INTERIORS - EDUCATION
YOUR CHI LD' S FUTUR E . . . INVESTING IN
Many people will ask the same question whether investigating a nursery, primary school, secondary school or sixth-from college for their child, “Do you choose the school or does the school choose you?” The answer is a bit of both. Whilst you may have to apply to the educational establishment of your choice, remember they have to accept you.
From preschool age and selecting the right nursery, the questions over the type of learning you want your child to benefit from begin. Nurseries aren't simply about filling a child's time whilst parents are at work, they are the start of important building blocks to learning. They provide structure and help children to grow in their reading and writing skills, teach them how to socialise and even how to play. Playing is a vital part of life's lessons, as it allows children to use their creativity which is important for a child's brain development. Some preschools even teach languages; oh how I wish I had started to learn languages when I was much younger.
Later on, the decision to send your child to a private school is a significant investment financially as well as emotionally and is one of the most important decisions you can make for their future, as it will impact on their life choices, so the 'closest to home' is no longer the most important ingredient. The specialisms of a school can help shape your child's direction. From arts to science and sport, many schools have invested in some areas more than others, whilst also delivering a top notch education. So, which school plays to the strengths of your child? Sometimes a child's extracurricular hobbies can really help them stand out; being a winner on the running track or hockey team combined with good grades could make them far more appealing to a school that promotes sports strongly.
Go beyond the published performance figures and look at the school itself and the person at the helm, the Head. Whilst
published results are always helpful when assessing the grades achieved, they don't necessarily highlight how fulfilled and happy the pupils are. Open days and 'meet the Head' are great ways of delving deeper into the ethos and atmosphere. Will your children be happy, fulfilled and excel at a school? That's a big decision to make, so visiting several schools is strongly advised.
Never be afraid to ask probing questions. I chatted recently to one of the Heads of a private school that advertises with our group and it became apparent that the probing questions that parents ask also give teachers a great insight into what they have planned for their child; the information gathering goes both ways...
One of my dear friends sent his daughter from Warwickshire to an international boarding school, miles away, his reasoning being that whilst they had strong academic results, it would give his daughter the chance to meet people from around the world, and to which he added with a smile, “Many of which have influential parents”. His strategy of, “The better the contacts you have in life, the better your chances” has paid off, as his daughter spends her holidays in some fantastic homes around the world and in great company.
If your desired outcome is an Oxford, Cambridge or a Warwick University placement, choosing the right school can certainly help steer your child down the right path. Many wealth management companies help plan for a child's education, or grandchild's. It’s a significant investment that's worth spending time getting right, so the investigative work starts early.
Timing is also important, note when applications need to be made, what form they take and if your child has to sit any tests, they more often than not will. In this feature you'll find a selection of educational establishments for all ages. Take time to read about them and visit them and good luck with choosing the right school...
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108
