early interventions















enjoy the most







High expectations




























































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement
































































Global intake






















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















141





142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















142




















Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement


































Broad student base

















































144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















144






wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















wwwstpeterspt 145






English syllabus







Language leader


















































146
















































Student engagement




















146
















































Student engagement






























































Student engagement


















Documents

GTE3 Chapter 3