By Ingrid Hardcastle
General Manager – Oppidan Education, Portugal

I’m delighted to be leading Oppidan Education’s work in Portugal.

I’m an international educator and advisor with experience across UK, French, American and IB systems, as well as bilingual and ESL environments. I’m also a mother of three children who have experienced multiple school systems and educational transitions.

Living and working internationally has given me a deep understanding of the challenges families face – from curriculum changes and exams to confidence, motivation and identity. I’ve always been drawn to education models that focus on the whole child, which is what first attracted me to Oppidan Education.

Why Oppidan Education is such a good fit for Portugal

Oppidan Education is a highly international organisation, now working with families and schools across the UK, Europe, the Middle East and Asia. Its mentoring model is globally relevant yet locally sensitive – a natural fit for Portugal’s diverse and internationally minded education landscape.

Oppidan offers one-to-one mentoring that goes beyond traditional tutoring. Mentors help students develop organisation, confidence, resilience and clarity of direction – alongside core executive function skills such as planning, time management, prioritisation and self-regulation.

In addition to working with families, Oppidan also partners with schools worldwide to deliver structured mentoring programmes focused on executive function skills, character development, leadership and oracy training.

Why mentorship matters so much here

Portugal’s education landscape is largely made up of international schools, bilingual programmes and globally mobile families. Many students are capable and motivated, but can feel overwhelmed – juggling languages, expectations and pressure to perform.

In my experience, students don’t just need academic input. They need an independent mentor who can help them reflect, build confidence, set goals and take ownership of their learning. That’s exactly what Oppidan does best.

A common parent dilemma in Portugal: IB or A-levels?

One of the most frequent questions I hear from parents in Portugal is whether their child should choose the IB Diploma Programme or A-levels.

Both pathways are academically rigorous and widely recognised, but they suit different types of learners. The right choice depends less on reputation and more on the individual student – their learning style, strengths, confidence and long-term goals.

Mentoring can be invaluable at this stage, helping students and families approach these decisions with clarity rather than pressure.

What parents say about Oppidan:

“As busy professionals living in London, we often came home late and found that our two children were simply too tired to tackle their homework. We decided to reach out to Oppidan, and it turned out to be one of the best decisions we made for our family.

We were matched with a young, passionate English tutor, who not only helped our children complete their homework but also built their confidence and genuinely inspired a love of reading. It took a huge amount of pressure off us as parents and made learning something our children actually enjoyed.

When we later moved to Copenhagen and transitioned from the British system to the IB curriculum, we once again turned to Oppidan. They provided a tutor, who helped our children adapt smoothly to the new curriculum and supported them with online learning during COVID, something that made a challenging period far more manageable for all of us.

After moving to Lisbon, as our children grew older and their subjects became more demanding, Oppidan continued to deliver. We found an excellent maths tutor, who acted not just as a subject teacher but as a true coach. He was experienced enough to guide our children academically, yet young enough to connect with them.

What we value most is that Oppidan tutors go beyond teaching the syllabus. They teach children how to study effectively, how to perform well in exam environments, how to ask better questions, and how to be curious and confident learners.

We would highly recommend Oppidan to any parent looking for more than just tutoring, but for a supportive, inspiring coach.”

– Oleysa, Portugal-based parent of two children

Supporting older students and university transitions:

“Oppidan’s mentoring supports students at key stages, particularly those preparing for GCSEs, navigating IBDP or A-levels, and applying to university internationally.

Mentors help students build strong study habits, manage workload and pressure, make informed subject and pathway choices, and approach transitions with confidence.

A contact referred Oppidan Education to me while I was searching for a reliable school success coach in Portugal for my son, since the one his school used to partner with didn't even respect the time for our first meeting. My experience is amazing! From our first contact until now, I am beyond satisfied with the results we achieved over a so short period of time!

Being an expat student who is transitioning from a school system to a completely different one comes with its own set of challenges. This is why the international and diverse background of the Oppidan Education team was key to my Y13 son's success. Not only he could choose the mentor that suits him best from a set of profiles, but he could also progressively develop the right approach to elect the university courses that best suits his interests, applying to UCAS and receiving offers.

Conall, the mentor who works with him, is one of the best professional we've ever met! In our experience., his knows-how and patience, combined with firmness and participative leadership, was the winning strategy that took my son from a completely clueless university applicant to a confident young adult who not only discovered his strengths, but learned how to play them and sell his unique talents as an asset to any university.

I strongly recommend Oppidan Education to any parent for whom superior quality, good internal organization and timely results are top criteria for their children.”

– Véronique, Portugal-based mother of a High School student

Looking ahead

I’m excited to be building Oppidan Education in Portugal and supporting families and schools through key educational moments — from exams and transitions to bigger decisions about future pathways.

If you’d like to explore how mentoring could support your child, or to join an upcoming parent conversation or webinar, we’d love to hear from you.

More from Oppidan in Portugal

We were delighted to recently feature Robert Tomalin from Oeiras International School on our podcast.

Listen here →

In this episode of Franklin UnlimitED, host William Campbell sits down with Henry Faber, co-founder of Oppidan Education, to talk about mentoring, confidence, and how today’s teens are navigating a high-pressure world.

They discuss what sets mentoring apart from tutoring, how schools can collaborate with outside organizations without losing focus, and why building a student’s confidence and self-awareness is just as important as academic success.

Henry shares how Oppidan began, how their mentors build meaningful relationships with students, and what he’s learned after working with more than 3,000 families across 100+ schools. The conversation also covers shifts in parent behavior, the growing relevance of executive functioning skills, and how AI is shaping the future of education.

