After a turbulent and tumultuous 12 months for the UK’s independent education sector, Cumbria’s only standalone independent school for children aged 3 – 11 is marking that start of its 40th academic year with a pioneering ‘pivot’ in their approach to education.
Forty years ago, a group of local parents gathered around a dining table to imagine a different kind of school. Their vision came to life when, not long after, Hunter Hall School opened its doors for the first time – though not into a traditional classroom, but into the Sitting Room of the founding Headmaster, Mr. Aidan Warlow. Theirs is a story of resilience and self-belief, of generations of pioneers.
From the start, Hunter Hall was intended not only to offer something different, but something innovative. The school’s independence meant that it could be imaginative in its approach to teaching and learning, not only in terms of what the children learnt but also how and where they learnt.
Head Paul Borrows commented:
“As we approach our 40th anniversary at Hunter Hall, we find ourselves reflecting not only on where we’ve come from, but also where we are going. Over the last four decades, our school has evolved into what you see today: a unique place where every child can discover the joy of learning.
But we are conscious that we can’t stand still. Today’s fast-changing world means we need to continue to evolve to meet the needs of our children and families going forward. Big questions, such as “Is what we do truly preparing our children for the world ahead?” coupled with the added pressure of VAT on independent school fees, mean the value of our educational provision is rightly being scrutinised more than ever.
For Hunter Hall, this is both a challenge and an opportunity. That’s why we are using this moment to reconnect with our pioneering roots, clarify our purpose and launch a future-facing strategy that combines an innovative, outward-looking approach with traditional values and child-centered learning.”
The plan for Hunter Hall’s future is grounded in a powerful idea – that education doesn’t just prepare children for the next stage of their journey – it shapes the lives they’ll lead. That’s why the entire Hunter Hall school community, including staff, families and children, is working together to redefine academic success and empower learners to develop the confidence and strength of character that will enable them to flourish and thrive in the world that awaits them.
Paul continued:
“We believe a truly future-ready education begins with strong academic foundations but doesn’t end there. In today’s fast-changing world, children also need the confidence and strength of character to navigate whatever comes next. At Hunter Hall, our role is to nurture and stretch young minds in an environment that fosters a sense of belonging and cultivates a sense of purpose. That’s why we are investing in a richer curriculum, extending learning opportunities and developing a more personalised learning experience, all while preserving the holistic education that helps to set the school apart and the close-knit community that defines us.”
So what are the changes?
The team are excited to introduce a number of new initiatives that will enhance the learning and well-being of their children.
Critical and Creative Thinking
In any classroom, there is one question that matters above all others: Who is doing the thinking?
For children to think for themselves, they must be provided with meaningful opportunities to engage with ideas and to solve problems. At Hunter Hall, the focus is on teaching children how to think rather than what to think. Children need to understand and appreciate the importance of being able to explain and justify their ideas, and to have the freedom to experiment and explore as part of an open, supportive learning environment where originality is cultivated and valued. This approach has been successfully piloted in Year 1 over the last 12 months with great success, building on their Early Years model that prioritises high academic standards whilst also emphasising child-centered, exploratory learning.
Engineering: Creative Problem-Solving in Action
Engineering will become a timetabled subject for Upper School pupils, alternating fortnightly with Outdoor Education. Pupils will be challenged to ‘think like an engineer’, working in teams to complete practical problem-solving tasks, related to real-world scenarios. Engineering will be the school’s first step towards a more integrated curriculum, designed to allow the children to make connections between and across subjects, to encourage deeper thinking and more purposeful learning.
Enrichment Afternoons
Enrichment afternoons comprise three lessons each week where Upper School children will be able to choose from a selection of subjects, including creative writing, horticulture, programming, Latin and philosophy. The lessons will also provide focused time for stretching academically more able learners. Lower School children will also have an enhanced after-school provision introducing engineering, for example, to build on the current offering of clubs.
Homework Reimagined
Family time is precious, and the school want to ensure families have time to read together, to play games together and spend time outdoors together. From Reception to Year 5, the focus will be on encouraging children to read at home, with homework in maths and English retained for Year 6s to help them prepare for secondary school. A daily after-school Board Games Club will promote cross-age play, social learning and fun, and offer an antidote to screen time.
More Time to Learn, Grow and Explore
The Upper School day will be extended from 3.15 pm to 4.20 pm thereby preserving the longer holidays while offering over an hour of additional learning every day. Over the course of the year, this adds up to over 188 hours – the equivalent to 8 extra weeks of learning. The extra time will be used to deliver daily extended reading sessions, dedicated maths sessions (in addition to timetabled maths lessons) plus an additional 40-minute academic lesson every afternoon, providing additional capacity within the timetable. ‘Exam prep’ for Year 5s applying to QEGs will continue in a protected slot within the timetable, ensuring the children are well prepared for the entrance test at the beginning of Year 6.
Mixed-Age Learning
The school has also reintroduced mixed-age classes, with Years 1 and 2 merging and Years 3 and 4 merging. The team do not see mixed-age classes as a compromise; quite the opposite. Mixed-age classes offer children many benefits including the flexibility to reach broader academic goals at their own pace and the valuable experience of being both followers and leaders within the same setting. Reciprocal relationships within mixed-age classes help to develop both communication and social skills, as well as developing metacognitive skills, fostering independence and encouraging children to take greater responsibility for their own learning.
Measuring What Matters
Across the school, children will continue to be assessed in English and Maths using national, standardised tests (though the children do not sit SATs papers at the end of Year 6), allowing teachers and leaders to measure and evaluate progress and attainment against national benchmarks. In addition, Paul and the team are introducing new frameworks to track the children’s development in critical and creative thinking, collaborative learning and metacognitive skills. These frameworks will help teachers, pupils and parents better understand how each child is progressing as a learner.
Hunter Hall accepts in-year applications and the next Open Week runs from Mon 6 – Fri 10 October. Scholarships and bursaries are available. To find out more or arrange a visit either during Open Week or at a time to suit, visit www.hunterhall.co.uk.