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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

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) ​

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

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

OUTDOOR EDUCATION: HISTORY THE WILDERNESS OUTDOOR LEARNING CENTRE ANIMAL-ASSISTED EDUCATION DUKE OF EDINBURGH AWARDS Notre paradis d'apprentissage en plein air Le Wilderness Center est une maison de campagne classique nichée sur 30 acres de terrain privé dans la forêt de Dean, avec forêt, champs et son propre cercle de pierres. Nous profitons de vues spectaculaires sur la rivière Severn, les Cotswolds et les collines de Malvern à plus de 20 miles de là. Niché sur le côté de Plump Hill, près de Mitcheldean, c'est un site consacré à la croissance et à l'apprentissage, offrant aux élèves de Wotton House un lieu pour un large éventail d'expériences éducatives. Il offre un volet important à ce que nous pensons être important dans l'apprentissage. Parallèlement à la salle de classe et aux méthodes modernes d'apprentissage, le Wilderness Center offre à nos élèves l'endroit idéal pour se perdre - se déconnecter de la routine et de la technologie et se connecter avec la nature. Activités sur place Tir à l'arc Bon pour: discipline, concentration et détermination. Nos instructeurs patients veilleront à ce que tous les participants apprennent la bonne technique de manière sûre et amusante et encouragés à atteindre leurs objectifs. Résolution de problème Encourager: le travail d'équipe, la coopération et la planification. Chaque problème est conçu spécifiquement pour atteindre vos résultats et vos objectifs de groupe, que ce soit pour améliorer vos compétences en communication, encourager l'empathie ou simplement pour vous amuser. Bushcraft Libérez l'expert en survie intérieure! Au Wilderness Center, nous avons un emplacement idéal pour apprendre les techniques traditionnelles de la brousse. L'éclairage au feu, la construction d'abris, la cuisson au feu de camp et le suivi des animaux sont enseignés par nos instructeurs expérimentés dans les bois anciens autour de notre site. Cela vous convient-il pour votre enfant? Si la réponse est oui, nous serions ravis de vous entendre. Pour en savoir plus juste Nous contacter Pile de caisses À quelle hauteur votre stack peut-il aller? Une belle activité de cordes hautes en équipe. La tâche est de construire une tour à partir de caisses, la plus haute possible! Course d'orientation Pour apprendre: autonomie, prise de décision et gestion des risques. Nous avons une variété de cours d'orientation répartis autour de notre site de 29 acres et dans la forêt adjacente et nous travaillons en étroite collaboration avec des instructeurs professionnels. Mur d'escalade Enseigner: équilibre et habiletés motrices. Une belle activité pour une soirée. L'escalade se déroule à l'intérieur de notre petit mur intérieur, les techniques d'assurage, les techniques d'escalade et le bloc seront enseignées pendant la session. Sentier du tunnel Notre vaste système de tunnels artificiels est l'endroit idéal pour permettre aux groupes de faire l'expérience de l'obscurité totale et de pratiquer leurs compétences en communication. Les groupes sont encouragés à cartographier le système de tunnels en travaillant ensemble pour s'assurer qu'ils ne se perdent pas dans les catacombes! Rappel Une chance pour les groupes de se mettre au défi en descendant du toit du manoir. Après avoir été équipé de l'équipement de sécurité et avoir été formé à la bonne technique, il est temps de se tenir debout et de foncer! Parcours défi Un grand événement d'équipe, un certain nombre d'obstacles sont mis en place qui obligent les équipes à travailler ensemble pour réussir le cours. Nos instructeurs peuvent définir les défis appropriés pour répondre aux niveaux de capacité et aux résultats requis par le groupe. Études environnementales Le Wilderness Center est réputé pour ses excellentes études sur le terrain et son éducation environnementale. Nos prairies boisées et organiques offrent des paysages inspirants et diversifiés pour les groupes à explorer. Journée saxonne Histoires horribles de la vraie vie! Nos élèves sont transportés dans le temps au 9ème siècle, pour découvrir à quoi ressemblait la vie dans notre réplique de la maison saxonne. 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. ​

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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

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!