This episode is a straightforward look at what it really takes to support student growth in and beyond the classroom.

Listen here →

Matthew grew up and studied in Seoul, attending British Education Korea, where he was part of a small, tight knit community.

While he valued the support and familiarity of this environment, Matthew was always drawn towards a greater academic challenge. Since beginning school, he aspired to study in the UK, motivated by a deep love for the English language, the breadth of opportunity and the academic culture that the UK school system offers.

Matthew found that English came naturally to him in a way that Korean did not. A keen reader with a voracious appetite for literature, philosophy and history, he dreamed of becoming a writer. His love of ideas, discussion and expression fuelled a desire to immerse himself in an environment that would stretch him intellectually and surround him with peers from all over the world. For Matthew, Eton represented not only academic excellence, but also the opportunity to refine his thinking, challenge his assumptions, and develop as a scholar surrounded by other likeminded individuals.

I worked closely with Matthew for nearly two years in preparation for the Eton King’s Scholarship, one of the most demanding examinations anywhere in the world. Our work together was broad and multifaceted, beginning with Latin, a subject Matthew had never previously studied, and extending into essay writing, interview preparation, history, philosophy and theology. The aim was not simply to prepare him for an exam, but to help him develop habits of consistency outside the classroom, alongside the depth of thought required to engage confidently with unfamiliar ideas and complex questions.

What stood out to me most was Matthew’s curiosity and his desire for excellence. He approached learning with genuine enthusiasm, seeing each session as an opportunity to explore rather than a task to complete. That curiosity, combined with a clear long-term goal, gave him the internal motivation that allowed him to grow rapidly - developing the confidence to range across topics in interview, produce essays that were original, and engage deeply with Latin. My role was to harness this passion and curiosity and guide it into disciplined skill, allowing Matthew to turn originality and creativity into well-structured essays, precise Latin prose and elegant, articulate speech that showcased the very best of his ability.

Matthew ultimately secured the Eton King’s Scholarship as one of only a small number of successful candidates and notably, the only recipient studying outside the UK at the time. While other students were already beginning preparation within British prep schools, Matthew achieved this while studying in Korea, supported by Oppidan Korea.

His journey reflects the power of curiosity when nurtured by the right mentor and driven by a clear goal. Matthew’s success is not only a testament to his academic ability, but also to the importance of passion, ownership, and joy in learning. With the right guidance, a student’s natural curiosity and creativity can be shaped into powerful academic skills, enabling them to reach their full potential and perform at the highest level.

Learn more about mentoring for Eton admissions.

Eton Journey

By Magali Guillaume
EU Applications Adviser at Oppidan Education

One of the biggest questions parents ask about studying in Europe is, “Will the degree be recognised back in the UK?” The reassuring answer is yes — and, in many cases, it can even offer real advantage.

Global recognition and employability

Universities across Europe are part of the Bologna Process, which standardises degree structures (Bachelor’s, Master’s, PhD) across the continent. That means a Psychology degree from Amsterdam, Lyon, or Milan holds the same academic weight as one from London or Manchester. Employers and postgraduate programmes across the UK and beyond recognise these qualifications.

Career prospects abroad and at home

Graduates from EU universities often stand out for their language skills, cultural adaptability, and independence — qualities that are increasingly valuable in global industries. Many courses also include internships or applied projects, giving students hands-on experience before graduation. Those who return to the UK often find their international background becomes a real talking point in interviews.

Understanding French and bilingual pathways

For French nationals — or families with dual links — studying within the EU can also simplify administrative steps such as tuition classification and visa options. I specialise in supporting French applicants through both the admissions and post-admission stages, from course selection to document preparation.

The complete application package for French universities applicants

Beyond guidance, I can also assist with certified translations of transcripts, diplomas, and supporting documents. This ensures that every stage — academic and administrative — meets both UK and EU standards.

Choosing to study in Europe is about much more than location; it’s a statement of confidence in global education. With the right preparation and documentation, EU degrees open doors everywhere — and the process can be smoother than you think.

By Magali Guillaume
EU Applications Adviser at Oppidan Education

The Netherlands has quietly become one of the most popular study destinations in Europe for UK students — and with good reason. Over 2,000 degree programmes are now taught in English, the academic standards are excellent, and student life feels both independent and well-supported.

If your teenager is thinking about studying there, here are five things worth knowing early on.

1. Applications go through Studielink

Most Dutch universities use a central online system called Studielink. It is simple to use but requires careful attention to deadlines — usually between January and May, depending on the course. Students can typically apply to four programmes at once, so it’s important to research and choose wisely.

2. Entry requirements are clear and transparent

Dutch universities tend to be refreshingly straightforward. They focus on specific A Level subjects rather than predicted grades alone. Many courses ask for maths or science at a certain level, so check the details on each university’s website. There’s little emphasis on personal statements — motivation letters are shorter and much more direct.

3. Teaching is interactive and independent

Students often find Dutch teaching styles more collaborative. Lectures are combined with small-group discussions, projects, and presentations. There’s a strong expectation of independence — fewer contact hours, but more responsibility for keeping up.

4. Tuition fees are lower than you think

Even for non-EU students, fees are usually around €8,000–€12,000 a year. For those with EU passports, they drop to roughly €2,500. Most universities also offer support finding affordable housing, though it’s worth applying early as accommodation is competitive.

5. Everyone speaks English

You won’t need to speak Dutch to study — or to live day-to-day. The Netherlands ranks among the highest in the world for English proficiency, and students quickly feel at home. Picking up a few phrases, however, is a great way to connect with locals.

