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COUNSELLING MENTORING SAFEGUARDING EMOTIONAL INTELLIGENCE Our School Counsellor ​ The British Association for Counselling and Psychology has this definition of school-based counselling: "Counsellors offer children and young people an opportunity to explore and understand their difficulties within a relationship of agreed confidentiality." ​ Counselling is conducted on a one-to-one basis with a trained professional and is based on 'humanistic' or integrative principles. These approaches to counselling aim to provide young people with an opportunity to talk through their difficulties in a welcoming and supportive environment and to find their own way of addressing any issues. ​ To what extent does having a school counsellor help our young people? Statistics from the nationwide BACP survey: more than 82% of children and young people reported that counselling helped and supported their emotional wellbeing. 90% of teachers reported that counselling had a positive impact upon concentration, willingness to participate in class and increased motivation for young people to attend school and study. ​ Who can access counselling? Access for all Students may refer themselves to the school counsellor if they feel they need an individual outside of home or school to talk with. Students may be identified by parents, school or other authorities as potentially benefitting from counselling; however, it is never compulsory. ​ Confidentiality ​ From the UK government: Ensuring confidentiality between the child or young person and counsellor is crucial to the success of the relationship and the outcomes of counselling. ​ Child protection concerns and the welfare of children and young people will, at times, need to take precedence over confidentiality. ​ Our counsellor will explain confidentiality and its limitations at the start of a counselling relationship. Students aged under 11 will require parental permission to attend. For our printable parental consent form please see here or ask in the school office for a copy. ​ Older children who ask for counselling and are capable of fully understanding what is involved may get counselling in their own right, without needing permission from a parent. ​ For further information about how we support all our students with their mental and emotional well-being please see our PSHE policy. ​ Leanne Collins, 2020 Anchor 1 Mentoring ​ Wotton House Mentoring Programme What is it? A mentoring programme is a partnership between a more experienced individual (mentor) and a less experienced individual (mentee) setup to support the development of the mentee. Within the school context we will refer to the mentee as the student. What is the aim of a mentoring programme? The aim should always be to enable the student to develop their own skills, strategies and capability so that they are enabled to tackle the next hurdle more effectively and achieve their goals with or without the mentor's presence. What qualities are we looking for in a mentor? Ability and willingness to share your know-how and experience Preparedness Ability to actively listen Approachability and availability Honesty with diplomacy Inquisitiveness Objectivity and fairness Compassion and genuineness Why are we doing this at Wotton House? We are implementing a mentoring programme at Wotton House to: Enable personal growth and accountability Enhance personal awareness Enable SMART personal objectives Build confidence Build relationships Support positive behaviour What is expected from a mentor? Mentors are expected to (as a minimum) meet with each of their students once within the first two weeks of each term and then again within the last two weeks of each term. In addition to the two formal meetings, mentors are encouraged to check-in with their students once a week to continue building the relationship and supporting accountability. A check-in, could be a 5 minute chat at lunch/break or a more formal meeting during an independent study period. The important aspect is that some regular interaction takes place to ensure we continue momentum and display a commitment to them and our role. ​ What happens in the formal meetings? The initial meeting each term is for the mentor to support the student to set 3-5 personal objectives/goals for the forthcoming term. ​ Safeguarding the student and the mentor at all times is a key priority. Evidence shows that a good mentoring programme supports an open and safe working environment. This is a real positive in terms of safeguarding as it will enable students to be more open to disclosure. However this means that we all need to ensure we follow basic safeguarding guidelines. If during a mentor meeting a student discloses anything that concerns you then you MUST follow the safeguarding procedure and contact Becky Gwynn or Dr Daniel Sturdy. Below are some basic guidelines to support a healthy mentor meeting: Meetings to last 15-30 minutes Be scheduled during independent study, lunch or clubs Take place in an open space or in a class room with the door left open Chairs should ideally be situated side by side or at a 90 degree angle to support facilitation rather than a teacher/student dynamic Manage your time to ensure you have enough time to agree personal objectives or review If you would like any further support regarding mentoring best practice then please contact Becky or Nathan, if you would like any further support regarding safeguarding best practice then please contact Becky Gwynn or Dr Daniel Sturdy. Goal Setting Mentors should aim to enable their student to set 3-5 personal goals for the term. Goals or objectives should follow the SMART objective setting process. So they are Specific, Measured, Achievable, Relevant and Timely. Mentors are encouraged to use their student’s most recent Skill/Passion assessment as a focus for the goal setting process. Please use the Personal Goal Setting sheet to record student goals. You may also wish to encourage students to create to maintain a soft copy of their goals on their chrome books so they can easily access them for their reference. If anyone has any queries regarding this document and the mentoring programme then please contact Nathan. ​ S.M.A.R.T. goal setting: SMART goals help improve achievement and success. A SMART goal clarifies exactly what is expected and the measures used to determine if the goal is achieved and successfully completed. Specific What exactly do you want to achieve? The more specific your description, the bigger the chance of success. For example, instead of setting a goal like ‘I want to get better in Maths’ be more specific ‘I want to learn my times tables.’ Measurable Measurable goals means that you identify exactly what it is you will see, hear and feel when you reach your goal. It means breaking your goal down into measurable elements. You'll need concrete evidence. Enjoying English more is not evidence but achieving an excellent in English is. Attainable Is your goal attainable? That means investigating whether the goal will, with application and commitment, be attainable by you. Relevant Is reaching your goal relevant to you? Does it support your long term goals? Is it aligned to your passion or skillset? If you're lacking certain skills, you can plan trainings. If you lack certain resources, you can look for ways of getting them. The main questions, why do you want to reach this goal? What is the objective behind the goal, and will this goal really achieve that? Timely Can you achieve your goals within the available time frame? You will have a maximum of one term (usually 10-12 weeks) to achieve success. If you have a goal that can be reached within a shorter time frame then set a clear date for completion. ​ BACK TO TOP Anchor 2 Safeguarding: Negative and Positive ​ What does safeguarding mean? For some it has become one of these weasel words, like 'Healthandsafety' which is too often wheeled out to mean 'no', or, even worse, to mean 'I'm going to impinge on your freedom by reporting you to an unspecified higher authority'. It shouldn't be like this, of course, but I fear that future generations will look back and think that much of the work done under the flag of 'safeguarding' did more harm than good. This is absolutely not to deny the central importance of keeping children safe, merely the manner in which it is done. ​ The 'official' government definition of safeguarding can be found in the DfE document Working together to safeguard children (2006, 2010, 2015, 2018): ​ protecting children from maltreatment preventing impairment of children’s health or development ensuring that children are growing up in circumstances consistent with the provision of safe and effective care taking action to enable all children to have the best outcomes ​ The first two parts of the definition are, in effect, 'child protection' and they amount to the requirement to hold children safe in the face of harm. This can be thought of as the negative side of safeguarding. The second two parts are the positive safeguarding duties, although they could hardly be written in blander, less inspirational language. ​ The purpose of the Working Together document is to provide guidance to "inter-agency working to safeguard and promote the welfare of children". But if the definition of safeguarding already includes the requirement to promote the welfare of children then this is a strangely tautologous phrasing. Regardless of this the specific guidance which relates to education settings is called Keeping Children Safe in Education (KCSIE; 2015, 2020, 2021) ​ The NSPCC has a neater definition than the DfE and is preferable as the positive duty comes first: ​ Safeguarding is the action that is taken to promote the welfare of children and protect them from harm. ​ Much safeguarding training is concerned with understanding what is meant by 'harm'. The usual definition is centred around the four types of abuse: Physical, Emotional, Neglect, Sexual; but also includes Cyberbullying, Forced marriage, Female Genital Mutilation and Radicalisation. ​ In order for staff to carry out their statutory safeguarding duties, some organisations refer to the 5 Rs: ​ Recognition Response Reporting Recording Referral ​ These are all very necessary but they all refer to negative safeguarding. We believe that equal importance should be attached to positive safeguarding, which essentially means building children's capacity to resist temptation, to risk assess dangers, to choose the right option, all of which can be summed up by another R: ​ Resilience ​ ​ Resilience is defined by the US Department of Health as the "ability to withstand, adapt to, and recover from adversity and stress. In other words, resilience can manifest as maintaining or returning to one’s original state of mental health or wellbeing or reaching a more mature and well-developed state of mental health or wellbeing through the use of effective coping strategies ." ​ Painful experiences cause negative emotions but it does not automatically follow that they must be avoided at all costs; it is a question of proportionality. Difficulties and challenges are not only unavoidable in life, they are also essential for growth and development of character. At a certain level of difficulty, of course, experiences become scars and it is now generally accepted that having experienced large number of Adverse Childhood Experiences (ie a high ACE score) is linked with later ill health, both mental and physical. ​ When difficulties fall towards the outer limits of someone's coping capacity they are a stimulus for growth. As Gever Tulley, author of 50 Dangerous Things (You Should Let Your Children Do) , says: Persistence and resilience only come from having been given the chance to work through difficult problems. ​ There are lots of scales which attempt to measure resilience but none of them are reliable because it is so idiosyncratic. Nevertheless some general themes emerge when looking at what makes someone resilient (taken from Courtney Ackerman in PositivePsychology.com): ​ "Optimism – those who are optimistic tend to be more resilient as well since they are more likely to stay positive about the future even when faced with seemingly insurmountable obstacles. Altruism – the most resilient among us often turn to help others when they need to relieve stress and boost their self-efficacy. Moral Compass – people with a strong moral compass or steadfast set of beliefs about right and wrong generally have an easier time bouncing back. Faith and Spirituality – while not a required factor for resilience, people often find their faith helpful in surviving challenges and coming through stronger and wiser on the other side. Humor – people who have a healthy sense of humor and are able to laugh at their own misfortune are at an advantage when it comes to bouncing back, for obvious reasons! Having a Role