Registered number.. 1468693 Charity number: 279267 HOLMEWOOD HOUSE SCHOOL (A company limited by guarantee) TRUSTEES. REPORT AND CONSOLIDATED FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 AUGUST 2025 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) CONTENTS Page Reference and admlnlstratlve detalls of the Company, Its Trustees and advlsers Trustees. report 2-20 Independent auditor's report on the financial statements 21-25 Consolidatgd statement of financial activities 26 Consolidated balance sheet 27-28 Company balance sheet 29-30 Consolldated statement of cash flows 31 Notes to the financial statements 32-55 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) REFERENCE AND ADMINISTRATIVE DETAILS OF THE COMPANY, ITS TRUSTEES AND ADVISERS FOR THE YEAR ENDED 31 AUGUST 2025 Trustees N Allan A J B B8rnes J E Priory A T Patton M J Ringer J J Thompson L C Tilley O Upchurch Company registered number 1468693 Charity registered number 279267 Registered office Barrow Lane Langton Green Tunbridge Wells Kent TN3 OEB Independent auditor Crowe U.K. LLP Slatulory Auditor Medway Bridge House 1-8 Fairmeadow Maidstone Kent ME14 1JP Solicitors Moore Barfow The Oriel Sydenham Road Guildford GU13SR Page 1 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT FOR THE YEAR ENDED 31 AUGUST 2025 The Trustees present their annual report together with the audited financial statements for the period 1 September 2024 to 31 August 2025. The Trustees confirm that the Annual Report and financial statements of the Company comply with the current slatulory requirements, the requirements of the Company's governing document and the provisions of the Statement of Recommended Practice ISORPI. applicable to charities preparing their accounts In accordance with the Financial Reporting Standard applicable In the UK and Republic of Ireland IFRS 1021 leffeclive 1 January 20151 as amended by Update Bulletin 1 leffeclive 1 January 20151. Structure, governance and management a. Constitution The Company is incorporated under the Companies Acts and is registered in England & Wales under number 1468693. 11 is limited by guarantee and a registered charity under number 279267, governed by ils Memorandum and Articles of Association, and does not have a share capital. The liability of its members is limited lo £1 each. b. Organlsatlon The Governors, who are also the charity trustees, are responsible for the overall management and control of the School and meet as a Board at least three limes per year. More detailed work is undertaken through a committee structure.. the Education and Pastoral Committee, Premises Committee and Finance Committee. Each committee meets termly. There are a number of Governors with individual responsibilities- for example.. A Governor responsible for Safeguarding A Governor responsible for Health and Safety A Governor responsible for Boarding A Governor responsible for Teaching and Leaming A Governor responsible for Online Safety All Governors give freely of their time and no remuneration or expenses were paid in the year. No Governor or person connected with a Governor received any benefit from either means tested bursaries or scholarships awarded to our pupils. Governors attach great imFlOrtance to the strongest possible safeguarding arfftngements, effective pastoral care and to ensuring that the School's teaching methods meet and will continue to meet pupils, needs so that all pupils reach their full potential. c. Recruitment and training of Governors to Ensure Governance Standards The Governing Body requires b￿adth and depth of experience to carry out its duties effectively and efficiently. When recruiting new trustees a key attribute is 8 passion for the work of our School and an understanding of education as a holistic and rounded experience of personal growth. We invite senior Ioc81 business people to consider joining our B08rd and always ensure that the majority of our Governors have had personal experience of the School - either as a parent whose child or children attended the School or as a pupil. Where possible, the Governors consider that the skills and experience of the Board should include the following". A Governor with a legal background., A Governor with a financial andlor accounting background,. A Governor with education experien￿., A Governor with senior managerial or business experience., A Governor with expertise in buildings, land andlor property., A Governor with experience of equal opportunities or disability needs", and Al least one female Governor and at least one male Governor. Page 2 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 Structure, governance and management Icontinuedl One Govemor may have one or more of these skills. The Board aims to ensure a good balance of male and female members and to reflect the diversity of our pupil body. All new Govemors are encouraged to attend courses run by the Association of Goveming Bodies of Independent Schools IAGBISI to help understand their role. Governors also keep up to date with other courses such as the latest Safeguarding training. Governors with specific responsibilities le.g. safeguarding, boarding elcl attend relevant courses and, Governors regularly visit the