The Dutch higher education system combines structure with freedom — a balance many students love. If your teenager values independence, global perspectives, and practical learning, the Netherlands is a brilliant place to start.

Prophecies and things

I’ve been making strings from corn husks, lately.
It’s a pretty basic procedure but
I’ve been doing it to stop myself from staring
at my oracle box for too long.
That’s what I call my phone nowadays –
I’ve realised its magical powers are endless
and “traditional mobile phone with advanced computing capabilities” simply does not cut it.
I got that from Wikipedia
… during a séance with my oracle box, obviously.

So. This “oracle box”.
It tells me things I didn’t even know about myself -
things I couldn’t and definitely probably shouldn’t know.
For example –
this year, I learnt that I was or am(?)
- an omnivert
- anxiously attached
- lacking audacity
- unsure of what it means to pilfer
- securely attached
- and, the thing that scared me the most:
I have been poisoning myself every time I fry an egg in my decades old non-stick pan.
They call them “forever chemicals”
—or PFAs, if your oracle box shares similar prophecies to mine.
(They’re turning up in our waters too, apparently)

Anyways,
This
—as well as AI jump scares of Jordan Peterson—
is what it means to come into the light.
To enjoy the fruits of enlightenment offered by these tiny little light-up genies.

I explain all this to my friends with a straight face when they ask
how the hell I’ve had a grade 2 carcinoma and
asymptomatic Hepatitis B in the space of two days.
Healthline. Web MD. NHS.com. Medical News Today, I retort.
They scoff.

Some people just can’t handle the truth, I tell my oracle box,
just like the doctor who said my very obviously irregular mole resembled
the unremarkable chickenpox scars I had developed
after my first battle with kidney disease.

The cheek of it.
Imagine thinking of six years of medical school could have anything on these digital prophecies.
Nothing. Fucking nothing,
I rage as I cancel the mastectomy in my iCalendar.

So yeah. These are the revelations I mean.
This oracle box is powerful stuff.
Life-giving in some respects.

By Magali Guillaume,
EU Applications Adviser at Oppidan Education

If your teenager is beginning to explore university options, it is worth looking beyond the UK. Across Europe, universities are welcoming more English-speaking students than ever - offering world-class teaching, lower fees, and a genuinely international experience.

Why families are looking abroad

For many, the attraction starts with cost. Tuition fees in countries like the Netherlands, France, Germany, and Spain are often a fraction of UK prices - sometimes under €3,000 a year, occasionally even free. Add in lower living expenses and a new cultural setting, and the idea starts to make real sense.

No language barrier

A common worry is language, but thousands of degrees across Europe are now taught entirely in English. Dutch and Scandinavian universities lead the way, with more joining each year in France, Germany, and Spain. Learning the local language is a bonus, not a requirement - and most universities support international students from day one.

How applications work

Applications are typically made directly to universities or through platforms like Studielink (Netherlands) or Parcoursup (France). Requirements focus on subject strength and overall academic profile rather than predicted grades alone. There’s less emphasis on personal statements and more on motivation and course fit. Deadlines vary, so planning is key.

Recognition and career value

European degrees are fully recognised in the UK and internationally. Employers increasingly value the independence, adaptability, and global awareness that come with studying abroad.

A different kind of experience

Students often describe a more self-directed and diverse learning environment. Lectures may be larger, but independence and maturity develop quickly - and friendships span dozens of nationalities. It is a step towards adulthood that many find quite transformative.

If your son or daughter is curious about studying in Europe, start the conversation early and stay open-minded. The opportunities are far closer - and more accessible - than you might think.

Find a mentor to help with the applications to EU Universities.

Get in touch →

By Henry Faber
Co-founder

After a year of research, firstly a big thank you to the 200+ parents and educators across New York City who have been kind enough to support my learnings and progress in developing Oppidan Education for the US. 

Our NYC team of 6 mentors launched Fall programs at St. Bernard’s School and Franklin School. Two very different examples of a 1:1, in-school format. Follow below for case studies, and see great NYC-based mentors like Billy and Max who are leading the charge. 

On 6th October I hosted An Evening with Top UK Schools for 60 guests at Roosevelt House, platforming Eton, Wellington and Wycombe Abbey, three of the UK’s best boarding schools. It was a pleasure to welcome so many engaged NYC educators and families for a rich discussion of educational difference. 

I was asked to speak to parents at The River Club on Surviving and Thriving Through Middle School. Identifying ‘the self, skills and speaking’ as three areas of perceived crisis for early adolescence, I shared tangible solutions for how parents can look to stay calm and mentor their children with the right daily consistencies. I’m looking for more opportunities to speak to parents in both formal and informal environments. 

Families in NYC are beginning to engage with Oppidan’s Character Mentoring: this is our best-known programming for personal development. No matter how valuable the school day, I believe that every child benefits greatly from targeted, 1:1 support to know, organise and express themselves more effectively. An Oppidan mentor’s role is to catalyse and guide progress, backed by the power of impartiality, an original curriculum and on-point reporting. 

If we focus on the foundations, the teens take care of themselves. Read my short manifesto on mentoring for more. 

As we approach 2026, I’m looking forward to spending more time in the United States and to building an understanding and appreciation for Oppidan’s approach. In a world where college applications start early, and character matters, I’m excited to see students succeed to the best of their abilities on the back of an Oppidan experience.

By Walter Kerr
Co-founder, Oppidan Education

Authenticity is all that matters. If you love gardening, that should be your focus.

I meet families every week who feel the pressure to rehearse endlessly and to polish every answer to within an inch of its life. But the best school interviews are never the ones with pre-determined responses; they’re the ones where a child speaks freely, honestly and with a genuine sense of individuality. 