Model – this is also not a requirement for resilience, but those who have a role model in mind can draw strength from their desire to emulate this person. Social Supports – unsurprisingly, social support is important when it comes to resilience; those with strong social support networks are better equipped to bounce back from loss or disappointment. Facing Fear – this is not so much a characteristic as an action or tendency to act, but people who are willing to leave their comfort zone and confront their fears are more likely to overcome their challenges and grow as a person. Meaning or Purpose in Life – it shouldn’t be surprising that those who feel they have a specific purpose in life or find a tremendous amount of meaning in their lives are more likely to recover from failure or disappointment; when you fervently believe you have a purpose, you are less likely to give up when faced with tragedy or loss." ​ This looks very like a good definition of what a good education should be about and in fact these nine factors have lots of overlap with the IB Learner Profile (which we describe in detail in our page on Enrichment), which the IB describe as their mission statement in action. Taken together these characteristics describe someone who is scoring high on wellbeing, someone who is thriving, or flourishing. Naturally the Ancient Greeks had a word for this: eudaimonia, literally 'good spirits', which was, for Aristotle, the highest human good. Surely this is what safeguarding actually means, but only the YMCA seem to have made the connection with their groundbreaking research report in 2016 into Eudaimonia: How Do People Flourish ? Average wellbeing score across all respondents was 6.13. The top five factors which made the biggest difference to this were: ​ 1. Financial: Happy +19% Extremely Worried -33%. Total swing 52% 2. Positive relationships +17%, Negative relationships -33%. Total swing 50% 3. Mentally stimulating life: +13%, Mentally unstimulating -35%. Total swing 48% 4. Active: +13%, Inactive -19%. Total swing 32% 5. Educational experience : positive +10%, negative -20%. Total swing 30% ​ This last finding is hugely important and deserves to be emphasised because it shows, with bitter irony, that for some children, mainstream school itself is an Adverse Childhood Experience which leaves lifelong scars. "Our research revealed a 30% disparity in wellbeing scores between those that have had positive and negative experiences during their time in education. That means, if you have a bad time at school because you didn’t fit in, you were bullied, or mainstream academia wasn’t right for you, it could leave you feeling 30% less happy long after you’ve left. That could include feelings of stress, issues surrounding confidence, depression – even thoughts about suicide." ​ International Comparisons Despite enormous efforts, and endless policy and guidance re-writing, the UK consistently scores poorly on measures of childhood wellbeing. IN 2007 a Unicef survey placed it bottom of 21 wealthy countries. In a follow up study in 2013 it had improved, but not much: 16th out of 29 countries, well above the USA which was down in 26th place. The countries at the top of the leaderboard were all small, Northern European countries with very different attitudes to childhood than the UK: Netherlands Norway Iceland Finland Sweden There are doubtless many factors at work but one of them is clearly the importance the Dutch attach to play, and especially outside play: ​ "In the Netherlands, play is encouraged and considered an important part of childhood development. This idea is evident based on the endless amounts of children’s playgrounds, petting zoos, and even kid-zones in stores! Not to mention, it’s normal to see Dutch kids playing outside whenever they can on their bikes, scooters, tricycles, rollerblades. Through play, children learn how to react in situations, confrontations, and social settings." (Heather Hager, 2021 ) ​ BACK TO TOP Anchor 3 Emotional Intelligence ​ Educating the mind without educating the heart is no education at all. Aristotle ​ Anybody can become angry – that is easy, but to be angry with the right person and to the right degree and at the right time and for the right purpose, and in the right way – that is not within everybody’s power and is not easy. Aristotle ​ “Whatever is begun in anger, ends in shame.” – Benjamin Franklin “Between stimulus and response, there is a space. In that space lies our freedom and power to choose our response. In our response lies our growth and freedom. ” – Viktor E. Frankl “Everything can be taken from a man but one thing: the last of the human freedoms—to choose one’s attitude in any given set of circumstances, to choose one’s own way. ” – Viktor Frankl Evidence is presented that the mass suppression of emotion throughout the civilized world has stifled our growth emotionally, leading us down a path of emotional ignorance. Wayne Payne, 1985, Introduction ​ “Strong, negative emotions (fear, anger, anxiety, hopelessness) tend to narrow our minds—it’s as though our peripheral vision has been cut off because we’re so focused on the peril that’s front and center. ” – Marc Brackett “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. ” – Maya Angelou … our level of emotional intelligence is not fixed genetically, nor does it develop only in early childhood. Unlike IQ, which changes little after our teen years, emotional intelligence seems to be largely learned, and it continues to develop as we go through life and learn from our experiences… Daniel Goleman, 1998, p. 7 ​ “It is very important to understand that emotional intelligence is not the opposite of intelligence, it is not the triumph of heart over head — it is the unique intersection of both. ” — David Caruso​ ​ New findings on the social nature of the brain reveal the need for principals to fashion a school culture of warmth and trust. Daniel Goleman, 2006, p. 77 ​ ​ … new studies reveal that teaching kids to be emotionally and socially competent boosts their academic achievement. Daniel Goleman, 2008, p. 8 ​ “From the vantage point of the brain, doing well in school and at work involves one and the same state, the brain’s sweet spot for performance. The biology of anxiety casts us out of that zone for excellence. “Banish fear” was a slogan of the late quality-control guru W. Edwards Deming. He saw that fear froze a workplace: workers were reluctant to speak up, to share