The BSA Guide to Boarding Schools by Boarding Schools' Association

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EDUCATION LImITED Part of the BSA Group

T H E B S A G U I D E TO B OA R D I N G S C H O O L S • T H E O F F I C I A L G U I D E O F T H E B OA R D I N G S C H O O L S ’ A S S O C I AT I O N • S P R I N G 2 0 2 2

The bsa

TO BOARDING SCHOOLS

WHAT WILL YOU

DISCOVER? OPEN EVENTS

Sat 8th Oct 2022 (Rishworth and Heathfield Open Day)

Tuesday 1st Nov 2022 (Sixth Form Open Evening)

Rishworth is a vibrant independent, co-educational, boarding and day school set in 140 acres of stunning rural countryside. With its own Preparatory School, Heathfield, it offers a continuous education for children from age 3 to 18. As well as specified Open Day events, we are welcoming families to visit us for pre-booked personal tours conducted at your convenience. To find out more or to book an appointment, please call

Scholarships & Bursaries available

Flexi & Weekly Boarding available

01422 822 217

or email

admissions@rishworth-school.co.uk

Visit us at www.rishworth-school.co.uk or call 01422 822 217 Rishworth, West Yorkshire, United Kingdom HX6 4QA. E: admissions@rishworth-school.co.uk

AND

H E AT H F I E L D P R E PA R AT O R Y S C H O O L

View our virtual tour

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / FOREWORD / 01

Foreword Andrew Rattue, Principal, St Clare’s, Oxford and BSA Chair, 2022 affect the dynamics and happiness of your household. All boarding schools are united in a deep, shared belief in the value that a highquality modern boarding education can offer families. Boarding schools offer a unique richness of community. They are open, tolerant and vibrant places where education happens 24 hours a day and is deeply embedded. Learning is a way of life not limited to the classroom. A boarding Becoming a parent means you are faced with a bewildering number of choices. Choosing the right school for your child is one of the most important decisions of all since a child’s education has a major influence on their current and future wellbeing and their life journey. Thank

education is predicated on relationships and the values that underpin them – respect, tolerance, inclusion, humility and kindness. One of the unique benefits of a boarding education is that it enables pupils to develop many life skills through

you for taking the time to read this Guide.

community living – getting along with

The Guide contains a wealth of information

ease with others, taking up opportunities,

that will enable you to narrow your search for a boarding school and help you find the right match for your child. I hope you are already aware of the benefits of a boarding education – this Guide will help you find out more about the opportunities of different boarding contexts. At the Boarding Schools’ Association (BSA) we know that choosing a school can be as mystifying as it is exciting. There are so many good boarding schools offering an excellent education. You can choose from rural, town, city, boys, girls, mixed, junior, senior, all-through, sixth-form, all-around, specialist, flexi, weekly, full boarding, state or independent. Or you may want a combination of different schools at different ages. The choice is as broad and flexible as the boarding sector itself – rightly so as every

people different from themselves, being at dealing with setbacks, problem-solving and communicating effectively. Boarding schools welcome parents to be a part of their boarding community. Home–school communication is highly effective and there are many ways to be involved, from attending events to taking up roles on committees. Boarding schools also take time to communicate with and support parents at each stage. In fact, parents often report that the quality of their relationship with their children develops through the boarding experience. The BSA represents more than 600 boarding schools in the UK and overseas. It provides a wide range of services including professional development, government

child and every family have different needs.

relations, communications, safeguarding,

As well as matching a school to your child’s

schools, media, publications, conferences

needs, it is also important to consider whether logistically you can make the school you choose work with all the other constraints on your family life, as this will

health education and immigration advice for and events. We hope you find the Guide helpful in choosing the best boarding school for your child.

Andrew Rattue has been the Principal of St Clare’s, Oxford since 2017. He has 25 years’ experience of leadership in independent education including 11 years as Head of The Royal Grammar School, Worcester and King’s College, Madrid. He is married with four children. Andrew read English at Brasenose College, Oxford, has a Postgraduate Certificate in Education from King’s College, London and a master’s degree in Victorian Studies from Birkbeck College, London. He began his teaching career at a London boarding school, and then became Deputy Head of The Royal Grammar School, Guildford before moving to Worcester in 2005. As well as living and working in Madrid and Bangkok, Andrew was a Fulbright Exchange Teacher at the Greenhill School, Dallas, Texas in 1990–91.

Contents Foreword

News

Keeping children safe in boarding education

What makes a good boarding school?

Inspections of accredited independent boarding schools

Ofsted inspection of boarding schools

Barney Durrant, Head, St Lawrence College

Independent Schools Inspectorate (ISI)

Dale Wilkins, Director of Safeguarding, Professional Development and Accreditation, BSA Group

Out of the ordinary: realising the potential of every child

Schools together in partnership

How boarding benefits the wellbeing of pupils

Teamwork, leadership and service

Supporting character development in a boarding school

Looking after children and young people’s mental health after COVID-19

The Duke of Edinburgh’s Award – making a difference to young people’s lives

Learning modern foreign languages at a boarding school

Dr Joe Spence, Master, Dulwich College

Genevieve Ford, Deputy Head (Pastoral) and Designated Safeguarding Lead (DSL), Downe House School

Choosing and assessing schools Barnaby Lenon, Headmaster, Harrow School, 1999–2011 and Chairman, Independent Schools Council (ISC)

Thomas Garnier, Headmaster, Pangbourne College

Paul Sanderson, Headmaster, Bloxham School

David Walker, Deputy Head (Pastoral and Wellbeing), Wellington College

Ruth Marvel, CEO, The Duke of Edinburgh’s Award

The importance of good governance

Turning minimum standards into excellence

Rachel Rees, Deputy Head Pastoral, Monmouth School for Girls

School visits: questions and answers

Louise Orton, Senior Deputy Head (Academic), Sherborne Girls

Faith in our schools

Bex Tear, Head, Badminton School and BSA Chair, 2021

Specialist schools – arts, drama, music

Victoria Rose, Director of Art, Dauntsey’s

Graham Able, Group Deputy Chairman, Alpha Plus Dale Wilkins, Director of Safeguarding, Professional Development and Accreditation, BSA Group Adrian Underwood, Education Consultant

Graham Able, Group Deputy Chairman, Alpha Plus

Twenty-first century learning 88 – embracing technology to drive a culture of learning Boarding and adolescence

The importance of creativity

Teaching empathy

Damian Todres, Director of Drama and Head of the Creative Arts Faculty, Wells Cathedral School

Schools founded by the Military Schools with a military history

Natalie Bone, Head, Sherborne Prep Caroline Kirby, Head, Shebbear College John Browne, Head, Stonyhurst College

Julie Robinson, Chief Executive, Independent Schools Council (ISC)

Jenny Dwyer, Head of Schools Practice, Saxton Bampfylde and former Head, Sherborne Girls

What about boarding schools?

Boarding at an independent school Boarding lessons from COVID-19

Andrew Rattue, Principal, St Clare’s, Oxford and BSA Chair, 2022

Recognising the physical and mental value of sport 96 Rob Kift, Director of Sport, Hurst College

The importance of pastoral care

State boarding schools

Andrew Russell, Headmaster, St David’s College

The benefits of state boarding

Boarding in the North of England

100

Boarding at a state prep school

Boarding at sixth-form colleges

102

Choosing state boarding

BSA Certified Agent and Guardian schemes

104

State boarding schools

Caroline Nixon, International and Membership Director, Boarding Schools’ Association (BSA) and Director, British Association of Independent Schools with International Students, and Ammy Davies-Potter, Director of Guardianship and Inclusion, BSA

The benefits of sixth-form boarding

BSA certified guardians

106

Life at a state boarding school

BSA certified agents

107

Will Chuter, Head, Cranbrook School

James Malley, Headteacher, Royal Alexandra and Albert School Jonathan Taylor, Chief Executive Officer, Sapientia Education Trust (SET) and Executive Principal, Wymondham College and Wymondham College Prep School

John Abbott, Chief Executive Officer, Richard Huish Trust Dr Chris Pyle, Head, Lancaster Royal Grammar School

Photo with kind permission of Monmouth School for Girls

Jeremy Walker, Head Master, St Peter’s School, York Dr Julian Davies, Principal, Abbey College, Cambridge

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / 03

Preparatory schools

The popularity of prep school boarding

108

The benefits of prep school boarding

110

Why choose a boarding prep school?

112

Music – an important part of the boarding experience

114

Outdoor learning – ‘rewilding’ pupils

116

Using robotics, 3D printing and computing in a prep school

118

How boarding schools support children’s mental and emotional development

120

Dr Trevor Richards, Head, All Hallows Preparatory School Robert Lankester, Headmaster, Maidwell Hall Rob Morse, Headmaster, Aysgarth School

Gareth Jones, Headmaster, Bilton Grange

Will Frost, Head of Geography and Outdoor Learning, Salisbury Cathedral School

Olly Langton, Headmaster, Belhaven Hill School

Special educational needs and disabilities

Educational provision for pupils with special educational needs and disabilities

146

Special educational needs provision in boarding schools

148

What is CReSTeD and how does it help boarding families?

150

Provision in the independent sector for pupils with special educational needs and disabilities

152

David Smellie, Partner, Farrer & Co

Sally Moore, Head of Learning Support, Fulneck School

Brendan Wignall, Headmaster, Ellesmere College and Chair, CReSTeD

Curriculum choices

GCSEs and IGCSEs in a changing curricular landscape

153

Fred de Falbe, Headmaster, Beeston Hall

Charlie Hammel, Deputy Head Academic, St Swithun’s School, Winchester

Responsibility versus maturity – when to introduce 122 more freedom to prep school boarders

Sixth form – future ready, set, go!

154

Sixth-form programmes – the choice

156

Paddy Moss, Headmaster, Dean Close Preparatory School

King’s is more than Christmas

124

Preparing pupils for the transition to senior schools

126

Yvette Day, Head and Master over the Choristers, King’s College School, Cambridge

128

The benefits of boys-only boarding

130

What does a bespoke education actually mean?

132

Promoting good mental health in boarding schools

136

Girls and STEAM subjects

138

Making sure girls learn to love physics at school

140

Boarding as preparation for twenty-first century life

142

What do we mean by a boarder’s progress and how do schools measure it?

144

John Moule, Warden, Radley College

Jo Cameron, Principal, Queenswood School

Dr Felicia Kirk, Headmistress, St Mary’s Calne

Olivera Raraty, Headmistress, Malvern St James Girls’ School Dorothy MacGinty, Headmistress, Kilgraston School

Lisa Kerr, Principal, Gordonstoun

Chris Hillman, Deputy Head Academic, Godolphin School

Fees – finding them

157

Fees – where do they go?

159

Useful contacts

161

BSA schools members

162

Boarding schools in this issue, by county

165

Andrew Ashton, Bursar, Radley College

The importance of a creative education

Stefan Anderson, Principal, Tring Park School for the Performing Arts

Appendix Andrew Ashton, Bursar, Radley College

Simone Mitchell, Deputy Head, Director of Teaching and Learning, Swanbourne House School

Senior schools

Rhiannon Wilkinson, Head, Ashville College

Group

Part of the BSA Group

BSA acquires Guides to boarding As part of our ongoing commitment to supporting member schools in all areas of boarding, we’re delighted to announce that the Boarding Schools’ Association (BSA) has acquired ‘The BSA Guide to Boarding Schools’ and ‘Service Parents’ Guide to Boarding’ and their associated websites from Bulldog Publishing. We now also own 100 per cent of Schoolplaces.org. You’ll notice this edition of ‘The BSA Guide to Boarding Schools’ does have a slightly different look and feel, which we hope you’ll like, and we’ll be undertaking a further review of content, style, offering and distribution of the publications and Schoolplaces.org going forward. Please contact Andrew Gray, Communications and Partnerships Manager, BSA Group, at andrew.gray@boarding.org.uk regarding any editorial matters relating to ‘The BSA Guide to Boarding Schools’ and ‘Service Parents’ Guide to Boarding’. Any advertising enquiries should continue to go to Neil Rust, who has moved from Bulldog Publishing to BSA as part of the acquisition – Neil’s new email address is neil.rust@bsagroup.org.uk. If you have any other questions about either publication or Schoolplaces.org, please don’t hesitate to contact us at bsa@boarding.org.uk. With thanks, The BSA Team

Designed and printed by

Part

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / 05

Welcome to The bsa Guide TO BOARDING SCHOOLS

We hope you will find the Guide helpful and informative. This is a good place to start if you are embarking on the search for a boarding school for your child. The Guide covers all aspects of boarding education, including funding, selecting a school, academic success, extra-curricular opportunities, schools that specialise in art, music or dance, schools for children with special educational needs and disabilities, and sixth-form choices. You will find information about the range of boarding options – full, weekly, flexible – and the variety of schools – boys only, girls only and co-educational. Each child and each family will be looking for something different in a boarding school and we have aimed to include information on the whole range of provision. UK boarding schools lead the world in the quality of education and pastoral care they provide. We hope this Guide provides an excellent start to your search for the right school for your child.

Photo with kind permission of Salisbury Cathedral School

Sheila White Editor

Dear parent, Hello and welcome to the ‘BSA Guide

Students often enjoy this so much they

to Boarding Schools’. We’re delighted

decide to move to weekly or full boarding.

to have taken full ownership of this Guide, its sister publication, ‘The

And no two boarding schools are the

Service Parents’ Guide to Boarding

same. Some are based in cities, others

Schools’ and Schoolplaces.org, and we

in more rural locations. Some are single

hope you’re looking forward to seeing

sex, while others are co-educational. Or

all three develop and grow as much as

should you choose an academic school, or

we are.

one which focuses specifically on the arts or sport?

As a former boarder myself, I can tell you that boarding today is a very different

So there’s no shortage of options, and this

world to the one I remember. It’s certainly

Guide aims to give you a comprehensive

nothing like the stereotypical images of

overview of the choices that are open

boarding which wouldn’t be out of place

to you and your child when it comes to

The BSA Guide to Boarding

on the pages of a Harry Potter novel, that

selecting a school. We also hope it will

Schools is a trade mark

may still be conjured up for some when

help you to identify what you need to look

owned by BSA Group.

the name ‘boarding school’ is uttered!

for when visiting a school, and the right questions to ask speaking to staff.

In fact, the reality couldn’t be more

Published by: BSA Group

different. Modern boarding offers parents

There’s also advice on the help that’s out

First Floor

and pupils a broad range of options,

there in terms of selecting the right school

27 Queen Anne’s Gate

providing tremendous flexibility to suit

in the form of education agents, and

London, UK

almost any young person and fit in with

support for pupils living away from home

SW1H 9BU

all types of busy lifestyle.

from education guardians. BSA operates certification schemes for both agents and

+44 (0)207 798 1580

Full boarding, where students are based

guardians to assure parents of quality,

bsa@boarding.org.uk

at school all day, every day, remains a

and you can find out more about those

www.ukbsa.com

popular choice. It’s widely recognised as

schemes in this Guide.

a great way to develop independence,

Chief Executive:

strong inter-personal skills, a sense of

Making that definitive choice of the right

community and teamwork, and form

boarding school for your child can be a

long-lasting friendships. But there are

lengthy process, but taking all the time

other options too.

you need to get your decision absolutely

Robin Fletcher Editor: Sheila White

right is crucial. Boarding will not suit every

Head of Commercial:

Weekly boarding, which sees students

child or family – but for the right child, in

Neil Rust

attending school during the week,

the right school, it can offer an enriching

typically going home on a Friday or

life experience like no other. We hope this

Saturday and returning on Sunday

Guide will give you everything you need to

evening or Monday morning, also offers

make that choice a lot easier.

excellent structure, support and facilities for an extended time. And then there’s flexi or occasional boarding; an excellent

Best wishes,

way to get a taste of boarding life by

Robin Fletcher

boarding part-time or semi-regularly.

CEO, BSA and BSA Group

Some of the articles in this Guide have not been updated since March 2020. Photographs for most articles were taken before the COVID-19 pandemic. For the latest information on COVID-19 and boarding go to www.boarding.org.uk. The information and views in this Guide were correct to the best of the Editor’s and Publisher’s belief at the time of going to press and no responsibility can be accepted for outof-date information, errors or omissions. While every effort has been made, it may not always have been possible to trace all copyright holders. If any omissions are brought to our attention, we will be happy to include appropriate acknowledgements in the next edition of the Guide. The BSA Guide to Boarding Schools is published twice a year by BSA Group, a company registered in England and Wales. Registered number: 4676107. All rights reserved. No part of this Guide may be reproduced, stored in a retrieval system or transmitted in any form without written permission from the Publisher. Front cover photo with kind permission of Richard Huish College

SPRING 2022 / 07

Lessons for life BOARDING & DAY SCHOOL CO-EDUCATIONAL 11-18

www.dauntseys.org DEVIZES, WILTSHIRE

For more information contact admissions@dauntseys.org

News

HUISH TIGERS COACH YEAR 8 STUDENTS FROM LOCAL SECONDARY SCHOOLS Richard Huish College, in partnership with Somerset Activity & Sports Partnership (SASP), recently held Basketball sessions for Year 8 students from across the local area to help to improve and develop Basketball across the county and local area. The vision of the Huish Tigers is to develop Basketball, people,

DAUNTSEY’S CREW IN TRAINING FOR THE DW – THE “CANOEISTS’ EVEREST” Training has started in earnest at Dauntsey’s for the infamous Devizes to Westminster “DW” canoe race, known as “The Canoeists’ Everest”. The race involves paddling the 125 miles between Devizes and Westminster in three and a half days over the Easter weekend – the equivalent of a marathon a day. Dauntsey’s has been entering teams in the DW for more than 40 years.

players and teams, alongside exceptional academics. The Huish Men’s and Women’s teams have had many successes in recent

The School’s 2022 team consists of seven boats, including the

years, winning the AOC Sport National Women’s Knockout Cup

fastest female crew, fastest male crew, fastest mixed crew, next

and Silver in the AOC Sport National Men’s Knockout Cup in

three fastest crews, and a wildcard crew chosen by the coaches.