Our job isn’t to script them, it’s to help them find their voice. With that in mind, here are four areas I believe make all the difference ahead of school interview season.

1. The law of diminishing return

In my experience, three to six hours of focused, high-quality interview preparation is more than enough. Beyond that, you start to see the law of diminishing return kick in. Children become overly conscious of what they think they should say rather than what they actually think. Their answers tighten up, their anxiety increases and they lose spontaneity.

There is certainly a place for long-term communication work: weekly coaching to build confidence, curiosity and conversational ease, but that’s different from drilling interview questions. When it comes to interview prep itself, less is very often more.

2. Strengths as personality traits (not being in the Bs for rugby)

When I ask children about their strengths, many immediately point to achievements: a sports team, a grade, a certificate. That’s great, but they don’t tell me anything about who the child really is and what their personality is like.

A far more impressive skill is the ability to articulate strengths as personality traits: kindness, resilience, honesty, creativity, leadership, empathy. If a child can say, “I’m someone who brings calm to a group when things get stressful,” I learn far more about them than if they tell me their rugby team.

Helping children make this shift away from external markers and towards internal qualities is one of the most valuable parts of interview preparation.

3. What’s your John le Carré?

The best interview I ever did was with a girl who had read the entire canon of John le Carré. Not because I’m obsessed with spy novels, but because she was. Her enthusiasm was infectious. We spent the whole interview discussing the character development, moral complexity and her favourite plot twists. We never touched the standard “What’s your favourite subject?” questions. We didn’t need to.

Every child has the potential for a “John le Carré moment” – an area of genuine passion that elevates them beyond rehearsed answers. It doesn’t matter what it is: dinosaurs, war poetry, coding, Greek myths, architecture, manga. If they have passion, they have presence.

4. The two-sentence book summary

At some stage, almost every interview involves a book. Not a list of books; just one. The child who can summarise their chosen book in two clear sentences immediately stands out.

This skill may seem minor, but it tells me a huge amount – can the child prioritise key information? Can they structure their thoughts? Can they speak concisely?

I’d encourage parents to practise this regularly. Start with something familiar like Harry Potter or Percy Jackson, then move to whatever they’re reading now. The goal isn’t a perfect synopsis; it’s clarity. Registrars don’t want a chapter-by-chapter breakdown, they want to see that a child can think.

Find a mentor for interview support.

Learn more about our 3-Session Interview Package

By Sharath Jeevan OBE
Founder of Stir Education, motivational speaker & author

As the founder of Oxford's Generational Success Lab and the parent myself of two teenage boys, I have to be say that I myself am worried.

The disruption to professional white-collar starting roles is likely to be significant in the short term. This is something we are already seeing, with almost forty percent fewer entry level graduate vacancies this year compared to last year. 

As a parent myself, I am thinking about three key things:

1. Is my child a path-shaper? Young people will need to shape their own path from a much earlier age. That means a very different mindset from when we could rely on a ladder to pull us up the career journey. They will need to find the right rungs - areas of opportunity or niches that they can occupy. And be able to carve a direction out of ambiguity. 

2. Is my child able to be intrinsically motivated? In our generation, we could rely on employers to give us recognition, rewards or promotion. In more unstructured work environments, young people will need to develop their own goals for mastery and find motivation from within.

3. Is my child able to build new relationships easily, especially across generations? Today we segregate ourselves by age in everything from our social lives to sport. But young people will need to be able to find mentors and sponsors who can champion them and find opportunities. That means at times being open to critical or tough feedback, and different ways of seeing the world. 

I'm not saying any of this to scaremonger. That is not to say that I don't believe that destinations like a good university will not still be important. But I think that these mindsets and behaviours will less of just the core icing, but will become an indispensable part of the cake itself. 

Oppidan's Character Education focus is perfectly aimed at helping parents develop these, but as parents it's important we play an active role too in supporting our children through role modelling and relationships. And while the career world for them will  be less structured, if navigated intentionally, it can be made more fulfilling.

Bangkok.

Heads & Tales Live took place in Bangkok on Monday 27th October 2025, bringing together a packed room of 60 parents eager to learn more from three outstanding UK schools.

The schools were represented as follows: 

• Sophie Langdale, Directors of Admissions Radley College

• James Lyon Taylor, Directors of Admissions Marlborough College

• Tara Reeve, Directors of Admissions Downe House School

Together, they guided a wide-ranging and engaging discussion exploring the realities of UK education and what families should consider when navigating international schooling options.

The evening was a genuine celebration of UK education, with parents not only benefiting from the panel discussion but also taking advantage of 1:1 private meetings with the schools. These conversations continued over dinner and drinks, creating space for meaningful dialogue, thoughtful questions and the beginnings of long-term relationships.

A huge thank you goes to Anna Wongcha-um for her tireless work in bringing the event together, to our three schools for travelling and engaging so generously and to the wonderfully kind Thai families who have placed their trust in Oppidan to support their children.

While Oppidan Education’s core focus is mentoring children to be their best selves, an important part of that mission is supporting parents - who often need a little mentorship themselves as they navigate complex educational decisions. It has been a real pleasure to begin working more closely with leading UK schools such as these.

Feedback from attendees: 

BEK Secondary: Mental Health Awareness Week

Oppidan supported BEK’s Mental Health Awareness Week with a school-wide panel on wellbeing and stigma. Felix Lahiff, General Manager of Oppidan Korea, joined as a guest speaker, sharing how mentoring supports confidence, resilience, and self-awareness — qualities often overlooked in the heavily structured, results-driven culture of Hagwon education.

