How do we ensure that young children become agile learners, making connections between subjects, developing an open and enquiring mind and approaching challenges in a creative and hands-on way. Four top preps deliver their insights
Sydenham High School
At Sydenham High Prep, the team believe in the François Rabelais statement that: ‘a child is a fire to be lit, not a vase to be filled’. The focus, then, is not just on what girls learn but on how they approach their learning journey. “Children are naturally absorbent and soak up learning like sponges, but at Sydenham High Prep, we always encourage our girls to ‘plunge’ in deeper and completely immerse themselves in the magic of learning,” says Head of the Prep School Gillian Panton. “In a world where information is everywhere, we focus not just on what our girls learn, but how they think – nurturing open minds and future innovators who will shape the world.”
From programming a personal version of a Fitbit created in Design Technology to transforming natural pigments into art inspired by the Palaeolithic period, creating, exploring and playing are all encouraged to help children make bigger connections. The team at Sydenham High Prep know that a history lesson might lead to a debate about modern engineering, and a school trip could spark a lifelong fascination with archaeology. “When education feels like an exciting quest, curiosity becomes second nature,” says Gillian Panton.
Making space for the whimsical and the more offbeat pursuits is important, say the team, since there could be a spark of creativity in there just waiting to be kindled. Children are strongly encouraged to follow their interests and passions – from space travel to designing imaginary worlds in art – and then helped to see the connections between skills and subjects. “When a girl becomes an ‘expert’ in something she loves, we give her the tools and support her to delve deeper, enriching her learning journey and giving her the confidence to explore,” says Gillian Panton. “There are over 100 clubs running at the school each week to help grow passions and skills while having fun with friends.
There’s a big emphasis on the art of asking questions here – digging deeper to uncover knowledge and then connect findings to much broader ideas. “True learning happens when pupils connect ideas, think critically, and learn to navigate the vast world of information with confidence and curiosity,” says Gillian Panton, “We prepare our pupils for a future where they can make meaningful connections between the things they learn, the passions they pursue, and the world they will one day shape.”
Sydenham High School GDST sydenhamhighschool.gdst.net
Wycliffe College
Wycliffe is a member of the Round Square network – a global community of over 250 schools in 50 countries – and this means a whole-school approach that goes far beyond the traditional curriculum. “Education isn’t just about mastering literacy and numeracy. It’s about equipping pupils with the skills, experiences, and confidence they need to thrive in an ever-changing world,” says Wycliffe Prep School Head Helena Grant
Pupils connect with peers worldwide, fostering intercultural understanding and intellectual curiosity. “Our youngest pupils participate in international ‘show and tells’, while Year 8 pupils recently hosted an online conference with over 100 pupils worldwide, discussing complex themes such as how conflict can lead to peace.” Deputy Head Academic Andrew Stone adds that these inter-cultural links take children far beyond factual learning – building empathy, global awareness and understanding of different perspectives.
Wycliffe also cultivates essential workplace skills, using approaches such as experiential learning and real-world challenge. “Employers are looking for young people who are able to collaborate, communicate and have the resilience to stick to something when the going is tough,” says Andrew Stone, “The emotional and confidence boost which comes from a pupil putting themselves out of their comfort zone and testing the waters of what they are able to achieve is powerful,” adds Senior Deputy Head Richard Lee.
Wycliffe Prep’s Discovery Programme makes full use of this approach, collapsing the traditional timetable to explore cross-curricular themes such as the intersection of philosophy and art. Pupils take on leadership roles as Baraza Leaders, ensuring every voice is heard in group discussions. Engaging in big debates on topics such as policing the dark web and the ethics of social media provide invaluable oracy, critical thinking, and public speaking experience – and encourage listening skills.
Wycliffe pupils also develop communication in other ways, for instance by navigating digital platforms such as Zoom and Teams to connect with peers from schools as far afield as São Paulo, Hong Kong India, and Kenya. “Through Round Square opportunities, we put our pupils in situations where they have to facilitate a conversation, listen to opposing views and then develop their own response, says Helena Grant. “These skills are nuanced and need practice.”
In a world flooded with information, the ability to ask salient questions is more critical than ever. Wycliffe nurture this culture of investigation from earliest years, preparing its pupils to not only absorb information but also critically evaluate it. Pupil-led experiences are critical to this, while external speakers with inspiring and exciting jobs help spark curiosity and questioning – showing where knowledge can take you. “Wycliffe’s approach to education is not just about teaching facts, it’s about inspiring futures,” says Helena Grant.
Wycliffe College wycliffe.co.uk
Sarum Hall School
The team at Sarum Hall see integrating literacy as an essential starting point for navigating today’s information-rich world. “The challenge is to equip pupils with the skills to navigate and thrive in this complex landscape by embedding reading and writing in every subject,” says Chen Lee, Deputy Head (Academic and Innovation).