LATEST INSPECTION IB VERIFICATION VISIT PREPARING FOR NEXT PAST INSPECTIONS Our Latest Inspection Outcome: 100% Success (November 2021) Anchor 1 Wotton House International School is a member of the Independent Schools Association (ISA), one of the seven associations which together are represented by the Independent Schools Council (ISC), and inspected by the Independent Schools Inspectorate (ISI). ​ All independent schools are inspected (whether by ISI or Ofsted) against the Independent School Standards Regulations (ISSRs); non-compliance could lead to being de-registered by the Department of Education (DfE). ​ There are approximately 150 requirements in the ISSRs, collected into 35 separate Standards which are organised into 8 Parts (such as Quality of Education; Leadership & Management. Some of the requirements are to 'pay regard to official guidance' on specific issues, such as safeguarding, which probably doubles the number of requirements. There are currently two types of ISI inspection, one which focuses only on regulatory compliance (RCI) and one which focuses on outcomes (Educational Quality or EQI). Only the second type of inspection is able to provide a school with an overall grade, comparable to the notorious Ofsted grades (although couched in less hostile language). As we have only been a member of ISA since March 2020 this was our first inspection and so we await our first EQI. The Inspection report can be found here : it makes very dry reading but it confirms that we meet all of the regulatory requirements. It is surprisingly difficult to find data on how many schools meet all regulatory requirements. Roughly half (1,200) of all independent schools are not members of an association and so are inspected by Ofsted. The DfE report that in 2021 14% of inspected non-association schools did not meet regulatory requirements. This is the same percentage as the number of schools judged to be Requiring Improvement or worse (but it is not clear if it is the same schools in each case). The ISI don't make it easy to find the data as they include it in the About Us / Governance section of their website rather than under Inspections, where it might seem to fit more naturally. Their document called Key Performance Indicators shows that the non-compliance rate in association schools is surprisingly similar to that in non-association schools: 14% in 2018-19 and 12% in 2019-20. Data for 2020-21 is not yet available Since the ISSRs include many standards about Quality of Education and, to a lesser extent, Spiritual, Moral, Social and Cultural Development (SMSC), to be compliant with those standards means that a school must, by definition, at least be providing a 'Good' education, both in terms of Academic Outcomes and Personal Development. Those are the two criteria for the EQI inspections by which independent schools are formally graded. ​ It is almost impossible for non-selective schools to attain an outcome of Excellent for academic achievements. This is because one of the current criteria reads as follows: “A7 – Academic and other achievements: Their achievements in scholarships and competitions, other academic distinctions, and success in sports, the performing and other arts.” Nevertheless we would hope that we can be graded both now and at our next inspection, as, at least, Good for Academic outcomes and Excellent for Personal Development. ​ Wotton House School ..... ​ gives all pupils the opportunity to learn; enables pupils to make good progress, involves well-planned lessons, effectively manages behaviour, and encourages pupils to act responsibly actively promotes mutual respect and tolerance; enables pupils to develop their self-knowledge and self-esteem safeguards and promotes the welfare of pupils; promotes good behaviour among pupils; effectively implements its Health and Safety policy properly checks the suitability of all staff provides suitable accommodation for learning & sports provides information to parents & prospective parents has an effective complaints procedure has leadership and management who demonstrate good skills and knowledge and actively promote the pupils' well-being. IB Verification Visit 2019 These are all extracts from the Verification Inspection report . Afterwards we did a presentation which can be found here . ​​ The school's mission and vision are in perfect alignment with IB philosophy The mission statement is viewed and discussed by students who are actively involved in seeing how it is brought to life at school The visual presence of the IB mission statement is tastefully displayed in a unique art piece in the school dining room. The school fosters student awareness of the values embodied in both the IB and the school's mission statement Discussions with the school board, administrative and pedagogical staff clearly