We recently had a visit from The Good Schools Guide and are thrilled to announce our 2024 review is now live. The reviews really highlight many of the great features of Sutton High Senior and Prep School.
“Girls emerge from a cocoon of genuine care with kindness, curiosity and the confidence to be who they want to be.” – (Senior School)
“A shining example of a local, town centre single sex prep. Pupils enjoy a magical but rigorous education, rooted in empowerment and led with love by a head who is clearly the beating heart of the school.” – (Prep School)
Read the reviews below:
Sutton High Prep School Review 2024
Head of junior school
Since 2015, Anne Musgrove BA QTS, previously deputy head since 2014 and before that, deputy head (academic) and acting head at Putney High School. Following her degree in education studies at Warwick, she has clocked up over 20 years’ teaching experience, some of them spent in Australia.
Softly spoken and unassuming, on first impressions could be mistaken as conservative and perhaps even timid. Far from it. She is a determined and progressive head who just happens to lead with kindness and genuine care. From the ‘get the basics right’ school of thought, she makes a plea to families to ‘not skip the prep experience’. ‘If we get them early, we can put in place those vital learning blocks,’ she says.
Appears to evoke a misty-eyed sigh when mentioned to parents. ‘She lives and breathes this school,’ says more than one. Others describe her as ‘inspirational’, ‘phenomenal’, ‘really special’ and ‘full of only good intentions for the children’. One mother told us how she personally prepared ‘a really thoughtful’ summer holiday pack of specialised learning’ for her daughter shortly after she was first diagnosed with dyslexia.
Pupils say she is ‘so nice’ and ‘we know she cares for us’. She has an ‘open door’ every break and lunchtime, is regularly on gate duty and often sits with students at lunch – a ‘quick win’ to get to know each girl really well. ‘I want to be someone the girls come and talk to, and we want school to be their home crowd,’ she explains.
Staff describe her as a visionary. The school’s new Fernwood House prep and nursery building has been her ‘once in a lifetime’ pet project. Inspired by her time in Australia, where she experienced how the environment could positively impact learning, it provides the perfect backdrop to the school’s commitment to climate change and sustainability.
Lives near Bushy Park, where she continues to pursue her interest in art and art history by visiting galleries and museums in the UK and overseas.
Entrance
Into nursery from the half term before a girl’s 3rd birthday. While numbers are higher than ever for this entry point, good news is that they’re still not at capacity (which is 36 pupils split across two classes). From year 3, two form entry via online VR and NVR tests plus a chat with a member of the prep leadership team. Priority is ‘right fit’ rather than top marks. In theory doors are open all the way up through school, but places are like gold dust in the higher years due to school’s automatic entry to the senior without sitting the 11+.
Exit
At 11+ around 70 per cent of pupils move across to the senior school. Most are guaranteed a place in year 3, with the few not suited by year 5 advised on alternative options at an early stage. Word on the street is that many of the very academic depart to local grammar schools at year 7 but school claims to be retaining more girls than ever.
Our view
Flagship new pre-prep building, Fernwood House, is the jewel in the crown. A pupil whispers that it was helped by a ‘generous donation from a parent’. It’s a smart investment, sure to wow those with babes in arms on first school tours. This vibrant yet calming setting is for the littlest learners in the school who appear positively borrower-like in its cavernous classrooms with quite the biggest and prettiest internal doors we’ve ever seen. Each has been hand illustrated with colourful wildflower murals by botanical artist Hannah McVicar. They were inspired in part by head’s horror at reading a report that claimed children could not name British wildlife. Same findings underpin the whole school’s ‘Breathe the Wild Air’ curriculum which is joyfully devised around the natural world and sustainability. Natural history lessons take place come rain or shine on Fernwood’s roof terrace, ‘the Lookout’. It’s a valiant effort to connect with nature at a town centre school set on a busy A-road through suburban south London, and it ironically overlooks a bright new MUGA (part of the whole school redevelopment plan) which has replaced the old school field. Mixed feelings from parents about losing the school’s main natural green space; one said ‘the girls were never allowed on it anyway’.
Pre-prep learning spaces are agile with curved desks on wheels, wobble stools and spiky cushions. ’We don’t expect them to sit still,’ says school. Parents tell us it’s not unusual for children to discard their shoes and take to the carpet ‘if that’s where they feel most comfortable’. School’s ethos is that pupils do better when they feel better.