Felix stressed the importance of curiosity and enjoyment in learning, arguing that children become great students not through rigid systems, but through environments that encourage them to think freely, take ownership, and find joy in discovery.

British Embassy, Seoul: Tackling Stigma

Oppidan also took part in an event at the British Embassy in Seoul focused on reducing stigma surrounding mental health in education. The discussion brought together educators, school leaders, professionals, and students from across Seoul to advocate for open conversation over silence, highlighting the importance of emotional literacy and community support in schools.

Dulwich College Seoul: Critical Thinking & Philosophy

At Dulwich College Seoul, Oppidan mentor Alex continued running the Critical Thinking & Philosophy Club, encouraging students to challenge ideas, build empathy, and develop reasoned arguments. Recent sessions explored Plato’s Allegory of the Cave, prompting students to question their surroundings and rekindle a curiosity and passion for learning that can sometimes be lost in the pursuit of grades.

BEK Prep: Communication Programme

At BEK Prep, Oppidan now runs two clubs simultaneously, led by Alex and Zach, as part of its Communication Programme. The sessions help younger students develop skills in public speaking, debate, and teamwork — focusing on clarity, body language, and active listening to build strong foundations for confident, authentic communication.

Looking Ahead

Oppidan Korea will continue strengthening its partnerships with schools across Seoul and expanding mentoring initiatives built around Character, Oracy, and Readiness, helping students develop confidence, curiosity, and the skills needed to thrive inside and outside the classroom.

New York City.

On Monday 6th October 2025, Oppidan Co-Founder Henry Faber hosted a fireside Q&A followed by networking drinks with three of the UK’s leading boarding schools: Eton College, Wellington College and Wycombe Abbey. 

Just under 100 New Yorkers signed up to be a part of the event, from Heads, to placement leads, consultants, neuropsychologists, tutors, teachers, school alumni and of course, plenty of parents. 

The schools were represented as follows: 

• Justin Nolan, Director of Communications, Engagement and Development at Eton College

• James Dahl, Master at Wellington College (Head of School)

• Jo Duncan, Headmistress at Wycombe Abbey (Head of School)

Each school leader was given the chance to open the event with 4 minutes of their perspective on why their school is an organisation for which they’re proud to work. Henry Faber steered the conversation for a further 45 minutes, touching on some of the following themes: 

• Myths related to UK boarding 

• Queries and concerns from international families

• Pros and cons of the A Level / IB systems

• Trends from top UK schools for Higher Education

• VAT pressures on UK schools

• Celebrating the best of what’s been seen in the United States

• The success of UK franchises overseas

• The nuts and bolts of admissions for UK schools

After the talk, the majority of attendees stayed for 90 minutes of networking over drinks and canapés. Connections were made and relationships fostered between school admissions teams and all those who came to learn more about the opportunities of an education in the UK. 

Feedback from attendees: 

Applying to Eton College for Year 9 entry is a process that begins when boys are in Year 6, typically around age 10 or 11. The journey involves several key stages: registration (which should be completed by June 30th when boys are in Year 6), the ISEB Common Pre-Test (taken in Year 6 or early Year 7), school reports, and finally interviews and assessments at Eton itself in Year 8.

After all assessments are complete, the school offers places in three categories. 'A' places are unconditional offers of a place at the school. 'B' places are conditional offers, meaning boys must achieve certain standards in their Common Entrance examination or scholarship exams. 'C' places indicate that a boy has not been offered a place at this stage but remains on a waiting list, with the possibility that places may become available as other families make their final school decisions.

1.The school report carries equal weight to test scores

Many parents focus intensely on exam preparation, but Eton places just as much importance on the report from a boy's current headteacher or principal. A thoughtfully written report that captures a student's character, interests, contributions to school life, and individual personality will significantly strengthen an application. Conversely, excellent test results paired with a generic or lukewarm school report may not be enough. The admissions team wants to understand who your son is beyond his academic ability, so ensure his current school knows him well and can articulate what makes him special.

2. The interview is designed to put boys at ease

Parents often worry that the Eton interview will be an intimidating experience designed to catch boys out with trick questions or obscure topics. In reality, the interview is straightforward and aims to help boys feel comfortable enough to be themselves. The interviewers want to have a genuine conversation that reveals a boy's interests, curiosity, and personality.

3. ISEB score boundaries fluctuate each year

Unlike many exams where pass marks are published, Eton does not reveal the ISEB score needed for progression to the next stage. This threshold varies from year to year depending on the strength of the applicant pool. While this uncertainty can feel frustrating, it means parents shouldn't fixate on achieving a specific number.

4. Housemasters conduct interviews, signaling pastoral priorities

A telling detail about Eton's values is that interviews are conducted by housemasters rather than academic staff. This choice reflects the school's emphasis on pastoral fit and community life. They're looking for boys who will engage with house life, support their peers, and benefit from the boarding experience.

5. The waiting list remains active well into Year 8

Boys can and do move from the waiting list to offered places as late as the spring term of Year 8. This happens because many families apply to multiple schools and hold onto places at several institutions before making their final decision. As other parents decline their Eton offers to accept places elsewhere, opportunities open up for boys on the waiting list. Patience during this period is essential, even though the uncertainty can be challenging.

Bonus tip: Resist the urge to over-communicate with admissions

While it's natural to want to keep your son's application at the forefront of the admissions team's mind, constantly contacting the school with updates, additional information, or status checks will not help—and may actually harm—his chances.

Find a mentor to help with the Eton College admissions process.

