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  • Admission, Fees and Bursaries | Wotton House International School

    FEES BURSARIES SCHOLARSHIPS COMMENTARY Frais Nous accueillons des élèves de 10 à 16 ans qui bénéficieraient de notre approche internationale de l'éducation à temps plein ou à temps partiel, flexi. Nous sommes fiers d'offrir une bourse sous condition de ressources et une réduction pour les frères et sœurs et serions heureux d'en discuter avec vous. Chaque enfant et chaque famille est unique et vous aurez sans aucun doute des besoins et des questions particuliers. Nous sommes là pour vous aider, veuillez nous contacter pour plus d'informations au +44 (0) 1452 764248 ou par e-mail à info@wottonhouseschool.co.uk Honoraires 2021-2022 Frais à temps plein Les frais à temps plein par trimestre varient de 3250 £ à 4500 £ Les frais pour les enfants de 10 ans commencent à 3000 £ Options Flexi-School Nous proposons également un forfait flexi-école pour les années 1 et 2 du PEI. Nous serions heureux de discuter de ces options avec vous. Gloucestershire Independent Schools: day fees (all from school websites) Bursaries We are able to offer bursaries whenever possible in the following situations: ​ Staff discount: dependent on hours worked Sibling discount: 10% for first, 25% for second Key-worker discount: 10% for NHS and care-home families NATO Imjin Barracks discount: 33% Means-tested bursary: up to 85% of fees Prepayment: each case negotiated separately depending on number of years involved but large discounts can be offered for lump sums ​ ​ Each child and family is unique and you will no doubt have particular needs and questions. We are here to help so please contact us for more information and to discuss in confidence. In the past and currently we have successfully been able to work out arrangements whereby non-financial contributions to the school can be put towards the fees. ​ ​ ​ Scholarships We are proud to launch a range of Scholarship awards for the next academic year (2022-23) ​ ​Please watch this space for details as they are announced. ​ ​ Commentary on school fees and bursaries Break-even Analysis Independent schools are notoriously coy when it comes to talking about finances. Is this a throwback to the days when it was considered vulgar to discuss money? Or is it because, as this article on Forbes.com suggests, “not talking about money is a privilege of the wealthy.” ​ It is odd because the accounts of all the private schools which are also charities are freely available if you know how to search the Charity Commission website. For example, Winchester here (total income £35 million) and Wellington here (total income £53 million!). And the accounts of all independent schools which are private limited companies are freely available if you know how to search the Companies House website. Most of these schools are parts of for-profit chains such as Cognita (revenue £500 million across 78 schools). There should be no need for reticence! ​ So in the spirit of openness we thought it would be interesting to run through the sort of break-even analysis we regularly do. This is at a fairly broad level, of course, but it will show the basics for a secondary school with 5 year groups, each with 10-15 students. Staffing Costs. Total £440,000 per annum. If we teach 8 subjects we pretty much need 8 subject teachers. We will assume that most are either full-time or close to full-time. Typical salaries might be around £30,000 so total teaching cost is £240,000. Then we need Admin and other support. As a minimum we need an Admissions Officer, Administrator, Exams/ Local Authority Officer, Catering Manager, Maintenance Manager, Counsellor. Say 6 roles at £20,000 each. Total Admin cost is £120,000. Then we need some Senior Management: say 2 roles (Principal and Vice-Principal) at £40,000 each for a total of £80,000. Overheads. Total £240,000 per annum As a very rough guide we know that salaries make up around 65% of total costs. This means that total overheads should be around £20,000 per month. This could easily be made up roughly as follows: Heat, light £5,000 Consumables £5,000 Finance £5,000 Insurance £2,500 Misc £2,500 So Total Costs are £680,000. Then there are two ways to proceed. The first is if you know the Annual Fees simply to divide the Total Costs number by the annual fees to produce a figure which shows the number of pupils needed to break even. However this does not take into account bursaries and other discounts. We need to use the actual figure of income per pupil. ​ If annual fees are £12,000 (ie with no discounts) then the number needed is 57. If we assume an actual annual figure of £9,000 then the number needed is 75. If the actual figure is £7,500 then the number of pupils needed is 90. ​ The other way to work it is to assume a roll of 70 pupils (5 classes of 14 pupils each) and to spread the Total cost between these pupils. Dividing the Total Costs across 70 pupils produces an annual fee requirement of £9,714 (or £3,238 per