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The launch of the 2026 Talk ÍÑ¿ã°É Awards for Innovation in ÍÑ¿ã°É is just around the corner, and we’ll soon be bringing you more information on everything you need to know about this year’s categories, how to enter and the lowdown on what we’re looking for and what we believe really makes a school stand out and pique our judges’ interest. Make sure you keep an eye on our news page, our newsletter and our social media channels over the coming weeks.

Our awards set out to reward those who are forging boldly ahead with new, revolutionary ideas that are changing the face of independent education – and we want to sing the praises of schools that are doing uplifting work, whether it’s an ambitious new bursary initiative or a pioneering new way to help pupils tackle an increasingly competitive further-education market. We’ve put our 2025 winners back under the spotlight to show why their awards were so well deserved, and what they’ve been up to since lifting the trophy.

Environmental achievement: The Prep at Denstone College, Staffordshire

We awarded The Prep at Denstone College our prize for environmental achievement for its impressive transformation of an unused outdoor space into a thriving area for environmental learning. In just a few years, pupils, staff and families have worked together to create a nature-rich environment that supports outdoor education, biodiversity and a strong sense of environmental responsibility.

Outdoor learning is at the heart of the school’s approach, with every child from reception to Year 6 taking part in weekly sessions led by a fully qualified forest-school teacher. Pupil leadership has also played a crucial role, with the school’s eco committee leading a number of practical initiatives to promote sustainability, from reducing food waste in the dining hall to eliminating single-use plastic water bottles on school trips. The children have also created wildlife habitats and regularly organise litter-picking activities around the grounds, helping to build a school-wide culture of environmental responsibility.

There’s been no resting on its laurels for Denstone since the win. Birdwatching club – founded by a Year 5 pupil – now meets weekly and, armed with binoculars and bird-identification guides, members are learning to recognise the many species that visit the school grounds. Plans have also been finalised for a new sensory garden, featuring scented, bee-friendly planting and picnic tables, creating a calm space that will also serve as an additional outdoor classroom. Once complete, it will connect directly to the school building through new access doors, making it even easier for pupils to move between indoor and outdoor learning environments. ‘It’s wonderful to see our environmental work continuing to develop, driven by the enthusiasm and ideas of our pupils,’ says The Prep at Denstone College head Liz Scott.



Best use of technology: Holmewood House School, Kent

Tech-savvy Holmewood House’s ambitious and forward-thinking approach to digital learning impressed our judges – and under the leadership of head Ruth O’Sullivan, the school has developed a curriculum that blends cutting-edge technology with practical problem solving, ensuring every pupil develops confidence in STEM and digital literacy. Technology is embedded into every corner of the curriculum, going beyond coding to include AI, robotics, VR-powered immersive experiences and real-world applications, preparing pupils to think like engineers, programmers and digital leaders while learning to navigate the digital world responsibly and securely.

Earlier this year, Holmewood House was awarded the AI Bronze Award from the Good Future Foundation, recognising its commitment to using artificial intelligence ethically and effectively across school life. The school has also implemented a range of innovative initiatives to encourage critical thinking and safe digital engagement. We love the light-hearted approach they’ve taken to address serious issues: for a recent Safer Internet Day, the head of digital innovation led an assembly featuring AI-generated ‘baby’ versions of familiar staff members to deliver online safety measures in a fun and engaging way. ‘In times when the education landscape is changing so rapidly, being able to innovate is so important – we want our children to be future-ready,’ says Mrs O’Sullivan.


Community engagement or charity fundraising: The King’s School Canterbury, Kent

It’s no secret that musical education is in decline in schools, but King’s Canterbury’s efforts to help buck the trend caught our eye, winning our community engagement award in recognition of its brilliant Sounding Out programme. Launched back in 2019, the initiative began with the simple idea that every child should have the opportunity to learn a musical instrument, regardless of background or circumstance. The programme offers local primary school pupils fully funded violin, trumpet and cello lessons, supported and mentored by King’s own musicians and bolstered by a calendar of masterclasses, group musicianship sessions and opportunities to perform at the annual King’s Art Week Festival, a real highlight on the school calendar.