School lo see It in action and spend time with pupils and stsff. The Board of Governors continues to review its effectiveness and is mindful of the seven key principles of good governance laid out in the Charity Governance Code lo ensure the best possible delivery of the charity's aims. d. Key management personnel The Govemors consider that they, together with the Head, Bursar, Finance Manager and Senior Leadership Team ISLTI comprise the key management personnel of the School. Arrangements are in place for setting the remuneration for key management personnel and, the board has taken Into consideration benchmark information and market pay for these roles. This exercise, together with the overall remuneration of other personnel, forms part of the board's annual salary review, as part of the budget process, which again takes account of market rates of pay and relevant benchmark reports. Organisational Management The Governors determine the general policy of the School. The day-to4ay running of the School is delegated to the Head, supported by senior staff. The Head undertakes the key leadership role overseeing educational, pastoral and adminislralive functions in consultation with the senior staff. The day-lo-day administration of the School Is undertaken within the policies and procedures approved by the Governors which provide for only significant expenditure decisions and major capital projects lo be referred to the Govemors for prior approval. The Head oversees the recruitment of all educational staff, whilst under delegated authority the Bursar oversees the recruitment of administrative and non-teaching support staff. The Head and Bursar are invited to attend all Governors, meetings, with other specialist staff Invited as required and appropriate. f. Principal Risks and Uncertainties The Govemors through the Committees and with assistance from the School's Senior Leadership Team, keeps the School's activities under regular review, with particular regard to any risks which may arise. The Board discusses any risks and takes steps to minimise the probability of occurrence and the extent of the impact that any of them may have on the School. The School maintsins a Risk Register, which Identifies the major risks factors, alongside their likelihood and Impact on the School. The Register describes the control Pro￿dures, Including internal controls and other viable means, such as Insuran￿ cover, used lo reduce the likelihood of each event occurring andlor lo miligale ils effect. The Risk Register Is considered In detail by the Head, the Bursar and all the Governors on at least an annual basis. The Board considers that the principal risks which could Impact the School include the following.. A substsntial reduction in pupil numbers, caused by a decline in the affordability of school fees generally across the Independent schools, sector, meaning that fewer pupils attend independent preparatory schools, due lo a difficult economic environment or changes in legislation., Catastrophic events, which cause significant damage to the School's premises, including, for instance, fire or flood., Page 3 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 Structure, governance and management Icontinuedl Personal health and safety risks, including a major accident involving the School's pupils andlor staff, either on the School premises or when away from the School on trips organised by the School., and iv. Significant financial fraud. The School has control of a subsidiary company, Holmewood House Properties Limited. This Company owns some of the land and buildings from which the School operates. The School purchased a controlling interest in Holmewood House Properties in May 2003 to ensure ils continued use of the grounds and buildings. Objectives and activities a. Charitsble objectives of the Company. The Memorandum of Association of Holmewood House School restricts the Company to the provision of education but permits the directors, powers to conduct a wide range of activities in support of its aims. This is the responsibility of the govemors, who are also the directors of the Company and the trustees of the Charity. None of the directors re￿iVeS any remuneration. b. Ethos We aim to be a caring School working for the benefit of our pupils and serving our local community and society- We are a charity which seeks lo benefi't the public through the pursuit of ils staled aims. Our fees are set al a level to ensure the financial viability of the School and at a level that is consistent with our aim of providing a first class education to boys and girls. Our School welcomes pupils from all backgrounds. To admit a prospective pupil, we need to be satisfied that our School will be able lo educate and develop a prospective pupil to the best of their potential. Entrance assessments and taster days" are undertaken to satisfy parents and ourselves that potential pupils can cope with the pace of learning and benefit from the education we provide. An individual's economic status, gender, elhnicily, race, religion or disability do not form part of our assessment processes. We are an equal opportunity organisalion and are committed lo a working environment that is free