2019 and in 2020 both teams were crowned joint champions in the Basketball England Dynamik Cups. Furthermore, each team

Sam Moore, Head of Adventure Education, Dauntsey’s, said:

qualified for the AOC Nationals Competitions and the Men’s

“Having selected our final team, full training is now underway,

team were due to compete in the semi-final of the National

with three water-based sessions a week, in all weathers. The

Colleges Cup in 2020 before the events were unfortunately

crews are working hard and this week have turned in their

cancelled due to the pandemic.

fastest speeds so far.

The Year 8 pupils had the chance to learn from Huish Tigers

“With the recent snap of cold weather, they have had to

Basketballers who put them through a variety of drills before

contend with ice on the canal for the first time which is a

later setting up a range of 3v3 mini games which gave them

challenge – anything but the thinnest ice means a long run

the opportunity to put what they had learned into practice. It

carrying the boat!”

also gave the players at Huish a chance to further develop their coaching skills.

Ben, a Lower Sixth student who is a member of the Dauntsey’s team, added: “We are very excited to be taking on this

The first of the two sessions saw Year 8 pupils from Kingsmead

adventure and following in the footsteps of so many Dauntsey’s

School, Huish Episcopi Academy and The Gryphon School take

students before us. We know it will be hard work but it will be

part, with pupils from King Arthurs School, St Dunstan’s School

worth it when we get to Westminster”.

and Heathfield Community School taking part the following week.

Dauntsey’s crew will paddle in aid of the mental health charity, MIND, the School’s chosen charity for this year.

Huish Tigers Coach Gary Carter commented: “It was great to welcome the younger pupils to the #TigersFamily, our mission is to inspire a generation of positive basketball players and it was fantastic to see the current generation sharing their skills with the up-and-coming players of the future”.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / NEWS / 09

DENSTONE COLLEGE PUPILS EARNS PLACE IN ENGLAND U18 RUGBY SQUAD In December 2021, Denstone pupil, Daisy Aspinall was selected for the North vs South England U18 rugby trials. All the hard work Daisy put in paid off and it has earnt her a place in the England U18 squad for the 2022 campaign. This is an incredible achievement at just 16 years of age.

FORMER ST SWITHUN’S STUDENT ZARA RUTHERFORD BREAKS TWO AVIATION WORLD RECORDS Zara Rutherford, who finished her A levels at St Swithun’s in Winchester last summer, has successfully completed her circumnavigation of the globe. The 19 year old has become the youngest woman to fly solo around the world and the youngest person to do so in a microlight aircraft.

Daisy will prepare for the forthcoming matches, which will take

After a challenging and dangerous journey of 22 weeks, Zara

place in February and April, by attending training camps this

returned to Kortrijk airport close to her base in Belgium from

month and in March.

where she embarked on her world record-breaking attempt on 18 August last year. Travelling in a small Shark ultralight aircraft

On naming the squad, Head Coach James Cooper said: “It was

Zara faced lengthy delays to avoid bad weather conditions.

extremely tough to narrow down and select the group after the

She spent a month in Alaska waiting for a safe weather window

quality of potential and performances shown by players both

and experienced temperatures as low as -34°C. She finally

in camps and the game in December with some good players

touched down two months later than originally planned having

narrowly missing out. This is testament to the great work being

accumulated 200 hours in the air and travelling 52,080km

done at clubs and colleges, constituent bodies and centre of

across five continents and 31 countries.

excellences’’. Zara qualified as a pilot whilst studying for her A Levels in Here at Denstone, girls’ rugby is becoming hugely popular.

mathematics, further mathematics, economics and physics at St

Pupils benefit from our elite facilities, as well as having four

Swithun’s. She first began flying when she was 14. In breaking

Level 3 staff to hand.

two world records she hopes to inspire other girls and young women to pursue their dreams and in particular to take up

Daisy joins Old Denstonian, Lecky Dunne, in achieving sporting

flying or enter STEM-related careers. Her daring exploits and

success in women’s rugby!

positive attitude have encouraged over 50 girls at St Swithun’s to take up flying lessons as part of the school’s co-curricular

We wish Daisy and the team all the best with their upcoming

programme.

matches. Headmistress of St Swithun’s Jane Gandee said: “Seeing Zara’s interview in Germany with just one day to go really brought home to me the magnitude of her achievement. Zara is an exceptional role model who I am sure has single-handedly inspired a generation”.

STONYHURST ST MARY’S HALL ANNOUNCES THE APPOINTMENT OF A NEW HEADMASTER The Governors of Stonyhurst have announced appointment of a new Headmaster for Stonyhurst St Mary’s Hall. Fr Christopher Cann is currently Headmaster of Ratcliffe College Preparatory School in Leicestershire and was previously Headmaster of Leicester Preparatory School and Denstone College Preparatory School. He has a Master of Arts degree in French from the University of St Andrews and in Theology from the University of Oxford. He is married to Honor, who works as a GP, and has six children and two grandchildren.

GORDON’S SCHOOL – A BUMPER YEAR FOR SPORT This year promises to be a bumper one for sport at Gordon’s with golf, equestrian, netball and rugby teams already set to top leaderboards across the country and six individual students enjoying international acclaim. Cara Falconer has been selected for the Scottish National Girls’ Hockey Squad 2022; Millie Cottrell for the Welsh Golf Team in their match v Ireland; Thomas Golder has received a call up for the Wales U18 and Caleb Ashworth for the England U18 training squads in preparation for selection for the U18 Six Nations Tournament and netball players Jayda Pechova captained the England Invitational Squad with

Fr Christopher is a former Anglican priest who was received

Pippa Dixon in her team for the Europe Netball Competition.

into the Catholic church in 2011 and is now a priest of the

Gordon’s also finished as top school in the British Schools

Ordinariate of Our Lady of Walsingham. Fr Christopher joins on

Rifle Championships with James West clinching gold in the

1 September 2022, providing a seamless transition following

intermediate competition.

the stepping down of Ian Murphy at the end of the academic year after eight extremely successful years as Headmaster.

The school partners with premiership rugby club Harlequins; Superleague netball team Surrey Storm and Vanarama League

He said: “I feel very honoured to be appointed as the next

Football Club Aldershot Town FC so students are fortunate to

Headmaster of Stonyhurst St Mary’s Hall. I very much look

be coached by some of the best on the games fields.

forward to getting to know all the SMH children, parents and staff and to working closely, under the guidance of the

Former Pakistan Olympian Muhammad Irfan has joined former

Governing Body, with John Browne, Head of Stonyhurst, to build

GB player David Mathews on the Hockey coaching staff of the

on the tremendous success the school has enjoyed in recent

First Team while former Wales International and ex-Chelsea

years.”

player Gareth Hall heads up the First Team football. Rugby students benefit from former Fiji 7s Skills and Analyst Coach

John Browne, Head of Stonyhurst, said: “I am delighted to

Chris Davies and netball Superleague players Nicole Humphrys

welcome Fr Christopher Cann and his wife Honor to St

leads the netball with Leah Middleton on the coaching team.

Mary’s Hall and the Stonyhurst family. He brings a wealth of

The school’s sporting successes coincide with a new sports

knowledge and a deep experience of education and spirituality

hub and all weather pitch enabling students to take part in

to Stonyhurst as well as a background in all areas of school

even more sporting activities and events at all levels, whatever

leadership, including eight years as Headmaster of Ratcliffe

the weather. Gordon’s Director of Sport, Jamie Harrison

College Preparatory School immediately prior to joining us.”

commented: “Gordon’s is synonymous with sporting excellence and we are very proud of the sportsmen and women we have nurtured and developed here. Our talented and dedicated students together with an impressive coaching line up and new facilities is proving a winning combination.“

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / NEWS / 11

CREATING THE PRODUCTS OF TOMORROW: STUDENTS TACKLE FUTURISTIC DESIGN CHALLENGE Tonbridge’s Lower Sixth boys have been meeting a product design challenge set by global technology company Huawei. Their brief was to design a prototype of a product which could help facilitate remote working, while their creation needed to reflect strategic vision, style and quality.

ADVENTURE TAKES SHAPE AT DAUNTSEY’S Pupils at Dauntsey’s are experiencing truly immersive adventures with Moonrakers, the School’s programme of outdoor activities for Third Formers. Each Friday afternoon, pupils take part in a wide range of activities including outdoor cooking, kayaking, cycling, first aid, expedition skills, navigation, orienteering, indoor climbing, sailing, shooting, survival, river crossing, sub-aqua diving and

Developed in partnership with the School’s Design Technology

archery. The course will culminate in a five-day Moonrakers

Department, the challenge saw the A-level students coming up

Camp, where the pupils continue their adventures in

with various types of emerging technology, from virtual reality

Aberdovey, North Wales. Moonrakers is the largest programme

glasses and earbud charging hubs to new ways of folding

run by the School’s adventure education department, with 120

computer accessories such as keyboards and trackpads. During

Third Formers taking 21 activities run by 16 teachers, over 30

the judging process, each student was given a five-minute slot

weeks, with around 15 Sixth Form helpers.

to make their design pitch and show their completed model. The programme celebrated its fiftieth year in 2021, having Head of DT, Richard Day, said: “This was an exciting and

been introduced in 1971 by the then Head Master, Guy King-

challenging brief. The judges from Huawei and Tonbridge

Reynolds, with the objective of “trying to educate 13- and

were hugely impressed at the range of sophisticated and

14-year olds in the use of their leisure time.” There was a

creative solutions the students came up with, which pushed

compulsory six-week course in campcraft, navigation, first aid,

the boundaries of traditional design. “The ways in which people

gym and “service to the School”.

work have changed enormously since the pandemic, and have opened up tremendous opportunities for designers to meet the

Sam Moore, Head of Adventure Education at Dauntsey’s, said:

needs of this new age.”

“Moonrakers is an iconic Dauntsey’s experience. When Upper Sixth Formers have their leavers’ events, they all talk about it as

Honours for Tonbridge in the British Physics Olympiad

a high point of their time here. Having the opportunity to try

Tonbridge boys are celebrating Gold, Silver and Bronze

so many different adventure activities, as part of the timetable,

awards in the First Round of the British Physics Olympiad. This

ensures that everyone finds something they really enjoy. It also

national competition encourages the study of the subject and

brings the year group together as a team.

recognises excellence in young physicists. “It’s a core belief at Dauntsey’s that the behaviours that make Two Upper Sixth Formers, Kenneth Lee and Yury Balabin,

you successful in adventures are the same as those that make

claimed the highest ranking on offer, with a Top Gold placing,

you successful in life. The same courage that enables you to

which puts them among the top students in the country. Those

cope with white water rafting helps you tackle a tough maths

with Top Golds also go on to compete in Round 2. Chris Powell,

exam. It’s all about being willing to have a go, a mindset which is

Head of Physics, said: “This was an extremely challenging paper

part of Dauntsey’s DNA.”

and so all students who gained awards should be very proud of their performance.”

PAVING THE WAY FOR FEMALES IN STEM Daisy Yorke left the Duke of York’s Royal Military School in July 2021, since then she has taken the Science, Technology, Engineering and Mathematics (STEM) industry by storm as a leading lady in a male dominated field. While at the Duke of York’s Royal Military School (DOYRMS), with assistance from the designated Sixth Form support staff at the school, Daisy applied for an Advanced Mechatronics Engineering Apprenticeship with Amazon. The apprenticeship is highly sought after with thousands of applicants annually. After a rigorous application process consisting of online tests, interviews and assessments, Daisy was awarded one of just approximately 60 available apprenticeships, surpassing thousands of applicants. Daisy said, “DOYRMS was my second home for seven years. When applying for the apprenticeship, Amazon were amazed by the STEM experience I had gained while at the school. I truly believe without the opportunities provided by the school and assistance from the staff, I would not have secured my place as an apprentice with Amazon”. As part of the STEM provision at DOYRMS, students from Year 7 through to Sixth Form benefit from industry links with Pfizer, Infineon Technologies and the James Dyson Foundation. Lately, students were manufacturing and testing WIFI antenna for Infineon Technologies to ensure six batches of various antenna were delivered on time meeting the client’s specifications. The school also benefits from alumni who donate a large amount of money to the schools STEM equipment, which recently included the purchase of five 3D printers. The state boarding school, open to 11–18-year-olds, is very proud of all its alumni and is delighted to see Daisy paving the way for females in the STEM industry; out of the 16 apprentices Daisy works alongside at Amazon Oxford, only two are females. To find out more about the school, visit www.doyrms.com

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / NEWS / 13

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Keeping children safe in boarding education Jenny Dwyer Head of Schools Practice, Saxton Bampfylde and former Head, Sherborne Girls Heads of boarding schools often

affected young people, some of which

Never before has wellbeing had such

spend a large amount of time talking

have made them feel uncomfortable.

prominence in the minds of school leaders and we see whole school

to prospective pupils and parents. When I was a Head, I was once asked

Schools have responded positively to

initiatives in this area which are well

by a parent how I could guarantee to

the issues raised through the Black Lives

resourced and clearly understood. This

her that I could keep her daughter

Matter (BLM) movement and ensured

preventative approach has ensured that

safe in my school, as her daughter

they have properly listened to the

issues for young people are dealt with

was particularly precious to them.

concerns of former and present pupils.

quickly and sympathetically and that

The curriculum has been reviewed,

there are lattices of support to catch

I can remember thinking to myself

diversity in teaching staff and governors

any pastoral issues before they become

that in my experience all children are

has become a priority and real work has

crises, wherever possible. Key in this

precious to their parents, but that it was

gone into making sure schools adapt

endeavour is the willingness and ability

a good question and a reminder that

appropriately to changes in society.

to work closely with parents and to ensure parents and pupils are heard and

the responsibility a boarding school has

included in relevant discussions.

to its pupils to ensure all safeguarding

Schools are not in the business of just

procedures are in place is both a

intervening when things go wrong. The

privilege and a terrifying burden!

emphasis on creating an open and

Boarding schools have worked hard to

welcoming environment where young

improve their safeguarding and give

Boarding schools are all too aware of the

people can discuss difficult issues and

young people the opportunity to thrive

ways in which they must ensure that all

the school can respond to real concerns

in a safe environment. The pandemic has

their young people are safe. This is the

has played its part in framing schools’

been a difficult time, but let’s hope the

absolute basic of what they do and all

responses to Everyone’s Invited

increase in communication, emphasis on

schools aspire to do much more than

www.everyonesinvited.uk, a website

wellbeing and greater openness are the

the basics. Safeguarding is at the core of

where young people share their

positive takeaways.

everything they do.

experiences of sexual harassment, both inside and outside education

All staff at boarding schools are well

establishments.

aware of the Government document Keeping Children Safe in Education (2021)

Staff have worked hard to make sure

and in terms of safeguarding, policies and

young people can be heard and have

procedures are clear and schools work

the opportunity to talk through those

hard to ensure that safer recruitment

difficult issues which they have been

is carried out, pupils and parents know

brave enough to bring to the fore. It is

where to go with concerns and quality

so important to allow young people to

assurance is checked regularly.

discuss these very complex issues within a safe and secure environment so they

But ensuring young pupils’ safety is so

can work through their very real worries.

much more than this. Boarding schools

It’s part of growing up and defining their

are committed to ensuring their pupils

own moral compass. They have to be able

feel safe and able to talk through any

to debate and challenge without fear of

concerns. In recent times there have

repercussions.

been a number of issues which have

Jenny Dwyer has worked in boarding schools for the last 30 years. She began her career at Benenden teaching mathematics and running a boarding house. She moved to Queen Anne’s in Caversham as Pastoral Deputy and then became Headmistress of Prior’s Field School, a day and boarding school, in Godalming, Surrey. She spent 12 years of her career in Dorset, as Head of Sherborne Girls, a full boarding school, and retired as Head in 2018. Jenny has been on the governing body of a number of independent prep and senior schools as well as a local MAT and has been a team inspector for ISI for a number of years. She is Head of Schools Practice at Saxton Bampfylde. Married with two sons, she enjoys sailing, keeping fit and spending time at her house on the Norfolk coast.

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What about boarding schools?

Barnaby Lenon Headmaster, Harrow School, 1999–2011 and Chairman, Independent Schools Council (ISC) Boarding schools continue to be

form this proportion more than doubles to

by parents and can be used to fund

popular in the twenty-first century,

one in three of all pupils. For junior pupils

transformational bursaries at the school. In

offering exceptional education and

this proportion is significantly lower, with

return, the British school provides advice

extra-curricular activities with round-

only 2 per cent of pupils boarding.

and monitors the franchise school in a way

the-clock pastoral care.

which guarantees standards.