new ideas, or to coordinate well, let alone to improve the quality of their output. The same slogan applies to the classroom—fear frazzles the mind, disrupting learning. ” ― Daniel Goleman, Social Intelligence: The New Science of Human Relationships ​ “Martin Luther King Jr. observed that those who failed to offer their aid asked themselves the question: “If I stop to help this man, what will happen to me?” But the Good Samaritan reversed the question: “If I do not stop to help this man what will happen to him? ” ― Daniel Goleman, Focus: The Hidden Driver of Excellence ​ The core skill in social awareness is empathy—sensing what others are thinking and feeling, without them telling you in words. Daniel Goleman, 2011, p. 13 ​ There is an old-fashioned word for the body of skills that emotional intelligence represents: character. Daniel Goleman, 1995, p. 285 ​ Emotional intelligence has a significant impact on happiness. Reuven Bar-On, 2010, p. 58 ​ “Emotional intelligence, more than any other factor, more than I.Q. or expertise, accounts for 85% to 90% of success at work… I.Q. is a threshold competence. You need it, but it doesn’t make you a star. Emotional intelligence can. ” – Warren G. Bennis ​ Emotional intelligence is the single most important influencing variable in personal achievement, career success, leadership, and life satisfaction. Darwin Nelson & Gary Low, 2011, p. xxiii ​ As more and more artificial intelligence is entering into the world, more and more emotional intelligence must enter into leadership. Amit Ray, 2017 ​ ​ Sources: here, here, here, here. BACK TO TOP Anchor 4 BACK TO TOP Social Media Advice for Parents: -including age requirements and mental health considerations Young people seem irresistibly drawn to the use of social media, and with the excitement of keeping up with their friends or favourite celebrities, and the opportunity to share their own content, it's not surprising! Studies show that use rose dramatically over lockdown, as young people turned to social media as a way to stay connected and entertained. ​ It can be hard as parents to keep track of the ever-changing social media trends, and ensure that our children are staying safe online. These websites have some useful guidance on the age suitability of various sites, and some insight into the mental health concerns that can arise through social media pressures. https://www.youngminds.org.uk/parent/a-z-guide/social-media https://www.internetmatters.org/resources/what-age-can-my-child-start-social-networking ​ Sometimes we may need extra support, either for ourselves or for our young people - whether this is a website to read advice, someone to chat to online, or to meet face to face to talk things through, or to access specific support, whether you are concerned about self harming, eating disorders, behaviour management or you would like to connect and share the experience, joys and challenges of parenthood! ​ The following resources include some local support that can be accessed without needing a referral: ​ https://find-information-for-adults-children-families.southglos.gov.uk/kb5/southglos/directory/family.page?familychannel=0&channel=family ​ https://www.thedoor.org.uk/ ​ http://www.sane.org.uk/home ​ https://parents.actionforchildren.org.uk https://www.glosfamiliesdirectory.org.uk/kb5/gloucs/glosfamilies/family.page?familychannel=1_1_4 If you feel concerned about your child's mental health and are unsure where to turn for help, the following websites offer guidance and access to counselling, mental health support and guidance for young people https://www.kooth.com ​ https://cayp.ghc.nhs.uk ​ https://www.ticplus.org.uk https://www.onyourmindglos.nhs.uk https://www.gloucestershireselfharm.org ​ https://www.youngminds.org.uk ​ ​ Becky Gwynn Counsellor PSHE teacher Designated Safeguard Lead ​ Anchor 5

MYP Design INTRODUCTION ​ As part of the MYP, design challenges all students to: apply practical and creative thinking skills to solve design problems explore the role of design in both historical and contemporary contexts consider their responsibilities when making design decisions and taking action. ​ ​ MYP design focuses a holistic design process rather than final products and solutions. MYP uses the design cycle as a way to structure: inquiry and analysis of design problems development and creation of feasible solutions testing and evaluation of students’ models, prototypes, products or systems. AIMS To encourage and enable students to: enjoy the design process, develop an appreciation of its elegance and power develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems develop and appreciation of the impact of design innovations for life, global society and environments appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts develop respect for others’ viewpoints and appreciate alternative solutions to problems act with integrity and honesty, and take responsibility for their own actions developing effective working practices ASSESSMENT CRITERIA Criterion A: Inquiring and analysing Criterion B: Developing ideas Criterion C: Creating the solution Criterion D: Evaluating ​ IB SUBJECT GUIDES 1. Subject Brief 2. Subject Guide ​ WOTTON HOUSE CURRICULUM OUTLINES​ 2019-20 2018-19 2017-18 ​ ​ ​ Back to MYP Page

MYP Maths INTRODUCTION Maths in the MYP promotes both inquiry and application, helping students to develop problem solving techniques that transcend the discipline and that are useful in the world beyond school. ​ The MYP mathematics framework encompasses number, algebra, geometry and trigonometry, statistics and probability. Students in the MYP learn how to represent information, to explore and model situations, and to find solutions to familiar and unfamiliar problems. These are skills that are useful in a wide range of arenas, including social sciences and the arts. ​ AIMS To encourage and enable students to: enjoy mathematics, develop curiosity and begin to appreciate its elegance and power develop an understanding of the principles and nature of mathematics communicate clearly and confidently in a variety of contexts develop logical, critical and creative thinking develop confidence, perseverance & independence in mathematical thinking & problem-solving develop powers of generalization and abstraction apply & transfer skills to a wide range of real life situations, other areas of knowledge & future developments appreciate how developments in technology and mathematics have influenced each other appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives appreciate the contribution of mathematics to other areas of knowledge develop the knowledge, skills & attitudes necessary to pursue further studies in mathematics develop the ability to reflect critically upon their own work and the work of others. ​ ASSESSMENT CRITERIA Criterion A: Knowing and understanding Criterion B: Investigating patterns Criterion C: Communicating Criterion D: Applying mathematics in real-life contexts ​ ​ IB SUBJECT GUIDES Subject Brief Subject Guide ​ WOTTON HOUSE CURRICULUM OUTLINES 2021-22 2019-20 2018-19 2017-18 ​ ​ TEACHING DEPARTMENT ​ Head of Department: Gabriel Kyne ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Booster Maths: Tom Carrick Maths Tutor: Sue Rodford ​ ​ ​ ​ ​ ​ ​ ​ Back to MYP Page