term). ​ Bursaries across the sector It is clear that the key figure is the percentage of discounts. The rule of thumb I was taught is that mature schools aim to keep this figure down to about 10%, but in the early years of a school it is normally more like 30-40%. But do these figures hold true? ​ Newspapers and websites report a wide range of figures, depending on whether they are in favour of independent schools or against. The Good Schools Guide said (in 2021): "Over the past year, private schools handed out £938m-worth of scholarships and bursaries to 157,000 pupils – that’s about 30% of all children in private schools." ​ The Financial Times said (in 2019): ​ "The ISC says that £800m of the £1bn provided in “fee assistance” last year came directly from the schools themselves. Just over 175,000 ISC students currently benefit from some form of fee reduction, around half of these through means testing. The number of those receiving “free” places — where all fees are paid — is now more than 6,000 pupils, an increase of 5 per cent year-on-year. ​ Another website has much lower figures. Best-schools.co.uk claims that "There are estimated to be around 41,000 children being financially assisted by private schools". This must be incorrect but the website is worth looking at because it has a long list of potential sources of fee support and also a good draft means-testing questionnaire. ​ The Guardian has a different take (2021): ​ "The proportion of pupils helped with financial support has not significantly increased, despite the costs of private schooling rising considerably. By 2018, the average annual basic fee was £14,280 for day schools - a 60% real-terms increase from 2000 and three times the 1980 fees. ​ The researchers studied the period since 1997. They found that throughout the period, around 15 out of every 100 pupils received direct financial support. The value of financial support was around £4,900 in 2011–2018, little changed from earlier periods and “thus accounting for a smaller fraction of the fees: 35% compared with 57% in the first period”. The paper concludes: “The data could not conclusively support claims that the private school sector has widened access for students from low-income families through more generous financial support.” ​ The best source of objective data is usually taken to be the annual ISC census . Its figures show: 1. Average day school fees are £15,191 per annum or £5,064 per term. 2. A total of 179,768 pupils currently receive help with their fees. 3. There are 532,237 pupils at ISC schools. 4. The ISC suggest that this means that 35% of pupils receive support. 5. The financial value of the support is over £1.1 billion. ​ But it is worth taking a closer look at these figures. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ The total number of pupils helped includes all the SEN pupils funded by local authorities and all the private nursery pupils who get Early Years Funding. This seems to be stretching the case, to put it mildly. Independent schools themselves help 157,000 pupils but almost half of those are supported because they are 'eligible', which could mean that they are staff children or siblings of other pupils. The actual number of bursaries and scholarships is more like 100,000 which is closer to 1 in 5 of all ISC pupils, than the 1 in 3 which is widely claimed. ​ To calculate the average level of bursaries given by independent schools we still need to do some calculations as the figure does not seem to be in circulation. 1. The total fee income of all independent schools must be around £7.5 billion (500,000 pupils times £15,000). In practice it will be higher because the ISC only represent half of all independent schools although the other half tend to be much smaller schools. ​ 2. Total financial support is £938 million (counting staff and sibling discounts). ​ 3. This equates to 12.5%. ​ So we can conclude that on average independent schools give away 12.5% of possible fee income in the form of various discounts. Our rule of thumb was 10% which is close enough. ​ Equity It appears to be enough to satisfy the charity commission, but is that enough, morally speaking? This is a complicated question without easy answers, but as a fee-charging school we should at least try. ​ The first step is to compare independent school spending with state school spending on each pupil. The IFS did a study in 2021, reported inThe Guardian , which included running costs and capital spending for state schools, and subtracted scholarships and bursaries given to pupils in private schools to fairly compare the two. The average private school fee (not including boarding schools) was found to be £13,700 a year, compared with £7,100 in spending on each state school pupil. ​ Note that the £13,700 figure assumes a discount rate of 10% rather than the 12.5% we established earlier. But even so the point is clear: independent schools spend almost exactly twice as much per pupil as state schools. ​ Median gross salary in the UK is