Although the overall number of nonThe 2021 ISC Census showed that an

British pupils with parents living overseas

In 2021, average fee increases were 1.7 per

estimated 65,345 pupils board at ISC

has understandably declined due to the

cent. A total of 179,768 pupils now receive

schools. Overall, 458 schools, representing

pandemic, the number of Hong Kong pupils

help with their fees, representing 35 per

33 per cent of all ISC schools, have some

has increased by 6.6 per cent to 5,466.

cent of all pupils. The value of this help

boarding pupils.

totals over £1.1 billion, an increase of 4.3

The parents of these pupils choose British Parents are able to choose between

schools because they are keen for their

different types of boarding to suit their

children to master the English language,

child. Although full boarding remains most

they understand the significance of extra-

popular overall, the pattern appears to be

curricular activities as part of a wide

changing with weekly and flexi boarding

education, and they know attending a

becoming more popular. In 2016, 15.7

British school may be the best way to gain

per cent of boarders were weekly or flexi

admission to a British university.

boarders. In 2021 the figure was 19.5

per cent on the previous year.

WIDENING ACCESS This reflects the long-term aim of our schools to increase bursary provision and widen access. Over the last 15 years, there has been a consistent trend of schools providing increasing amounts of fee assistance to pupils.

per cent. Many working parents value the

Some boarding and day schools have set

flexibility of these boarding options.

up franchise schools abroad. While I was

More than 40,000 pupils receive means-

headmaster at Harrow, we built schools

tested bursaries, valued at £432 million

There are variations between different age

in Thailand, Beijing and Hong Kong. These

in 2021. The average bursary is worth

groups. For the sector as a whole, 12 per

schools pay a fee to the British school

£10,237 per pupil per year.

cent of pupils at ISC schools board. At sixth

which helps to keep down the fees paid

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / CHOOSING AND ASSESSING SCHOOLS / 17

ADVANTAGES OF BOARDING Boarding schools have many advantages: • They are able to offer a wide range of extra-curricular activities to a high proportion of pupils because more time is spent by pupils on the school grounds. They also tend to attract staff who want to be involved in sport, music or drama at a high level.

• Boarding schools take pupils from all

over the country and all over the world. This is a valuable educational experience in itself: the opportunity to know people from many walks of life and from many different cultures.

• And of course, boarders do not have to travel to school, something which can be challenging in some parts of the country.

THINGS TO CONSIDER The boarding environment is positive and fun, but remember:

•

Choosing to board is a personal decision for parents to make with their child – and with support and advice from their chosen school. Every school is different and details of individual schools can be found on their websites, or through the Independent Schools Council (ISC) website.

WHAT IS THE ISC? The ISC is a membership organisation that brings together seven education associations and works on behalf of more than 1,300 independent fee-charging schools in the United Kingdom, which educate more than 500,000 children every year. The ISC has three main functions, covering policy and public affairs, media and communications, and research and data. The aim of the ISC is to be a service organisation, promoting and protecting the independent education sector.

Boarding houses can be noisy places full of other children.

• Being away from home will be a new

Importantly for our members, the ISC provides a central base in London where all

experience for children and their

types of independent schools (prep schools,

parents.

mixed and single-sex, academically selective

• Boarding requires substantial investment.

and non-selective, day and boarding) can

However, overall more than a third of ISC

come together to discuss issues of common

school pupils receive help with their fees.

interest. Parents can find information about all ISC schools at www.isc.co.uk

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Barnaby Lenon was brought up on a council estate in south London. He was educated at Eltham College and Oxford University and he won the Cambridge University prize for Education. He taught at Eton for 12 years, was Deputy Head of Highgate School, Head of Trinity School Croydon and Head of Harrow (12 years). He has been a governor of 22 schools and is a trustee of the nine independent and state schools in the King Edward’s Birmingham Foundation. He is chairman of governors and joint founder of the London Academy of Excellence, a state school which opened in 2012 in Newham, east London. He is Professor of Education at the University of Buckingham, chairman of the Independent Schools Council, a trustee of the Yellow Submarine charity and a consultant to the Robertson Foundation, which sponsors schools in New York and South Africa (among other things). He is a member of the Ofqual Standards Advisory Group. He has published several books including Much Promise: successful schools in England and Other People’s Children: what happens to the academically least successful 50%?

WHAT MAKES A GOOD

boarding school? What makes a good boarding school? Visiting a school certainly gives you a sense of the atmosphere, grounds and local area and you should try to visit if possible. I always think choosing a school is like buying a new house – you may not immediately know you want it but you usually know if you don’t want it within the first few minutes of walking in!

Barney Durrant Head, St Lawrence College On a visit to a prospective school, look at the way pupils treat each other and the staff – and by this, I mean all staff whether they are the Head or Head Groundsperson. Look at how the staff treat the pupils and the relationships pupils have with each other. Are the classrooms vibrant, energetic and pupil-focused? Are the pupils clearly enjoying stimulating and active lessons? Are the boarding houses warm, friendly and welcoming? Is there an obvious pride in the appearance of the school and the way in which the grounds and buildings are looked after and presented? These are some of the questions I ask myself when walking around a school and they give a good insight into the school’s values and ethos. In any good school, pupils should be able to achieve their academic potential, and it should be a given that

the value-added scores for all boarding pupils are significantly higher than the national average. The smaller class sizes, individualised approach and careful monitoring by tutors and housemasters and housemistresses in the evenings ensure pupils are supported and well taught. However, a good boarding school will do much more than this. It will inspire pupils’ love of learning, develop their creativity of thought and give them opportunities to develop independence in their education and more generally in their lives. Good boarding schools see the academic side of the school as not just a discrete stage in an education on the way to university, but as part of the educational journey that continues for the rest of a pupil’s life. A boarding education gives pupils the skills and attributes they need to thrive at university and in the twenty-first century world.

SPRING 2022 / 19

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LIFELONG LEARNERS A key outcome of a good education is the development of lifelong learners. This means developing a mindset that we can always do better and creating a desire to improve our skills, attributes and approach to solving problems and overcoming obstacles. Genuinely producing lifelong learners is not simply about cramming for exams and teaching to the test. It is about inspiring pupils, enthusing them to work independently and empowering them to question, be self-critical and stand up for what they believe in.

of support when needed. Learning how

A good boarding school ensures pupils feel

to accept defeat – and also learning how

valued and an integral part of their school

to win magnanimously – is taught through

community, with an understanding of their

co-curricular programmes. Team sports

role in the local and global community

develop camaraderie, leadership, teamwork

and a wide perspective on their individual

and communication but a good boarding

responsibility to society. This comes partly

school also has a broad programme of

from the charity and service opportunities in

activities in the evenings and weekends,

the school, but also from living in a diverse

catering for all pupils. This gives pupils

pupil population. Living in a boarding house

Another essential element of a good

opportunities to thrive in all areas, not just

encourages tolerance and an appreciation

boarding school is the excellent pastoral

on the sports field. Expressing yourself

of difference. It allows pupils to develop

care provided by the ‘school family’. As well

creatively is an important part of any holistic

their emotional intelligence and to recognise

as being in smaller class sizes, boarders

education and so opportunities for art,

when others need support or are struggling

receive pastoral support from housemasters

music and drama are in abundance. Not all

– the bonds of friendship developed during

and housemistresses, tutors, the school

pupils want a starring or lead role, so you

boarding can last a lifetime. Soft skills are

chaplain, counsellors and the medical team,

may also look for opportunities offered in,

developed both explicitly and implicitly and

all working together to ensure that every

for example, scriptwriting, filmmaking and

these give boarding pupils a real advantage

individual pupil is known, appreciated,

sound and lighting.

in the future – in their personal and public

supported and developed.

lives.

Children must be given opportunities to stretch themselves, be independent and fail – the last being a really important element of education. In a good boarding school, pupils can do this in a safe and nurturing environment that can provide a high level

Barney Durrant became Head of St Lawrence College in summer 2020, arriving from the new Harrow Hong Kong school, where he established the pastoral structures and systems as Principal Deputy Head. Before that he was a Housemaster and Head of Geography at Stowe School. Both he and his wife started boarding at the age of seven – as his parents worked in Development and his wife’s father was in the Gurkhas. Having both travelled a lot when younger, they appreciated, and fully understand, the importance of stability throughout their educational careers and Barney aims to provide that at St Lawrence College (where all three of his children attend).

SPRING 2022 / 21

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Inspections of accredited independent boarding schools Independent Schools Inspectorate (ISI) All English accredited independent

an additional inspection, the next ISI

number of standards was reduced from 53

boarding schools are inspected on a

inspection experience for a boarding

to 20, reflecting the way in which boarding

three-year cycle. If the boarding school

school in the cycle will be a Focused

schools promote the highest standards

is in membership of one of the five

Compliance Inspection (FCI) and an Inspection

in care, education and the personal

independent school associations (GSA,

of Education Quality (EQI). The FCI will

development of boarders. The 2011

HMC, IAPS, ISA, Society of Heads) and

inspect the boarding provision against

Standards were further updated in 2013

thus accredited by its association,

the NMS. Immediately following the FCI,

and 2015.

the inspection of boarding is carried

the EQI will evaluate the quality of the

out by a specialist team of boarding

outcomes for pupils. This will evaluate

A significant aspect of raising the quality of

inspectors from the Independent

pupils’ achievement and pupils’ personal

the boarding experience has been schools’

Schools Inspectorate (ISI). If it is

development. Educational quality findings

investment in boarding training. The

an independent school, but not a

will be reported against a four-point scale.

Boarding Schools’ Association’s programme

member of one of those associations

For boarding provision, the inspection and

of continuing professional development

or is a state boarding school, the

the report will include the contribution of

(CPD) is the major provider of this training.

inspection of boarding is carried out

boarding to boarders’ achievement and

The full programme can be found at

by a specialist team of Ofsted boarding

their personal development. Full details

www.boarding.org.uk

inspectors. A small number of ISI-

of this new inspection framework can be

inspected schools are classified as

found on the ISI website. Readers should

special schools, which have an annual

note that, depending on the dates of

social care inspection.

previous inspections, a FCI-EQI inspection might come before a RCI inspection.

All accredited independent boarding

Schools should prepare for both types.

schools are inspected under the ISI

NATIONAL BOARDING STANDARDS The 20 National Boarding Standards cover: • Policies, procedures and practice: includes anti-bullying, boarders’ activity programme, boarders’ induction, complaints, confidential counselling and guidance, contact with parents, equal opportunities, guardianship, health and safety, management and leadership, medical care, promoting positive behaviour, role of prefects, boarders’ meals.

Inspection Framework which came into

Over the last 20 years, good practice

force in January 2017. Every three

in boarding schools has developed

years, the inspection will be a Regulatory

significantly and schools have responded

Compliance Inspection (RCI) which, in terms

positively to national legislation. The effect

of boarding, will inspect the boarding

of this has been to raise the level of care

provision against Boarding Schools: National

and management in boarding schools. This,

Minimum Standards (NMS). Full details

in turn, has supported the improved quality

of the Standards (the latest April 2015

of the boarding experience for the more

supervision, boarders’ privacy,

version) can be found at www.gov.uk/

than 75,000 boarders in independent and

recruitment checks on boarding staff,

government/publications/boarding-

state boarding schools.

relationships between boarders and

schools-national-minimum-standards

•

People: includes boarding staff

between boarders and staff, seeking These improvements have been recognised

boarders’ views, leadership and

Assuming the school meets the minimum

by the Government, so much so that

management of the boarding provision.

standards and no immediate action

the DfE consulted with boarding schools

is required, or unless the Department

and boarders and in September 2011

for Education (DfE) has commissioned

published a new set of standards. The

Photos with kind permission of St John’s College, Southsea

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / CHOOSING AND ASSESSING SCHOOLS / 23

•

Premises: includes boarding

On a boarding inspection, the chair of

Some independent schools are

accommodation, medical facilities,

governors and any other governors

proprietorial, i.e. they are not a charitable

recreational facilities, toilet and

with responsibilities for boarding, are

trust, but instead owned by an individual,

washing facilities.

interviewed about how they monitor the

group or company. The regulations place

quality of the boarding provision and the

the same requirements on proprietors as

ISI reports on boarding are sent to all

policies and the implementation of policies

they do on governors.

parents of current boarders. These must

relating to child protection (safeguarding)

also be published on the school’s website.

and the appointment of staff. As the final

They are certainly published on the

responsibility for the management of a

inspectorate’s website (listed at the end of

school rests with the governing body,

this article). An ISI RCI or FCI report states

the Government needs to be certain

whether the standards are met or not. An

governors understand their responsibilities

ISI EQI report grades the pupil outcomes

in all areas, but, particularly, the safety

using one of four descriptors.

and welfare of pupils. Many schools now have designated governors who monitor

THE ROLE OF GOVERNORS The Government, through the inspectorates, is putting an increasing emphasis on the role of governors in monitoring standards in schools. The 2015 version of the Boarding Standards introduced a new standard: 13.1 The school’s governing body and/or proprietor monitors the effectiveness of the leadership, management and delivery of the boarding and welfare provision in the school, and takes appropriate action where necessary.

the quality of boarding life. They must have a governor designated to monitor safeguarding. These governors spend time in the boarding houses, meet regularly with the designated senior lead (child protection officer) and monitor the effectiveness of the recruitment checks on new staff and the quality of the single central register of staff appointments.

CHILD PROTECTION The safeguarding of pupils is a major responsibility of schools and is rightly given emphasis by schools in their procedures and by the ISI and Ofsted in their reports on boarding welfare. Understandably, parents are often more concerned about a school’s location or examination results, and prospective boarders may be more interested in the quality of the bedrooms or the sports facilities. However, the school’s safeguarding of its boarders should also be high on parents’ and prospective boarders’ list of questions.

There are four key areas in child protection (also known as safeguarding). 1 How can I access the school’s child protection policy? Every school must have a safeguarding (child protection) policy. A review by the full governing body of the school’s child protection policies must take place at least annually, including an update and review of the effectiveness of procedures and their implementation. Schools are also required by the DfE to make this policy freely available to parents and prospective parents on request. If a school has a website, it is required to publish this policy on its website. 2 Who are the school’s child protection officers? The school appoints one or more ‘designated

Photography from St John’s College, Southsea

safeguarding leads’ (DSLs) to be child protection officers. Usually there is a lead

child protection policy and is expected to

DSL and one or more deputies. These DSLs

know them and also to know the names and

FURTHER INFORMATION

are required to have training every two

contact details (day and night) of the DSLs.

For the Boarding Schools: National Minimum Standards go to www.

years in child protection and inter-agency working. The DSLs in a school take the

4 What is in the school’s policy

gov.uk/government/publications/

lead responsibility for all child protection

concerning reporting child protection

boarding-schools-national-

issues and liaise with the Local Safeguarding

allegations to a local safeguarding

minimum-standards

Children Board (LSCB), the Local Authority

agency?

Designated Officer (LADO) for safeguarding

It is a requirement that, in any school child

For the ISI Inspection Framework go

and the local Children’s Services Team. The

protection policy, it is stated that a school

to www.isi.net

names of the bodies carrying out these roles

must communicate readily (in practice,

may vary according to local arrangements

within 24 hours) with a local safeguarding

For Safeguarding Children and Safer

for Safeguarding Partners. The school’s child

agency whenever an allegation or disclosure

Recruitment in Education there are

protection/safeguarding policy should explain

of abuse has been made. It is also a

two government documents:

these arrangements.

requirement to report to the Disclosure

Keeping Children Safe in Education

and Barring Service (DBS) within one month

(KCSIE) (2021)

3 What training do the staff in a school

of leaving the school any person (whether

https://www.gov.uk/government/

receive in child protection?

employed, contracted, a volunteer or

publications/keeping-children-

The first thing to emphasise is that it is the

student) whose services are no longer used

safe-in-education—2

responsibility of a school to train all its staff. If

because he or she is considered unsuitable

Working Together to Safeguard

a pupil needs to share a confidential matter

to work with children.

Children (WTTSC) (2018) https://www.gov.uk/government/

with an adult, he or she does not necessarily approach a tutor or a teacher. All staff must receive child protection training as part of the induction procedures before they start working in the school. This training must be updated regularly, and the expectation is

BE REASSURED Although abuse incidents are relatively rare, schools have robust policies and procedures for preventing abuse and for dealing with any incidents which are reported to them.

publications/working-togetherto-safeguard-children--2 For ISI reports go to www.isi.net Reports on boarding welfare will

that this is at least annually. Schools consult

only be found on the ISI website

with their LSCB to determine the most

for schools whose boarding

appropriate schedule, level and focus for

provision has been inspected

training.

since September 2011. For reports before that date, please go to the

This training covers the categories of abuse

Ofsted website www.gov.uk/

(physical, sexual, emotional and neglect), how

government/organisations/ofsted

to respond to a pupil who discloses abuse to a member of staff, and what actions to follow after a disclosure. Each member of staff is provided with a copy of Keeping Children Safe in Education (Part One) and the school’s

Open Day Saturday 14th May 10.00am

HMC co-educational day and boarding school for children aged 2-18 in Wells, Somerset

SPRING 2022 / 25

Ofsted inspection of boarding schools

Much of the material in the previous

More information can be found at:

article Inspections of accredited

https://www.gov.uk/guidance/social-

independent boarding schools is

care-common-inspection-framework-

relevant to Ofsted’s inspection

sccif-boarding-schools

of boarding schools and I would recommend reading this article as

Most inspection activity was paused in

well. The material has not been

2020 as a result of COVID-19, but has now

repeated here as it is available on the

resumed.

previous pages.