from any fomi of discrimination on the grounds of colour, race, elhnicily, religion, sex, sexual orientation, disability or any other 'prolecled characteristic.. We will make reasonable adjustments to meet the needs of staff or pupils who are or become disabled. Our School is commilled lo safeguarding and promoting the welfare of our pupils and expects all staff and volunteers lo share this commitment. The School's most recent Independent Schools, Inspectorate report, was in May 2024. The School successfully completed ils Routine Inspection meeting all standards in the Independent School Standards Regulations. Parents are given regular information about their children's social and academic progress through parent evenings in addition to the traditional end of term and year reports. We maintain regular contact with parents throughout the year through informal contact and our newsletter. Older pupils have a Head of Year and a Fomi Tutor responsible for pastoral care and academic development. In line with Government policy, we actively promote British Values" and meet the obligations upon us arising from the 'Prevenf' anli-radicalisation strategy. The School's values are Self-Belief, Aspiration and Kindness. Page 4 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 Objectives and activities {continuedl c. Aims The School operates as a charitable company limited by guarantee whose Articles of Association include the regulations for appointment of Govemors, all of whom are trustees of the Charity and directors of the Company. The objects of the School are the adVan￿rnent of education (including social and physical training) of boys and girls. We aim to provide a firsl-class education to boys and girls from the ages of 3 to 13. We seek to provide a structured educational environment that develops our pupils, capabilities, competences and skills. We promote the academic, moral and physical development of our pupils through our academic curriculum, nurturing pastoral care, appreciation of and engagement with the arts, sport and other aclivilies. We provide an educational environment where each student can develop and fulfil his or her potential, building their self-confidence and fostering a desire to contribute to the wider community. In so doing, we prepare our pupils for the opportunities, responsibilities and experience of later life. d. Objectives Our Govemors are responsible for setting a strategy and objectives that reflect the educational aims, ethos and values of the School. The focus for the School Is on the development of our pupils, their continued high levels of academic and co-curricular achievement and lo further widen access to the education our School provides. It is Important that we Continue lo enhance the academic, pastoral and broader educational provision of the School to achieve this. In selling our objectives and planning our activities, our Governors have given careful consideration lo the Charity Commission's public benefit guidance. Our key objectives for the year included.. Furthering the 5 year Stffitegic Vision through the implementation of the School Development Plan Continuing a programme to review and improve the curriculum delivered throughout the School. Review and benchmark the School's academic syllabus, leaching practices and examination results Further development of the first class pastoral care and co-curricular activities, so that all pupils will be ready, al the end of their ts'me with us, to move lo the senior school most appropriate for their further development Investing in the technology, infrastructure, buildings and grounds of our School to better SUPF)Ort the education81 provision Continuing lo improve the School's benefit to the public through supporting pupils in awarding bursaries and scholarships to ensure wider access from all backgrounds,. playing a part in the life of our local community through providing aC￿sS to facilities to the public, clubs and associations,. cooperating and sharing resources with local schools Page 5 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 Achievements and performance Pre-Prep Our Pre-Prep department welcomes children from the temi they reach three years old, into the Pre-Nursery. This then leads onto the Nursery which is In essence the Pre-school year. Children then enter our Reception and progress Into Years 1 and 2 before moving into the Prep school. Through a strong and engaging curriculum, quality first teaching, and a strong sense of the school's values, the Pre-Prep provides a nurturing and robust preparation for Prep school life and beyond. The Nursery department continues to draw many families with Ils offering of forest school, weekly swimming lessons. French, Music and PE and Is soon lo be offering a year-round option In addition to the current term-lime only model. In addition to this, our weekly 'Holmewood Hedgehogs, slay and play provision offers the opportunity for families with younger children and often prospective families, lo come and enjoy some lime in the Forest School area. In our extra-curricular provision, the clubs on offer continues to expand for Pre-Prep children with the new offering this academic year of tennis, yoga, Spanish