The rest of the prep is situated opposite in the original school building, which is less shiny, more homely and traditional in décor. There’s evidence of thoughtful work on all classroom walls and ‘much storage’ as pointed out by our guide, who surely has a future career in estate agency. Wonderment is weaved into the school and starts with the physical spaces. We are shown not just a computer room, but the ‘discovery zone’ and not simply the library, but the ‘brain pod’. Even the after-school club space, which is frankly rather bland looking, is branded the ‘explorers’ room’. Adventure is injected at each turn and girls can’t wait to get into school every day.
Class sizes up to 24 – the school has grown by 40 per cent in the last five years. Parents not concerned – more grateful there’s additional capacity. We enjoy a lively year 4 English lesson where the word of the day is latibule; look it up (if you too need to) and you’ll find its meaning is the antithesis of Sutton High’s mission, which is to develop ‘fiercely independent’ girls. Here pupils are installed with a gentle confidence, kindness and inner resilience through the medium of superpowers – think more bravery and perseverance than teleporting and telekinesis. We feel a tad fraudulent when offered a sticker for showing courage after interviewing a group of truly delightful girls. They are polite, interesting and unguarded. One even shakes our hand on the way out.
The school maxim is ‘with courage, with truth, with joy’. Girls are encouraged to journal gratitude and embrace a ‘be you’ growth mindset. One parent says the school ‘cherishes individuality’. Clearly close bonds between pupils and teachers too – we see girls running up and hugging teachers as we wander through the playground. One pupil tells us ‘our teachers never give up on us’. When asked if the cotton wool might be wrapped a little too tightly here, parents firmly disagree. ‘I trust the school to equip the girls with the tools to deal with what life throws at them,’ one says.
School keen to be perceived as more academic than perhaps it’s been known as historically and locally. Parents feel teaching is ‘phenomenal’ and pupils are stretched, ‘they just do things differently’. Head describes school as ‘fast paced’ but adds, ‘we take away the intensity and stress and make learning exciting’. ‘Girls are taught to learn independently from a young age so by year 6 they know how to revise and don’t bat an eye at tests,’ one mother said.
Specialist teachers and specialist classrooms for the upper prep where things get a little more traditional. Weekly verbal and non-verbal reasoning lessons from year 3. French and Spanish too. Open homework is set across the school a couple of times a year – like a mini dissertation, girls can choose how to interpret a loose theme in any medium they wish. The examples we see range from photographs of dances to long form essays. ‘Ready for forever’ lessons in year 6 introduce life skills like first aid and finances.
No SEN room, as such, but they have use of the ‘positive pod’, a safe space/time out/reflection room. Head of department comes with her own therapy dog and also leads two HTLAs (who float between classrooms) and an ELSA trained member of staff. They’re currently supporting ‘highest numbers we’ve ever seen’ at around seven per cent. Mostly dyslexia, some ADHD, ASD, Asperger’s and visual impairments. Processes are all on point thanks to shared learnings across the entire GDST SENCO network and delivered at no extra cost. All teachers are invested in pupils’ learning plans which are entirely bespoke and reviewed regularly. One girl said, ‘My friend has a disability of focus and the teachers just go one step back for her.’ Widely praised by parents who offer up numerous stories of most thoughtful and practical adjustments big and small which not only provide comfort to child but support them too – including aforementioned wobble stools and spiky cushions. One mother tells how her chaotic and disorganised daughter was put back on track with a simple keyring the school made to help her remember what she needed each day. Another parent of a student with high additional needs said, ‘they were genuinely interested in my child and what the school could do to help her’.
Discipline flows from a culture of positivity and pupils are generally a ‘compliant’ bunch. Might not suit a rebellious girl or indeed one with behavioural issues. ‘No one is ever naughty,’ one wide eyed pupil tells us. Head relaxed in revealing she will be holding a detention the week we visit, which is ‘very unusual’. ‘We don’t accept bullying,’ she explains.