currently around £31,500 (2021). This means that the amount spent per state-school pupil by the government equates to 22.5% of median pre-tax salary or approximately 30% of net salary (ie after tax). ​ We need to reach again for our Rules of Thumb book. The best known for personal finance is the 50-30-20 budget rule , which goes back to a book called All Your Worth written by Senator Elizabeth Warren in 2005. The Rules for expenditure are: 50% should be on "Needs": rent or mortgage, groceries, utilities, transport 30% should be on "Wants": discretionary spending such as eating out, holidays 20% should be on "Savings": either savings and investments or paying off debts. ​ Private education clearly falls in the discretionary spending category and so it seems sensible to allow it a maximum 30% of net income. This then lines it up neatly with the amount spent per pupil in state schools. ​ But if average private school fees are £13,700 (after discounts), the median net salary at which that figure is 30% is £45,666 or, very approximately, £55,000 pre-tax. According to this calculator from the IFS this would mean that private education is only affordable to the highest 10% of wage earners in the UK. Of course many, perhaps most, households have dual incomes but, equally, many, perhaps most, households have more than one child. ​ What Caused this Crazy Fee Inflation? Fees tripled between 1980 and 2018 - rates of increase far in excess of increases in Inflation and Wages (see The Guardian article quoted above). The Killik & Co Private Education Index (2019) argues that fees went up by five times (ie 400%) between 1990 and 2019. Some observers warned that this meant trouble ahead. Ben Chu wrote in The Independent in 2016: ​ "Even the private schools themselves admit the middle classes are now being priced out. “These schools will soon be solely populated by fee-assisted pupils from low-income families and the offspring of the super-rich,” says Ralph Lucas, editor of the Good Schools Guide. ​ “We have allowed the apparently endless queue of wealthy families from across the world knocking on our doors to blind us to a simple truth: we charge too much,” Andrew Halls of King’s College School in Wimbledon admitted three years ago." ​ An interesting analysis by Nimblefins also blames parents: ​ "The parental strategy of applying to more schools in an effort to lock in the "best" spot results in individual schools experiencing a large increase in applications. A rapid rise in applications creates the illusion of an increase in demand, emboldening schools to raise fees. However, the private school system as a whole does not seem to be facing a supply and demand imbalance, meaning parents are behind this frothy "demand." ​ Ben Chu is more critical of the 'facilities arms race' which led to huge capital expenditure on theatres, gyms, recording studios and so on: ​ "Why the massive expenditure on these ancillary sports and music facilities in the first place? These are peripheral to any educational purpose. In the 1980s, the Victoria and Albert Museum used to advertise itself with the tongue-in-cheek slogan “an ace caff with quite a nice museum attached”. Some of these schools have become luxury country clubs with quite a nice school attached." ​ Fundamentals This discussion ends up focussing on the fundamentals - why exactly do parents pay so much for private education. The Killik & Co report slips in the figures right at the end: private education outcomes, on the average, generate a wage premium over state schools: ​ "For example, academics estimate a wage premium over those who have attended state school of 7% by six years after graduation. Another study finds the premium to be 20% by age 33; a third finds a premium of 3%. To some parents this may indicate private education outperforming investments in financial assets, which helps to explain why despite the rising fees, many private education seems as popular as ever." ​ If we assume the wage premium is 5% by age 20 and lasts for 40 years (the last figure is a guess) then we can calculate whether there is a financial return on private education. The rough calculations are: ​ Cost of private education: £13,700 * 5 years = £68,500 Wage premium: 5% on £35,000 over 40 years = £70,000 ​ The lifetime premium on these figures is only £1,500, which is unlikely to be sufficient motivation (2% return). If the wage premium is 10% then the lifetime premium goes up to £71,500 (or a 4% return). Equally if the cost goes down to £10,000 per annum then the lifetime premium goes up to £20,000 for a 5% annual wage premium (29% return). An earlier estimate (2010) found that the average net rate of return was 13% in 1980. ​ These are imprecise calculations as the data are slippery but I think they show that for most parents there would be a reasonable expectation that the costs of private education will be more than repaid over the career of their child. "In effect, private schools provide very good value for money.​" (Green et al, 2010).