and a new￿ invigorated Gymnastics club. Football, Art and Craft, Chess, Climbing and Dance also continue lo be popular choices. We continue lo enjoy a good success rale on the back of the EYFS group tours which have had excellent feedback. This along with the addition of the Hedgehogs 'Stay and Play, are attracting families both locally and from elsewhere,. usually London. The Pre-Prep are enjoying a year-on-year uplift in the pass rale in the Year 1 Phonics Screening and in response lo the recent changes in the Literacy framework, have reviewed and refreshed the approach to the development of handwriting to support fluency for writing. a. Review of activities Academic Following the move away from the Scholarship Form and Common Entrance Forms we have now decided to Introdu￿ a new curriculum for Year 7 & 8. 'Holmewood Horizons, will now replace the present Common Entrance syllabus. This is in no way intended to dilute the curriculum, in fact il gives Holmewood the opportunity lo relain some elements of the CE syllabus and il also allows us lo extend and broaden areas of interest. The new curriculum has been agreed and welcomed by Senior Schools that our pupils often move on to. Just like Common Entrance there will be assessments al various times of the year. The pupils who are pursuing academic scholarships will continue to work on the new syllabus alongside topics that are relevant to scholarship papers. The 'Sets' system, where all academic subjects are sel into ability groups, which vary from subject to subject and therefore pemiits pupils lo excel within their areas of expertise and talent has been in operation for a year and it is more noticeable that pupils are excelling within their areas of expertise. The scholarship pupils and common entrance pupils are mixing daily which we and parents view as an improvement from a social perspective. In terms of staffing, we have employed another Englishlmaths teacher and this allows the introduction of extra setting in these subjects. Our curriculum continues to be dynamic, and staff constantly reflect on ways to improve leaming opportunities in the school. Page 6 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 A significant development introduced to parents in February last year was the Scholarship Readiness Programme which has gone from strength to strength. This new programme of provision has reimagined scholarship to promote participation and excellence. Staff have worked to develop 6 programmes of study.. Academic Arts Design Technology and Engineering Drama Music Sports These programmes continue lo be available to pupils in Year 7 and 8. These areas include academic rigor and excellence while also offering opportunities for leadership and teamwork. 11 has proved very popular with parents and pupils, and the offering sils more comfortably with staff who are enthusiastic and encouraging about their department and the future-proofing success of pupils. Stsff training continues lo promote academics and pedagogy with a particular focus on the following.. Digitally Enhanced Learning, Leaming Slralegies, Supporting ADHD, Adaptive Teaching, Behaviour for Learning, The Challenges of Al and ils Effective Use, SEND training. In addition to this, we have worked on boosting a culture of staff sharing exTrllenl practice. The new Professional Development programme started Ils second cycle this year. Learning Walks and Pupils vol￿ Interviews continue to be completed by SLT and Heads of Department lo further their areas of expertise and understand how lessons are being re￿ived. Pastoral The year has seen consolidation of the Heads of Year structure, bringing enhanced support both to pupils and staff. These roles oversee the pastoral care of each year group and report into the Assistsnt Head Pastoral Care and Wellbeing. Heads of Year line manage their tutors in each year, giving an extra level for pastoral care and communication with parents, pupils and stsff. Team meetings are held half-lermly and cluster meetings weekly. Weekly meetings are also held with the Head of Pre-Prep and Head of Learning Strategies along with an Assistant Heads meeting on a weekly basis. This structure of meetings ensures that communication and information exchange is at ils optimum. There have been extensive changes lo the boarding house sel up. In the Spring term 2025, a new Assistant Houseparent was appointed to live In the Boarding House. In September 2025, after a rigorous selection process, A new Head of Boarding Development was appointed along with their partner as a new Houseparent. Within the boarding house, an extensive refurbishment has also tsken place. AW Spaces were commissioned to design and refurbish 3 bedrooms as well as redesigning living spaces and the addition of a cinema and common room. This has been done to a high stsndard and has also got a VR inleracb.ve tour that has helped to boost numbers. The design was very purposefully done to make the new common room and kitchen the central hub of the house, creating a great atmosphere and mirroring modern boarding life, providing heightened enjoyment which will prepare children for their senior school boarding education. Page 7 