Collaborative and inclusive approach to performing arts which is seamlessly weaved into school life at any opportunity. Pupils share the senior school’s excellent facilities which includes striking new amphitheatre in heart of school site. LAMDA offered and drama club extremely popular. Lots of singing in school and hundreds of individual lessons each week. Piano and violin most popular. One parent said she thought school could encourage girls to stick with learning an instrument more. Those that persevere and achieve grade 3 or above can audition to join the chamber ensemble. Two big concerts a year, numerous year group showcases and opportunities to sing out in the community. Art-loving head ensures appreciation of the subject from the off with visiting artist workshops, gorgeous whole school installations and an abundance of creative clubs including botanical drawing. Linking back to the school’s nature-inspired curriculum, she even created a ‘Breath the Wild Air’ colour and sketch book for children – available to buy on the world’s leading e-commerce site.
Parents say they have noticed school ‘ramping up’ sports offering in recent years. Fabulous facilities range from the new MUGA to the large, refurbished gym, modern dance studio and 25m indoor pool – are all shared with the senior school. There are three hard courts for prep children too. Specialist teaching from the off include weekly swimming lessons. School competitive in hockey, netball and swimming. Lots of fixtures (some on Saturdays) from local and GDST tournaments to district and county for those that want it. Unfortunately, none of the parents we spoke to had particularly sporty offspring.
Clubs aplenty. From mindfulness to Mandarin and all the usual suspects in between. Pre-school swimming is very popular and working parents welcome the wraparound provision in aforementioned ‘explorers’ from 7.30am to 6.30pm. There’s a stimulating programme of activities including den building, code cracking and cookie baking. Good value too. Usual offering for school trips; days out to Greenwich Observatory and Wisely Gardens build to residentials in years 4 to 6.
Pupils come from as far as Wimbledon, Southfields and Epsom, but we get an overwhelming sense that this is a local school with local families. Very diverse mix of ethnicities. Most families are dual income professionals, lots of medics and entrepreneurs. Doesn’t appear to be an overly social parent body (though lots of school wide charity initiatives). Those we speak to tell us there are pockets of pushy and precious parents alike, but most ‘are lovely’.
Money matters
Five scholarships in sport, music, art and academic (worth up to 50 per cent, but more typically 10) available to year 6s for senior entry.
The last word
A shining example of a local, town centre single sex prep. Pupils enjoy a magical but rigorous education, rooted in empowerment and led with love by a head who is clearly the beating heart of the school.
Sutton High Senior School Review 2024
Headmistress
Since 2019, Beth Dawson. After graduating in drama with education from the Central School of Speech and Drama, she taught in both the state and independent sector (Reigate Grammar, Surbiton High and Emanuel Wandsworth) before joining Sutton High as deputy head in 2017.
Grammar educated down the road, she is driven by a desire to ensure every one of her charges has a positive, happy experience at school. ‘I didn’t always,’ she reveals. Therefore, her focus, she says, is ‘love and happiness’. ‘This is honestly the best job in the world, the girls give me life. This school is my third child.’ It may sound gushy, but we find her to be quite the opposite, with feet firmly on the ground (in her Veja trainers) and entirely unpretentious. Instead of a desk, her laptop sits at the end of an eight-seater dining style table, surrounded by piles of papers. There’s a sofa in one corner and sideboard crammed with thank you cards. Walking boots in the corner and a ‘hall of fame’ gallery wall of pupils’ art which is refreshed termly.
Since taking up post, she has steered Sutton High through a huge expansion, with pupil numbers up by 40 per cent in last five years. She assures it is now at maximum capacity, but investment continues with the site masterplan which will see a new sixth form centre and music block by 2025.
Staff say she is a ‘let’s do it’ type of leader and has refocused the school to ensure everyone ‘lives and breathes our values’ (courage, truth and joy). Pupils enjoy ‘hot chocolate break times’ with her and say she’s easy to talk to. She teaches oracy to year 7s to ‘get to know them all’. We note a couple of boxes of tissues in her office indicating some heart to hearts. Parents say she is ‘relentlessly energetic’. One, who readily admits to borderline fangirling her, explains, ‘She just throws herself wholeheartedly into the school’.
Still lives locally and has a teenage son and older daughter, who used to attend the school. A keen singer, she loves nothing more than a ‘bit of karaoke’ to unwind – Black Velvet being her song of choice.
Entrance
Seventy-five per cent straight through from prep school. Remaining year 7 places by 11+ exams in maths, English and online maths, VR and NVR, plus an interview with head. Around five applications for every place. Head describes pupils as kind, warm and joyful but not ‘a type’.