The evaluation criteria for Ofsted

In England, Ofsted inspects all state

boarding inspections are used to make a

boarding schools and also those

judgement of the overall experiences and

independent schools not accredited

progress of children, taking into account:

by one of the five independent school associations (GSA, HMC, IAPS, ISA, Society of Heads). Unless a school requires improvement or there are immediate

• •

how well children are helped and protected the effectiveness of leaders and managers.

concerns, Ofsted inspects boarding once in a three-year cycle under the Social Care

Details can be found in the framework

Common Inspection Framework (SCCIF):

document.

boarding schools and residential special schools. This framework came into use

Reports do not comment in any detail on

on 1 April 2017, with minor updates most

the Boarding Schools: National Minimum

recently in November 2021.

Standards (NMS) but will state clearly any which are deemed not to have been met.

Inspections of boarding and education

Schools, and indeed Ofsted, consider

are fundamentally separate processes.

the NMS to be a minimum requirement

However, if the scheduled boarding and

which schools should aim to exceed

education inspections of a school fall

considerably.

within the same year, Ofsted will try to ensure the two inspections are aligned.

Dale Wilkins Director of Safeguarding, Professional Development and Accreditation, BSA Group

“Reports do not comment in any detail on the Boarding Schools: National Minimum Standards (NMS) but will state clearly any which are deemed not to have been met.”

SPRING 2022 / 27

Room to be yourself. To find out more about boarding places for pupils aged 13-18, email admissions@freemens.org or visit www.freemens.org/ boarding In the 2022 The Sunday Times Parent Power league table, Freemen’s ranks 14th in the UK amongst co-educational independent schools for results at GCSE. Known for academic excellence, Freemen’s is an independent co-educational day and boarding school, set in 57 acres of beautiful Surrey countryside and only 40 minutes from both Gatwick and Heathrow airports.

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CALL US ON + 44 (0)1372 822423

T The education provision at the school

reports, available at: https://reports.

will be inspected in the same way as it is

ofsted.gov.uk/inspection-reports/find-

at any day school which Ofsted inspects,

inspection-report

other than where it has been possible to

align or integrate the inspections as above.

Education and boarding reports are usually

A new framework for inspecting education

listed under separate registration numbers.

provision was launched on 1 September

To focus on the boarding element, click on

2019 and can be found at: https://www.

‘Children’s Social Care’ and then check the

gov.uk/government/publications/

box entitled ‘Residential and boarding’. The

education-inspection-framework/

education report can normally be found

education-inspection-framework

simply by searching under the name of the school.

As well as giving a judgement on overall effectiveness, inspectors will report on:

• • • •

There are two government documents

quality of education

which relate to safeguarding and safer

behaviour and attitudes

recruitment:

personal development

leadership and management.

Keeping Children Safe in Education (2021) (KCSIE)

The Ofsted report grades both education

https://www.gov.uk/government/

and boarding in four categories:

publications/keeping-children-safe-in-

• • • •

Outstanding

education--2

Good

Requires improvement

Working Together to Safeguard Children

Inadequate.

(2020) (WTTSC) https://www.gov.uk/government/

Prospective parents and boarders who are

publications/working-together-to-

considering a state boarding school or an

safeguard-children--2

independent school inspected by Ofsted should read the school’s most recent

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Dale Wilkins became a boarding tutor at Norwich School in 1987, shortly after taking up a post there as a language teacher. From 1990 to 1992, he and his wife ran a junior girls’ boarding house at Tettenhall College, before moving to Old Swinford Hospital, a state boarding school where Dale was Housemaster of both senior and junior boys’ houses, Director of Boarding, Deputy Head and Designated Safeguarding Lead. From 1998 he was also involved with BSA as a course tutor and in 2002 he was among the first group of boarding inspectors trained to inspect against the then new NMS. Since 2017 he has worked full-time for BSA, originally as Head of Safeguarding and Standards and now, as Director of Safeguarding, Professional Development and Accreditation. Dale lives in Stourbridge in the West Midlands, close to his former school. Dale is also a Deputy District Commissioner for the Scout Association, Chair of Youth Services for the Rotary Club of Stourbridge, and Chair of the Friends of Dudley Performing Arts, the music, art and drama service for schools in Dudley Borough. He enjoys travel (when COVID-19 allows!) and is a former sports coach and referee, who still plays cricket occasionally.

SPRING 2022 / 29

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The importance of good governance

Graham Able Group Deputy Chairman, Alpha Plus

Many parents do not research closely the composition of the governing board when they are considering a school for their child. Yet the role of governors is critical to the success of a school. In most independent schools, the

are common to most schools – they allow

talent but there should also be some

governing board appoints the Head and

governors with particular expertise to

‘outside’ influence on the board to ensure

will have a major input to the appointment

look and advise in more detail in specialist

it does not become too inward-looking.

of the Bursar or equivalent. These

areas. If the governing body is functioning

appointments are key to the school’s

well, the work of these committees will

The best boards will have defined terms

performance, both academically and in

make full board meetings more focused

which governors may serve and will

terms of financial viability. Prospective

and effective.

take care in succession planning. Most boards are probably too large and, like

parents should satisfy themselves that the school is likely to deliver a good

The range of expertise needed on a

turkeys at Christmas, are disinclined

education appropriate to their child and

governing body will vary a little according

to vote for their own culling. No school

remain financially viable. Governors are

to the type and age-range of school, but all

needs more than 12 governors and 14

also responsible for agreeing the school

schools will need governors with specialist

is certainly too many. The largest boards

budget, determining the salaries of the

knowledge of finance and business, law,

often contain governors nominated by

Head and Bursar and setting fees; this

property, marketing and education. It is

groups associated with the school. These

latter function is of definite interest to

also important for some governors to

nominees may not cover the range of

most parents! In a boarding context, it is

be in touch with the local community.

desired skills so the board has expanded

particularly important to note governors

Whereas it is relevant for prep and senior

in order to address this. Governors

are also ultimately responsible for

schools to have someone with school

must keep up to date with all regulatory

safeguarding and health and safety.

headship experience on the board, a

changes and ensure safeguarding and

senior school will additionally benefit from

health and safety matters are regularly

The nature of governance has changed

a governor with university connections.

addressed. So it is important for governing

considerably over the last 30 years. The

In many boarding schools, one governor

bodies to ensure they receive sufficient

role of governors was once just to appoint

will have a special responsibility for

training where appropriate.

the Head and give general support. They

liaison with the boarding houses, and it is

are now better described as a board of

helpful if this person has some relevant

Governance is judged as part of the

specialist non-executive directors helping

experience of boarding education.

Independent Schools Inspectorate (ISI) or Ofsted inspection process. Governing

to run a mid-sized company with the Head as chief executive and the Bursar or Business Manager as finance director.

‘CRITICAL FRIENDS’ Governors need to act as ‘critical friends’ to their ‘chief executive’ and to do so effectively they need to be well-informed and with sufficient experience and knowledge between them to ask the right questions and interrogate the responses thoroughly. To monitor the progress of the school, governors need to take time to observe lessons and activities and to attend school functions outside their termly board and committee meetings. They should be visible but careful not to cross the line between non-executive and executive functions. The number of governors’ committees will vary from school to school. Finance, property/ development and academic committees

PARENTS AS GOVERNORS Opinions vary about parents as governors. I have always favoured having a current parent on the board, but one elected by the board for his or her expertise rather than a ‘representative’ parent governor elected by the PTA. The latter approach looks very democratic but tends to produce governors with a specific agenda – and possibly without any of the desired specialist skills – and this may not be in the best interests of the school as a whole. It is important governing boards do not become self-perpetuating oligarchies. There should be clear criteria for the appointment of a new governor and a desired skill set agreed before the board seeks suitable candidates. The alumni and parent (past and present) body will provide a rich source of appropriate

boards which cannot demonstrate a good knowledge of their schools and a proper contribution to strategic decisions are likely to be downgraded and criticised in the inspection report. Most schools now list their governors with details of their specialisms on the school website, so, when considering a school, it is certainly worth taking the time to check their credentials and assess their suitability to govern. Graham Able has spent 40 years in independent schools, the last 22 as Headmaster of Hampton School and then Master of Dulwich College. After retiring from Dulwich he was appointed Chief Executive of the Alpha Plus Group, stepping down from this role in 2014 since when he has been Group Deputy Chairman. Having previously served on the governing bodies of Roedean and Imperial College, he was a governor of Gresham’s School from 2013 to 2020 and is a governor of Beeston Hall, where he was once a pupil and is now Vice-Chairman. A former chairman of the Headmasters’ and Headmistresses’ Conference (HMC), he has advised governing boards on their structure and effectiveness.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / CHOOSING AND ASSESSING SCHOOLS / 31

Boarding in the heart of London...

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Photo with kind permission of Ludgrove School

Dale Wilkins Director of Safeguarding, Professional Development and Accreditation, BSA Group

TURNING MINIMUM STANDARDS INTO EXCELLENCE The Boarding Schools’ Association

At the heart of the Academy offer are

Specific training content is also designed

(BSA) is committed to supporting

core skills for all practitioners, especially

to meet the needs of prep schools, senior

those who are new to boarding, through

schools, state schools, sixth-form boarding

‘Essentials for Boarding’ for teachers,

and international colleges. In 2020 all of

matrons, nurses, gap and graduate

this content was moved online, with the

quality guidance and training that

assistants and secretaries, as well as

immediate advantage that we are now

benefits schools, their staff and,

‘Leading a Boarding Team’, ‘Updates

more accessible than ever to our member

for Governors’, ‘Prep School Issues’ and

schools, both in the UK and internationally.

‘Preparation for Inspection’. In addition, we

A small number of face-to-face events will

offer more specialised seminars on a wide

be reintroduced in 2022.

everyone involved in boarding – adults and children – offering high

perhaps most importantly, the children and young people who board. Our primary objective is to raise professional standards and we have an extensive and diverse continuing professional development (CPD) and training programme through the BSA Academy for all staff working in boarding environments throughout the UK and beyond.

range of specific issues, particularly relating to safeguarding, through both BSA and our

Our work is centred on the requirements

sister organisations, the Safeguarding and

of the relevant Boarding Schools: National

Child Protection Association (Sacpa) and

Minimum Standards (NMS), but these are

the Health in Education Association (Hieda).

only a starting point, with member schools

A number of day conferences are also run

aiming for excellence across a range of key

throughout the year for heads and for other

areas relating to the day-to-day experiences

boarding practitioners, as well as those

of the boarders, and also including

looking at specific issues such as mental

important considerations such as policies,

health, immigration and safeguarding.

procedures and premises. By working

Photo by Bonjour School Photography with kind permission of St Andrew’s Prep

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / CHOOSING AND ASSESSING SCHOOLS / 33

together with colleagues from a wide range of schools, we are better able to help them benchmark their boarding against the expectations across the wider boarding sector, both in the UK and internationally. At the end of 2020, the Department for Education (DfE) opened consultation on its proposed updated NMS. BSA provided extensive feedback on the proposals on behalf of its member schools before the consultation process closed in February 2021. At the time of writing, we have been advised by the DfE that the consultation is still being evaluated, and that the updated NMS will not be introduced until well into 2022. However, we do anticipate additional standards on guardianship and behaviour, and a focus on schools being at least ‘Good’, rather than reaching a ‘minimum’ standard.

the University of Buckingham. An expanding INSET and consultancy programme

Alongside our day conferences and

enables further spread around the UK

seminars, we run an accredited training

and into Europe and beyond. We are

programme, offering certification to

constantly seeking new areas of interest and

boarding practitioners. At its core is the

responding to the needs of the sector. Our

BSA Advanced Certificate Course. Based

safeguarding portfolio continues to grow,

over two years, this course looks more

and we deliver bespoke content focused on

deeply into Pastoral Care (Part 1) and

the boarding environment through webinars

then Boarding Management (Part 2) or

and day seminars. In 2022 we are launching

Health & Development (Part 2), including

a Safeguarding Certificate in conjunction

specialised courses for school nurses and

with Sacpa.

school matrons. The courses are led by the BSA team, supported by very experienced

We also run a guidance helpline, receiving

tutors from member schools and specialist

calls and emails on a wide variety of topics

presenters who cover online safety, mental

from member schools, and helping them

health, strategic management and other

deal with compliance issues and move

issues critical to working in boarding. In

towards best practice. A Member Services

the last few months bespoke certificate

team focuses on ensuring that we are

programmes have been introduced to

best placed to support the whole range

focus on mental health and also on equity,

of members, from schools which are

diversity and inclusion.

exclusively boarding to schools with just a few boarders. This is enhanced by our

We also run the BSA Diploma Course twice a

regional Forum meetings in all parts of the

year for experienced boarding staff, offering

UK and internationally, which have been

further steps towards senior leadership, and

particularly popular while schools have been

the very popular Certificate in International

working remotely, although consultancy and

Boarding. There is also a Masters in

other visits to member schools are also now

Residential Education in conjunction with

beginning again.

Adrian Underwood Education Consultant

School visits: questions and answers School visits can take many forms. They can involve meeting the Head or perhaps attending an open day. Whatever the format, the first meeting is crucial so if possible always try to visit a school on a normal day. If it goes well, follow it up with an open day visit. Further visits can then be

prospective boarders and their families and boarders enjoy talking about their school and their house. Here are some useful

boarders should have the opportunity to stay overnight.

The initial look round is absolutely vital. It is where a parent and their child start to assess whether they fit the environment (and whether it fits them). It is where

prospective parents and boarders decide whether they like the location, the ‘buzz’ and the Head. Open days can involve a

talk about the school, usually by the Head,

and the International Baccalaureate,

the boarding school’s website, prospectus

but smaller ones will find this more

and accompanying information did not cover

difficult and expensive. Schools may

everything you wanted.

also offer the Cambridge Pre-U Diploma (being withdrawn from 2023 with a

The list is not exhaustive: use it as a guide

last resit available in June 2024) or the

and adapt the questions to your own

Advanced Diploma. Most schools will be

requirements – you will have to be selective,

attempting to broaden their sixth-form

given the relatively short time available.

curriculum, introducing more skills-

Covered in this list are:

based courses.

• • • • • • •

academic issues rules and regulations boarding life and pastoral care financial issues

and current boarders, and then current boarders lead a tour of the school.

All this should be followed by an opportunity to ask any further questions.

As a prospective parent visiting a boarding

school with your child, you should have the

opportunity to spend time with the Head, a boarding housemaster/housemistress and some boarders. Above all, set out to enjoy your visit. You will find the vast majority of boarding schools enjoy welcoming

Q: How has the school addressed the examination reforms? A: GCSEs and A levels have been reformed

the governing board

introducing linear programmes

COVID-19

with examinations at the end of

after your visit.

two years. The standalone one-year

sometimes hands-on classes for prospective boarders while parents chat to senior staff

curriculum? A: Larger schools may offer both A levels

questions to ask, particularly if you found

Q arranged; for example, potential

Q: How do you organise your 14 to 19

ACADEMIC ISSUES Q: What are the entry requirements? Is our child likely to obtain a place, and when? A: This is a crucial initial administrative matter. Remember the majority of places available will be for the main ages of entry: normally at 7, 8 and 11 for a prep school and at 11, 13 and 16 for a senior school. You need to know whether to have alternative schools lined up, and at what age the school recommends entry and has places available.

AS qualification no longer counts towards the full A level. In the National Curriculum, mathematics focuses on problem solving and mental arithmetic and English on producing good quality written communication and comprehension of a range of texts including those from our English literary heritage. Schools should be able to explain how they have approached these reforms.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / CHOOSING AND ASSESSING SCHOOLS / 35

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Q: Can we see your sixth-form examination

Q: What is the school’s policy on careers

results and GCSE/standard grade results

education and applications to further

to look into the medical and counselling

for the past three years? Also, can we

and higher education, and with which

services available, to discover what happens

see details of the school’s position in the

professions does it have particularly

if serious offences are committed, and to

league tables and the number of places

strong links?

find out on what grounds a pupil may be

obtained at Oxbridge (the Universities

A: Good careers advice is an essential part of

health and safety and disciplinary policies,

temporarily or permanently excluded, and

of Oxford and Cambridge) and at other

education. Providing advice is a crucial role

when this last happened. You should feel

universities?

for the school. Careers departments should

matters would be dealt with consistently,

have an established local support network

sympathetically but firmly, and, above all,

caution, as they do not give a rounded

of contacts in the main professions, who

fairly.

picture of the school’s real success or

are able and willing to pass on the benefits

failure in enabling pupils to reach their full

of their experience. Again, a list of recent

potential. IGCSEs are no longer included in

leavers’ university places will provide a

the UK Government’s school performance

valuable indicator of the school’s strengths

tables and so the tables do not reflect

and successes.