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 The tutor system continues lo be an effective monitoring tool as tutors meet with their pupils a minimum of every o weeks. Each pupil completes their safety circle in their 'My Heart, lessons each term, where they identify the adults, they feel safe talking to if they have any conTrrns. The behaviour and rewards system introduced last year has been effective at reducing low level behaviours. The reflective nature has helped children understand their roles In situations and instilled better future responses. Targeted Intervention Plans (TIPI have been effectively intrOdU￿d as an enhanced help strand, where pupils have key monitored targets against specific criteria. Enhanced interaction with the Learning Strategies department has seen the lunch of mentoring schemes for children with either recent ADHD or ASD diagnosis, lo help them understand their diagnosis and to help them with strat￿leS and coping mechanisms In both academic and social settings. The Aspirational Leadership Programme continued to evolve. This required all members of Year 8 taking on leadership roles at school, as well as other leadership opportunities for those in lower years. This ranged from Head Boy and Girl, to helping out in Pre-Prep al break and being subject champions. For several positions, pupils were asked to pul themselves forward, with 24 pupils being Interviewed for the Head and Deputy Pupil roles. The Year 8 and Year 3 buddy initiative has continued to be a critically acclaimed part of the scheme by parents and pupils alike. Each Year 3 has a Year 8 buddy who they meet up with every Wednesday morning in tutor lime this has helped develop a strong sense of community belween years.Olher mental health and wellbeing initiatives have been launches Including a Wellbeing Podcast, Interactive cooking demonstrations and 'Big School Buddie5' or 'Mini Mentors, where pupils run clubs or help with breaklimes for the younger pupils. Our school leaders have had presentations on leadership from outside speakers, SLT members and have taken on responsibilities during wel breaks. The 'My Heart, curriculum has continued lo be reviewed and refined, allowing the lessons to be relevant and up lo dale. Examples of this were to Introdu￿ an enhan￿d module on stereotypes and how lo ensure we are indusive, helping to counter online influen￿$ and to help children make good life Choi￿$. Several themed weeks or days were again pul on across the whole school to establish and reinforce the key messages on Important topics, such as Anti-Bullying Week, Safer Intemet Day and Mental Health Week. The student council continued to meet every half term, maintaining a strong level of pupil voice, with minutes and actions being displayed in the school. The class representatives for each class were democratically elected as part of a 'My Heart, lesson when they studied democracy and elections. There has also been a newly formed 'Food Committee, who are helping lo gather pupil voice and to lead on some exciting food-based initiatives. The target of Increased parentsl Interaction has been achieved. The Assistant Head Pastoral held a series on in person and online session about internet safety, where it was discovered that parents prefer online sessions in general, due lo busy lives and the ability lo be more efficient in their leaming. Kad Hopwood a leading online safety expert also visited the school and gave all prep children and parents an insightful presentation. All Year groups had a 'Welcome to Year .. session, allowing staff lo give a good introduction to the year ahead and making parents feel more Infomied. There has been a strong focus on stsff CPD this year. Highlights have included EAL, new boarding systems and a Karl Hopwood session to staff. Specific CPD has also been provided lo stsff with 14 staff completing mental health first aid training and 4 stsff completing Andrew Hampton acclaimed 'Girls on Board, training. Targets for the next year around pastoral care for pupils include further development of the My Heart programme lo ensure that online influences are covered sufficiently and for the enhanTrd, safe use of Al in school. Page 8 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 Co-curricular activities and trips Acb"vilies During the 2024125 academic year, we offered an average of 86 clubs outside the normal school day, maintaining a broad and balanced programme. Newly introduced clubs have now become established, and we are beginning to see competitive success in areas such as fencing, where pupils have achieved local recognition. We continue to balance paid and non-paid clubs, with a strategic aim lo reduce reliance on paid provision. Many specialist activities require external expertise, and we have strengthened partnerships with providers lo ensure quality and continuity. For example, following challenges with short-notice Can￿lIatiOnS in gymnastics, we transitioned to CMR Gymnastics, delivering a more reliable and professional service. Attendance at some sports clubs outside the school day remains below target, and this is an area for development. However, feedback on communication has been very positive. The use of SOCS continues to streamline