Bedales shortlisted as finalist for Boarding Innovation Award
Bedales has been shortlisted for ‘Boarding Innovation’ in the annual Boarding Schools’ Association Awards.
The Awards aim to highlight the achievements, hard work, and dedication of schools and individuals in boarding. The Boarding Innovation Award in particular celebrates outstanding examples of innovation to deliver better boarding.
Award winners will be announced on 5 May 2021.
Bedales’ submission highlighted the work of the Futures & Innovation Group (FIG), in particular the later start initiative and the cross-curricular project-based learning introduced in Block 3 (year 9).
It is widely recognised that young people are afflicted with mental health issues to an unprecedented extent. Educational high achievement and student wellbeing are central to the Bedales mission, but we believe they must be part of the same endeavour.
The Bedales FIG was established to oversee the process of reshaping provision, identifying areas for action, involving stakeholders, bringing in experts, and guiding implementation. ‘Health and Wellbeing’ was one of four areas identified, under which came the ‘Later Start’ project.
Research confirms adolescents need to sleep later than they did as children. They also need more sleep than they typically get according to the World Health Organisation and 30% of young people experience sleep difficulties.
FIG consultation with stakeholders – parents, students and staff –proposed a later start to the day and time for breaks, as well as three hours dedicated to co-curricular activities spread throughout each day. Currently piloting the new timetable, we have made provision which allows for the traditionally early start as an option for students, curriculum time has not been cut, and the school day broadly ends at the same time.
As part of curriculum development we have bolstered our offer with a bold project-based learning approach for Block 3 students where they study across disciplines. For example, they have approached a refugee project through the lenses of history, geography, religious studies and literature, alongside planning practical responses in support of the Rural Refugee Network. This is study brought to life.
Adopting a broad approach, the Later Start initiative, and the curriculum innovations that accompany it are enshrined as strategically important. A ‘Balanced Scorecard’ looks beyond financial measures and league tables in calibrating school success, offering an holistic approach for planning, managing and communication – essential, given our mission to educate ‘head, hand, and heart’.