  • Vision & Ethos | Wotton House International School | Gloucestershire

    L'école internationale Wotton House est basée au cœur de Gloucester et fait partie du groupe International Village Education. Notre mission est d'aider activement les enfants à développer la confiance, les compétences et les connaissances nécessaires pour s'épanouir dans le monde moderne. Notre philosophie éducative est résumée dans le proverbe africain «il faut un village pour élever un enfant» - aider vos enfants à exceller dans le contexte de leurs communautés locales, nationales et mondiales. Cette philosophie incorpore trois idées liées: 1 L'éducation n'est pas seulement la responsabilité de l'enseignant mais aussi de la communauté au sens large; les enfants grandissent aujourd'hui dans un village mondial non réglementé et ont plus que jamais besoin de conseils pour s'y retrouver en toute sécurité 2 Être `` éduqué '' a de nombreuses facettes et angles, et que chaque enfant a de nombreux dons différents, qui ne sont pas tous satisfaits par l'apprentissage traditionnel en salle de classe. Pour réaliser cette vision, nous intégrons trois éléments clés dans l'école: un programme de connaissances solide, basé sur l'enquête - nous enseignons le programme de niveau intermédiaire du baccalauréat international avec la possibilité de passer des GCSE internationaux dans les années 10 et 11 technologie intégrée pour l'apprentissage l'éducation en plein air comme partie intégrante de l'expérience scolaire de chaque enfant, via notre site partenaire The Wilderness Center. 3 Notre école doit explicitement fournir des réseaux de soutien, de connexions et de contacts; il ne suffit pas d'envoyer un enfant au monde avec rien d'autre que des certificats sous le bras Nos objectifs sont donc de créer des enfants qui ont appris: un sens de leur place dans leur communauté et une compréhension de leurs responsabilités dans leur monde un esprit d'enthousiasme contagieux pour l'apprentissage, tout au long de nos activités d'apprentissage à l'école et en plein air qualités telles que la tolérance, la résilience, le courage, le leadership, le courage, la patience, l'empathie et l'intelligence émotionnelle compétences cognitives clés de la pensée critique, de l'argumentation, de la logique, des tests d'hypothèses, de l'évaluation des preuves et de la résolution de problèmes une base de connaissances solide et un sens d'eux-mêmes en tant qu'érudit: un apprenant qui est fasciné par l'apprentissage pour lui-même. Intéressé? Nous aimerions recevoir de vos nouvelles. Pour en savoir plus, contactez-nous Ethos and Aims Independent schools are required by law to have a Statement of Ethos and Aims (ISS 32(2)(d) ). This is nonsense surely, unless by 'ethos' is meant something like 'religious or other belief'? Ethos in a school is not something that can be explicitly 'statemented'; it is the underlying and intangible 'character' or 'habits', the culture and atmosphere of a school. ​ We hope and believe that all stakeholders in the school recognise and appreciate the atmosphere of mutual respect, kindness and encouragement, laughter and enthusiasm. ​ We can contribute to and steer the culture of the school by outlining and promoting our Goals and we do this through these three pairs of statements: Mission and Motto; Vision and Values; Aims and Objectives. ​ Mission ​ In an age out of harmony we are building a diverse community of enthusiastic, questioning learners who develop Head, Heart and Hands through real-world learning to the betterment of Humanitas, or society as a whole. We value equally the three 'real-worlds': digital, cultural and natural. ​ Our inspiration is Steve Jobs (1998): “Think different. Here's to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes... the ones who see things differently - they're not fond of rules and they have no respect for the status quo. You can glorify or vilify them, but the only thing you can't do is ignore them because they change things... they push the human race forward, and while some may see them as the crazy ones, we see genius, because the ones who are crazy enough to think that they can change the world, are the ones who do.” Vision Because it takes an international village to raise global and grounded citizens, we want to become the flagship of an international network of progressive, human-scale, change-making schools which contribute to the UN Sustainable Development Goals by empowering students through multidimensional, strengths-led learning to better themselves in order to better their communities. We have no single word for this concept in English but in Ancient Greece it was called “Paidea ”; in Enlightenment Germany it was called “Bildung ”. The closest modern equivalent is the Danish concept of “Dannelse ” which means creating active and aware citizens through educating head, heart and hands Aims To achieve our