Over the past year, the programme has grown exponentially and continues to have a resoundingly positive impact on both the school’s own pupils and the wider community. Last year, 17 primary-school pupils took part; now, as many as 40 receive Saturday-morning music lessons, with new instruments added and a clear pathway that will see the initiative’s earliest participants joining King’s ensembles in the coming years. ‘What has been most inspiring is watching the children develop not only musical skill, but also confidence, resilience and a genuine love of making music together,’ says head Jude Lowson. ‘The award recognised the importance of widening access to cultural opportunities, and we remain deeply committed to that mission as Sounding Out continues to expand. We were so delighted to see the programme recognised in this way.’



Inspiring sporting activities: Taunton School, Somerset

Taunton School won our award for inspiring sporting activities in recognition of its commitment to inclusive sport – a philosophy that places participation, progression and enjoyment at the heart of its programme. Rather than focusing solely on elite performance, the school has developed a structure designed to nurture all abilities, ensuring every pupil can find a sporting pathway that suits their interests, experience and ambitions.

A year on, that commitment continues to be reflected in the remarkable scale and variety of the school’s sporting provision. Today, Taunton hosts more than 1,000 fixtures each year across 30 sports, with 130 teams in the senior school alone. Central to the school’s inclusive approach are its three distinct sporting pathways available to Years 9 to 13. These allow pupils to pursue sport in a way that reflects their goals — whether that means high-performance training and competition, developing skills and fitness through regular participation or exploring new activities in a supportive environment.

‘The award is a testament to our dedication to putting into practice the values we speak about, creating a culture that students genuinely buy into,’ says director of sport Daniel Pettifer. ‘That collective commitment is what truly makes the difference.’



Equity, diversity and inclusion: Reigate Grammar School, Surrey

We handed our award for equity, diversity and inclusion to Reigate Grammar School in recognition of its whole-school commitment to creating a genuine sense of belonging for every pupil. Rather than treating EDI as a standalone initiative, it has embedded it across all aspects of school life – from curriculum and pastoral care to student leadership, volunteering and global partnerships.

Key to this approach is the vision of head Shaun Fenton, who emphasises that a school’s success should be measured not only by academic outcomes, but by the happiness, values and long-term success of its pupils. Under his leadership, Reigate has developed a strategy that combines practical action with cultural change. A key pillar of this work is an extensive bursary programme, with more than £2 million invested annually to support pupils from disadvantaged backgrounds and 170 children currently benefiting. Student engagement is equally important: initiatives such as Neurodiversity Celebration Week and Cultural Diversity week encourage pupils to explore identity, heritage and inclusion, while projects such as Voices of Allyship – led by the sixth-form leadership team – invite pupils and staff to make personal commitments to supporting others. ‘We are proud that equity, diversity and inclusion are woven through every aspect of school life – for us, this means making sure every young person feels valued, supported and able to thrive as themselves,’ says the school.



Innovation in nutrition or food: Clifton College, Bristol

The proof really is in the pudding of Clifton College’s thoughtful, data-driven campaign to tackle one of the biggest challenges facing school catering: food waste. By combining operational changes in the kitchen with a whole-school effort to shift behaviour in the dining hall, the school received our gong for innovation in nutrition or food for its successful efforts to reduce total waste – including both production and plate waste – by an impressive 37 per cent.

Over the past year, the initiative has continued to evolve. Central to the next phase of the project has been the use of Leanpath, an AI-powered platform that helps kitchens track and analyse food waste in real time. The system is now used across all catering outlets at the school, with staff regularly trained to weigh and log waste accurately so that the data provides a clear picture of where improvements can be made.

Armed with this insight, the catering team has focused on rethinking how prepared food is used and repurposed. Chefs have worked creatively to transform ingredients that might otherwise go to waste, resulting in one of the programme’s most significant gains: a 60 per cent reduction in prepared food waste since September 2025. Meanwhile, the behavioural changes introduced in the dining hall continue to pay off. Plate waste – once one of the biggest contributors to overall food waste – has continued to fall steadily, with a 27 per cent reduction since the start of the current academic year. The result is a programme that has moved well beyond a one-off initiative – and it’s clear that the drive to reduce food waste remains an ongoing part of daily life at the school.



Pastoral care and wellbeing: King’s Ely, Cambridgeshire

King’s Ely was recognised for its deeply thoughtful and proactive approach to pastoral care, particularly in response to the lasting impact of the pandemic on pupil wellbeing. The introduction of its SupportivEly King’s programme marked a significant step forward, creating a more joined-up, visible and responsive system of support that prioritises early intervention and open conversations around mental health. By expanding its wellbeing team, introducing specialist roles across mental health, physical wellbeing and counselling, as well as investing in staff training, the school has ensured that pupils are better understood, supported and guided at every stage.