THE BUN SHOP The Bun Shop 1 King Street Cambridge Cambridgeshire CB1 1LH Telephone: 01223 366866 This was one of those cases when beforehand it seemed like it couldn't possibly go wrong and afterwards we couldn't understand how anyone could have thought it was a good idea. There is a valuable lesson in there somewhere - expensive as well. ​ The Bun Shop was a rectangular 1970s brick building on the outside; inside were three completely different environments: wine bar to the left of the main entrance, traditional pub to the right, tapas restaurant upstairs. It was well known for hosting large parties and was offered to us for what seemed a crazily low price - equipment, name and all. ​ It soon turned out that the equipment was on its last legs and that it was impossible for one manager to run three separate businesses simultaneously. King Street was a student- dominated street and there were lots of options so customer loyalty was easily lost. As weekly takings declined the managers introduced more and more changes - a delicatessen, a new entrance, music nights, loyalty cards, Korean food. Sadly its identity completely fragmented and it was sold on, at a great loss. ​ Some of the early mentions were positive, such as thi s : " Sitting on a corner near Jesus College on King Street is the Bun Shop. Its name might be misleading, as no one would expect tapas here, but appearances are deceptive. The restaurant is quite expansive, as there are two separate drinking areas on the ground floor, one directed at beer drinkers and the other for wine connoisseurs, but to get to the tapas, you need to climb up one floor. I would recommend reserving a table or the room in advance, as demand is quite high. Any tapas fan visiting Cambridge, a selection of small dishes blending a mixture of spices originally from Spain, would feel at home here. Our last visit finished quite late. Unsurprisingly, the wines are mostly Spanish, which need to be drunk slowly as they are quite strong, especially the Rioja." ​ And this from 2006, although even here signs of the strain are evident: ​ "With the soft strum of an acoustic guitar and a mellow voice, John Meed performed original songs for a small crowd in the loft of The Bun Shop. Sipping on their pints of beer, patrons listened attentively to Meed as he sang using a storytelling approach. On this recent night, three performances followed Meed's as part of a showcase of local musicians at the loft, appropriately named Acoustic Cafe. ​ Downstairs from the music in The Bun Shop's wine bar, two groups were commenting on the taste of wine and food. Both groups were taking part in a tasting held by a local wine merchant. Keith Gehlert, manager of The Bun Shop, mingled with the groups and explained each dish that he served and answered any questions. Originally from Detroit, Gehlert raced back and forth keeping the groups inside the wine bar satisfied. He plans on holding similar tasting events every Wednesday night in the near future, he said." ​

Wotton House Facilities Wotton House is a beautiful and elegant, historic house with modern facilities. It is easy to reach from Junction 11A of the M5 and has plenty of car parking available. Many of its rooms can be hired on an ad-hoc or weekly basis. Please enquire for further details. Some examples are included below. ​ Great Hall: from £50 per evening session Dining Room and Kitchen: from £500 for a wedding or celebration Garden Party: from £250 Kitchen only: from £85 per session Wotton House Rooms (with approximate sizes) Ground Floor ​ Entrance Hall 225 sqft Upper Prep Room 400 sqft Medical Room 150 sqft Staff Bathroom 50 sqft Lower Prep Room 300 sqft Humanities 525 sqft Offices (2) 250 sqft Admin Office 275 sqft ​ OLD HOUSE 2,175 sqft Cloakrooms 425 sqft Library 325 sqft Great Hall 1,300 sqft Dining Hall 1,425 sqft Kitchen 1,100 sqft Stores 1,200 sqft Corridor (Main) 900 sqft OLD EXTENSIONS 6,675 sqft WING Conservatory 550 sqft Waiting area 125 sqft Science Room 225 sqft Science Experiments 500 sqft Art Room 350 sqft Art Overflow 225 sqft Counselling Room 125 sqft One-to-one Room 125 sqft One-to-one Room 100 sqft ​ Common Room & Bathrooms 300 sqft Annexe Classroom A 225 sqft Annexe Classroom B 225 sqft Annexe Office 125 sqft Annexe Chill-out 250 sqft (Building site) 325 sqft Corridor (Wing) 1250 sqft WING TOTAL 5,025 sqft ​ GROUND FLOOR TOTAL 13,875 sqft ​ First Floor Spanish Classroom 225 sqft French Classroom 275 sqft English Classroom 525 sqft Library 200 sqft Maths Classroom 300 sqft PSHE Classroom 275 sqft Office 150 sqft Bathroom 50 sqft Staff room 250 sqft OLD HOUSE 2,250 sqft ​ ​ Mezzanine (showers & studios) 4,175 sqft ​ FIRST FLOOR TOTAL 6,425 sqft ​ ​ Second Floor ​ There are six rooms in the Attic which we use as our Music Suite. Estimated size: 1,500 sqft ​ Basements ​ There are basements underneath the Old House and underneath the Wing. At the moment they are only used as storage space and so have not been included in this count. ​ Accommodation Block ​ There are two floors of accommodation in the Wing. Estimated size: 12,000 sqft Overall Sizes The school currently uses 21,800 sqft. ​ The total size of the building (excluding basements) is 33,800 sqft. The Wilderness Rooms (approximate sizes) ​ Ground Floor ​ Entrance Lobby 275 sqft Hallway 275 sqft Classroom A 450 sqft Classroom B 450 sqft Ballroom 825 sqft Store 75 sqft Store 225 sqft Climbing Wall 225 sqft Staff Room 275 sqft Store 75 sqft Kitchen 400 sqft Dining Room 375 sqft Dining Room 175 sqft Corridor 50 sqft Store 25 sqft Male WC 75 sqft Corridor 50 sqft Accessible WC 50 sqft Female WC 100 sqft ​ GROUND