indicate that IB philosophy has been internalized and drives school life The parent body is well-informed because of information sessions held regularly by the pedagogical leadership team. In conversations with students, it is clear that they have a sound understanding of the MYP and how they are learning. Parents are well-informed about their children ́s learning and progress and, in conversations, emphasized the open channels of communication that they enjoy with teachers, administrative staff and the Head of School. All groups within the school community demonstrate a deep understanding of, and commitment to, the MYP. Conversations with students show that they can explain the goals of the personal project and they are excited to be involved in this process The IB learner profile is a natural part of the school discourse and students can describe themselves, using the IB learner profile attributes The school has developed its own IB learner profile posters which are visible throughout the school and at the campus extension site. The school has embraced the IB learner profile attributes which guide patterns of behaviour in the community. Conversations with the MYP coordinator indicate a clear understanding of the promotion of responsible action within and beyond the school community Parents, students and teachers feel safe and confident to express themselves openly and respectfully. There is an atmosphere of warmth at school which promotes respect and open communication among all members of the community. Conversations with parents and students show an awareness of the importance of language learning and they show enthusiasm for the learning of additional languages. The school offers a totally inclusive programme and shows an open-minded attitude when receiving potential students. There is a positive and fluid relationship with the two Local Educational Authorities so students have a smooth transition to and from the school. All students have access to the programme and there is an effective induction of students which includes the identification of all students' strengths and interests. Simply participating in the programme is not a goal in itself so there are systems in place to support students to be successful and be able to showcase their strengths. During classroom visits, it became evident that students are taking responsibility for their own learning and are able to show initiative. Parents comment that they are very happy to see their children becoming more self-directed learners. In conversations with students and in classroom visits, students demonstrate that they are developing an awareness of diversity and multiple perspectives. As their learning experiences diversify, teachers express the hope that students will reach an understanding of human commonality. BACK TO TOP Parents express their pride in the empathy their children show for the needs of others and for the natural environment. Students, teachers, parents and the school's advisory board speak respectfully of and to each other. There is an attitude of respect and warmth at the school which is evident even during the verification visit; this facilitates inclusion for all types of learners and provides all students with an environment which is caring and safe. The school has built a stimulating, safe environment based on understanding and respect throughout the school community From conversations with teachers and students, it is evident that most learning experiences allow students to demonstrate their learning in a variety of ways, taking into account their strengths and interests. The advisory board of governors provides strong support for the school and is aware of the IB philosophy. The school's advisory board is highly proactive and supportive, showing dedication and commitment to the school's mission, vision and sustainability. There is a highly collegial atmosphere at the school which facilitates the positive implementation and ongoing improvement of the MYP. The school has provided qualified staff to implement the programme, all of whom express enthusiasm for both the MYP and their school; these qualified teachers are willing learners of best MYP practice. There is an attractive library which is well-populated with print resources. The library is a safe and inviting place for students to work, learn and foster a love of reading. In discussions with teachers and students, they could explain how global issues inform class discussions and help nurture diverse perspectives. A rich outdoor learning programme for MYP1-4 students further expands students perspectives and enriches their learning experiences in a rural context. The community is very involved with the school and parents are willing to give of their time to be guest speakers, guides, lead extracurricular activities and support