sign-ups and scheduling. In response to parent feedback, we moved club registration from 7pm on weekdays to 12pm on Saturdays, which has been well received. Tri Last year, pupils benefited from 97 off-site trips and 36 on-site enrichment activities beyond the curriculum. Highlights included three overseas trips skiing in France, a sports lour to Dubai, and visit lo the Battlefields in FranTr together with three residential experiences for Years 6, 7, and 8. The Dubai sports tour was particularly successful, generating excellent feedback from parents and pupils. Looking ahead, we plan lo continue our sports tours, with football and hockey In Valencia (February 20261. The annual ski trip will move lo December 2026 in La Plagne to align with the revised holiday calendar. Duke Award The Junior Duke Award is now in its 5th year at Holmewood and sb"Il proves very popular with children and parents alike, with over 110 pupils from Nursery to Y6 completing all the tssks required last year. Challenges not only build life skills,. they also support pupils, wellbeing and help them grow Into responsible, caring global citizens. A special highlight this year was the launch of the Nano Award for our Nursery children. These youngest Dukes look on challenges centred around self-care, tidiness, communication, and recognilion-all designed lo nurture resilience, perseverance, and creativity. With plenty of room for "wild imaginab"on,' the Nano Award has been a joyful sucTrss. Co-curricular and Creative Subjects Art 11 has been a successful year for the Art Department, with a great variety of new projects for the pupils to engage with, enabling them lo explore their Imagination, spontaneity, creative confidence and technical skills. The department was able to further expand its focus on digitslly enhan￿d learning this year, with projects that explored digital photography and painting techniques using the IPads bul also Incorporating the use of CAD software and collaborating with the DT Department and the use of the 3D printers. The focus has been on the development of pupils, skills and encouraging Confiden￿ and fluidity across different apps and software. Pupils In Year 7 designed urban sections with the theme "cities of the future" and these sections were then 3D printed. Pupils were able to tesselale their city sections with other pupils. designs, because of the hexagonal base shapes, and this allowed for discussions around planning larger and more complex city designs. This project has laid down a cross-curricular starting place for next Summer's project with the Year 7 pupils, working with Geography on sustainable city designs. As a department, we are continuing lo explore ways In which we can utilize the digital resources now available to us, whilst keeping pupils rooted in creative projects that develop laclile experiences that develop good fine-molor skills and the confident use of equipment and practical techniques. Page 9 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 Pupils worked on some fantastic ceramic projects throughout the year, as well as some wonderful painting projects. In Year 6, pupils learnt how to translate and emboss their creative writing into braille, using braille slates and styluses, as part of a project that explored how we might create athork for those with visual Impairment and blindness. They embossed their own haikus (composed with the guidan￿ of their English leachersl into prints that they had previously made. It was a good year for Art Scholarships, with a record number of pupils working towards a scholarship as part of the new Scholarship Readiness Programme in Year 6 and 7, and with two Year 8 pupils successfully gaining full Art Scholarships lo their choice of secondary schools, Bethany and Sevenoaks. Computing department The Computing Department has continued to evolve over the past academic year, ensuring that our provision meets the needs of the next generation and prepares pupils for a future working landscape that will look markedly different from today. The curriculum remains responsive to ongoing developments within the field, supported by the Head of Department's attendance at conferences and educational technology events such as the BEF[ Technology Show. This enables the school lo remain at the forefront of best practice. As new technologies emerge and artificial intelligence becomes increasingly prominent within education. Il is vital that the school continues to embrace these developments in a measured and informed way. During the academic year, one of the computing suites underwent a full refurbishment. The room now benefits from new carpets, blinds and paintwork, along with an upgraded LED Iighling system and bespoke murals. Together, these improvements give the Innovation Lab a modern and purposeful environment, while also ensuring that the Spa￿ is adaptable for multiple uses, including its transformation into an outstanding facility for ESPORTS. Investment has also been made In our LEGO Robotics provision within the STEAM pr￿raMrne. We have Increased our resources to five LEGO Spike Prime kits, allowing us to offer robotics as a co-curricular club. This term, robotics has also become part of the Year 7 Enrichment Programme, In which pupils design and code driving bases lo navigate our bespoke Brick and Putt mini-golf course, as well as take part in a version of °Robol Wars Further opportunities have been provided for pupils in Years 6 and 8 through robotics workshops and, for Year 8 specifically, coding drones, slrenglhening our STEAM enrichment. This year also marked the school's first entry into the UK Bebras competition, run In association with the Raspberry Pi Foundation. This national competition introduces pupils to computational thinking through a series of problem-solving challenges Involving decomposition and abstraction. All pupils in Years 6 and 7 look part, achieving a commendable set of results for our first year of participation.. 