FLOOR TOTAL 4,450 sqft Survey 4,628 sqft First Floor ​ Corridor 50 sqft Wigpool Bedroom 150 sqft Female Showers 225 sqft Malvern Chase Dormitory 225 sqft Corridor 100 sqft May Hill Dormitory 250 sqft Break Heart Hill Bedroom 125 sqft Hope Wood Dormitory 175 sqft Garden Cliff Dormitory 250 sqft Staff Shower 50 sqft Corridor 150 sqft Welsh Bury Dormitory 150 sqft Long Orchard Dormitory 150 sqft The Loquiers Dormitory 200 sqft Pingary Tump Bedroom 150 sqft Staff Shower 125 sqft Male Showers 225 sqft Lobby 50 sqft Shop 50 sqft ​ FIRST FLOOR TOTAL 2,850 sqft Survey 3,209 sqft ​ BASEMENT 1,200 sqft​ (from Survey) All Buildings (survey measurements) Main Building 9,100 sqft Office & Flat Block 2,100 sqft Eco-house 950 sqft Workshop & Training Block 900 sqft Saxon House 425 sqft Chapel 275 sqft Garage 200 sqft ​ TOTAL BUILDINGS 13,950 sqft ​ During lockdown we bought a Marquee (15*6 metres) which provides an additional 975 sqft. ​ There is also the dilapidated Stable Block which is roughly 1,875 sqft. ​ Restoring this is an exciting project - for the future. ​ ​ ​ Resources: Wotton House ​ Lloyd George Survey of Land Values (1910) Tree Preservation Order 49 (1991) Tree Preservation Order 62 (1993) A Guide to the Garden and Grounds of Redcliffe College (2002) Historic Building Appraisal (2011) Design Statement (2011) Heath Avery Conservatory (2015) Unwin Forestry Tree Survey (2015) Historic Environment Assessment (2016) Knight Frank Sales Brochure (2015) Schedule of Condition (2016) Tree Preservation Orders: Our Summary (2020) ​ Maps and Plans ​ Ground floor floorplan First floor floorplan Second floor floorplan ​ Resources: The Wilderness ​ Wayleave Agreement (1969) Waste Water Treatment (2002) Coal Mining Search (2014) Environmental Search (2014) Groundsure Planview (2014) Drainage & Water Search (2014) ​ Maps and Plans ​ Ground floor siteplan Basement siteplan First floor siteplan Second floor siteplan Estate map (official copy) ​

OUTDOOR EDUCATION: HISTORY THE WILDERNESS OUTDOOR LEARNING CENTRE ANIMAL-ASSISTED EDUCATION DUKE OF EDINBURGH AWARDS Nuestro refugio de aprendizaje al aire libre El Wilderness Center es una casa de campo clásica ubicada dentro de 30 acres de terrenos privados en el Bosque de Dean, con bosques, campos y su propio círculo de piedra. Disfrutamos de unas vistas espectaculares sobre el río Severn hasta los Cotswolds y Malvern Hills a más de 20 millas de distancia. Ubicado en la ladera de Plump Hill, cerca de Mitcheldean, es un sitio sobre crecimiento y aprendizaje, que ofrece a los alumnos de Wotton House un lugar para una amplia gama de experiencias educativas. Ofrece un aspecto importante de lo que creemos que es importante en el aprendizaje. Junto al aula y las formas modernas de aprendizaje, The Wilderness Center ofrece a nuestros alumnos el lugar perfecto para perderse: desconectarse de la rutina y la tecnología y conectarse con la naturaleza. Actividades in situ Tiro al arco Bueno para: disciplina, concentración y determinación. Nuestros instructores de pacientes se asegurarán de que a todos los participantes se les enseñe la técnica correcta de una manera segura y divertida y se les anime a lograr sus objetivos. Resolución de problemas Fomentar: el trabajo en equipo, la cooperación y la planificación. Cada problema está diseñado específicamente para lograr sus resultados y objetivos grupales, ya sea para mejorar las habilidades de comunicación, fomentar la empatía o simplemente divertirse. Bushcraft ¡Da rienda suelta al experto en supervivencia que llevas dentro! En el centro Wilderness tenemos una excelente ubicación para aprender las habilidades tradicionales de bushcraft. Nuestros instructores experimentados enseñan la iluminación del fuego, la construcción de refugios, la cocina en fogatas y el rastreo de animales en los bosques antiguos alrededor de nuestro sitio. ¿Suena esto como una buena opción para su hijo? Si la respuesta es sí, nos encantaría saber de usted. Para saber más solo Contáctenos Pila de cajas ¿Qué tan alto puede llegar tu stack? Una gran actividad en equipo con cuerdas altas. ¡La tarea es construir una torre con cajas, lo más alto posible! Orientación Para aprender: autosuficiencia, toma de decisiones y gestión de riesgos. Tenemos una variedad de cursos de orientación distribuidos en nuestro sitio de 29 acres y en el bosque adyacente y trabajamos en estrecha colaboración con instructores profesionales. Muro de escalada Para enseñar: habilidades de equilibrio y movimiento. Una gran actividad para una noche. La escalada se realiza dentro de nuestra pequeña pared interior, durante la sesión se enseñarán técnicas de aseguramiento, técnicas de escalada y búlder. Sendero del túnel Nuestro extenso sistema de túneles artificiales es el lugar perfecto para que los grupos experimenten la oscuridad total y practiquen sus habilidades de comunicación. Se anima a los grupos a mapear el sistema de túneles trabajando juntos para asegurarse de que no se pierdan en las catacumbas. Rappel Una oportunidad para que los grupos se desafíen a sí mismos haciendo rápel desde el techo de la mansión. Después de haber sido equipado con el equipo de seguridad y haber sido instruido en la técnica correcta, ¡es hora de ponerse al límite y empezar! Curso de desafío Un gran evento de equipo, se establecen una serie de obstáculos que requieren que los equipos trabajen juntos para completar con éxito el curso. Nuestros instructores pueden establecer los desafíos apropiados para cumplir con los niveles de habilidad y los resultados que el grupo requiere. Estudios ambientales El Wilderness Center es reconocido como un lugar para excelentes estudios de campo y educación ambiental. Nuestros bosques y prados orgánicos brindan paisajes inspiradores y diversos para que los grupos los exploren. Día sajón Historias horribles de la vida real! Nuestros alumnos son transportados en el tiempo al siglo IX, para descubrir cómo era la vida en nuestra réplica de la casa sajona. Off-site Activities ​ Open Canoeing Using the majestic River Wye, groups can take part in ½ and whole day river trips, experiencing the SSSI Wye Valley whilst learning about the river and its ecology as well as having an unforgettable adventure. ​ Kayaking Using the River Wye, groups can take part in ½ and whole day river trips, experiencing the SSSI Wye Valley whilst learning about the river and its ecology as well as having an unforgettable adventure. ​ Raft Building Groups are tasked with building improvised rafts out of a range of materials, once built groups take to the water to see if their designs work in practice! ​ Rock Climbing Experience the natural beauty of Symonds Yat gorge by climbing on the limestone crags high above the River Wye. With the wide variety of climbs on offer there is something for all abilities. ​ Mountain Biking Explore the Forest of Dean on two wheels - specialist instruction means that you can get the best out of your day from a picturesque ride on the family trail to an adrenaline filled experience on the single track trails. ​ Caving Explore the majestic Clearwell Caves away from the tourists. You will be kitted out in an overall, boots, helmet and head lamp and descend into the cave with your professional guide to ensure you have a great time. ​