A: League tables need to be treated with

IGCSE performance. The annual tables, or better still the subject and pupil point score averages over the past three years, can be used to identify trends within a school, and most schools accept that these tables are used for obtaining comparisons. All the information should be available in a form

RULES AND REGULATIONS Q: What are the key rules for boarders in the houses? A: A question for the boarding staff, as this is aimed at finding out as much as possible about the regime of the boarding house.

that is understandable and helpful. These, the Oxbridge results and the list of university

Q: What is the weekend programme for

entrants will give you an indication of pupils’

boarders and what activities are on

attainment and progress, particularly with

offer?

reference to those at the top of the ability

BOARDING LIFE AND PASTORAL CARE Q: How can I be confident my child’s interests are protected at all times? A: Schools are subject to rigorous child welfare legislation, regulation and inspection, which is entirely right and proper. The interests of the child are at the heart of a boarding education. All schools are required to have a Safeguarding (Child Protection) Policy and all staff should receive regular training in safeguarding. The school’s latest ISI or Ofsted report should provide further details.

A: A question for the boarding staff, as this is

Q: How does the school work with children who are shunned by their peers? A: The school should be able to identify these

range and will illustrate the school’s success

aimed at finding out as much as possible

children at a very early stage. Schools

at helping pupils realise their academic

about what boarders can do at weekends

should explain the measures they take to

potential. Please note that during the

and the school’s ability to offer wider

deal with this. Schools should provide high

COVID-19 pandemic, schools marked the

cultural and social opportunities for its

quality pastoral care and support to all

public examinations in 2020 and 2021 and

boarders. If the school does not have lessons

children.

then these results were moderated by the

on Saturday morning and does not have a

examination boards. This means there is

co-curricular programme on a Saturday, it

no national data for public examinations in

is important to find out what the boarding

2020 and 2021.

programme is from Friday after school until

Q: How does the school approach

many problems immediately. Knowing

staying in the house over a typical weekend.

who that is and developing confidence in

& and information and communication

technology (ICT) for the most and least able students?

see if there is a problem? A: The right member of staff can deal with

Sunday evening. Also, do ask about numbers the teaching of English, sciences,

mathematics, modern languages,

Q: Who is the first staff member we should

Q: What is the school’s policy on use of the internet and mobile phones?

A: You should feel confident the school has

them is very important. Most boarding schools have very good pastoral care and counselling systems and knowing how these operate is very important. This question will

realistic and sensible policies in place to

also allow parents to find out how well the

monitor internet usage. Similarly, mobile

school communicates with parents, and

be at either end of the ability range. It is

phones can be useful, not least as a means

what opportunities there are for visits to the

important to know how a school responds

of keeping in touch with parents, so long as

school to meet your child’s housemaster/

to individual abilities and needs. It is also

rules on their use and security are in place

housemistress, teachers and other parents.

important to find out how subjects fit into

and put into practice. Also, find out whether

a broad, well-balanced curriculum, and

boarders must hand in their devices when

Q: What are the bathroom facilities like?

how essential study skills, particularly in

they go to bed to ensure good sleep routines.

A: Boarding house bathrooms range from

A: These are key subjects, and your child could

information and communication technology (ICT), are being developed and integrated.

Q: Our child has a particular interest in

sport/music/drama/art. How will the school get the best out of them?

A: This question is aimed at finding out which

Q: What are the school’s policies on

individual ensuite arrangements to communal shower areas with private shower

alcohol, drugs and smoking? Is the

cubicles. You should be satisfied that the

school facing any particular problems in

showers offer personal privacy.

any of these areas at present?

A: Every boarding school will have policies in place to cover these matters. The real issue

co-curricular activities are offered, and how

is how they are dealt with, and whether

the school encourages participation in them.

the individuals concerned learn from their

Ask about the activities that interest your

mistakes. This is a chance to consider

child most, or in which your child has a

the school’s personal, social, health and

particular talent.

economic education (PSHE) programme, its

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / CHOOSING AND ASSESSING SCHOOLS / 37

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Q: Do boarders have access to communication platforms? A: These platforms provide a very cost-effective method of keeping in touch with your child. You may want to ask how access to platforms is monitored. Q: How good is the catering? Do the boarders have an input into the choice of menu offered? A: These are really questions for the boarder showing you around. The general standard of school catering nowadays, though, is remarkably high and schools are far more conscious of the need to maintain healthy diets. On an overnight taster stay, your child will be able to assess the quality of the food. If there is a Food Committee, you can ask how often it meets and to see some of the minutes/action points. Q: What medical arrangements are in place?

THE GOVERNING BOARD Q: What is the role of the school’s governors? A: School governors have the ultimate responsibility for all aspects of the school. Although they may delegate the day-to-day operations to senior leaders of the school (for example, the Bursar and finance team usually manage financial matters), in law the governors are regarded as having overall accountability for the management of the school. This is why most governing bodies have sub-committees to monitor specific areas of the school. The most common of these committees are education, finance, welfare and health and safety. Governing bodies may also have committees for boarding, governor succession, investments and audit. If a school is a member of an academy, it will have a Local Governing Body (LGB). In this case some of the functions of governance will be carried out centrally by the Trust.

A: Obviously, it is important to know what happens in the case of either illness or an

Governing bodies are also required

emergency or accident. Schools should

to monitor all policies (and their

inform you about the medical staff and the

implementation) in regard to the National

facilities. It is also wise to check on insurance

Minimum Standards for Boarding Schools

arrangements, particularly for sporting fixtures,

(NMS) and, additionally for independent

expeditions and trips, both at home and

schools, the Independent Schools’

abroad.

Standards Regulations. Governing bodies

AFTER YOUR VISIT After your visit, try to discuss with your child your thoughts about the people you met, what you were told and what you saw. Then ask yourself a number of follow-up questions: • What views did you form of the Head? Why? • What sort of leadership was provided? • How did the aims and objectives of the boarding school appear in practice? • Was there a good rapport between pupils and staff and boarders and the boarding house staff? • How was the eye-to-eye contact? • Were the boarders well-mannered and enthusiastic about their house/school? • Did the school have policies, procedures and rules to make it a civilised and caring community? • Were the staff communicative and did they enjoy their teaching? Did they have control of their classes? What contribution did they make to the life of the school outside the classroom? • Were the buildings and the grounds wellmaintained? • Was there a generally positive atmosphere about the community? • Finally, and crucially, will the school meet your child’s needs and will your child be happy there?

increasingly delegate governors to monitor

THE MOST IMPORTANT CONSIDERATION

specific areas of the school. It is common

Over the years I have advised many friends and

to have a Safeguarding (Child Protection)

acquaintances on choosing a boarding school.

Governor, a Staff Appointments Governor, a

The key message is to listen to your child’s

school life. While not every pupil may be

Boarding Governor and a Health and Safety

views. Despite what the media still write, very

expected to participate fully, a great deal

Governor.

few children are ‘sent to boarding school’. It is a

Q: How important is the role of chapel in school life? A: The chapel may be central to the boarding

can be achieved through chapel, most

child’s choice to be a boarder and they should

notably its important role in SMSC (spiritual,

Governors give their time and specialist

have a big input into the choice of school. By

moral, social and cultural) education and,

expertise voluntarily and a good rapport

all means ensure that the chosen school could

particularly, in helping to develop pupils’

between governors and the Head and

support your child in developing their particular

life skills and a sense of care, concern and

the senior management team is essential

skills. Just because your great friends have

respect for others in the whole community.

for a well-run school. When inspecting

agreed on a boarding school for their child,

governance, inspectors will expect governors

that does not mean it is necessarily right for

to know the school well and have strategies

your child. The greatest mistake I have seen in

for understanding the school beyond

terms of the choice of boarding school is when a

reading reports from senior leaders.

parent is fixated on a particular school and does

A FINANCIAL ISSUES Q: What extras can we expect to pay? A: Extras vary according to a child’s co-curricular involvement. The Head and school prospectus should make it clear at the outset what additional expenses can be expected. There is normally no reduction in fees for periods of study leave, but there is no compulsion for a boarder to be at home for study leave.

Q: How do you finance capital expenditure and what are your development plans?

A: Schools need to keep pace with national developments in education, so capital

projects will always be on the agenda. Some of these may be funded by donations or an appeal. Others may come out of fees. The Head should be open about future plans and financing options.

COVID-19 Boarding schools have worked extremely hard to protect boarders in their schools. Parents can access the latest COVID-19 information issued by the Boarding Schools’ Association (BSA) at www.boarding.org.uk

not consider their child’s needs. Adrian Underwood’s career has been in boarding education for over 50 years since 1971 when he was appointed a housemaster and head of department. From 1975 to 1997 he was headmaster of a boarding and day school. In 1998 Adrian became National Director of the Boarding Schools’ Association (BSA). He watched over the Association’s development into the world’s foremost boarding association, pioneering a professional development programme for boarding staff. He was appointed OBE in 2007 for services to education. For 15 years he was a lead inspector for the Independent Schools Inspectorate and the Education Development Trust. He now lives on the North Norfolk coast and is a governor of Wymondham College and a trustee of the Sapientia Education Trust.

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SPRING 2022 / 39

Faith

in our schools Graham Able Group Deputy Chairman, Alpha Plus

Faith schools have often been – and

Many faith schools are very popular with

and a strong tradition for attracting Jewish

continue to be – controversial. People

parents from other persuasions. The

students. Many pupils transferred to Clifton

opposing faith schools express concerns

strong moral principles on which most

when Carmel College, a Jewish foundation,

about the possible indoctrination of

faith schools are based inculcate the good

closed in 1997 following the demise of the

developing minds whereas supporters

behavioural outcomes and disciplined

Government Assisted Places scheme on

point to the strong moral compass they

approach to learning which coincide with

which it was heavily reliant. Several boarding

provide in a world which provides so

the expectations of most parents. Those

faith schools based on the Islamic tradition

many temptations and distractions for

maintained primary schools with Catholic or

have been developed over the last 20 years

young people.

Anglican Church governance are the most

and this provision is likely to expand.

popular among parents of different faiths –

It is important to distinguish between

sometimes to the extent of real or apparent

The independent sector is very much about

majority faith schools where the curricular

sudden parental conversions in order to

parental choice. Faith schools widen that

offering is very much mainstream and the

improve the child’s chances of a place! The

choice and can cater for parents who want

very small minority of establishments where

balance between strong principles and

their children’s education to reflect their own

the curriculum is substantially reduced or

indoctrination is important, however, and is

faiths as well as parents who feel that a faith

distorted for doctrinal reasons. Our focus in

an area where most good faith schools show

school will help to provide a stronger moral

this Guide is very much on the former and

respect for and tolerance of the views of

compass. The variety of faiths represented

these include many well-regarded and well-

families from a variety of faith backgrounds.

and the differential contributions which

established schools.

faith makes in the modern lives of each

The range of faith schools in the boarding

school allows most parents to find a school

There is a wide range of schools with

sector is extensive and reflects the role of

well-suited to their child and the family as a

affiliations to faiths. Some of our oldest

various faiths in the founding of schools

whole.

established boarding schools were originally

across many years. Within the Christian faith,

founded as Christian institutions but not

there are Catholic schools such as Prior Park

all have retained such a strong religious

and Stoneyhurst, Anglican schools of varying

tradition. Dulwich College is a good example

churchmanship such as the Woodard group

– it remains a Christian foundation with an

(high church Victorian foundations including

Anglican Chaplain and an honorary Catholic

Lancing and Worksop) and those of a more

Chaplain but with no chapel on its campus

Protestant tradition such as Rugby. There

since it moved location in 1874 and no

is a strong Methodist group (including Kent

requirement on any of its pupils to attend

College and Ashville College) and several

any overtly religious gathering. It caters for

well-established Quaker foundations such

the needs of a multi-faith student body with

as Leighton Park. Caterham School was

visiting Imams and Rabbis and provides

originally established to educate the sons

for meetings of Hindus and Sikhs. Other

of Congregationalist ministers although it is

schools such as Christ’s Hospital (Anglican)

now a mainstream co-educational boarding

and Prior Park (Catholic) maintain strong

school.

allegiance to their founding traditions, although they are very much open to those

Clifton College, a Christian foundation, had a

of other – or no – faiths.

Jewish boarding house for many years

Graham Able has spent 40 years in independent schools, the last 22 as Headmaster of Hampton School and then Master of Dulwich College. After retiring from Dulwich he was appointed Chief Executive of the Alpha Plus Group, stepping down from this role in 2014 since when he has been Group Deputy Chairman. Having previously served on the governing bodies of Roedean and Imperial College, he was a governor of Gresham’s School from 2013 to 2020 and is a governor of Beeston Hall, where he was once a pupil and is now Vice-Chairman. A former chairman of the Headmasters’ and Headmistresses’ Conference (HMC), he has advised governing boards on their structure and effectiveness.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / CHOOSING AND ASSESSING SCHOOLS / 41

Specialist schools – arts, drama, music The specialist schools programme is a UK government initiative that encourages secondary schools in England to specialise in certain areas of the curriculum to boost achievement. The Specialist Schools and Academies Trust is responsible for the programme. Currently there are nearly 3,000 specialist schools, or 88 per cent of the state-funded secondary schools in England. In the independent sector the term ‘specialist’ tends to focus more on developing outstanding talents mainly in a range of co-curricular activities such as drama, music and the arts. The principal independent boarding schools in music, dance and drama are covered below.

MUSIC AND DANCE The Music and Dance Scheme (MDS) is a government-funded scheme to provide support for talented musicians and dancers. You can find out more at www.gov.uk/music-dance-scheme There are eight MDS specialist independent schools throughout the UK, committed to the highest teaching standards in music and dance, alongside an excellent academic education. MDS schools are listed below. MUSIC AND DANCE SCHEME SCHOOLS Music boarding schools Chetham’s School of Music www.chethams.com The Purcell School for Young Musicians www.purcell-school.org Wells Cathedral School www.wells.cathedral.school.org Yehudi Menuhin School www.menuhinschool.co.uk

Dance boarding schools Elmhurst School of Dance www.elmhurstdance.co.uk The Hammond School www.thehammondschool.co.uk The Royal Ballet School www.royalballetschool.co.uk Tring Park School for the Performing Arts www.tringpark.com

CHOIR SCHOOLS The Choir Schools’ Association (CSA) represents 44 schools attached to cathedrals, churches and college chapels around the country. Pupils have unlimited access to first-class schooling and musical training, giving them an excellent start in life. More than 1,200 of the 21,500 boys and girls in choir schools are choristers. Some CSA schools take children from 7 to 13; others are junior schools with senior schools to 18. The majority are Church of England foundations, but the Roman Catholic, Scottish and Welsh churches are all represented. The majority are fee paying, with nine out of ten choristers qualifying for financial help with fees from the school or through the Government’s Choir Schools’ Scholarship Scheme. To find out more, go to www.choirschools.org.uk Choristers at about 20 choir schools are day pupils. These days only a dozen or so require all choristers to board. Others offer the choice if parents can demonstrate they can get their children to and from school in time for choir practice and services. The choir schools offering boarding are listed in the table below. CHOIR SCHOOLS OFFERING BOARDING School

City

Website

Northern England The Chorister School Durham head.teacher@thechoristerschool.com Lincoln Minster Prep School Lincoln enquiries.lincoln@church-schools.com Chetham’s School Manchester chets@chethams.com Ampleforth College York admissions@ampleforth.org.uk St James’ School Grimsby enquiries@saintjamesschool.co.uk

www.thechoristerschool.com www.lincolnminsterschool.co.uk www.chethams.com www.ampleforth.org.uk www.saintjamesschool.co.uk

Central England Dean Close Preparatory School Cheltenham sabell@deanclose.org.uk Hereford Cathedral School Hereford schoolsec@herefordcs.org Lichfield Cathedral School Lichfield thepalace@lichfieldcathedralschool.com Christ Church Cathedral School Oxford schooloffice@cccs.org.uk Magdalen College School Oxford admissions@mcsoxford.org St George’s School Windsor registrar@stgwindsor.co.uk

www.deanclose.org.uk www.herefordcs.org www.cathedralchoir.org.uk www.cccs.org.uk www.mcsoxford.org www.stgwindsor.co.uk

London St Paul’s Cathedral School London admissions@spcs.london.sch.uk Westminster Abbey Choir School London headmaster@westminster-abbey.org Westminster Cathedral Choir School London office@choirschool.com

www.spcs.london.uk www.abbeychoirschoool.org www.choirschool.com

Eastern England King’s College School Cambridge office@kcs.cambs.sch.uk St John’s College School Cambridge admissions@sjcs.co.uk King’s Ely Ely admissions@kingsely.org

www.kcs.cambs.sch.uk www.sjcs.co.uk www.kingsely.org

Southern England St Edmund’s School Canterbury juniorschool@stedmunds.org.uk The Prebendal School Chichester office@prebendalschool.org.uk The Cathedral School Exeter hmsec@exetercs.org King’s Rochester Preparatory School Rochester prep@kings-rochester.co.uk Salisbury admissions@salisburycathedralschool.com Salisbury Cathedral School Polwhele House School Truro info@polwhelehouse.co.uk Wells Cathedral School Wells main-office@wells.cathedral.school The Pilgrims’ School Winchester hmsec@pilgrims-school.co.uk

www.stedmunds.org.uk www.prebendalschool.org.uk www.exetercathedralschool.org www.kings-rochester.co.uk www.salisburycathedralschool.com www.polwhelehouse.co.uk www.wells.cathedral.school.org www.thepilgrims-school.co.uk

Wales The Cathedral School Llandaff registrar@cathedral-school.co.uk

www.cathedral-school.co.uk

Schools with a military history Several schools in the UK have a

These schools have a strong Combined

on the school’s website and you will want

military history, for example, Queen

Cadet Force (CCF). Each school will have

to visit the school. Before the visit, you

Victoria School (QVS), The Duke of

different entry points for the CCF and

should draw up a list of questions specific

York’s Royal Military School (DOYRMS),

different lengths of time a boarder is a

to the school.

