Over the past week, and in the weeks ahead, I have been meeting with our Year 5 parents to talk about next schools. These conversations are always important, but this year they feel particularly relevant as the independent school landscape continues to change. Increasingly, this process has also become something that causes unnecessary stress and worry for families, so much so that some parents consider moving their children from their prep school into all-through schools to avoid the process altogether. In conversations I have had with senior heads, they consistently advise against this for several reasons: they want children to enjoy their prep school experience fully, to have the time to mature, so that by Year 5 it is far clearer what kind of senior school will suit a child best, ensuring they end up in the right place for them. Senior schools also value greatly the variety, breadth and diversity that prep school children bring with them.
For a long time, the Year 7 entry process was characterised by intense competition, and families often felt pressure to start early, to prepare extensively and to apply widely. While that remains true for some schools, the overall picture is shifting. Nationally, independent schools are seeing slightly lower pupil numbers, largely due to demographic changes and the fact that there are fewer children of this age. Recent figures from the Independent Schools Council show a small decline in enrolment, particularly at key intake points such as Year 7, which has inevitably led to greater competition between schools themselves.
In many ways, this has brought about a more balanced and thoughtful admissions process. Increasingly, independent schools are looking beyond raw results and are keen to find pupils who are genuinely well suited to their ethos and approach. For families, this creates space to focus less on simply securing a place and more on finding a school where their child will be happy, confident and able to flourish.
This is certainly reflected in my discussions with parents. Rather than focusing solely on assessments and test formats, families are talking about their child as a whole person: their strengths, their confidence, their interests and the type of environment in which they learn best. These are exactly the conversations that matter at this stage.
The assessment process itself has evolved too. While academic ability remains important, many schools now place greater emphasis on potential, attitude and broader skills. Assessments are designed to build a fuller picture of each child, rather than to catch them out, which feels like a positive step forward.
As an example of one of the initiatives that schools are running; Dunottar School are making offers to children while they are in Year 5, and I am sure we will see other schools offering initiatives of their own in due course.
One thing I am keen to stress is that this is very much a partnership. Our role as a school is to work alongside families, listening carefully and offering honest guidance. Together, we consider options, timings and next steps, always keeping the individual child at the centre of the process. There is no single right pathway, and success looks different for every child. The number one piece of advice I am giving parents is that this process is not a mythical monster: it is something you can enjoy, and you have a genuine choice about where your child goes to be educated next, at a time when they are ready.
It has been a pleasure to begin these conversations with our Year 5 families, and I look forward to continuing them over the coming weeks as we work together to find the right next step for each child.
If any parents, in any year group, would like to talk to me about next schools, my door is always open.
Have a wonderful weekend.
Mr C