What stood out to the judges was King’s Ely’s commitment to embedding a culture of care across the entire school community, from regular wellbeing assessments and smaller tutor groups to peer-led initiatives and accessible drop-in sessions. The creation of dedicated safe spaces and a new medical centre further reinforces this ethos. With overwhelmingly positive pupil feedback and clear evidence of impact, King’s Ely has created an environment in which pupils feel safe, heard and empowered to seek support. ‘The award was announced just weeks after our school community was recognised by the ISI to have a significant strength. This strength is that our “commitment to pupils’ education and care is evident through the interweaving of high-quality pastoral care and the dynamic enrichment programme”,’ says the school.



Thinking beyond the curriculum: Kingswood School, Somerset

One Kingswood sixth-former told us that not only did he feel he was being taught to pass A-levels, he was also getting an education for life, and the school’s Advanced Elective Programme is just one way the school is thinking outside the box and beyond the confines of the examined curriculum to stretch and challenge pupils. Introduced in 2024, it offers Year 12 pupils the opportunity to explore stimulating topics through bespoke 10-week seminar-style courses designed and delivered by Kingswood teachers – and deeply relevant to real-world challenges.

Topics range from maths for non-mathematicians (covering everything from taxes to mortgages and pensions) to creative writing, criminology and international relations (focusing on global politics and diplomacy), encouraging pupils to think deeply and debate ideas. Since last year, the programme has been going from strength to strength, with many pupils describing it as one of their highlights of the week. ‘These courses give students the freedom to explore ideas that genuinely interest them, while developing the habits of intellectual independence and thoughtful debate that will serve them well at university and beyond,’ says deputy head academic Dr Rachel Mcllwaine.



Performing and creative arts: Gresham’s School, Norfolk

A year on from receiving our award, the creative arts at Gresham’s – recognised by our judges for their extraordinary breadth of opportunity spanning drama, music, film and visual arts – continue to thrive. Music remains at the heart of school life, supported by a distinctive music scholarship programme that nurtures performers and composers across genres from classical and jazz to contemporary and commercial music.

The past year has also seen exciting additions to the curriculum. In September 2025, the school introduced both IB Film Studies and BTEC Performing Arts, broadening the variety of creative pathways available. Beyond the classroom, pupils have continued to gain inspiration via a wide range of cultural experiences, with art scholars taking part in specialist workshops and a Year 12 photography trip to Paris including visits to the Grand Palais and the Louis Vuitton Foundation. Pupils’ work has also been recognised beyond the school, with several pieces shortlisted for the 2025 NUA Sixth-Form Art and Photography competitions. Meanwhile, the performing arts community is looking ahead to a sold-out production of Les Misérables at the school’s Auden Theatre. This academic year has already featured a number of memorable performances, including a special concert in the spectacular Marble Hall at Holkham Hall featuring Schola Cantorum, the String Ensemble and Big Band.



Support for life beyond school: Hampton Court House, London

Hampton Court House’s ambitious sixth-form programme, Prepared for Life, has been making waves since it launched last year – and we were mightily impressed with the way it has been designed to complement academic success with the personal skills and experiences young people need to thrive beyond school. Structured around five pillars – physical wellbeing, mental health, leadership, cultural literacy and community engagement – it brings together a range of professional expertise, with pupils following tailored fitness plans designed by specialist trainers, developing resilience through wellbeing initiatives and mental health advocacy, attending cultural events and performances and taking part in leadership coaching and career-focused workshops. Community engagement is also key, with pupils mentoring and supporting their younger peers.

A year on, student response has been overwhelmingly positive. The programme’s physical wellbeing strand has expanded significantly, with core strength and conditioning sessions now delivered through a partnership with St Mary’s University. Leadership development skills have been a focus too, with one-to-one executive coaching introduced earlier this academic year to help pupils approach their university applications with greater confidence and clarity.

‘It’s been fantastic to see the theory of this programme come together in practice,’ says principal Kate Vintiner, ‘sharpening our sixth-formers’ academic focus while broadening their perspectives and helping them more clearly define their next steps as young adults in an increasingly complex world.’