The Royal Hospital School (RHS),

member of the CCF. You can clarify this

Pangbourne College and Gordon’s

on your visit to the school. Because the

Schools with a military history have strong

School. All these schools maintain

military has such strong music traditions,

reputations, but you need to ensure the

their military connections and are

these schools are also strong in music and

school is right for your child’s skills and

proud of their military background.

not just in their military bands.

interests.

Apart from Queen Victoria School, they welcome applications from

As with choosing any school, boarders

boarders without a military

and their families should ensure they have

connection, although many boarders

all the information they need about the

come from Service families.

school. Initial research can be undertaken

Being a boarder at the Duke of York’s Royal Military School Being a boarder at The Duke of York’s Royal Military School (DOYRMS) since September 2020 has been a new experience for me. The school has quickly become my home away from home where I have made new friends. The pastoral staff – my houseparents, matrons and tutors – helped me to settle in very quickly. Like all my friends, I was nervous about starting a new school (especially a boarding school when I would be away from my parents) but from the first day here I felt secure, cared for and inspired.

“The school has quickly become my home away from home.”

I have enjoyed all the lessons with science

In my boarding house, I share my dorm

Since starting at DOYRMS, I have learnt

becoming my favourite subject because

with other girls and we have made very

so much in my lessons but also useful

of the experiments we get to enjoy in the

close bonds – I know we will be friends

life skills such as making my bed. My

laboratories. There are many clubs and

for life. There is lots of space in our

parents are really proud to hear from

activities to take part in and we even have

boarding house including day rooms

the school staff about my hard work and

our own athletics track, indoor heated

and quiet rooms and we have access to

determination, and my teachers believe I

pool, fitness suite and two climbing walls!

games consoles, Sky TV and lots of DVDs.

am working above my predicted grades.

When new students arrive at the school

The school’s dining hall reminds me of

Overall, I have loved being a boarder at

they are issued with their own laptops

Hogwarts from Harry Potter and it serves

DOYRMS because of the friends I have

which has been really useful in the

very tasty meals. We go to breakfast,

made and the new experiences on offer.

classroom, prep and free time. We get to

lunch and dinner as a boarding house,

take these home with us during school

but the whole school eats together which

holidays too. There is wi-fi throughout the

makes us feel like a large Dukie family. As

school and we are allowed our phones

everyone is a boarder at the school, sixth-

during free time so keeping in touch with

formers are on hand to help us and there

our parents is easy.

are always staff around if we need them.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SCHOOLS FOUNDED BY THE MILITARY / 43

Life as a boarder at Gordon’s

“You make lifelong friends when you board.” I’ve been a boarder at Gordon’s since Year 9 and am

When I first arrived, I was in a dormitory with other

now in Year 12. My parents live in Dubai. It was my

girls but now I’m in sixth form and there are 20 of

first time boarding but I got used to it in two weeks!

us sharing a boarding house with two or three to a

I would recommend boarding to anyone. There are

bedroom. While the boarding house staff nearby are

always distractions, extra activities and a structure

always on hand and keep an eye on us, we have our

that makes you do work on time. I love living with the

own kitchen and living room, and we are responsible

other girls. There is always someone there. They’re

for our laundry and keeping the house tidy. It’s really

your mates, like family and some nights it’s like having

given us more freedom and more responsibility – and it

a big sleepover! There are really enjoyable things you

sets you up very well for university.

can do, like going down to the sports hall and playing volleyball, the sixth-form quiz – that was great fun.

After 7.30pm when we’ve had prep and supper, everyone mingles with the different boarding houses. Sometimes we play volleyball or dodgeball. Some people like to use the fitness suite then. There is always something to do or somewhere to go. You make lifelong friends when you board and I love that I am doing something all the time.

Will Chuter Head, Cranbrook School

The benefits of state boarding If you are looking for affordable boarding and a cracking all-round education for your children, you need look no further than this small group of effective and indeed, cost-effective schools. Put simply, parents of children at state boarding schools pay only for the boarding fee – broadly £11,000 to £17,000 per year – receiving in return a topflight education and boarding experience.

Boarding in state schools is treasured

co-curricular activities than their day

as a distinct and special part of what we

counterparts. It is typical to find a thriving

offer. The quality of accommodation in

CCF and a popular Duke of Edinburgh’s

Cranbrook’s six boarding houses matches

Award scheme, both providing

what I have experienced in some of the

outstanding opportunities for personal

nation’s very best independent boarding

and leadership development. These

schools. Equally, the pastoral care from

are usually combined with rich musical,

resident and visiting staff is excellent

theatrical and sporting programmes

– the team is as dedicated and skilled

that give the whole school a constant

as any I have worked with. This is all

buzz. Consequently, facilities have to

underpinned by a strong House identity –

be excellent. At Cranbrook, we have

at Cranbrook, a pupil’s own House is the

a performing arts centre, sports hall,

best in school, and for me this has always

astroturf, theatre, swimming pool, 70

been the litmus test for a successful

acres of sports pitches, and much more.

boarding culture. State boarding schools cater for the

CO-CURRICULAR ACTIVITIES Happy boarders are usually busy boarders, and state boarding schools tend to offer a far wider array of

needs and interests of every child. Weekends are full and there are many opportunities for trips, socialising and fun. Lifelong memories and friendships

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / STATE BOARDING SCHOOLS / 45

are made. The boarding community in

them to develop effective study habits and

a state boarding school is diverse, with

use of prep time. Outstanding tutoring

British boarders making friends for life

in the House itself by members of staff

with overseas boarders, as well as with the

who know and understand their charges

local day pupil population. This, combined

well supports this. For higher education,

with relative freedom from their parents

selective state boarding schools will

for days or weeks at a time, allows pupils

regularly field large numbers of serious

to build the resilience and independence

contenders each year for Oxbridge and

they need to become healthy and happy

medical, veterinary and dentistry schools

young adults. Character education has

and other leading universities in the Sutton

always been at the heart of state boarding.

Trust 13 or Russell Group.

ADDING VALUE TO ACADEMIC PROGRESS Boarding also develops pupils who are fulfilled and successful in their work, and it has been shown to add value to academic progress. This is almost certainly because we have more time with our boarders than our day pupils and can work longer with

One of the best ways to find out about state boarding is to go to the BSA State Boarding Forum’s website at www.stateboarding.org.uk Or why not come and find out for yourselves! We are extremely proud of our pupils and what we have to offer and would love to meet you.

Will Chuter went to Cranbrook School before reading Ancient History at Durham University and training as a Classics teacher at King’s College London. He caught the boarding bug as Head of Classics and Housemaster at Uppingham School, then went on to lead boarding as Deputy Head (Pastoral) at Gresham’s School. He has been Head of Cranbrook School since 2021.

Boarding at a state prep school

James Malley Headteacher, Royal Alexandra and Albert School

In addition to the outstanding academic achievements and the best educational outcomes which every parent hopes for, there are other fundamentals of education that each school wishes to engender in its pupils. For me, it is important that my school promotes character education and encourages pupils to embody characteristics such as kindness, generosity, acceptance, tolerance and independence. These characteristics are in fact soft skills, the building blocks that make a child – a person – emotionally intelligent. They are vital to strong relationships, successful careers and fulfilling lives. Like most things, the earlier a skill is learned, the earlier it is mastered. This is not only true of practical skills. Skills or personality traits such as For parents considering a boarding

Boarding provided this but of course

kindness and tolerance can be taught and

education timing is crucial. Should they

enabled so much more too. My time at

learned. A boarding environment promotes

enrol their child in boarding when they

school shaped who I am today. I am so

this. Boarding at a state prep school gives

are seven years old or 11 or maybe 13?

grateful I was able to have the opportunities

children an early start in learning these

Perhaps only for GCSEs or A levels? The

that brilliant and caring teachers provided.

skills in an environment that is often more

answer is not a straightforward one.

Now, in my role as Headteacher of Royal

reflective of real-world diversities.

Alexandra and Albert School, a state My background is similar to many pupils at

boarding school for pupils aged seven

Boarding houses are often melting-pots of

my school. My father was in the Navy and

to 18, I meet parents who ask the same

cultures and backgrounds, with each child

from 11 years old until my A levels, I was

question that I’m sure my parents asked:

bringing their own special traditions, ideas

myself a boarder. In 1983, when I arrived

When is the right time?

and beliefs. Friends and peers are always there for you, along with houseparents and

at school with my brothers, the Falklands War was a recent event and the Cold War

Aside from selecting a school, the

other pastoral staff. Pupils need to learn

was still in full swing. My parents faced the

decision of when a child should board

soft skills to navigate and negotiate the

same challenges that Forces families face

is of significant importance. There are

often tricky world of personal relationships.

today, and have always faced, in terms of

many factors to consider, but I would urge

From a multitude of small everyday

providing the three of us with the routines

parents to think of one key but sometimes

boarding experiences children learn

and solid foundations that children need.

overlooked area of education when making

kindness, generosity, acceptance, tolerance

this decision: character development.

and independence.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / STATE BOARDING SCHOOLS / 47

Children who join a boarding community at prep school age have more opportunity and time to learn and exercise these positive skills. By the end of their educational and boarding journeys, these soft skills will hopefully have become ingrained personality traits and will hold them in good stead throughout their adult lives. State prep schools offer outstanding character development, as well as academic excellence and continuity of education, to families at a much more affordable cost. The care and dedication shown by colleagues to pupil development is of the very highest standard. So, when is the right time for a child to board? Ultimately, every parent must reflect on their child’s individual personality and their own family circumstances before arriving at a decision. I am certain, however, that at whatever age a child joins a community at a state boarding school they will have some of the best and most meaningful experiences that education can offer.

James Malley has worked in comprehensive schools in Croydon and Surrey since 1994. After an Acting Headship in a Croydon school, he moved to Therfield School in Leatherhead as Headteacher in 2015. He became Headteacher at Royal Alexandra and Albert School in 2021. Growing up, James’ experiences at Bembridge School in the Isle of Wight fostered his love of football and cricket.

Choosing state boarding State boarding schools are often described as ‘education’s bestkept secret’. Certainly I meet many prospective parents who have found the sector almost by chance and who once introduced are impressed by the range of facilities, types of school and examination results across our

Jonathan Taylor Chief Executive Officer, Sapientia Education Trust (SET) and Executive Principal, Wymondham College and Wymondham College Prep School

schools. State boarding is available at

annually, eventually reaching its capacity

the time of writing to all EU-qualified

of 452 pupils. The school is located on the

pupils and the education is provided

same site as Wymondham College, enabling

free of charge, so parents only pay for

the children of the Prep School to access

boarding.

teaching expertise from both the Prep

School and the College. The Prep School will State boarding schools vary considerably by

also draw on the expertise of the Sapientia

size and location but they all share a strong

Education Trust (SET), which was founded

commitment to the value of boarding and

by Wymondham College and incorporates

provide excellent facilities and systems of

16 schools in Norfolk and Suffolk. For more

care. In total around 5,000 pupils enjoy

information, go to www.se-trust.org

boarding in a diverse, varied and hugely successful range of schools. The sector

Wymondham College has around 650

consists of large mixed non-selective

boarders and offers a strong academic

schools, free schools, grammar schools

curriculum combined with excellent pastoral

and schools that offer mixed or single-sex

care. We were judged to be Outstanding in

education.

every area in our latest Ofsted inspections

ACADEMIC EXCELLENCE I firmly believe boarding adds significant value to young people, developing their independence, resilience and self-esteem. In 2016 three state boarding schools were in the top 20 non-selective state schools at GCSE and state boarding schools topped the league tables in three regions of the country. University entrance rates are very high, with Russell Group and Oxbridge entry well above national averages. At Wymondham College we usually secure ten Oxbridge places each year with more than 50 per cent going on to Russell Group universities. And it’s not just academic success – several England rugby players attended state boarding schools.

for education and boarding. Typically we

State boarding schools may offer single-sex

Although most state boarding schools

run more than 65 weekly extra-curricular

boarding or mixed boarding. Some have

offer secondary places, primary boarding

activities, a wide range of international trips

boarding houses covering the entire school

is available too. Wymondham College Prep

and visits and have a strong commitment

age while others divide into key stages or

School opened its doors in September 2020

to sport, music, drama, CCF and the Duke

run a separate sixth-form boarding house.

to its founding cohort of 60 Reception-

of Edinburgh’s Award. We offer 27 different

They all offer strong systems of pastoral

aged pupils. In September 2021, the school

A-level courses but other state boarding

support and care, ensuring pupils are well

welcomed its first cohort of Year 5 and Year

schools provide different pathways, for

known by staff and their individual needs are

6 boarders, who will experience life at the

example the IB is available in some schools

catered for. Pupil-voice activities are strongly

Prep School before having the option of

and others offer an excellent range of

promoted and pupils are given opportunities

applying to join Wymondham College. Over

vocational courses.

to lead and contribute to their schools.

the next seven years, the school will grow

Boarding houses are homely with soft

SPRING 2022 / 49

Lancaster Royal Grammar School State Day and Boarding School for Boys Aged 11 to 18 Coeducational Sixth Form Founded in 1472 we are one of the UK’s top grammar schools for boys with a coeducational Sixth Form. Exceptional value for money with free tuition. Fees for boarding are only one third of the fees of independent schools. Our commitment to achieving excellence at an educational and extracurricular level makes LRGS an exceptional place to learn and grow as an individual. Rated ‘Outstanding for Boarding’ by Ofsted 2019. Boarding for boys aged 11-18, girls and boys for Sixth Form. 2021 results: Over 83% of all A-level results were graded A*, A or B. 70% of all pupils gained at least seven GCSE grades at 7, 8 & 9. 13 Oxbridge offers in 2022. Please visit our website to find out more.

“Pupils enjoy a first-class range of enrichment activities”. Ofsted

www.lrgs.org.uk @LRGSLancaster

“The school has at its heart the aim to help children to excel.” Ofsted

“Sixth Form provision is outstanding” Ofsted

Open Day: 9am—1pm Saturday 18 June 2022 Lancasterroyalgrammarschool

Lancaster_royal_grammar_school

furnishings often the norm and I have yet to have a poor meal in ten years of working in the sector! Day-to-day life follows a typical boarding school pattern. At Wymondham College breakfast starts from 7.15am, lessons from 8.30am, the school day ends at 3.45pm and our extra-curricular programme starts at 4pm. Prep is completed in the evenings (with boarding staff, more often than not teachers, on hand to support) and we offer Saturday morning school, with a full range of sporting fixtures on Saturday afternoons. Parents and students choose state boarding for many reasons and our communities are grounded and diverse. Some prefer the state boarding offer, others are attracted by high standards and value for money, others are attracted to the distinctiveness of individual schools. Across

through an inspection report. I always

the sector there are very high satisfaction

encourage parents to visit several schools

rates from parents and pupils.

before choosing, ensuring the best match for their child. State boarding schools are

State boarding schools are subject to

proud of what we deliver. As one journalist

regular Ofsted inspections, including an

commented on a visit to the College, ‘this

Ofsted boarding inspection every three

feels like any leading independent school’.

years. Reports are available online but we

Like colleagues in the independent sector,

recommend a personal visit because it can

we are simply committed to high-quality

be difficult to convey the ethos of a school

boarding.

Jonathan Taylor is Chief Executive Officer of the Sapientia Education Trust (SET) which was founded by Wymondham College and incorporates 16 schools in Norfolk and Suffolk. He boarded as a child, studied as an undergraduate at Brasenose College, Oxford and has worked for more than 15 years in the state boarding sector. He is a committee member of the BSA State Boarding Forum, has sat on the Norfolk Safeguarding Board and is a trustee of several other schools.

“Full of girls who are going to

change the world.” THE GOOD SCHOOLS GUIDE

An outstanding day and boarding school for students aged 11-18

Unlocking potential Inspiring futures •

High quality boarding on the edge of the Cotswolds

•

Warm, family atmosphere for 100 boarders

•

Termly Fees £3,750 (No tuition fees)

Our inspiration is you Malvern St James is a leading independent day and boarding School for girls aged 4-18 in Malvern. Flexi, weekly or full boarding is available. Find out more at malvernstjames.co.uk

Annual music scholarship available www.burford.oxon.sch.uk

Be anything, achieve everything

State

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / STATE BOARDING SCHOOLS / 51

boarding schools

If you are considering boarding, a state

academies or free schools. These schools

In England there are 34 mainstream

boarding school may be an option. As

give priority to children who have a particular

members of the BSA State Boarding Forum

always, it is important to do your research

need to board and will assess children’s

(SBF) and 32 are listed here, including

and above all, see the school in action before

suitability for boarding. At state boarding

academies and free schools. For more

you make any choice. State boarding schools

schools and academies, including sixth-form

information on state boarding schools go to

provide free education but charge fees for

colleges, parents pay between £10,000 and

www.stateboarding.org.uk

boarding. Some state boarding schools are

£17,000 per year for their children to board,

run by local councils and others are run as

with an average of £12,000 per year.