21 Distinctions, 22 Merits and 11 Gold Awards, the latter placing those pupils in the top 10'/o nationally. The school has now entered its second year of the Bring Your Own Device IBYODI initiative, with all pupils in Years 6 and 7 using these devices. Since the previous report, the school has moved to a new device provider, Easy4U. While we initially retained the HP ProBook devices, supply changes prompted a transition lo the Lenovo 2-in-1 Generation 3 devices, which closely resemble the previous model In both specification and suitability. To support the effective and safe use of digital devices, we have introduced 'lmpero', a classroom management system that enables staff lo monitor and support pupils, digital activity during lessons. This adds a valuable safeguarding layer alongside Smoothwall. Online safety remains integral to our computing curriculum across all year group5. In support of this, we welcomed the Kent Child Centred Policing team to deliver age-appropriale guidance on digital safety and behaviour. We also hosted sessions led by Mr Kad Hopwood, a respected expert in the field of online safeguarding. With the rapid development of artificial intelligence, the school has created an artificial intelligence policy, which remains under review due to the complexity and pa￿ of change in this area. Alongside this, we are exploring the Artificial Intelligence Quality Mark offered by the Good Schools Foundation, which provides a structured framework for the effective integration of artificial intelligence within schools. Page 10 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 ESPORTS has continued to thrive al Holmewood this year, with the school achieving considerable success in competitions. In an online tournament, Holmewood reached the finals in the boys, competition, and the school went on lo win and secure runner-up positions in the girfs-only competition hosted by Cottesmore. Further success followed with another victory al Windlesham House School at the end of the academic year. ESPORTS remain a highly popular club among pupils in Years 6 to 8, offering an opportunity for collaboration, digital skill development and representslion of the school in a competitive yel supportive environment. Finally, the school is proud lo have been named a finalist in the Muddy Stilettos Excellence in STEM Awards, and lo have been recognised as this yearfs Talk Education Award Winner for Innovation in Education. These achievements reflect the school's ongoing commitment lo delivering an ambitious, forward-thinking and high- quality computing and digital learning provision. Design Technology The Design & Technology & Engineering department has been embracing new opportunities for student learning by focusing on teaching students how lo use 3D printing software as well a5 a large focus on molorsport engineering. The lower years focus on the more traditional element of DT, such as using hand tools and joining techniques, while the upper school moves more into CAD and CAM processes, allowing for greater focus on the designing element. Year 3 is a wonderful year for DT, since the children are 'chomping al the bif lo gel into the workshop and make things. They learn about Class 1, 2 and 3 levers both through play and experiential learning with the smallest girl in the class being able lo hold 4 of the largest boys on a lever is a very fun memory lo havel They apply this knowledge by making an Ancient Egyptian Shadoof (class 1 lever). They then learn about the repetition and skill of textile weaving and finally get their wish to use coping saws in the workshop, conslrucling accurate mazes using plans and 8mm square sided dowels. Year 4 throws the students straight Into the workshop, first planning and then constructing bug hotels from 14mm thick pine board. Students use marking gauges, the band facer sander, Tenon saws, electric hand drills and the pillar drill. After this project the students have their first taste using Computer Aided Design software ITechsoftl. Finally, they immerse themselves in the fascinating world of biomimicry, where they create a wind turbine that lights up an LED. Year 5 students begin their year looking at linkages and levers. They create a flapping bird mobile by researching and hand drawing templates for the component parts. Students must then intricately saw out their shapes from 6mm MDF wood using the coping saw, then hand drill holes for connecting points and finally