Around 10 new girls join at 16+. Hopefuls take entrance tests in VR and quantitative reasoning, plus an informal interview with one of the SLT. They need eight GCSEs, with grade 6s or above in A level subjects to be taken. Girls applying for academic scholarships or bursaries must attain highly in an additional essay paper.
Exit
Less than a quarter leave at 16+, mostly to neighbouring co-ed or grammar school sixth forms. ‘They think they want boys, but every single year a handful return by the October half term,’ says head. Sixth formers equally celebrated for heading off to art foundations as they are to Oxbridge (one of the latter in 2023). Popular choices include LSE, King’s College London, Leeds, Imperial and Cardiff. Large numbers of girls choose STEM degrees including computer science, dentistry, engineering, pharmacy and zoology. Two medics in 2023.
Latest results
In 2023, 75 per cent 9-7 at GCSE; 67 per cent A*-B at A level. In 2019 (the last pre-pandemic results), 67 per cent 9-7 at GCSE; 36 per cent A*/A at A level (77 per cent A*-B).
Teaching and learning
School claims to offer a bespoke approach where girls learn ‘without limits’ and ‘with joy’. Bears out in a physics class where we join a circle of pupils physically testing how centres of mass affects our own balance, to much hilarity. Other lessons are more traditional with heads down and hands up. Lots of double periods to ‘delve deep’ into subjects. We are impressed to see a year 10 DT class totally immersed in designing their wares when we pass by, even though their teacher had briefly ducked out.
These days results are up there with the local grammar offerings – where some parents feel ‘all the uber-academic from the prep school go’. The rest get a guaranteed golden ticket through to the senior after testing in year 3, making for a mixed academic cohort. Parents tell us academics have ‘stepped up a notch’ in recent years and Sutton High is no longer known locally just for its pastoral provision.
School rightfully as proud of its value added score as they are exam results – 65th in the country for GCSE results, we are reminded. ‘Our class sizes are smaller (than the grammars) and we offer an individualised approach to learning,’ explains deputy head academics. Still, classes can be as big as 24 and some parents tell us they are ‘nervous about the impact’ of the school’s recent growth on its ability to deliver differentiated teaching. Most say teachers remain ‘incredibly responsive’ and ‘have a nuanced understanding’ of their daughter’s progress and needs. Noticeably diverse staffing – 20 per cent of teachers male.
Girls choose one foreign language out of German, French and Spanish in year 7. Latin and Mandarin are also offered from year 10 but there is no requirement to study a language at GCSE. In fact, there is completely free choice at GCSE beyond the core subjects, and girls can drop up to two non-core subjects if struggling to make the grade and instead focus on study skills to consolidate their learning across the primary subjects.
In sixth form girls take three A levels and an elective, with a choice of AS levels or EPQ, which the school promotes. Science and maths are most popular. The GDST’s unique space technology diploma originated here and school has also recently introduced new subjects including environmental science, Mandarin, music technology and business studies, based on pupil demand.
Careers advice is comprehensive and open minded. ‘They’re not dead set on the university pathway,’ say parents. There are a couple of career fairs a year, and the parent network helps open doors to some impressive work experience placements including film companies, the local MP’s offices, Samsung and Rolls Royce.
Learning support and SEN
Parents can’t praise this enough. ‘They put in so many specific measures and are totally flexible, they are just brilliant,’ said one. Some level of support offered to around 16 per cent of student body, mostly for dyslexia, dyscalculia and dyspraxia. Similar numbers have EAL. Numbers seeking support are increasing year on year, says newly designated head of neurodiversity, although she adds that ‘more minor problems do tend to evaporate in this environment because we are supportive of all issues’. She leads a five-strong team who – in keeping with school ethos of individuality – draw up personal learning plans with every child. ‘The girls have ownership, we work with them,’ she says. Those with deeper needs also catered for ‘superbly’, according to parents. ‘My daughter feels safe there – they are superb at working with outside agencies.’ Short, targeted interventions are offered one on one (and included in fees) in a dedicated space which includes soundproof pods, and library has recently carved out a neurodiverse corner with additional resources including immersive reader apps, audiobooks for reluctant readers and foreign language books. One parent summed up, ‘the school is extraordinary in making neuro-diversity ordinary. They teach study skills for life looking at the whole child and taking every element of her life into account ‘.