service projects. For a small, new school the involvement and expertise of the community is a highly valuable resource. The school draws on the resources and expertise of the community which enriches learning within the MYP. Students can describe themselves, using the IB learner profile attributes and teachers use them in their day-to-day lessons and they include activities related to the IB learner profile attributes when they plan lessons and units. Teachers can explain how they foster awareness of local. national and world issues in their lessons. They make use of varied activities including debates, seminars, field trips and guest speakers. Not all these activities are documented in unit plans but their impact is evident in the attitude all students have towards the school and their studies. Rich learning experiences promote students' awareness of individual, local, national and world issues and motivate them to be life-long learners. Parents comment on their children's interest in current events, global issues and the fact that their perspectives are broadening. The IB learner profile is infused into school life, both in and out of the classroom. The school has designed its own IB learner profile posters which are displayed in every room of the school and at the campus extension. Teachers and students use the IB learner profile attributes in everyday conversations and both parents and the school's advisory board embrace the IB learner profile attributes. Students respond well to teaching and learning strategies in the classroom and they are encouraged to think about why they are learning. Anchor 2 Preparing for our next inspections BACK TO TOP Over the next three years we can expect further, slightly different, inspections from both the IB and the ISI. This section outlines what we need to do to prepare. ​ Our last inspection was a Regulatory Compliance Inspection (RCI) from the Independent Schools Inspectorate (ISI) which checks our performance against all the Independent School Standards (ISS). Our next inspection will be an Educational Quality Inspection (EQI). The inspection criteria our different, but it will also look at some of the ISS. This part of the EQI is called a Focused Compliance Inspection (FCI), it lasts one day and looks at these Parts: The welfare, health and safety of pupils [Part 3, Standards 7-16] Suitability of staff, supply staff and proprietors [Part 4, Standards 18-21] The provision of information [Part 6, Standard 32] Manner in which complaints are to be handled [Part 7, Standard 33] Quality of leadership in and management of the school [Part 8, Standard 34] ​ The EQI, which lasts for two days, looks at pupil outcomes , split into two different domains: Pupil Achievement (PA) Personal Development (PD) ​ The criteria for judging outcomes are not made publicly available by ISI but are summarised in these tables: ​ ​ ​ Inspectors will evaluate these outcomes by collecting evidence from six different sources: Observing lessons and extra-curricular activities Scrutinising pupils’ work Discussion with governors, staff and pupils Examining documents and records General observations around the school The responses of parents and pupils to the questionnaires ​ The records to be examined are: Single Central Register of Appointments and staff personnel files Bullying/behaviour and sanctions records Health and safety records, including risk assessments Fire records and risk assessment Information provided for parents of current and prospective pupils Complaints log and records (including any complaints which went to a panel hearing) Safeguarding records – liaising with local authority Training records for safeguarding, fire, first aid, etc Medical and accident records, records of administration of medicines, etc. Admission and attendance registers ​ Inspectors look explicitly at the contribution made by the different factors in the school: Pupil Achievement Personal Development Curriculum Curriculum (PSHE / SMSC) Teaching Pastoral Care Information handling Role models Resource provision Resource provision (eg extracurricular activities) Governance Governance Leadership & Management Leadership & Management ​ We explain how our curriculum promotes Pupil Achievement in the section on Curriculum . We explain how we promote Personal Development in the section on Enrichment ​ Putting all our abbreviations together we can now proudly say "Since we joined ISA we are part of ISC which is inspected by ISI; having cleared our last DfE PMI we have had our first RCI and now await our first EQI, part of which is an FCI." Anchor 3 Past Inspections Inspection History ​ 8. Independent Schools Inspectorate (Nov 2021). Report . 