Get in touch with the team

For the last ten years, we’ve been researching and testing the best approaches to delivering one-to-one support for young people.

1. Use Lessonspace

We run our sessions on Lessonspace to share documents, annotate, collaborate, and ensure sessions are recorded for training and safeguarding purposes.

2. Maximise Tech Use

Understand your mentee’s tech setup early. Small tools (like a mouse) can boost engagement—let students personalise tools to build ownership.

3. Involve Parents

Have a parent present at the start for setup. Let them know sessions often go better when they step away.

4. Set Boundaries Together

Agree on session rules (e.g., camera on, no distractions). Co-create a simple contract to set expectations and maintain focus.

5. Be Mindful of Your Background

Share a bit about your space to build connection but use a plain or blurred background to avoid distractions or risks.

6. Stick to a Routine

Create consistent openings and closings (e.g., games, reflections) so mentees feel comfortable and engaged.

7. Focus on the 'Why'

Start each session by asking, “Why are we here today?” to keep goals clear and students motivated.

8. Build Personal Connection

Note personal details (friends, hobbies) to make conversation more relatable and overcome online awkwardness.

9. Take Screen Breaks

Incorporate movement or offline tasks to reduce screen fatigue and boost engagement.

10. Stay Flexible

Adapt quickly if an activity isn't working. Read the room and be ready to change direction when needed.

11. Gamify Learning

Turn tasks into games. Let tech-savvy mentees run or share games to increase interaction.

12. Use Timers and Recap

Time activities for focus. End with a reflection and set a challenge to keep momentum between sessions.

Find out more about how we mentor.

Read about The Oppidan Model here →

From time to time though, we see parents make a few mistakes that can dramatically affect the process, outcome and general happiness around the 11+ or 13+ process. Years 5 and 6 have historically been anxiety-inducing years when it comes to the process of application to secondary schools, hyped up particularly in the race for London schools.

Here are, as simply put as we can, five mistakes we see parents making.

1. Over-preparing for interviews

Many parents spend weeks drilling their children for school interviews, creating unnecessary anxiety. In reality, 2-3 hours of focused preparation is sufficient. Use this time to help your child understand what interviews entail and remember the four key skills of communication: awareness of strengths, understanding of weaknesses, ability to pivot and squeezing the juice!

2. Believing five books will transform verbal reasoning

The number of times we've had parents ask us a month from the ISEB whether suddenly doing lots of reading will help improve verbal reasoning scores. The truth is that understanding and progress within language is like doing your stretches before a football match. Low and slow, over time, will help improve a child's cognitive verbal ability.

3. Focusing solely on academics

It is a myth that successful preparation comes from practicing on academic tests. Parents often concentrate exclusively on entrance exams and academic preparation, neglecting equally important factors. Schools assess the whole child, including extracurricular interests, character, and fit with their community. A well-rounded application demonstrates more than just test-taking ability.

4. Excluding children from school selection

Many parents shortlist schools without involving their child, only to face resistance later. Students who participate in choosing their schools feel more invested and motivated. Visit schools together, discuss options openly, and value your child's instincts about where they'll thrive.

5. Having a first and second choice

It is fine if these choices are kept distant from the child but the last thing you want is your son or daughter going into their exam with the weight of expectation on their shoulders. Keep schools on a horizontal playing field.

By The Parent Team

Motivation is fundamental to our outcomes. This psychological drive determines how hard we try and how long we try for.

Most parents worry about their child’s level of motivation. We often try to boost it with bribes – that’s the “if you do your homework now, then I will let you have 10 minutes of digital time”. When this doesn’t work, we usually fall to threats – that’s “if you don’t do your homework now, then you can’t go on the iPad later”.

These carrots and sticks are classic parenting power cards. They are tempting because they’re familiar, easy to access, and give us a (fleeting) sense of control.

But do they motivate kids?

Well, sort of. They often get kids into action, in a relatively happy mood with the tantalising prospect of a snack or extra time on the iPad, but in a pretty truculent mood with the stick of a sanction (no snack and an iPad ban) hanging over them.

Either way, the child is not thinking much about what they’re doing. They’re mostly thinking about the carrot or the stick. Their focus is on working out how to gain the carrot as quickly as possible or avoid the stick by whatever means possible. This takes up a lot of brain energy, and creates a bundle of brain wiring, and none of it is to do with the piece of work in front of them or how to keep going when you’d rather be doing something else.

A common fall-out of offering bribes is that our child starts to negotiate for a bigger carrot. This is a dilemma for parents - do we up the ante or hold firm? These situations can quickly become a battle of wills. The original focus – the homework or revision – is by the by.

Using carrots and sticks can lead to trouble further down the line. Some kids develop a reliance on getting or losing something to get themselves into action.

What can we do instead?

It’s a question of balance, and a decent dose of nuance.

Rewards can be an effective short-term training tool. When we use rewards smartly, the need for threats fades away.

So, what distinguishes a reward and a bribe? Three things...

First, the timing.

Bribes pop up the minute we sense our child is reluctant to get stuck in. We make bribes up on the hoof. Rewards are agreed well in advance. Rewards are what they are, and everyone knows it.

Secondly, the content.

Often bribes are based on real candy or digital candy but there are so many other things are kids enjoy doing and often don’t get the time to do. Why not make a list with your child of activities they love to use as rewards? A football kick-about, another game of Uno, a bubble bath, a lift to school, or choosing a favourite meal for the weekend?

Thirdly, presentation matters!

We want to link the reward (the immediate output) with the recent input (settling down, getting it done, doing it better etc). So, we make it really clear by using WHEN and THEN. That means it is “When you’ve done xxxx, then you have earned yyyy”.