vision we have set ourselves these aims for the school: ​ To develop a multidimensional curriculum to prepare and safeguard our students for a radically different future world with unprecedented challenges for both mental and physical wellbeing. To help families build resilient, healthy, altruistic children who will have a strong sense of the meaning and value of their lives. To become part of a network of schools and colleges which values freedom, non-linearity and creativity - everything which distinguishes human from machine - but also respects traditions and the central importance of individual development as contributing to the greater goal of service to the community. To provide a safe, welcoming and stimulating environment for the non-conformists, the free thinkers, the heretics, the contrarians, those who think differently. They will change the world. Motto "Better ourselves to better our worlds" or "pro nobis pro bono" ​ Values We believe that contemporary education needs to be: ​ Wh olistic: rounded and multi-dimensional I nternational: global in outlook, diverse and rich S ustainable: grounded in the earth and rooted in our physical being C reative: able to dream and invent new solutions Objectives ​ To be the first-choice school in the region for international families To grow to 120 students To open a sixth-form college To be rated consistently good or better by the inspectorates To forge strong international connections with other IB schools Four Pillars This section looks at the Four Pillars which represent our deepest values, our non-negotiables, our principles. Many different organisations use a Four Quadrant model; the best known logo which uses four squares is Microsoft but very few people know what each square represents. By comparison the pentacostal FourSquare Church has a much more informational logo. ​ The word "Foursquare" resonates with positive overtones of firm, sturdy, bold, plainspeaking, forthright. These are all valuable qualities but they definitely lack subtlety. Nevertheless at the stage of outlining fundamental principles the subtleties can wait. Four legs are strong and useful, as Animal Farm famously says: "Four legs good, two legs bad". ​ This characterisation is not unique to us, of course. For example The Asha Centre , which is an adult education centre in the Forest of Dean, close to The Wilderness, identifies the same 'four pillars': Learning through Head, Heart and Hands Fostering a truly human global community. Harnessing the power of Nature to learn and heal. Nurturing creativity & innovation through the Arts. It is an easy step to derive from the four fundamentals an acronym WHISC which echoes very strongly our name: W otton H ouse I nternational SC hool. ​ Wholistic We deliberately use the spelling Wholistic rather than Holistic because the two spellings are diverging to become two different words with slightly different meanings. ​ Wholistic means taking into account every aspect, or facet, of a person, including body, mind and soul - this is what is meant by an education being 'well-rounded'. The word derives from Old English hal meaning 'uninjured or sound' ie hale and healthy. This is not quite the same as Holistic which means being more concerned with the wholes than with the constituent parts - this is what is meant by an education being 'child-centred'. 'Holistic' was invented by Jan Smuts in 1926 from the Greek holos meaning whole or entire. ​ ​ ​ ​ ​ International ​ ​ ​ Sustainable ​ ​ ​ ​ Creative

  • Admission, Fees and Bursaries | Wotton House International School

    Admissions Nous sommes ravis que vous souhaitiez en savoir plus sur notre école et nous vous invitons chaleureusement à nous rendre visite pour voir par vous-même ce qui rend l'école si spéciale. En plus de nos Journées Découvertes, que vous pouvez voir sur la droite, nous sommes ouverts aux visites des parents et de leurs enfants à tout moment, alors n'hésitez pas à nous contacter pour convenir d'un moment approprié. Pour toute information sur nos politiques et procédures d'admission, veuillez contacter Sophie Sturdy sur info@wottonhouseschool.co.uk . Les visites de l'école comprendront des visites du bâtiment et du terrain avec le personnel principal de l'école, avec des possibilités de poser toutes les questions que vous souhaitez. Nous souhaitons la bienvenue à tous les visiteurs, car nous sommes conscients que Wotton House attire beaucoup d'intérêt local. Les parents potentiels pourraient-ils se faire connaître à leur arrivée afin que nous puissions nous assurer que vous bénéficierez d'une visite d'un membre de l'équipe qui pourra répondre à vos questions. Nous invitons, bien sûr, les étudiants potentiels à rejoindre leurs parents lors de toute journée portes ouvertes ou visite. 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!

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