7. DfE confirmation of Full Compliance (Dec 2019). Letter 6. Ofsted Progress Monitoring (Nov 2019). Report 5. Ofsted Progress Monitoring (March 2019). Report 4. IB Verification Inspection (Feb 2019). Report 3. Ofsted Progress Monitoring (Sept 2018). Report 2. Ofsted Inspection (Nov 2017). Report 1. Pre-registration Ofsted Inspection (July 2016): Letter Registration BACK TO TOP Previous Inspection History ​ 2013 ISI (Accreditation) Cambridge Int: Good/ Outstanding 2012 Ofsted Baby Unicorns Nursery: Outstanding overall 2011 Ofsted Cambridge International: Good / Outstanding 2011 Ofsted Holme Court: Good / Outstanding 2011 ISI Sancton Wood School: Good / Excellent 2008 Ofsted Cambridge International: Good / Outstanding 2008 Ofsted Holme Court: Good overall 2008 Ofsted Baby Unicorns Nursery : Good overall 2006 ISI (Follow-up) Sancton Wood School: Good overall 2006 Ofsted Baby Unicorns Nursery: Good overall 2005 ISI Sancton Wood School: Good overall 2005 Ofsted Baby Unicorns Nursery: Good overall 2004 Ofsted Baby Unicorns Nursery: Good overall Anchor 4

Ce que certains de nos parents et élèves disent de ce que nous faisons ici ... PARENTS PUPILS VISITORS OTHERS Lovely small school with a holistic, supportive approach and inspirational teaching. They also offer flexi-schooling to those who are interested in home schooling. Highly recommended. Fantastic school with brilliant teachers, in a nurturing caring environment. An awesome and ground-breaking school, with an emphasis on the following: ​ - Flexi-schooling to work alongside those being home-schooled - Blended learning (home, school, via tech and hands on) - International focus, committed to global context - A creative use of tech and how it will be used to shape the economic development of the world - A passion for outdoor education to help keep children grounded, connected to nature, respecting the planet and developing and protecting their physical and mental wellbeing ​ Innovative and creative views on education, embracing difference and including culture, nationality, the individual, learning styles, background and so much more. Excellent student counselling and pastoral care. Working with the educational individual needs and requirements of students, i.e. flexi-schooling or extra help; combining the outdoors with lessons and linking subjects into creating a ‘bigger picture’ ​ As a busy working mother leading charities through uncertain times, I am reassured to know my 12 year old daughter is learning for the real world. Be it calculating the number of trees that need to be planted to mitigate climate change (for maths) or preparing a moot court hearing at the UN over indigenous land rights (for drama), the first class teachers truly practice an inter-disciplinary approach to learning. With small class sizes, a dedicated mentor and regular self-reflection, students actively practice core skills across STEM subjects, languages, science and sport. From skiing to astronomy, from outdoor learning to algebra, the weekly timetable is diverse and dynamic. As a small school, there is a real camaraderie amongst the children across year groups - and a great community spirit amongst the families and teachers. WHIS lives up to its promise of creating curious and responsible learners no matter what their background. My daughter remains inspired and keen to stretch herself across all subjects and I know this will stand her in good stead as a life long learner. ​ "Notre enfant apprécie vraiment sa nouvelle école, nous sommes très heureux de la façon dont les choses se passent. Vous et surtout Emma devez faire quelque chose de très juste là-bas, son intérêt pour l'apprentissage a été ravivé, exactement ce que nous espérions." «À Wotton House, les enfants peuvent venir apprendre dans les plus beaux terrains de l'école avec des activités de plein air revigorantes, des cours d'art créatif et de design. Nous enseignons aux élèves de 10 à 16 ans et de 11 à 12 ans, ils peuvent commencer les cours d'évaluation IGCSE ou MYP. Nous avons aussi des déjeuners scolaires plus savoureux cuisinés à la main, par les élèves ou par notre charmante cuisinière Rosie. En parlant de cuisine, nous proposons également des cours de cuisine gratuits à nos participants, allant de la préparation d'un simple plat de pommes de terre au four à un curry savoureux. " Par Eloise "Il n'y a pas d'uniforme, ce qui vous met plus à l'aise. Cela vous met dans le bon état d'esprit pour apprendre. Chacun se sent mieux dans ses propres vêtements." par Jess "Wotton House est une belle école. Nous faisons des peintures, des projets et beaucoup de science, d'art et de langues. Nous allons au Wilderness Center une fois par semaine pour creuser des étangs, vivre toutes sortes d'aventures et faire des activités incroyables". par Lilla « Nous avons déjà vu un changement aussi positif dans le comportement de notre fille. Elle est si heureuse de trouver une culture de convivialité et d'acceptation