Fundamental British Values What are the Fundamental British Values? ​ The DfE has recently reinforced the need ‘to create and enforce a clear and rigorous expectation for all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.’ ​ So that's the official answer: Democracy, Individual Liberty, Rule of Law, Tolerance (remember them with the acronym DIRT). Most reasonable people would ask exactly what is distinctively British about those - but the DfE are not looking for philosophical debates. Nor is it much of a rallying cry, when compared to the French "Liberty, Equality, and Fraternity"or the USA's Equality, Liberty and the Pursuit of Happiness. Anyhow, we have to promote them and that is that. ​ How does Wotton House School promote Fundamental British Values? We promote values which ensure our pupils develop a strong sense of social and moral responsibility which will prepare them for life in modern Britain. Here are some of the ways we promote these values. Democracy The School values pupil voice and the role pupils have in bringing about improvements. We ask the pupils about their learning, their concerns and ideas about how we can make things better. We do this by using pupil questionnaires and through our School Council. At the start of each year, children vote for their nominated House Captains through an election process. Through their class representatives children have the opportunity to have their voices heard and through pupil conferencing with staff at different points within the year Individual Liberty Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive and nurturing environment, we provide boundaries for our children to make choices safely. Here are some ways in which we do this; Choices about what learning challenge or activity to do. Choices around the participation in extra-curricular activities. Choices about lunchtime options. Our Behaviour Policy is built on the principle that children are responsible for their own actions and choices and that these have consequences. The school provides reflection time where pupils are able to think about the impact of their choices. During PSHE, E-Safety lessons and Assemblies, pupils are taught how to keep themselves safe whilst they exercise their rights and personal freedoms. Safeguarding is embedded in every aspect of life at the school. ​ The Rule of Law The school has a comprehensive Behaviour Policy which sets out clear expectations and outlines the School Rules. Children understand the school rules and what happens if these rules are broken. At the start of each year classes discuss class rules and agree a charter to abide by. During PSHE lessons and Assemblies, children learn about the importance of having rules and how these relate to laws. We use a range of PSHE resources to promote moral, spiritual, social and cultural awareness among our pupils. Our children have a well-developed sense of justice and are able to discuss why there needs to be consequences for those who break the rules or laws. ​ Mutual Respect and Tolerance Our School promotes the values of respect, compassion and friendship. Adults actively model respect with one another and with the children. This is shown through how we speak to and treat one another. Through our curriculum, we promote an awareness of different faiths and we encourage our pupils to recognise and understand these faiths. Our pupils naturally show tolerance for others and have a curiosity to find out and understand cultures and faiths that are different from their own. ​ British Values through the Curriculum Planned opportunities to teach the values of our society are interwoven into the curriculum. Some examples are: ​ PSHE: How we influence democracy is explored though PSHE and Assemblies. This includes looking at historical figures and exploring the effectiveness of different approaches. The importance of laws, whether they are those that govern the class, the school, or the country, is consistently reinforced. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely. Geography: We ensure that children have a better understanding of Britain through learning more about its capital cities and counties, its rivers and mountains, where Britain is in relation to the rest of Europe and other countries in the world. History: We ensure that children develop a chronologically secure knowledge and understanding of British and local history. They should know how Britain has influenced and been influenced by the wider world, whilst recognizing the lives of significant individuals and specific events. Music: The study of British composers and their influence worldwide. Art: The study of how British artists influence others around the world. Religious, Moral & Spiritual Education: Gaining a greater understanding of religious diversity and practice. We actively promote diversity through celebrations of different faiths and cultures. Physical Education: Promotion of the concept of “fair play” through following and developing rules, inclusion, celebrating and rewarding success, being magnanimous in defeat and participation in activities that promote kinship and affiliation with others. Computing: Children are taught about respect and bullying in the online world though online safety lessons interwoven into the curriculum. Pupil Leadership: This is taught through the promotion of democratic processes, fostering the concept and application of freedom of speech and group action to address needs and concerns. Key to this is the concept of holding others to account, including those in positions of influence and authority. Educational visits: Our broad range of educational visits and experiences outside of the classroom, equip our children with the skills to make a positive contribution to their community. Community Events: We work closely with a variety of charities and we encourage our children to interact with children from other schools though organised activities and events. ​ ​ “Keep your thoughts positive because your thoughts become your words. Keep your words positive because your words become your behavior. Keep your behavior positive because your behavior becomes your habits. Keep your habits positive because your habits become your values. Keep your values positive because your values become your destiny.” Mahatma Gandhi