assemble with treasury tags. The birds then hang from the Ceiling using counterweights. Their next project looks at mechanisms using CAMS and followers, where they design a scene that Integrates both rotsry and reciprocal movement before assembling Il together. Their final project looks at the power of cardboard modelling aka 'skelch modelling,, which is an industry practice used to create 3D sketches al very low cost to improve prototypes. Year 6 develop their use of hand tools and wood joining by constructing bird houses from 14mm pine. In the following project, they learn how lo use TinkerCAD, which is a 3D modelling program used with our Prusa 3D printers, where they design various shapes. There is a high degree of problem solving during this course, since students are asked lo apply the tools that they have learned to complete the design challenges. One highlight of this project is racing 3D printed, balloon-powered dragsters that they have designed and personalised. The final project in Year 6 is to learn about constructing bridges using craft materials. Students are taught lo apply problem-solving engineering principles based on the knowledge of how the bridges are assembled in actual size. Page11 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 In Year 7, students are introduced lo the Memphis Group design movement and experiment with interpreting this design movement. They learn how to solder a basic LED circuit together and assemble a lighl-up sign using laser cut acrylic of their designs with a base they also assemble and that houses the circuit they have soldered. Their following project focuses on accurate model making, as they assemble a battery powered push switch vehicle. using a DC motor, belt, and pulleys. The push switch is made using lin foil and wires connected to the ballery and using hand-cut cardboard. This year group did not use TinkerCAD so the final term is spent training them on TinkerCAD. Year 8 b￿1n$ the year by focusing on accuracy using hand tools. From a single blank, they mark out and saw the pieces they need to make a finger jointed box. The skill of this project involves using the try square, the marking gauge, and accurate control of the tenon, and coping saw. Following on from this project, students then create polished pewter jewellery both using traditional hand cut moulds for a more bespoke feel and using laser cut moulds for precision. The pewter is healed and poured into moulds, before being shaped and burnished using ever finer grits of glasspaper. Further opportunities this year are the Greenpower Club, with the kil car having been purchased by Friends of Holmewood. The team will now build and raTr the car at national events and spend the term time tinkering with the engineering problems posed by the car's efficiency. The Solar Kiln project is still ongoing and has been gradually making progress. This project offers huge opportunities for the students involved since the construction challenges are highly unusual learning points. There has been one scholar applying this year, and he was sadly unsuccessful in his application to Tonbridge bul received glowing feedback from the Head of Tonbridge for the quality of his work. Enrichment This was our second year running our new comprehensive Enrichment curriculum and various updates have been made. This year provided an opportunity to embed the good practice from the trial and timetable Improvement and stsffing where appropriate. Increasingly, we see enrichment features as a vital part of our bespoke provision. The curriculum is sel up to be flexible but also to run to themes. This way, staff have the ability lo ensure that lessons run to pupils. interests as well a5 the pupils, needs, while promoting skills and knowledge in an area decided to be important to that age and stage of learning. In Years 3 and 4, pupils complete STEAM based aclivilies. This includes Forest School, Cookery, Aeronautics, BeeBols and Game Design. In Year 5 and 6, we introduTr My World learning and provide time and resources for Pre-Test preparation Imalhs, English, Reasoning on ATOMI. Modules for My World include Careers, Politics, Debating, Forest School and Sustainable Fashion. In Year 7, we start to shift focus towards presenting the ideas. We focus on communication and active citizenship with modules including Philosophy, Eco Travel, Money Management and Further Debating. In Year 8, they use time in Enrichment to complete Leadership training. This was for part of the year, and then pupils completed their own Personal Enrichment Project. This year we are also introducing TED talks with training by TEDX. LAMDA and Drama This year, Drama al Holmewood has been both vibrant and memorable, showcasing the tslenl, creativity and dedication of students across every year group. Our productions engaged, challenged and delighted audiences, with each group bringing unique perspectives and energy to the stage. Page 12 HOLMEWOOD HOUSE SCHOOL IA company limited by guarantee) TRUSTEES. REPORT {CONTINUED) FOR THE YEAR ENDED 31 AUGUST 2025 In the Prep School, our youngest pupils look centre stage with their Year 3 and 4 production of Porridge. This ambitious show featured an array of whole