de la part des autres enfants. Je sais que toutes les organisations ont sonné une cloche à leur création qui continue de sonner tout au long de la vie de l'entreprise. Il est mis en évidence par l'énergie et l'intention de ceux qui ont trouvé l'organisation et votre école fonctionne avec gentillesse, acceptation et flexibilité. Bravo à vous et à votre mari et merci. " «Nous sommes en lock-out depuis plus de sept semaines maintenant. Je pense que l'école a adapté un bon emploi du temps qui nous permet de discuter de sujets avec nos camarades de classe sur Zoom et de terminer le travail sans avoir à rester trop longtemps à l'écran. Comme prévu, il a fallu un certain temps pour s'y habituer, mais maintenant tout le monde au WHIS profite de l'apprentissage en ligne et nous avons même fait un travail de projet en groupe. J'aime travailler à domicile, mais j'ai hâte de retourner à l'école et de voir tout le monde en personne. » « Nous pensons que les arrangements que vous avez mis en place sont excellents. Notre enfant est fiancé et va très bien - en profiter même. Nous avons 4 enfants d'âge scolaire tous dans différentes écoles. Les arrangements que vous avez mis en place sont de loin les meilleurs à notre avis. «Voici Wotton House, une école où les enfants peuvent explorer au maximum leur imagination et trouver ce qui leur convient. Cette école a une attitude amicale et explore les éléments Montessori et Steiner. Il propose également des déjeuners frais et gratuits tous les jours pour que les enfants puissent en profiter et manger ensemble. " par Isla-May "Notre enfant apprécie vraiment sa nouvelle école, nous sommes très heureux de la façon dont les choses se passent. Vous et surtout Emma devez faire quelque chose de très juste là-bas, son intérêt pour l'apprentissage a été ravivé, exactement ce que nous espérions." «Voici Wotton House, une école où les enfants peuvent explorer au maximum leur imagination et trouver ce qui leur convient. Cette école a une attitude amicale et explore les éléments Montessori et Steiner. Il propose également des déjeuners frais et gratuits tous les jours pour que les enfants puissent en profiter et manger ensemble. " par Isla-May "Il n'y a pas d'uniforme, ce qui vous met plus à l'aise. Cela vous met dans le bon état d'esprit pour apprendre. Chacun se sent mieux dans ses propres vêtements." par Jess "Notre enfant apprécie vraiment sa nouvelle école, nous sommes très heureux de la façon dont les choses se passent. Vous et surtout Emma devez faire quelque chose de très juste là-bas, son intérêt pour l'apprentissage a été ravivé, exactement ce que nous espérions." "Il n'y a pas d'uniforme, ce qui vous met plus à l'aise. Cela vous met dans le bon état d'esprit pour apprendre. Chacun se sent mieux dans ses propres vêtements." par Jess "Il n'y a pas d'uniforme, ce qui vous met plus à l'aise. Cela vous met dans le bon état d'esprit pour apprendre. Chacun se sent mieux dans ses propres vêtements." par Jess «Voici Wotton House, une école où les enfants peuvent explorer au maximum leur imagination et trouver ce qui leur convient. Cette école a une attitude amicale et explore les éléments Montessori et Steiner. Il propose également des déjeuners frais et gratuits tous les jours pour que les enfants puissent en profiter et manger ensemble. " par Isla-May Yay!! She got her chosen subjects at her first choice college - they accepted her at end of the interview on her grades from last term so she doesn’t have that long wait the others have waiting for their gcse results. She is so relieved and happy! ​ I can’t thank you all enough, you have inspired, counselled and given her the confidence for her to step out of her comfort zone and do something she wouldn’t have done previously. WOW imagine all those fantastic children that you are all creating! Can’t thank you all enough - please pass on our appreciation to all the staff. ​ «Voici Wotton House, une école où les enfants peuvent explorer au maximum leur imagination et trouver ce qui leur convient. Cette école a une attitude amicale et explore les éléments Montessori et Steiner. Il propose également des déjeuners frais et gratuits tous les jours pour que les enfants puissent en profiter et manger ensemble. " par Isla-May What some of our pupils say about us... What some of our visitors say about us... Hi Sophie, Thank you so much for showing us around on Tuesday. I think the set up you have is fabulous! ​ (May 2019) What some others say about us... There is an attitude of respect and warmth at the school which is evident even during the verification visit; this facilitates inclusion for all types of learners and provides all students with an environment which is caring and safe. The school has built a stimulating, safe environment based on understanding and respect throughout the school community