Entrepreneurship and business: Cranleigh School, Surrey and Wetherby School Kensington, London

Cranleigh School won our entrepreneurship and business award for its hands-on, real-world approach to enterprise education, giving pupils the opportunity to experience the challenges and rewards of building a business from the ground up.

We picked Cranleigh out for its CranDo programme, an immersive initiative in which every Year 12 pupil is given £150 in seed funding and challenged to develop a profitable business idea. Working in teams, students take responsibility for every stage of the process – from market research and product development to marketing, financial planning and project management. The experience culminates in a celebratory, pupil-run awards evening recognising the most successful and innovative ventures. Alongside this, the school’s Green Dragons programme encourages pupils to apply entrepreneurial thinking to real-world challenges, identifying problems, building financial models and pitching their ideas to a panel.

We caught up with Cranleigh to hear how it has continued to build on this forward-thinking, entrepreneurial approach. As head Sam Price explains, ‘The recent publication of the UK government’s Curriculum and Assessment Review has opened a critical national conversation about preparing students for the modern world.’ Over the past year, developments at the school have included the opening of a new sixth-form centre, the appointment of a head of digital practice and research, and the launch of the Cranleigh Centre for Research, which focuses on AI, digital innovation and the future of teaching and learning.



It was impossible to pick just one winner in this category, and Wetherby Kensington was also recognised for its outstanding work in fostering entrepreneurial thinking from an early age. The school impressed our judges with its commitment to instilling business acumen in its prep pupils, particularly through its annual entrepreneurship event, which gives children the chance to develop, pitch and manage their own business ideas.

Earlier this term, Year 3 pupils took part in the school’s signature Entrepreneurs’ Week, where they were introduced to the fundamentals of business, heard from successful parent entrepreneurs and worked in teams to design and develop products, researching their market, calculating costs and profit margins and creating marketing campaigns including logos, posters and even TV-style advertisements. The week culminated in a Dragon’s Den-style pitch to a parent panel, before pupil teams prepared their products for sale at the school’s Makers’ Market, managing all aspects of production, stall design, pricing and customer service. We love the way the initiative captures the school’s spirit of innovation, showing children that their ideas can make a real difference while fostering a lifelong curiosity about business and enterprise.



The Alice Rose Award: Bancroft’s School, Essex and Dragon School, Oxford

The Alice Rose Award is a particularly special one, in memory of Talk ÍÑ¿ã°É’s incredible co-founder Alice, who today remains a true driving force behind the business thanks to her brilliant vision, her positivity and her inspiration.

In honour of Alice, we chose two schools that embody the qualities she was most passionate about: schools that support growth and learning but allow their pupils to find their passions, get stuck in, muck in and feel safe and supported. In short, schools where confident, nurtured, happy children are given the freedom to enjoy their childhood and adolescence to the fullest. Our two winners – Bancroft’s and The Dragon – were chosen by the whole TE team, as well as Alice’s husband, James, and their three boys.

‘I am delighted that we’ve been recognised for the holistic quality of the education that Bancroft’s provides and how effectively we send all our young people out into the world, not only with high academic achievements but – just as importantly, if not more so – the self-assurance and independence of thought and action to stand on their own feet, grasp the opportunities of life with both hands and thrive as young adults,’ says Bancroft’s head Alex Frazer. ‘Sometimes people think that an academically serious school cannot also be a rounded, happy, supportive, fun and confidence-giving school; winning the Alice Rose Award comprehensively punctures that myth and endorses the reality we know: pupils at Bancroft’s really do have it all.’



Emma Goldsmith, head of the Dragon added: ‘The defining qualities that embody the Alice Rose Award are exactly as we aspire to be, and therefore we are hugely proud to be recognised by Talk ÍÑ¿ã°É for these values. I will always be proud of how the Dragon supports growth and learning, and encourages children to explore their passions, to roll up their sleeves and to have a go – all whilst feeling safe, secure and supported. We continue to develop free-thinking young people who reach for the sun, and we will never stand still in preparing children for adulthood, whilst extending their childhoods for as long as possible. It is always motivating to be recognised by Talk ÍÑ¿ã°É for our passion for education, innovation, and never standing still. The Alice Rose Award is truly a testament to all of the hard-working staff and children at the Dragon.’



Our Talk ÍÑ¿ã°É Awards for Innovation in ÍÑ¿ã°É 2026 will be launching soon… Watch this space!