State boarding schools School

County

Region

Beechen Cliff School

Somerset

South West

Number of boarders 34

Brymore Academy

Somerset

South West

150

Burford School

Oxfordshire

South Central

100

Colchester Royal Grammar School

Essex

East England

Cranbrook School

Kent

South East

260

Dallam School

Cumbria

North West

139

Exeter College

Devon

South West

Gordon’s School

Surrey

South East

272

Haberdashers’ Adams

Shropshire

West Midlands

100

Hockerill Anglo-European College

Hertfordshire

East England

300

Holyport College

Berkshire

South East

225

Keswick School

Cumbria

North West

Lancaster Royal Grammar School

Lancashire

North West

183

Liverpool College

City of Liverpool Borough

North West

Old Swinford Hospital

Metropolitan Borough of Dudley

West Midlands

358

Peter Symonds College

Hampshire

South Central

Reading School

Berkshire

South Central

Richard Huish College

Somerset

South West

Ripon Grammar School

North Yorkshire

North East Yorkshire and Humber

112

Royal Alexandra & Albert School

Surrey

South East

500

Sexey’s School

Somerset

South West

198

Shaftesbury School

Dorset

South West

108

St George’s School, Harpenden Academy Trust

Hertfordshire

East England

120

Steyning Grammar School

Sussex

South East

120

The Duke of York’s Royal Military School

Kent

South East

500+

The Royal Grammar School, High Wycombe

Buckinghamshire

South Central

The Royal School, Wolverhampton

Metropolitan Borough of Wolverhampton

West Midlands

110

The Thomas Adams School Shropshire

Shropshire

West Midlands

The Wellington Academy

Wiltshire

South West

100

Wymondham College

Norfolk

East England

650

Wymondham College Prep School

Norfolk

East England

The benefits of sixth-form

boarding

John Abbott Chief Executive Officer, Richard Huish Trust Sixth-form colleges provide high

While state boarding schools are well

Admission to a state boarding school is

quality academic education for 16- to

established, boarding at a sixth-form

for pupils who hold a full UK passport or

18-year-old pupils enabling them to

college is a relatively rare concept. Each

who can meet the eligibility funding criteria

progress to university, the workplace

year, state boarding schools regularly

from the Educational and Skills Funding

or higher-level vocational education.

outperform other state schools with

Agency (ESFA), e.g. British Nationals

There are 251 colleges in the UK

a good number topping academic

Overseas, Dependents. Sixth-form colleges

and 62 are designated as sixth-form

league tables around the country. The

and FE colleges can apply for a Sponsor

colleges, offering an extensive range of

combination of the excellent state-funded

Licence to attract international pupils

academic, technical and professional

education and a boarding community

to study their Level 3 (usually A level)

courses as well as apprenticeships.

enables pupils to make the most of their

qualifications. Many of these sixth-form

Sixth-form colleges have a reputation

talents and abilities. However, these

colleges offer homestay accommodation

for academic excellence, many of them

schools offer Level 2 (GCSE) and Level 3

to their pupils but a few offer full boarding

being rated Outstanding by Ofsted.

(A level) qualifications and are for pupils

facilities, operated by the college, including

However, they do not have a history

aged 11 to 18, while a sixth-form college

Richard Huish College. Several FE colleges

of offering boarding accommodation –

only has pupils who are between 16 and

offer boarding, but they are still in the

something we have changed at Richard

19 years.

minority.

Huish College in Taunton.

Picture courtesy of Clayesmore School

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / STATE BOARDING SCHOOLS / 53

WELCOMING ALL PUPILS At Richard Huish College, based in Taunton, the boarding house opened its doors to pupils from around the world, including the UK, in September 2017. The house has 53 study bedrooms, all with ensuite bathrooms. The College has been welcoming pupils from around the world for many years but knew that while homestay parents do an amazing job of nurturing pupils new to the UK, there were also some pupils who would prefer the boarding house experience. The boarding house means the College can offer choice and flexibility to pupils and their parents – essentially offering an independent school sixth-form experience at a fraction of the cost.

needs to take priority. Many of our pupils

Boarding at sixth form can be affordable if

live rurally – parents see the advantages

you expand your search criteria to include

of flexi-boarding while pupils are excited

the state sector. Many state boarding

by the opportunity of becoming more

schools have specific areas of expertise

independent.

you may wish to access, such as links with Huish Tigers Basketball Club, Bristol Bears

Boarding at a sixth-form college, FE

Rugby and Somerset Country Cricket Club

college or state boarding school, your son

at Richard Huish College. Your child will

or daughter can expect plenty of home

have the best of both worlds – the benefits

comforts and a warm welcome from

of a dynamic college environment bringing

the houseparents. Their confidence and

together large numbers of talented

independence will be nurtured and the

and aspirational young people who can

experience will give them essential

explore their independence, while still

preparation for university life. Boarding

providing a controlled and safe college

students make a great circle of friends

environment.

in the boarding house, often friends they will have for life. A rigorous set of

Admission to Richard Huish College is for

Ofsted boarding standards is adhered

pupils who hold a full UK passport, pupils

Sixth-form boarding at a state college is

to, ensuring the pastoral welfare and

from UK military families based in the

also an option for UK pupils who travel

academic development of all pupils.

UK or abroad or pupils who can meet

long distances daily. Flexi-boarding or

the eligibility funding criteria of the

weekly boarding is a great option when a

ESFA, e.g. British National Overseas,

late sports fixture or exam preparation

Dependents. For further information, go to www.huish.ac.uk/accommodation

John Abbott was Principal at Richard Huish College from 2013 to 2020. He became Chief Executive Officer of the Richard Huish Trust in August 2020. He joined Huish in 2003 as a Faculty Director for Maths and Sciences and was promoted to Assistant Principal in 2009. John is originally from Blackburn, read Sport and Exercise Science at Manchester Metropolitan University and went on to complete a Masters in Sports Psychology and Exercise Physiology. He has two children.

Life at a state boarding school Dr Chris Pyle Head, Lancaster Royal Grammar School

England’s state boarding schools

Co-curricular opportunities are a particular

families from Europe and the Middle East

have a very special place in our

strength. After-school activities flourish in a

and boarders from Hong Kong and West

education system. They often have an

residential community with no commuting

Africa are all well represented.

‘independent’ ethos and education is

required. Many pupils play competitive

free. Boarding fees are typically around

sport against independent schools, some

a third of the cost of independent

schools offer outstanding debating and

boarding schools.

music while others, including LRGS, place a high value on thriving CCF Army, Naval and

State boarding schools come in all shapes

RAF sections as a mainstay of their outdoor

and sizes, from non-selective schools in

and leadership programmes.

rural settings to grammar schools in towns and small cities. A few are single-sex while

Academic results are a major factor for

others are co-educational. Several are

most parents in choosing a state boarding

very ancient – Lancaster Royal Grammar

school, and here too the sector punches

School (LRGS) traces its roots back to the

above its weight. ‘Value-added’ analysis

thirteenth century – while others have been

shows that our boarders tend to do even

established recently to meet demand in this

better than day pupils at GCSE, as a result

vibrant sector.

of the support and encouragement they receive from boarding staff who engage

All state boarding schools are united by

with boarders’ academic challenges during

a shared belief in the opportunities of

and outside prep times.

boarding. There is a consistent concern for

MODERN LIFE Most of our families are ‘first generation’ boarders. They may not initially have considered boarding or even been aware that exceptional state schools offer this opportunity. Boarding fits modern life for many families living with the realities of commuting, travel commitments, divided families or older siblings away at university. A mother bringing up her son on her own told me how boarding allows her to manage her growing business, while her son benefits from positive role models and support. ‘We have the best weekends ever!’ said the mother of another weekly boarder. The boarding experience changes with age. Our younger boarders are in light and airy

the wellbeing and personal development

At LRGS, two-thirds of our 170 boarders live

shared dorms of four to six. The emphasis

of the young people in our schools.

within an hour of the school, but growing

is on establishing excellent habits both in

Wraparound pastoral care creates a very

numbers are from London and elsewhere

boarding and in the classroom. Pastoral

special environment where friendships

in the UK. We have about 30 overseas

care is led by the housemaster and the

and shared activities become for many the

students, who must have EU passports or

matrons – whose days include reuniting

defining privilege of their teenage years.

right of UK residence. Bilingual or expat

pupils with lost property and supplying

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / STATE BOARDING SCHOOLS / 55

toast! Evening tutors supervise prep, with young sports grads and sixth-form mentors often on hand. Plenty of summer evenings are spent chasing either a ball or each other round the fields. Junior boarding has the excitement of a secret society: boarders and day pupils are indistinguishable in school, but boarders have the key to an extra world – while many day pupils head for a long journey home. In the GCSE years, boarders normally share a dorm with one other pupil, and in the sixth form all boarders are in single rooms. Revision season sees pupils working together – but with occasional encouragement to head out for an impromptu barbecue or game of dodgeball to relieve the pressure.

STEPPING STONE TO UNIVERSITY Parents increasingly see sixth-form boarding as an excellent stepping stone to university. We encourage all our senior boarders to take on leadership positions and to engage with the local community – from planting trees to hosting our local residents’ Christmas party.

and open communication with parents

students if you can – at open days, for a

is the aspect that has changed most in

tour on a normal school day, and perhaps

recent years. ‘I Skype my dad twice a day,’

for an evening taster session. Come and

one overseas boarder told me recently

see what makes us special.

– although most teenagers struggle to communicate quite so frequently! You can tell a certain amount from a

State boarding is very much a shared

school’s website and reputation, but it is

enterprise between parents and school,

important to visit and meet staff and

Dr Chris Pyle has been Head of Lancaster Royal Grammar School since 2012. He was state-educated in Oxfordshire and went on to complete a degree and PhD in Geography at Cambridge University. He was previously Deputy Head at the Perse School, Cambridge.

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Boarding lessons from COVID-19 Natalie Bone Head, Sherborne Prep

As teachers, we constantly look back and reflect. We learn from experience: what would we do differently next time? What went well? What are the areas for improvement? As boarding staff, we do the same, with the emphasis on the care of the child – being in loco parentis is a trusted and privileged position to hold and the children under our roof deserve the best care. COVID-19 has provided plenty of opportunity to reflect on and adapt our approach. Boarding houses have had to deal with much reduced movement of children as a result of the restrictions in international travel and the closure of schools. Although this carries with it a significantly changed environment, like all good boarding staff we enjoy a challenge! So, how have we turned this to our and the pupils’ advantage? Flexibility has been key, with staff, parents and pupils all feeling the pressure to get things right and keep everyone safe from COVID-19. The boarding house has had to become, more than ever, an oasis of calm in a rapidly changing world. The care and attention boarding staff have given pupils and their families during the pandemic has been critical. Simply put, the pandemic has brought to the boarding house a true family environment.

Traditionally when we have talked about a

the ban on fixtures or trips, creativity in

family environment in a boarding school,

devising activities on site and at times in the

we have focused on a houseparent who

absence of a full school catering provision,

delivers the family feel in the boarding

turning hands to cooking for everyone.

house and where the children in the house

Although not without its challenges, this

see each other as siblings. However, during

has allowed us to revisit what it is to be a

the pandemic this has in many cases been

boarding family; not just putting a routine in

taken a step further. Dedicated staff have

place that lets the house run smoothly but

taken on an even greater holistic role:

providing full support to each pupil.

full weekend entertainment because of

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 57

A FULL CONNECTION The pandemic has also highlighted the importance of communication, and not just ‘tick box’ communication, but a full connection with families and friends who have not been able to be present. Interestingly, in many cases those not in the boarding house have said they felt starved of their friendship groups, but the bonds boarders have developed with each other have been very strong and will surely last for years to come – the boarders will remember being part of an extended family in the darkest of times. In many ways, boarding houses are stronger because of COVID-19. We have all had to adapt at a remarkable speed. Homes have become clubs and activities, living rooms have become classrooms, bedrooms have become libraries. Parents have become teachers and siblings have become classmates. These have been testing times but also a remarkable opportunity to demonstrate our commitment to our pupils and families and make a difference to their lives.

Natalie Bone is in her second Headship at Sherborne Prep having been Head at Sidcot Junior School, a houseparent and teacher of Maths at Millfield School, Head of Maths and houseparent at Millfield Prep School plus time working at Port Regis. Her degree from Reading University led to a career in finance before training to become a teacher. She has also enjoyed success in the world of dressage. Natalie is married to Matt, the Director of Art at Sherborne School, and they have two grown-up children, as well as several horses and dogs.

Caroline Kirby Head, Shebbear College

The pandemic has sent a tornado through the educational sector in the last couple of years, especially for boarding schools with international pupils. However, there have also been silver linings for boarding schools, with many positives taken from the lockdowns. These include the expansion of remote and blended online learning, living together intensively in boarding house lockdowns and communicating online with parents. I am proud of our pupils, parents and staff for embracing these new ways of working with good humour, determination and resilience. In fact, we are now a school at the forefront of digital teaching and learning and ahead of where we would have been if the pandemic had not happened. Teachers and pupils have embraced remote, live and blended learning with open arms in the last two academic years – technology and direct human interaction at its best.

HAWC, perhaps because they are isolating,

many evenings catching up on the latest

Delivering live lessons has transformed

they can click in remotely – our pupils are

government guidelines. She has ensured

our opportunities in teaching, learning and

never alone. In fact, while the boarding

the school’s measures to keep pupils safe

collaborative working across the globe.

houses were locked down, the boarders

are fully aligned with BSA guidelines and the

Pupils are accessing lessons from their

had a great time – daily updates and

National Minimum Standards for Boarding.

homes or boarding houses when isolating

fun and laughter from the houses could

She has also arranged all the travel

and when in quarantine hotels overseas.

be heard across the campus. Everyone

arrangements for boarders including flights,

In fact, teaching and learning has not gone

embraced the challenges with positivity and

transfers, quarantine and testing.

backwards – it has accelerated.

a ‘can-do’ attitude.

At Shebbear College, the social and

SAFE, HAPPY AND COMFORTABLE Our boarding staff work very closely to ensure our pupils are not only safe but also happy and comfortable. We have appointed a Compliance Manager who has managed the compliance of the school throughout the pandemic – she has spent

One of the biggest challenges for us during emotional wellbeing of our pupils continues to be at the heart of everything we do. We have a Health and Wellbeing Centre (HAWC) on campus and our experienced, caring staff support each pupil in whatever way they need. If a boarding pupil cannot get to the

the pandemic has been writing and then implementing whole school COVID-19 risk assessments to keep everyone safe. The key to successful implementation has been communication and clarity. There is no point in having a risk assessment if nobody reads it and we have spent time talking to

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 59

pupils and parents to explain why we have the protocols in place – everyone has responded superbly. Our online parent meetings via ‘School Cloud’ have been a revolutionary addition to our communication strategy to parents, especially for overseas pupils. Communicating across international borders and time differences has never been easier. Here is some feedback from a Year 7 parent: ‘Thank you for the amazing effort the school has made for home learning. When I found out we were home schooling a feeling of dread filled me – we did not have a positive experience of it at our last school. I have barely known my son has been home. He has logged on and completed all his lessons plus activities which I think is above and beyond what was expected. I wanted to say how impressed I have been with everything the school has done for this home learning and how much effort the teachers have put in, so thank you. It is so reassuring to know that my children’s education is in safe hands with staff who care and a school that is willing to make an effort to help them achieve their goals.’

Caroline Kirby became Head of Shebbear College in 2019. Before that she was Deputy Head of Le Régent College in Switzerland and Assistant Head and Senior Housemistress at Bradfield College, Berkshire. In her free time, she can be found outdoors with her husband Robert and three children (all at Shebbear College Prep School), making the most of the beautiful Devon coast and countryside.

John Browne Head, Stonyhurst College

Throughout the pandemic, Stonyhurst, like all schools and sectors, had an exciting opportunity to challenge and change traditional thinking around teaching, living, and learning. The Jesuit concept of having ‘one foot in the air’, ready for the next challenge, perhaps had never been more relevant. The journey since March 2020 has led to new understandings as schools emerge from lockdown. The challenges presented by COVID-19 have accelerated the implementation of digital strategies in educational settings. For example, all pupils from Year 5 upwards at Stonyhurst now have a school-issued device. Lessons take advantage of Microsoft OneNote and there is an increase in well-chosen digital resources and online textbooks available to pupils. The advantage for boarders is that instead of hauling around multiple folders and books at the end of term as part of their luggage, they

its parent consultations online so that every

social media events such as assemblies,

can simply pack their device in their hand

parent can attend, rather than limiting to

house competitions, masses and other

luggage and they have everything they need

those who would have traditionally had to

celebrations with the wider school

to continue their studies in the holidays. By

travel to or across the UK to attend.

community.

learning offer during periods of lockdown

This has also improved things for busy

Part of the joy of boarding is the community

now gives schools the ability to reassure

day pupil parents, who no longer have

feel of the boarding houses, where

pupils and their parents that any potential

to make babysitting arrangements to

boarders share their lives together.

durations of quarantine or isolation will not

attend school consultations and also no

Boarders are used to the busyness of the

result in children missing out on lessons,

longer have to queue for conversations

house and having their friends ‘on tap’.

pastoral support or the community spirit

with teachers. Zoom calls have allowed

With COVID-19, boarding communities

that is so important in a boarding school.

teachers and pastoral staff to have face-

were scattered worldwide. Although

to-face conversations with parents. This is

almost all boarders returned to school, a

very useful for pastoral conversations as

number found themselves attending online

it introduces a more personal relationship

school from their own homes. Part of the

between parent and teacher. Parents are

challenge for lockdown in a boarding school

more connected now than ever because

was gathering the community together.

schools can also share online or through

Stonyhurst managed to keep the

the same token, the success of the online

CONNECTING WITH PARENTS As well as advances in technology aiding pupils in their lessons, schools now have better and more frequent communications with parents. Stonyhurst has moved all of

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 61

community connected by hosting online house competitions, or in our case line competitions, from interline MasterChef to the toilet roll challenge, interline music and quizzes that brought boarders and their families together. We have found pupils have a heightened sense of the value of community living since returning to school, no longer taking things for granted. Live Christmas parties, interline competitions and even singing practice helped ground pupils in their return to the ‘new normal’. Boarding schools now need to keep the best of the innovations while returning to the in-person schooling that makes boarding life so exciting. Throughout the pandemic, pupils and the wider school family benefited from guidance, stability, structure, commonality of purpose and anchorage to a school community from their boarding schools.

