July 5, 2016
Surbiton High Prep School: After School Programme
Role Models is running a Confidence & Resilience after school Programme at Surbiton High Prep School.
The 10 week Programme is for Years 3 & 4 provisionally scheduled in from 3.30 – 4.30pm on Wednesday afternoons at Surbiton High Prep School starting on Wednesday September 21st and finishing on Wednesday December 7th (excluding October 19th & 26th due to half-term).
The Programme is designed to challenge the children in a fun, pressure free environment.
The sessions will be delivered in isolation, which means if your child is unavailable for a session or two, they can re-join the group the following week without a problem.
Each Programme will be delivered by one of our trained Role Models to a maximum of 12 children. Each child will receive ongoing feedback during the sessions and a detailed written report at the end of the Programme.
The Programme aligns with our highly acclaimed 5 day Confidence & Resilience Course and includes a range of challenging team building activities, but does not repeat the same activities as the 5 day course.
The video below is from our 5 day Summer 2015 Confidence & Resilience Course. It provides an insight into the focus of the course, the activities and the views of the children attending.
Why choose Role Models?
1. Our insight. Having met with a number of Head Teachers, Deputy Head Teachers and Admissions Teams at various independent secondary schools (including Eton & Wellington), we understand what they are looking for in new students. We will be focusing on soft skills as much as technical skills and what a ‘future leader’ looks like. It will be an action packed and exciting learning environment, which will cover many of the skills not always nurtured in the London education system.
2. The quality of our people. All our Role Models undergo a rigorous application procedure and we are totally focused on recruiting people who are talented, engaging & fun. There will be an extensive array of subject matter to suit every child but research has shown that the characteristics of the person delivering the course is paramount to its success, which is why our recruitment process is so important.
3. Our track record. We have an extremely successful history of delivering courses & Programmes. The results of our previous course surveys reflect our track record:
- 100% of survey respondents said they were interested in future courses and would recommend them to other parents.
- 93% of survey respondents scored the course full marks for their child’s enjoyment.
- 79% of survey respondents felt their child’s confidence or resilience had improved when asked 3 weeks after the course.
- We achieved an average Net Promoter Score (industry standard metric for customer satisfaction) of 9.1 / 10 in terms of how likely parents would be to recommend the course to others.
“The positive feedback he received really boosted his confidence and on holiday he was not phased by asking staff for something whereas previously he would ask us to do it.”
“She has been a lot more tolerant & better at problem solving in a mature manner especially with her younger sister.”
“She seems more confident about attending senior school interviews and has said that the course really helped her to prepare.”
“She said she wished school was like this. She absolutely loved it. Thank you.”
“I love the detailed feedback for him and what you were able to get from him.”
“He came back home everyday in a very upbeat mood and very talkative about the day activities. His mood and behaviour during the school holiday was best we seen in a long time, listening more, showing maturity when asked to do chores, demonstrating empathy with his brother’s problems.”
What do we mean by Resilience and Growth Mindset?
Growth mindset is, quite simply, a more productive thought process we can learn to use before tackling a problem or dealing with something particularly difficult. This doesn’t need to be as stark as ‘you can do it!’; more the reassurance that were you to fail, this does not have any reflection on whether you will then succeed later or indeed your strength of character. Put even simpler: ‘maybe I can’t do it now, but I can certainly learn to!’. We want to encourage resilience and growth mindset in all pupils as they take on life’s challenges.
John Cridland, Head of the Confederation of British Industries, recently stated at the annual Festival of Education that, “from the perspective of employers, the school system needs to teach skills beyond academic lessons, such as character and resilience”. Click here for the full article.
How will we develop Confidence and Resilience amongst the children attending?
The Programme at Surbiton High Prep School will involve a series of challenges that will provide each child with an armoury with which they can build their confidence and solve most problems thrown their way. None of the tasks throughout the Programme are easy; in fact, we are relying on the children struggling with many of the exercises at the first attempt. It’s through this process that a resilience and strength of character can be built in a fun, pressure-free environment.
We all want children to become independent individuals who find genuine fulfilment in whatever they do in their lives. As a result, characteristics like ‘confidence’ and ‘resilience’ are desirable and they have become educational buzzwords. But how can we really develop these characteristics in young people? Over 10 weeks this course will help children to present themselves effectively and react positively to problems and pressure, including turning difficult experiences into catalysts for improved future performance. It will teach children to value collaboration and imagination, to be unafraid of complex challenges and tackling difficult situations and to develop a positive and robust approach to failure and setbacks.
Below is a summary of the syllabus timetable, subject to any minor alterations:
|Term||Week||Topic / Content|
|1st Half of Term 1||1||Introduction to Public Speaking|
|2||Practical uses of Public Speaking and Technique|
|3||‘Off the cuff’ and how to speak with confidence|
|4||Structuring a speech|
|5||Assessment and Performance|
|2nd Half of Term 1||1||Introduction to Debating|
|2||Debating skills and life application|
|3||The structure of debating and ‘sportsmanship’ during argument|
|4||Building an argument and defence|
|5||Assessment and Debate|
|1st Half of Term 2||1||Introduction to Leadership Skills|
|2||Leadership Skills and how to lead|
|3||Being a member of a team and team work|
|4||Assessment of Team work and Leadership|
|5||Interview Skills – an introduction. Importance of the other skills learnt in a good interview.|
|2nd Half of Term 2||1||Interview skills and how to prepare|
|2||Assessment of Interview Skills and Personal Interviews|
|3||Challenge Task 1 – Teamwork 1 and Leadership|
|4||Challenge Task 2 – Public Speaking & Debating|
|5||Challenge Task 3 – Application of all skills and final assessment|
Break down of the hour long sessions:
|5 minutes||Objectives of the lesson and warm up|
|5 minutes||Hook activity or recap and application of previous session|
|10 minutes||Theory of session and inspirational examples (e.g. Martin Luther King speech or Mark Pachter on interviewing)|
|5 minutes||Challenge Activity|
|5 minutes||Feedback and brainstorm|
|20 minutes||Main activity|
|5 minutes||Feedback and brainstorm|
|5 minutes||Conclusions, overview of objectives and introduction of next topic.|
What are the timings?
The Programme runs from 3.30 – 4.30pm each Wednesday afternoon from September 21st – December 7th at Surbiton High Prep School.
How many spaces are available?
We limit each Programme to only 12 children in Years 3-4 to ensure each child receives a high level of focus.
How do I book?
For bookings, please click here to complete our online registration form. Once complete, we will send through an email invoice to be paid by online bank transfer. For any questions, please contact Hugo Shephard – ([email protected] / 020 7164 6397).
“Role Models shares Wellington’s pioneering attitude towards child development through holistic education. By giving children the opportunity to partake in music, sport, drama and arts & crafts, parents are better preparing their children for life’s challenges.”
– Sir Anthony Seldon
(Headmaster of Wellington College, contemporary historian, commentator & political author)