Maths is another area which is embedded across subjects. “We carefully structure the curriculum to broaden mathematical understanding into real-world contexts,” adds Chen Lee.
Sarum Hall offers diverse extracurricular clubs to support academic and creative learning. Workshops and trips are regular events, while guest speakers include scientists, explorers and industry professionals – all helping to broaden outlooks. “We also organise internal and inter-school debating competitions, where pupils refine their ability to construct arguments, analyse different viewpoints, and articulate their ideas.” Leadership is central to school life, and the prep’s Digital Leaders take on the role of educating and empowering peers to use the internet safely and responsibly. Similarly, the Eco Team leads on initiatives to promote sustainable approaches.
Themed days and weeks immerse pupils in interdisciplinary learning, while recently introduced Learning Skills mornings develop teamwork, resilience, and analytical thinking through activities such as escape room-style problem-solving tasks and creative construction projects. Balancing technology with traditional learning methods is a challenge for all schools, but at Sarum Hall they take a fluid approach. “We try to seamlessly integrate it into all our subjects,” says Chen Lee. “We encourage blended learning approaches, where digital resources complement hands-on activities, group discussions, and written work. Pupils might research online, but they also critically evaluate sources, participate in debates, and present findings through presentations.”
Every pupil here from Year 2 to Year 6 is equipped with a personal device to help them collaborate, research, and engage with multimedia learning across all subjects. In Art and Design, for example, these devices allow pupils to research artistic movements and techniques, experiment with digital illustration and graphic design software and create digital portfolios.
Pupils are encouraged to share their passions and talents through performances, and presentations, including leading assemblies. The School Council also plays a significant role, giving pupils a voice in decisions such as which charities to support through fundraising. “Our pupil librarians play a key role in guiding other pupils towards books, articles, and digital resources that enrich their learning and research skills,” says Chen Lee.
Sarum Hall has embedded six core learning skills across the curriculum to boost agile approaches to learning and collaborating. “Whether tackling STEM-related problem-solving challenges, or collaborating on creative design projects, pupils have the opportunity to develop resilience, teamwork, and analytical thinking in dynamic, hands-on ways.”
Sarum Hall School sarumhallschool.co.uk
Moor Park School
At Moor Park School in Shropshire, there’s a focus on developing flexible and creative minds, incorporating excellent music teaching and learning outside in nature. “Music and outdoor learning unlock creativity, teamwork, and resilience – skills crucial for thriving in a tech-driven world,” says Head James Duffield.
He and his team are inspired by the findings of a study published in The Journal of Neuroscience which suggested that music, not coding, is the secret to brain development in children. Individual instrument lessons, taught by specialists and tailored to the age of the child are available to all. These cover the full orchestra, as well as piano, singing, music theory, guitar and drums. The morning daily chapel service is, says James Duffield, also a favourite of many pupils – offering a chance to sing and reflect before the school day. Moor Park has at least four choirs running at any one time, meaning every child has a chance to enjoy the dynamic experience of making music with others.
While core school subjects are traditionally taught within the confines of a classroom, Moor Park creates opportunities for outdoor lessons wherever possible. Aside from the many and varied health benefits, teachers notice a tangible impact in behaviour – with communication, concentration, resilience and problem-solving skills all boosted.
“Children aren’t meant to sit at a desk for hours on end – they need to move, they need space, and they need unstructured activities for creative learning and spontaneous play,” says James Duffield. “Aside from sports and break times, we are now increasingly taking lessons outdoors in more formal subjects where children can fully explore concepts as wide-ranging as fractions, map skills, area, patterns, weather and the joy of speaking poetry out loud from a stage in the woods.”
The approach shapes lessons across STEM subjects, too. “We now treat the outdoors like an extension to our classroom,” says Head of Science Katie Donaldson. “For example, recently we have sequenced electricity production, made paper airplanes and looked at how far apart objects need to be for a total eclipse – all in the grounds of the school.”
A dedicated Outdoor Education Programme is now woven through the curriculum from Early Years to Year 8 and a new Forest School area gives children mind-broadening opportunities, also allowing them to naturally assess and manage risk. Another side benefit of exposure to nature is that it supports different learning styles and taps into children’s natural energy and desire for exploration. The Moor Park team also say it’s a great motivator for children who struggle to sit still for too long. “They thrive outdoors in a more inclusive and engaging setting where their movement is less restricted,” says teacher and programme Leader Glyn Harrhy. “And many children are visual learners – taking a theory outdoors allows us to take that concept and make it real for them.”
Moor Park School moorpark.org.uk
Further reading: How early education helps children build resilience
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