Wotton House International School Calendar of Important Dates for 2023-2024 (TBC: to be confirmed) Please check regularly as some dates are subject to change SEPTEMBER Tues 5 September INSET day for all staff Wed 6 September Start of Michaelmas term for Senior School Sat 9 September Gloucester Heritage Open Day at Wotton House Mon 11 September Start of Michaelmas term for Prep School Wed 13 September Roald Dahl Day – come in character (Prep) Fri 15 September PTA Coffee morning at school – come and meet Thu 21 September PTA Coffee morning at Starbucks on Eastern Avenue TBC 25-29 September MYP3 to Woodchester Mansion Wed 27 September Coaching session with Barbarians at Kingsholm Thur 28 September MYP2 to M Shed for a workshop on the Trade in Enslaved Africans Thur 28 September Rendcomb College: Year 7/8 girls football (2:30 pm start) 28-29 September: MYP4 Duke of Edinburgh Bronze Award Expedition OCTOBER Wed 4 October Harvest Festival and after school Prep disco (5-7 pm). Thur 5 October Rendcomb College: Year 7/8 boys tag rugby (2:30 pm kick-off) Friday 6 October Prep SkillZone visit Sat 7 October: Man (Mr Vaughan) vs Horse 7-16 October Cheltenham Literary Festival Wed 11 October Prep Parent consultations Wed 11 October MYP1 to Cheltenham Literary Festival: AF Steadman Wed 18 October Early Help Forum: Mental Health (9.15 to 12.30) Thur 19 October PTA Coffee morning at Starbucks on Eastern Avenue Mon 23 October Start of Michaelmas half-term break NOVEMBER Fri 3 November End of Michaelmas half-term break (10 days) Wed 8 November: MYP 3/4/5 mixed football match vs Belmont School, Cheltenham Fri 10 November Remembrance Day Prep Poetry event Wed 15 November MYP3 To the Houses of Parliament. Fri 17 November Children in Need Prep fundraising day 20-26 November Senior school parents' evenings (tbc) 20-25 November: Kings Theatre, Gloucester booked (details tbc) Thur 23 November PTA Coffee morning at Starbucks on Eastern Avenue DECEMBER TBC 4-8 December Student showcase TBC Second half term MYP2 trip to Lanthony Priory Secunda TBC Second half term MYP 1 (Wotton and Cleve) to Bristol Museum Wed 6 December MYP4 to the Gloucester Energy from Waste Centre Thurs 7 December Christmas Jumper Day Thurs 7 December Prep Residential at The Wilderness (1 night) Fri 8 December Prep Residential at The Wilderness Thurs 14 December End of Michaelmas term for Prep School Fri 15 December End of Michaelmas term for Senior School LENT TERM Mon 8 January Start of Lent term for Prep School Mon 8 January INSET day for Senior staff Tues 9 January Start of Lent term for Senior School Wed 17 January Under 13's girls netball at Trinity School Tues 23 January Cross-country running at Westonbirt School: Prep and MYP Mon 12 February Start of Lent half-term break Fri 16 February End of Lent half-term break (5 days) Thur 21 March End of Lent term for Prep School Fri 22 March End of Lent term for Senior School Sunday 31 March Easter Sunday SUMMER TERM Mon 8 April INSET day for all staff Tues 9 April Start of Summer term for Senior School Mon 15 April Start of Summer term for Prep School Mon 27 May Start of Summer half-term break Fri 31 May End of Summer half-term break (5 days) 21 June Carnegie Award Wed 10 July End of Summer term for Prep School Thurs 11 July End of Summer term for Senior School

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Admisiones Estamos encantados de que estés interesado en saber más sobre nuestra escuela y te invitamos cordialmente a que nos visites para que veas por ti mismo lo que hace que la escuela sea tan especial. Además de nuestros Días de Descubrimiento, que puede ver a la derecha, estamos abiertos a las visitas de padres e hijos en cualquier momento, así que no dude en contactarnos para concertar un horario adecuado. Para obtener información sobre nuestras políticas y procedimientos de admisión, comuníquese con Sophie Sturdy en info@wottonhouseschool.co.uk . Las visitas a la escuela incluirán recorridos por el edificio y los terrenos con el personal superior de la escuela, con oportunidades para hacer las preguntas que desee. Damos la bienvenida a todos los visitantes, ya que sabemos que Wotton House atrae mucho interés local. Por favor, ¿podrían los padres potenciales darse a conocer cuando lleguen para que podamos asegurarnos de que un miembro del equipo le dé un recorrido que pueda responder a sus preguntas? Por supuesto, damos la bienvenida a los estudiantes potenciales para que se unan a sus padres en cualquier día de puertas abiertas o visita. Contact Us I agree to be contacted by email I agree to be contacted by phone I agree to the terms of the school's privacy policy Submit Thanks for submitting!

Vacantes Dos hermosas ubicaciones, personal docente de clase mundial y un enfoque único de aprendizaje son los ingredientes esenciales que hacen de Wotton House International School un lugar excepcional para trabajar. Si desea unirse a nuestro amable equipo, consulte nuestras vacantes actuales a continuación. Si está interesado, contáctenos en info@iveuk.com . Nuestra Escuela Internacional en crecimiento busca expandir su equipo fortaleciendo su provisión en las siguientes áreas: TIC Educación ambiental Ciencias Artista en residencia Estamos ansiosos por recibir un Artista en Residencia. A cambio de espacio de estudio y pago nominal, nos gustaría ayudar a desarrollar nuestro departamento de arte. Esto podría incluir fotografía, pintura, escultura, película / multimedia, etc. El alojamiento es posible. Wotton House International School se compromete a salvaguardar y promover el bienestar de los niños y los jóvenes y espera que todo el personal y los voluntarios compartan este compromiso. Si tiene éxito en obtener una publicación con nosotros, estará sujeto a una Divulgación del Servicio de Divulgación y Prohibición, y un examen de salud.