What is the iPQ?
The iPQ is a research-based project qualification that is carefully constructed to teach and assess essential independent learning skills for Years 5-8. It is divided into five sections: Define, Research and Review, Discuss and Develop, Reflect and Present.
How is the iPQ used at Repton Prep School?
“For some pupils, the experience of the iPQ has been truly transformative, instilling a sense of self-assurance that extends across all areas of their learning.” – Sam Krbacevic, Deputy Head Academic at Repton Prep School
The iPQ Symposium is a favourite event for pupils, teachers and parents at Repton Prep School. Since their adoption of the iPQ, Repton Prep has built the project-based qualification into a highlight of their academic calendar, with the whole school invited to watch pupils present their projects. But how did they get here?
From vision to classroom
At the heart of the Repton Prep curriculum is a commitment to providing a balanced, holistic education. The school places strong emphasis on developing rounded, confident, and intellectually curious learners who are “Repton Ready” for life at senior school and beyond. This is supported by a dedicated enrichment programme that encourages pupils to pursue individual interests, explore new passions, and develop a broad set of skills. To Repton Prep’s staff, the iPQ presented a natural extension of this approach and the opportunity to tie together several of their strategic goals and values, including strengthening pupils’ independence, reflective thinking, and vital soft skills such as oracy.
“We are keen that all pupils be given opportunities to learn to speak with poise and confidence in front of children and adults. The iPQ offers this wonderfully – every child now experiences standing confidently, presenting their ideas and fielding questions for an afternoon. It is amazing to see children who can be more reserved in classroom environments talk passionately about their projects as it links to their personal interests.” – Tom Markham, iPQ lead at Repton Prep School
When first approaching the iPQ, Repton Prep began by running an internal project-based task for pupils the year before, allowing staff to refine their practice and anticipate any challenges before undertaking the iPQ formally. The school then enrolled the entire Year 7 cohort into the iPQ.
All Year 7 pupils now have dedicated iPQ slots on Wednesday mornings to guide them through the project process, with talks on time management, effective research and public speaking and the opportunity to study previous projects to help scaffold their approach. iPQ leader Tom Markham provides practical guidance by modelling his own project creation, illustrating to pupils how to move from choosing a question to drafting a research timeline and creating a realistic schedule.
Repton Prep also treats the iPQ as a whole-school endeavour, harnessing the experience and interests of staff members from across the entire school body to support the process. Once iPQ pupils have drafted a question to focus on for their project, they are assigned a staff mentor who provides supportive feedback and guidance. Repton Prep managed impact on staff workload by ensuring that each mentor was only assigned two pupils at most to guide, and because the chosen projects often aligned with the mentor’s interests, many were delighted to find fellow enthusiasts in their mentees.
Confidence and enrichment
There were some challenges to work through. When Repton Prep first implemented the iPQ, pupils often relied on internet searches, copy-pasting chunks of unprocessed information, and using PowerPoints as the default method of presenting their projects. However, throughout the course of the iPQ, pupils became more confident with a variety of stronger research and presentation methods and began to throw themselves into the process. Pupils researching ACL injuries interviewed sports teaching staff, watched documentaries to investigate the impact of the Hiroshima bombings on Japan, and took notes from science podcasts to help devise their own water rockets. The finished projects have recently included recipe books (‘What would a brain boosting school menu look like?’), floor plans (‘How could the girls’ boarding house be redesigned to make better use of the floor space?’), sketch books and 3D car models. “It took an academic year steering the ship, but now younger pupils are desperate to get started and full of ideas,” says iPQ leader Tom Markham. “For many pupils it is their favourite time of the week!”
The iPQ Symposium
These efforts all build toward the iPQ symposium, in which pupils are given a table to showcase their iPQ project and research. Parents, teachers and other pupils are invited to attend and enjoy the display, giving the iPQ students the chance to show off their projects and field questions about their process. This event is now a highly anticipated highlight of the Repton Prep calendar, with several parents noting how impressed they were with the depth of each child’s research and passion for their project.
“I just wanted to say how impressed I was with all the children today. The enthusiasm, dedication and knowledge was brilliant to see. Eyes were lit up everywhere and it was wonderful to be in a room of such positivity” – Parent, Repton Prep School
“A progressive approach to learning and the sort of project that sets kids up to become lifelong learners.” – Parent, Repton Prep School
One parent shared how the iPQ transformed their daughter’s self-esteem, as she valued being able to work in a self-directed way and think creatively and critically, while not feeling overshadowed by competition. The parent added, “I am sure this will be a core academic memory for her, and when she ends up doing extended projects in the future, she will be able to call on what she has learned.”
The iPQ impact
For the teaching staff, one of the most rewarding aspects has been discovering the depth of pupils’ curiosity and enthusiasm, and the broader strengthening of pupil voice in the school. The iPQ invites pupils to explore personal interests beyond the classroom, allowing them to feel valued and celebrated for the passions that make them unique. Staff have observed that pupils take great pride in sharing expertise that is genuinely their own. As Sam Krbacevic, Deputy Head Academic, reflects: “One of the greatest privileges the iPQ has given us is discovering pupils’ passions — they often surprise us with their depth of knowledge or enthusiasm for topics we might never have expected. Through the iPQ, pupils are able to explore these interests more deeply, gaining confidence as they share their expertise with teachers, parents and peers and developing their research and oracy skills. For some, the experience of the iPQ has been truly transformative, instilling a sense of self-assurance that extends across all areas of their learning.”
Teachers have also noticed a marked improvement in pupils’ academic learning skills. As a result of the iPQ, pupils now demonstrate stronger questioning techniques, better time management and greater independence in researching and presenting information. These skills have become more evident across other subjects and in their general approach to learning. “The iPQ has been an enormous success and links with our culture of challenge and enrichment,” says Head Vicky Harding. “The structure of the qualification promotes critical thinking, time management and communication skills which are invaluable for their educational journey and beyond.”
Looking ahead
While Repton Prep’s first year of implementing the iPQ was challenging, the process just became smoother with each cycle. Many pupils have developed a clear sense of what they could achieve and even ask if they can start their own iPQ projects ahead of schedule, demonstrating the programme’s ability to inspire curiosity and ambition across year groups. Repton Prep’s experience showcases how the iPQ can be a transformative step for prep schools: nurturing resilience, independence, and lifelong passions while bringing the whole school community together. As Tom Markham reflects, “the key tip for me would be to go for it!”
Get in touch with ISEB about the iPQ
