Traditional and creative teaching of a broad and balanced curriculum have always been at the heart of what we do at . This, along with our school values and motto 鈥渘on nobis solum鈥 (not for ourselves alone).
However, our recent introduction of the brings a fresh and innovative dimension to our approach and leaves our pupils better equipped for life.
Educational research from organisations such as the World Economic Forum and the Education Endowment Foundation (EEF) has highlighted that learning skills 鈥 not just content knowledge 鈥 are critical to pupil success. Core skills such as communication, collaboration, resilience, and critical thinking are now recognised as vital for progress.
This research resonated deeply with us and aligned with our vision for developing well-rounded, confident children, which is why we introduced the PSB. It offers us an ideal framework through which we can combine rigorous academics with a focus on building the core learning skills our pupils will need.
In-depth research
When I began my role as deputy head (academic), I reflected on our curriculum and explored whether there was a better way to prepare our pupils for the challenges and opportunities of their future. The PSB stood out as an interesting, practical and real solution. After further research, discussions, training and visits to other schools already implementing the PSB, we decided to embrace the framework as a new direction for our school.
The Pre-Senior Baccalaureate stood out as an interesting, practical and real solution.
A core element of the PSB is its emphasis on communication and the ability to do this effectively and confidently. The Oracy Education Commission鈥檚 very recent We Need to Talk report highlights how crucial oracy and communication are, yet these skills are often underemphasised in many schools. By focusing on skills such as articulation, debate, and persuasive expression, pupils are equipped to share their ideas confidently and engage in meaningful discussions.
So, how did we do it? In introducing the PSB, one of our priorities was to ensure it met the expectations of senior schools to which our pupils often transition. Feedback was unanimously positive. Senior schools consistently echoed our belief that an education grounded in high academic standards, alongside practical, real-world learning skills like those central to the PSB framework, is far more relevant for today鈥檚 children.
We felt confident that by joining the PSB network of more than 50 schools and education specialists, we could collaborate and refine our approach alongside like-minded thinkers. The alignment of values was striking 鈥 the emphasis on core competencies like communication, leadership, and collaboration better enables us to develop the skills we believe our pupils need in order to thrive not only academically but personally and socially.
By joining the PSB network, we could collaborate and refine our approach alongside like-minded thinkers.
Pupils鈥 learning is framed around the core PSB skills, with lessons incorporating more collaborative tasks and confidence-building activities, such as a Dragon鈥檚 Den event where pupils research, create, review, and pitch an idea. Greater emphasis is placed on self-reflection and improvement, discovering links and connections, actively solving problems with creativity and resilience, and setting meaningful targets. Pupils are encouraged to develop their independence and passion for learning as they progress towards completing their extended project qualification in Year 8.
Getting staff on board
A key element of our adoption of the PSB was the dedication and enthusiasm of our staff. Implementing a new framework did not happen overnight but was the result of extensive discussion, shared expertise, and a willingness to rethink traditional approaches.
Our staff body engaged in regular meetings, inset sessions with PSB consultants, and group discussions, considering each aspect of the PSB and how it would enhance what we were already doing so well. By working together, maintaining an open mind, and sharing ideas and strategies, our staff took ownership of this initiative, which made for a smooth and positive implementation. We are still making tweaks and will continue to evolve our practice to ensure we are providing the very best education we can for our children.
Pupils are encouraged to develop their independence and passion for learning.
The staff body has been overwhelmingly positive in embracing the PSB framework. We quickly recognised its flexibility as a key advantage, allowing the school to maintain its warmth and creativity and not being steered by an external body.
Teachers have enjoyed seeing the developments in the pupils; they are more confident, able to express clear opinions, listen and encourage others and show greater self-belief.
While teachers were understandably cautious at first about 鈥渁nother curriculum change,鈥 CPD was prioritised, alongside an open-door policy for teachers to seek advice, share good practice, and observe one another. This approach has fostered a genuine sense of pride in the progressive and collaborative learning environment that the PSB has created for both teachers and pupils. A key differentiator of the PSB is its emphasis on sharing best practice among other schools following the model.
Teachers were understandably cautious at first about ‘another curriculum change’.
But how do we know this approach works? For the past four years, PSB research has compared the performance of children in Years 7 and 8 in PSB and non-PSB schools of similar backgrounds, and the findings speak volumes. Pupils from PSB schools not only perform well in academic exams but also show a more positive attitude toward learning and school life. They are more likely to approach learning with enthusiasm, view their teachers positively, and consistently demonstrate emotional resilience. Furthermore, the research shows that PSB learners present as creative and critical thinkers who feel well-prepared for the future.
Highlights of the Pre-Senior Baccalaureate
And, what has been a highlight? A highlight of the PSB at Sherborne Prep has been the introduction of the Pre-Senior Project Qualification (PSPQ), an extended, independent project designed specifically for our Year 8 cohort. This annual project has quickly become a highlight of our academic calendar, as it allows pupils to dive into a topic of their choosing, research it in depth, and present their findings to peers, staff, parents, governors, and visitors from each pupil鈥檚 senior school.
The annual Pre-Senior Project Qualification (PSPQ) has quickly become a highlight of our academic calendar.
The PSPQ embodies the PSB ethos by encouraging independent thinking, rigorous research, self-reflection, and public speaking 鈥 skills that are invaluable as our pupils prepare to transition to senior schools. It鈥檚 a celebration of curiosity, resilience, and creativity, giving our Year 8 children the chance to shine in ways that often reveal newfound interests and talents.
Topics researched and presented by last year鈥檚 cohort included
- The role of AI in the animal kingdom
- How bread changed human history
- Identifying the Saints in religious art by their attributes, objects and surroundings.
- The benefits of technology in surgery
- Greek gods and their influence in modern day society
- Aspects of nuclear fusion
- An exploration of the leadership styles and sporting philosophies of great coaches.
Introducing the PSB at Sherborne Prep has been both a natural evolution of our vision and a meaningful shift in how we prepare our pupils for a world beyond our prep school鈥檚 blue door. By focusing on both academic knowledge and essential learning skills, we are nurturing not only scholars but thinkers, collaborators, and problem-solvers. It鈥檚 a future-focused approach, and one that we are proud to say has already begun to benefit our children in remarkable ways.