The arts and extracurricular
With a drama graduate at the helm of the school, and a fabulous new amphitheatre in the centre of the school site, it’s no surprise the arts department is burgeoning. Plenty of year group productions, plus annual joint musical with boys from Sutton Grammar. Head of creative arts says there is a ‘thirst amongst staff’ to support drama and claims ‘good numbers’ at GCSE and A-level; just over half the year group for the former, as few as two for the latter. Enough in last year’s A-level cohort to stage a ‘wow moment’ performance of Six the Musical, the first ever school to do so. For those girls happier out of the limelight, there’s an opportunity to build sets, design costumes, lighting and sound effects and learn stage management at the popular drama tech club.
‘This school likes to sing,’ says head of music; there are more than 70 girls in the chamber choir. Playing instruments popular too, with two rock bands and ensembles in practically everything. Almost 300 individual lessons a week. Piano most popular but everything from the banjo to the bassoon offered. One girl was recently offered a place at Royal Academy of Music but parents say termly performances are inclusive with a variety of levels of talent. ‘It’s not about putting a polished show on for the parents,’ said one, adding that her daughter was encouraged to perform just two terms into learning an instrument.
DT is the top GCSE choice, with 70 per cent of the year group taking it. School says single sex ethos fosters a ‘no limits’ approach. A third take art at GCSE but only around 10 at A level. Photography is also available at A level. Well-resourced design hub includes specialist ceramic studio and kiln room plus cool ‘maker space’, printing press and computer aided design room. Department employs several specialists including a ceramicist and digital graphic designer and takes pupils on frequent trips to art galleries and London and St Ives.
One mother let slip that whilst school ‘insists’ girls take at least two clubs a week, ‘it’s not enforced’. Still, majority enjoy the vast co-curricular offering wrapped around the school day and many parents we speak to admit they chose the school for its ‘enrichment rather than its academics’. Of the 130 clubs a week, morning swim squad is among the best attended, along with debating and Buddy club, the latter teaching canine care with the school dog, Buddy. Speedy stem club is so popular that an extra session was timetabled. For years 7 and 8 there’s the Kaleidoscope enrichment programme, with courses offered in self-defence, British Sign Language and cooking on offer, and there are also academic drop-in clinics to provide extra subject support and extension work.
Big on residentials, with recent jaunts to Italy (Latin), Spain (choir) and Belgium (history) all mentioned by pupils.
Sport
Facilities for a town centre school are good and growing, with bright new MUGA in the middle of school site and plans for an outdoor gym. Dedicated sports block houses a large multi-use sports hall and dance studio with mirrored wall and sprung floor. There’s a good number of netball and tennis courts, and a 25m pool that’s shared with the prep school who are splashing away when we visit, their little bundles of school uniform heaped on the floor outside (although we are assured it does have changing facilities).
Parents hesitate to describe Sutton High as a ‘sporty school’. Instead, they praise its ethos of keeping girls physical. ‘We want girls to find their own kind of fitness,’ says the marketing, although head of sport says they strive to be competitive especially within the GDST network and the goal is for performance in swimming, cricket and hockey and participation in tennis, athletics and netball where she admits ‘we’ve lacked consistency and not excelled’. Minority sports have been introduced as a result of pupil voice, including water polo (‘on the up’) and table tennis. At sixth form, girls are encouraged to remain active with everything from parkour to Pilates offered.
No complaints at the elite end, with parents complementary about the school’s talented performer programme. One said her daughter had the time of her life on a three-week hockey and netball tour of South Africa – ‘she still scrolls longingly through the photos now’.
Ethos and heritage
The 28th GDST, the school opened in 1884. Parents feel school has held on to its heritage but swept away any ‘set pieces’ in favour of a truly inclusive environment. A town centre school, the site feels built up (largely due to ongoing current redevelopment) and is overlooked by blocks of flats. Buildings are more functional than fancy. Inside however, there’s a sense of space, purpose and ease. Girls move along corridors chatting away, laden with books. Wall displays are not pristine and showcase all levels of work. In the sixth form block laughter and study coalesce.
Rather cramped and noisy affair at lunch, despite a staggered process to accommodate all girls from both senior and prep school. One parent with a daughter with sensory processing needs highlighted this as a ‘watch point’. Food, we are told, is usually ‘like a posh hotel all-inclusive’. Alas, on our visit the ovens are down and it’s just a cold buffet. Still pretty impressive. George’s Café is a swish tuck shop open before school and in morning break. One mother wished it didn’t offer ‘so much junk’.