We need to remember that the ultimate reward for every child is receiving positive attention because this fulfils their key need to feel secure.

So, here’s an interesting question…

How much positive feedback are you giving your child during their homework or revision sessions? How many negative comments do you tend to make?

You are not alone if you feel that you might be a little more towards the negative....

We care very much about our children’s academic studies and we’re eager to get the best out of each piece of work. And human brains are wired to spot mistakes. This is so we can keep ourselves safe and improve things. Once we’ve spotted a mistake, we leap into action to correct it as quickly as possible.

The problem is that having your mistakes pointed out to you is uncomfortable and not very motivating! So, as parents, in a homework situation, we need to be careful and smart about what we’re paying attention to.

When we switch to hunting for the positives and offering our child positive feedback, we create a genuine and powerful momentum.

That’s because receiving positive attention from us gives our child a lovely dose of dopamine. And guess what? Dopamine is the motivation hormone!

And there’s a double-whammy effect with dopamine. Kids get a boost of dopamine in the moment, which feels great. Their brain links the action with the feeling. As the next homework session approaches, their brain releases an early dose of dopamine in anticipation of getting another one during the session.

When we really get into the habit of offering regular positive feedback (at a higher ratio than our negative comments) when our kids are working, they (almost!) look forward to working.

There are other hormones involved in motivation which are worth a mention. Oxytocin and serotonin play their part too.

Kids instinctively understand that having fun (which releases oxytocin and serotonin) is linked to motivation. As parents, we’ve forgotten this over the years. We tend to see laughing and mucking about as a sign that our child is not taking things seriously, so we try to put a lid on it.

And that’s a shame. Laughing and playing are the best things for your child’s overall motivation. They counteract negative thoughts and feelings of anxiety; they boost neural connections and enhance our memory and ability to focus.

Homework and revision are important, and we make these sessions more motivating when we increase the positivity and bring in a little fun whenever we can. When we do this, our child is more able to hear any suggestions or ideas for improvement from us.

 The Parent Team

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Contact us for parenting courses, workshops and 1-1 private sessions. We offer a free 30-minute introductory consultation.

September 2025 

We believe in the transformative power of mentorship to equip a young person to function confidently in the real world.

Adults have mentors, kids should too. 

In an era where artificial intelligence reshapes entire industries overnight, young people need more than technical knowledge. They need to become a polished, better version of themselves in the context of our current world - one where human connection matters more than ever.

Investing in your child through our programme pre-empts and prevents the isolation, and lack of direction that plague many young people today. Without guidance, they risk falling into digital echo chambers, struggling with imposter syndrome and losing authentic connection with peers and teachers. 

Today's young communicators face unprecedented complexity. They need timeless skills for an AI world: the ability to connect meaningfully with peers, use AI effectively as a tool rather than a crutch, and maintain their human edge in an increasingly automated landscape.

The world's most innovative organisations and transformative leaders now seek individuals who can amplify human connection, learn how to think rather than what to think, and lead with genuine impact. Academic achievement alone no longer guarantees success.

We know that self-aware communicators with emotional intelligence and adaptability navigate uncertainty more skilfully than those without clear self-understanding and practical communication tools.

Our programme delivers growth through deep personalisation, empowering young people to discover, develop, and articulate their authentic voice in both digital and human spaces.

In the immediate term, this builds the communication confidence and self-reflection skills essential for accessing competitive opportunities and building meaningful relationships.

We know that confident students with greater self-awareness and independence unlock future success more ably than those without a clear plan and the means to execute it. The world's best universities and employers now value more than academic results.

We look forward to talking with more parents who share our vision for the right kind of 1:1 support. 

Our mentoring programmes combine more than 50 hours of carefully-designed 1:1 content, delivered to provide a difference that won't go out of date.

Thoughts from our Head of Education
Charlotte Harmer

This year, Oppidan has expanded its global reach, supporting the widest variety of schools to date across UK state, independent, and international settings.

We’re proud to have achieved our strongest student and teacher impact scores across partner schools. With over 5,195 students supported and nearly 4,952 personalised reports written, our mentors have worked tirelessly to deliver high-quality, targeted mentoring to every child, regardless of context.

Our Prep Journey, now in its fourth year, remains a cornerstone of our work in prep and primary schools. It continues to help Year 5 and 6 students build confidence, develop communication skills, and prepare for the transition to secondary school. In our secondary schools across the UK, Spain, Korea, and Thailand, the newly launched COR Journey and enhanced Mentor Training Journey have supported students in developing character, oracy, and leadership. Feedback has been overwhelmingly positive, with students valuing the increased touchpoints and the opportunity to work 1:1 with inspiring mentors from outside their communities.

We are especially proud of our mentor team, who have gone from strength to strength this year. Representing a wide range of careers - from trainee medics, lawyers, and engineers to actors, writers, journalists, and podcast producers - our mentors continue to inspire students week after week. We’ve invested further in termly training, report-writing workshops, and ongoing observations to ensure a rich programme of professional development. Many mentors have now completed their fourth year with Oppidan, and their dedication has been instrumental in shaping student growth and confidence.

As always, student voice remains central to our work. From Year 6 students discovering their strengths to Year 12 mentors finding purpose and belonging through supporting others, the stories shared this year have been a powerful reminder of why we do what we do. Over the summer, we’ve refined our programming and training in response to feedback from schools and mentors, and we’re excited to deepen our existing partnerships and reach new contexts and communities in the year ahead.

Impact Highlights
Secondary

79%
Character

of students agree or strongly agree that they understand themselves and their identity better as a result of their Oppidan programme.