Annual charity week run by student leadership team is pinnacle of frequent fundraising endeavours for local causes. A sign above the old front door reads, ‘This door opens outwards’, a metaphor for the school’s links with the community.
Alumni include author and feminist campaigner Dora Black, Rt Hon Ruth Kelly, former Labour party politician and most recently Marianna Spring, the BBC’s first ever disinformation correspondent.
Pastoral care, inclusivity and discipline
Only the naïve would not expect teenage tensions and traumas to spill over into school life, especially in a girls’ school. Here though, pupils appear far too sensible to get distracted by dramatics. They are quietly confident, truly kind and supportive of each other.
Should issues arise – anxiety is the main one – they have an abundance of staff support with two form tutors for each form (small, up to 20) plus heads of year, heads of house, a welfare officer, two school counsellors and dedicated ELSA support. There are even two school dogs for times when only a canine cuddle will do. All are overseen by the deputy head (pastoral) who has been at the school for over two decades. Parents give some heartwarming examples of genuinely ‘exemplary’ support provided for girls experiencing challenging life situations.
Peer support strong too, with the ‘big sister, little sister’ scheme and the house system fostering strong cross-year relationships. However, one parent admitted there was an element of ‘false security’ at the transition stage. ‘There is an assumption that because it’s the same school, it’ll be the same day to day experience and it’s not. There’s a big leap of independence and a few in my daughter’s year struggled as they weren’t ready.’
Head delivers CHIME (confident, happy, independent, me) lessons to promote identity and individuality for year 7s. ‘You’ll see green hair and all sorts as you walk round,’ warns head. We don’t. Unmissable, however, are the pastel painted inspirational and motivational quotes on every spare metre of wall space. Sutton High’s values were introduced a century ago yet remain more relevant than ever and run through the school like a stick of rock. Every parent we speak to says the school has installed confidence into their daughter.
In keeping with promotion of individuality, uniform policy is relaxed – except blazers are compulsory, much to the annoyance of girls we spoke to. Pick and mix approach means we see some pupils in charming kilt and lilac jumper combos, the odd tartan dress and many in PE kits – which is allowed if partaking in sport on any given day. One mother told us of her active offspring who has ‘not worn the formal school uniform once since starting – we haven’t event bought her school shoes’.
Bad behaviour is rarely seen and only talked about in euphemisms. When girls do ‘show inconsistencies’ discipline is delivered ‘with kindness’. Detentions remain the default intervention if things get serious.
Follows GDST trans policy (pupils must be female at birth to attend) and school takes a ‘personal tailored approach’ to the small number of pupils described by head as ‘gender curious’. School’s diverse cultural population celebrated at two big annual events – Suttonbury Festival (‘it’s a play on Glastonbury,’ explains one girl) and Culture Cabaret. Sutton High was the first school in the country to adopt the Halo Code which protects those with afro-textured hair from barriers or judgements.
Pupils and parents
Girls we met were supportive of each other, unpretentious and unentitled, though perhaps not the chattiest bunch. Little make-up and barely a rolled-up skirt in site. Very diverse ethnically and soci-economically. Lots of local families, many ‘first time buyers’. Medics in abundance and small business owners. ‘No exceptional wealth or expectations,’ said one mother. ‘My daughter has friends who live in flats and those who live in mansions,’ said another. An increasingly wide catchment thanks to good public transport links and proximity to Sutton station. Eight school minibus services to Wimbledon to Croydon, Southfields to Epsom. As a result, perhaps, social activity between parents is largely self-motivated between local and previous prep parents rather than school led.
Money matters
Academic scholarships (from five to 50 per cent off fees) at 11+ and 16+ based on top performance in entrance or public exams. Other small scholarships awarded for art, music, drama and PE (usually around 10 per cent remittance). Means-tested GDST bursaries are also available (for up to 100 per cent fees) including the 1884 bursary fund launched to commemorate the school’s 140th anniversary celebrations.
The last word
A town centre school that suits families seeking solid single sex academics and where true inclusivity trumps stuffy traditions. Girls emerge from a cocoon of genuine care with kindness, curiosity and the confidence to be who they want to be.