82%
Oracy

of students agree or strongly agree that their communication skills improved as a result of their Oppidan programme.

81%
Readiness

of students agree or strongly agree that they feel more prepared for challenges in the future as a result of their Oppidan programme.

Thank you to every Oppidan partner school, teacher, mentor and student who has been part of this journey.

Read the full Impact Report.

View here →

The decline of a vital subject.  

Recent news has covered the worrying trend that significantly fewer students are studying performing arts, at both GCSEs and A-Level. This first decline is largely influenced by the now historic EBacc introduction which omits drama and music from the core mandatory curriculum.  

I won’t recount the statistics of the decline as they are laid out better elsewhere. You can see them here: 

The decline of drama at school prompts UK training drive for backstage work
The Guardian →

GCSE drama student numbers drop by 40% in 15 years
The Stage →

Number of A-level drama students plummets by 52% in 15 years
The Stage →

There are multiple knock-on effects to this decline, one of which is the shortage of skilled workers in the entertainment industry.  

This is a phenomenon of lack, that initiatives like the National Theatre’s Skills Centre is trying to address. Backed by the Bank of America, the centre is trying to reimagine the craft of apprenticeship, increasingly lost, that allows young people to understand the skills and roles necessary for sustainable success in the theatre industry.  

Whilst research suggests that as many as 75% of 18–25-year-olds want to work in the creative sectors, buildings in the theatre industry are having to post vacancies multiple times.  

As Kate Varah, Co-Chief Executive & Executive Director of the National Theatre has recently said:

The creative industries may be 1 of 8 pillars in the Government’s Industrial Strategy but those pipelines for talent clearly need attention.   

Yet, there is a wider and even more concerning effect of declining performing arts study.  
 
When I was at school, Drama GCSE and A-Level were the subjects in which I properly learned how to collaborate with others. The product of our collaboration was then assessed, formally, by the exam boards.  

Whereas in other subjects, where collaboration featured as part of lessons and learning, but outcomes were solo, in Drama group efforts and solo efforts were essentially one and the same. This is akin to the working world, where millions of people work each day in groups, teams, and companies. The individual’s progress is tied to the collective.  

It raises a wider ‘life learning’ that hits most people after university: outcomes up to degree level largely have a single and unitary cause: you. Yet, in life, your success is often contingent on those around you.  

If your company does well, so do you. If your partner does well, so do you.  

As spotty and stroppy teenagers, working together on a shared project wasn’t easy. In fact, it was often nigh on impossible: as a group of four preparing a play for A-Level, we had to deal with everyone learning in different ways and a spectrum of effort and ability.  
 
Nothing can prepare you for professional life like that simulation.  

In the discourse of skills education, there are multiple schools of thought, perhaps marked by the ‘explicit’ and ‘implicit’ methodologies.  

Should students be taught how to collaborate explicitly or implicitly?  

No one doubts the value and power of essential skills, more than ever now in a technologised world, but ways to do that are forever up for debate:

• Should we name them?  

• What should we name them?  

• Should we assess them?  

• How do we assess them?  

***

It is a mistake to think that studying Drama only qualifies you to work in the theatre.  

If anything, it qualifies a young person for the multitude of jobs that call for “good team player” or “confident communicator” or “able to cohere and lead groups”.  

I am not suggesting that we study certain subjects any less. Just that we study Drama more.  

With that comes a narrative piece around encouraging young people into the subjects, doing our best to strategise about how to get more inspiring young people into teaching drama.  

James Graham, the celebrate playwright recently wrote on this issue.  

So, what could we do?  

Breaking down the problem into constituent parts, we need to consider:  

Wider Market Forces  

• The wider and prevailing narrative around Drama Education  

• The availability of creative jobs and pathways to employment 

• The status of Drama as a subject and curriculum reform, including its absence from the EBacc programme.  

Capabilities of Schools  

• Do we have enough drama teachers?  

• Are Drama teachers being properly supported?  

• Is the Drama curriculum being taught effectively?  

Strategic Alternatives  

• Should we be doing more to facilitate drama sessions and experiences for state funded schools outside the studied curriculum? 

• What is the role of Arts Council England and other funding bodies that support external institutions to engage young people in the creative arts?  

• Could we develop the responsibilities of drama schools (Conservatoires)?  

In response to this scheme, a few ideas could be:  

1.

We need a Government sponsored national campaign to encourage young people into the performing arts and / or championing the importance of the performing arts in developing these skills. In some ways, it might look like the exact opposite of the infamous 2020 Government campaign below: 

2.

The bold extension of (1) would be the addition of music & drama to the EBacc mandatory qualification.

You can see more about that idea and those creatives who have signed an open letter about it here.

An announcement on a full curriculum review is scheduled for Autumn 2025 with the Interim report having been published here. This a review led by Professor Becky Francis CBE.

3.

We need to think in more imaginative ways about how we attract drama teachers into the pipeline, perhaps exploring closer connections between Conservatoires and local schools across the U.K.  

This to me is contingent on wider thinking about qualification requirements for teachers in marginalised subjects such as Music & Drama. Whilst I’m not advocating a relaxation in standards, the position and logic of the QTS feels thin in undersubscribed subjects.  

***

If the government really wants to commit to creativity as one of their eight pillars, and more widely, to develop a pipeline of graduates with strong essential skills, we need to look again at Drama in a serious way.

We need to revitalise it.  

Adam is Chief of Staff at Oppidan Education. He also runs Buzz Studios, a theatre and education collective that seeks to reimagine classic stories, and make them accessible to young people.