John Browne became Headmaster of Stonyhurst in 2016. Before this, he was Headmaster of St Aloysius’s College Glasgow, Deputy Headmaster of Ampleforth College and Headmaster of Westminster Cathedral Choir School. An alumnus of St Ignatius’s College Enfield, John obtained his BA (Hons) in Music from the University of Bristol and has a postgraduate LLB from City University, London, and an MBA. John is a Fellow of the Royal College of Organists and a Governor of St John’s Beaumont.

Out of the ordinary: realising the potential of every child Dr Joe Spence Master, Dulwich College

Deeply embedded in articles on what makes a good school you may find a short paragraph on its provision for the ordinary pupil, but that genus deserves further attention. Some of the hardest work a school has to undertake is to care for the pupils who are seen, or perceive themselves, as ‘nothing special’. Independent schools celebrate the plethora of opportunities available to their pupils but don’t always work hard enough to interrogate who is taking them up. Many a school will take too great a pride in what is achieved by the prodigies (who would have done well anywhere), and every decent school looks after its strugglers, but it’s in ‘the middle of the middle’ that there is most value to be added and most to be done. Schools are getting better at understanding the problems posed by the coasting or professedly unexceptional pupil. There are six key questions for parents to ask of a school to make sure it is alert to the issue.

Does the school have a motivational reward system? Commendations need to be accessible not only to the élite, but for the improving pupils too, with their focus on effort over attainment. Pupils must be able to feel a pride in their progress in all their enterprises – creative, sporting, charitable, adventurous and academic. And schools should not underestimate the value of a mention in assembly or in the school magazine of somebody who doesn’t usually feature in despatches. A good school will employ strong tracking systems to distinguish the real middle from the false middle (i.e. the merely indolent or disengaged) and to establish aspirational target setting as a basis for conversations between tutors and all their pupils.

How integral to the school’s ethos is good tutoring? Pupils need to be sponsored by committed tutors and be well known to their housemasters and year heads. When you visit a school check they know all their pupils well – and not just their stars or strugglers. A good tutor teases out the hopes and fears of every pupil and nudges the reluctant pupil towards engagement. A good tutor respects every pupil for who he or she is. Pupils want to feel cherished for who they are, not what the school wants them to be. The best tutors are also great role models: adults engaged in and supportive of the school and its ethos (albeit sometimes as critical friends). Form structure is important too; as many children as possible should have access to promotion on merit and there should be evidence that the school is cognisant of the danger of sink forms.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 63

ST GEORGE’S SCHOOL HARPENDEN

A non-denominational Christian day and boarding school

11-18 coeducational boarding at one of the UK's top performing non-selective schools for less than £5000 per term En suite study bedrooms for every sixth form boarder | Total flexibility over full or weekly boarding Herts AL5 4TD | boarding@stgeorges.herts.sch.uk | 01582 765477

www.stgeorges.herts.sch.uk A flourishing boarding community 100 prep boarders aged 7 -13 and 480 senior boarders REGI

OUTSTANDING EDUCATION A LEVEL 2021

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Founded 1553

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40.3

A strong House and tutor system to look after your child’s pastoral and academic wellbeing

AVE IB SCORE

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An outstanding range of extra-curricular activities

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Day and Boarding, 1090 pupils aged 13 - 18 720 pupils aged 2 - 13

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bromsgrove-school.co.uk •

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R I G O U R

Is there a breadth of activities available to and taken up by all pupils? Parents might check up on just how many matches the lower ability teams play, how inclusive music and drama really are and how much the school’s clubs and societies engage all rather than some. I reflect on the boys at Dulwich who have found their platforms and niches at one remove from the mainstream: the boy with a love of reading who has led the book club and creative writing groups; the boy who struggles with ball sports but who in rowing has found a social life as well as a sport to enjoy; the boy who loves the theatre, not as an actor but in doing the lighting or sound. At an early age, there should be an opportunity for everyone to ‘be and do everything’. Junior school sport is judged by 100 per cent participation rather than by the win:lose ratio of A teams, while all boys in Years 3 and 4 learn to play a stringed instrument and a wind instrument. Meanwhile, at the top of the school, you might want to check school colours are awarded to those who shine in community service or the CCF as well as in sport and that the school’s senior prefects represent a cross-section of the school population. Does the school offer pupil voice opportunities to a broad crosssection of pupils? Tutors should be sending a variety of pupils to school council meetings or learning forums and sometimes sending the more reluctant, those out of their comfort zone, as representing ‘the middle voice’. It is also important to enable leadership opportunities for the non-stellar pupil – to find an alternative engagement for those disappointed not to become prefects.

of its prevailing culture. So, if there is a

wellbeing between the teachers, parents

belief that hard work and enthusiasm are at

and the pupils themselves.

the heart of success, the middle group will accept that.

How well developed is the school’s house system and what is the culture and ethos of the boarding house? A good house system, like a good housemaster or housemistress, can elicit a strong sense of community and cooperation and provide an opportunity for all to shine through a wide range of competitions (cultural as well as sporting). In a good house, strong peer relationships and the right kind of peer pressure encourage all boarders to engage and lead activity. Peer mentoring creates opportunities for boarders to learn from each other’s struggles and achievements. In a boarding setting particularly pupils can ably support each other’s learning. A key to success in a boarding house as in a school is the scope

Every child matters; every child differs. Of course, it’s inevitable some teachers will

How good is the teaching – and do the best teachers teach all the pupils? Only excellent and flexible teaching can ensure all pupils are equally challenged. The best teachers are those who can portray academic struggle as a learning opportunity, ensuring that pupils do not seek to hide in the anonymous middle ground for fear of getting things wrong. Embracing free learning rather than creating a curriculum that is wholly exam focused also ensures that middling pupils are engaged, by creating different fields in which they can be noticed. Good schools tend to have more parents’ evenings – allowing for discussion of progress and

be drawn to those who shine brightest. A school has to work hard to draw out the ‘middle of the middle’ so they can excel too, but it’s always worth the effort.

Dr Joseph Spence has been Master of Dulwich College since 2009. He was Headmaster of Oakham School from 2002, having taught history and politics at Eton College, where he was Master in College from 1992 to 2002. He jointly leads Southwark Schools Learning Partnership (SSLP), a collaboration of the senior maintained and independent schools in the borough. A trustee of the Mark Evison Foundation, Art History Link Up and the Dulwich Picture Gallery, Joe is also a playwright and librettist and a Fellow of the Royal Society of Arts.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 65

A p e r fe c t ly b a l a n c e d t h r ou g h - s cho ol e d u c a t io n fo r b oy s a nd g i rl s i n t he he a r t of E ng l a nd .

Full, weekly and flexi boarding places are available for children from age 7. To arrange your personal tour please call Ellie Jones on 01283 707112 or email ejones@repton.org.uk

“WE WANT OUR CHILDREN TO STAY CHILDREN FOR LONGER.”

reptonprep.org.uk

A co-educational day and boarding school for pupils aged 11 to 18

A HOME FOR INSPIRED LEARNERS

bloxhamschool.com

Schools together in partnership Independent schools have been connecting with their local communities and collaborating with state schools for many years, but it is only in recent years that we have begun to collect data which clearly demonstrates this. Thousands of mutually beneficial partnerships now exist between independent and state schools, unlocking new educational experiences for all involved. This work was reinforced in a ‘Joint Understanding’ with the Department for Education (DfE) announced by the Secretary of State in 2018. The document outlines the commitment of independent schools to voluntarily develop mutually supportive collaborations with maintained schools.

CHARITABLE STATUS A certain amount of political interest has been generated in connection with charitable status debates over the years and the media often berates fee-charging schools for the ‘tax breaks’ that come with charitable status. In fact, the allocation of bursary awards far exceeds business rates relief granted to those schools which are charities. Even schools that are not charities have taken steps to improve accessibility for families who might not otherwise be able to afford independent school fees, by providing increasing amounts of bursary assistance in recent years. In 2021, £455 million was provided in means-tested fee assistance for pupils at ISC schools. A judicial review in 2011 ruled that education is of itself a charitable activity. The trustees of schools that are charities have a duty to report to the Charity Commission their school’s work for the public benefit. This work can take the form of awarding bursaries on a means-tested basis for disadvantaged children, children on the edge of care and looked-after children, support for academies and collaborative work that provides a variety of learning and development opportunities to children who would otherwise miss out.

Julie Robinson Chief Executive, Independent Schools Council (ISC)

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“Vulnerable subjects, such as modern foreign languages, Latin, music and physics are supported by partnership work.”

It is important that trustees retain flexibility

all pupils and staff involved. It showcases

to fulfil any school’s public benefit activity

excellent examples of what is already in

according to local needs and in ways that are

place, providing insight into the value of

appropriate for the school according to its

collaboration.

individual capacity. Many schools do not have extensive facilities that can be shared with state schools and there are geographic and other barriers to be considered.

ENCOURAGING PARTNERSHIP ACTIVITIES BETWEEN SCHOOLS The Schools Together website www.schoolstogether.org, which details many excellent partnership projects between independent and state schools, was built with the express purpose of encouraging, showcasing and inspiring partnership working.

WHY WORK TOGETHER? There are economies of scale and various mutual benefits when schools join together to procure services – including the sharing of specialist teachers – and training. A visiting author or speaker can be made available to a range of pupils beyond the host school. Schools can share specific expertise and develop policies.

THE FUTURE Almost all ISC schools are engaged in partnership activities. Most are involved in sporting and academic partnerships of some kind and around half are engaged in music and drama partnerships. This is alongside the community work and charitable giving that our schools support. The ISC Census for 2020 showed 1,169 independent schools were involved in partnerships with state schools and the community. Tens of thousands of state and independent school pupils benefit from these partnerships. During the COVID-19

Vulnerable subjects, such as modern

pandemic, restrictions meant that schools

foreign languages, Latin, music and physics

had to pause many or all parts of their state

are supported by partnership work. Pupils

school partnership programmes but we

The website was launched in 2016 and

meeting each other can develop a new way

expect this work to continue to grow and

although involvement is voluntary, almost

of seeing the world. Inter-school visits can

partnerships to thrive once conditions allow

5,000 projects have been featured, showing a

allow new subject areas, sports, musical

again.

wide range of partnership activities.

instruments and experiences to be shared, broadening the horizons of all taking part.

The projects are allocated categories such as academic, Combined Cadet Force (CCF),

Successful partnerships help to bring

drama, governance, music, sponsorship, sport

communities together in deeper

and design technology.

understanding and thereby support social cohesion. The pooling of resources enhances

It is clear from the website that many different

the overall educational offer for all schools

types of collaborations are underway involving

involved and by sharing experiences, teachers

large and smaller schools.

can benefit from effective professional development. Some schools are working

From full academy sponsorship, such

in pairs or small clusters and others are

as Harris Westminster and the London

working in large collaborative groups across

Academy of Excellence, through to arts

an area such as in York or Birmingham. These

and craft projects with local primary and

groupings develop projects over time and

special schools; from careers guidance and

forge strong links across the communities

university preparation, to inclusion in dramatic

involved. The projects grow according to

productions and sports tournaments – this

schools’ needs and strengths, building

website draws together a range of impressive

mutually supportive communities.

and exciting educational opportunities for

Julie Robinson is Chief Executive of the Independent Schools Council (ISC) – the voice of the independent education sector. In her role, Julie serves the interests of the ISC’s constituent associations and 1,300-plus member schools through conversations with the Government and in the media. The ISC brings together five associations representing headteachers, one governors’ association and one bursars’ association, along with four affiliate associations that represent boarding, Scottish, Welsh and international independent schools. Before becoming ISC Chief Executive, Julie was a teacher, housemistress and Head of Ardingly College Junior School and then Vinehall Prep School in Sussex. After these headships, she was Education and Training Director for the Independent Association of Preparatory Schools (IAPS). She is governor of a state school and an independent school.

How boarding benefits the wellbeing of pupils Genevieve Ford, Deputy Head (Pastoral) and Designated Safeguarding Lead (DSL), Downe House School

The word ‘wellbeing’ is used a lot in today’s culture but what does it really mean? When the Office for National Statistics (ONS) measures wellbeing it looks at an ‘individual’s feelings of satisfaction with life, whether they feel the things they do in their life are worthwhile and their positive and negative emotions.’1

FINDING A BALANCE At Downe House we are clear that for us wellbeing means balance. Our wellbeing programme is called ‘Finding Balance’. Through this programme we hope to help pupils balance academic demands against co-curricular commitments, balance time to socialise with friends and time to be alone, take advantage of a good range of activities while also finding space for reflection and calm in the day. I firmly believe that being in a boarding environment allows young people to find this balance for themselves and in this way they gain skills they need to navigate through life. In my role as Deputy Head (Pastoral) I am responsible for the welfare of all the girls at Downe House. This involves a holistic approach to pastoral care. The latest NHS 1 2

survey of the mental health of young

House, as at all good schools, there is

people in England found that ‘one in eight

nothing we want more than for pupils to

5- to 19-year-olds had at least one mental

be happy, secure and able to fulfil their

disorder when assessed in 2017.’2 No

true potential.

school can afford to ignore this statistic. When thinking about how boarding

TIME AND SPACE When talking to prospective parents thinking about a boarding education, I always highlight to them that one of the greatest benefits of full boarding is the gift of time and space. The extended day allows pupils increased access to learning, enrichment programmes, sport, fun and friendship without the stress and constraints of a commute at the beginning and end of the day. This time also allows us to know pupils well and support not only their academic progress but also their physical and mental wellbeing. At Downe

benefits pupil wellbeing it is imperative to talk about the community that these schools offer. In a boarding environment a pupil should always have adults they can talk to – it could be a member of the boarding staff, their academic tutor or teaching staff. Well-run boarding schools nurture a strong and supportive community in which teaching and boarding staff work closely together to ensure that every boarder is happy, safe, valued, involved, supported, stretched and challenged.

https://www.ons.gov.uk/peoplepopulationandcommunity/wellbeing/articles/measuresofnationalwellbeingdashboard/2018-04-25 https://digital.nhs.uk/news-and-events/latest-news/one-in-eight-of-five-to-19-year-olds-had-a-mental-disorder-in-2017-major-new-survey-finds

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 71

Modern boarding, and in turn the

to function effectively. Boarding staff are

wellbeing of pupils, is also based on

utterly committed to ensure each pupil

striking the right balance between time at

is getting enough sleep. We stress the

school and family time. The relationship

importance of healthy eating and in a

with parents is a partnership and we need

boarding environment we know whether a

to work together. It is vital for boarding

pupil is following our advice. Similarly, we

schools to liaise closely with parents to

support an active lifestyle but we can see if

foster mutual trust and to support them

pupils are stretching themselves too far on

in their relationships with their children.

the sports pitch. Lines of communication

The strength of the triangular relationship

are always open between departments.

between the child, their parents and the

The support pupils receive in a boarding

school is very important in successfully

school is not just theoretical but practical

negotiating adolescence and ultimately

and real. The aim is to furnish them with

crucial for the wellbeing of the child or

a ‘toolkit’ for life, which will allow them

young person.

to face the many challenges in the world beyond school, to prepare them for the

A boarding environment allows a school to support the wellbeing of a pupil in many real and tangible ways. Sleep is so important for all teenagers to enable them

unknown and to enable them to flourish.

Genevieve graduated from the University of Bristol with a degree in Theology and Religious Studies. She joined Downe House in 2004, first working as a housemistress and then as Head of Upper School before becoming Deputy Head (Pastoral) and Designated Safeguarding Lead (DSL). Genevieve is responsible for the residential welfare and wellbeing of nearly 600 girls and has developed the unique Downe wellbeing programme called ‘Finding Balance’, which seeks to promote self-care, healthy minds and healthy bodies.

“At Pangbourne, all Year 12 pupils take part in a ‘taking responsibility’ course and nearly all of them choose to become peer mentors.”

Teamwork, leadership and service

Thomas Garnier Headmaster, Pangbourne College

personal development.

DUKE OF EDINBURGH’S AWARD The Duke of Edinburgh’s (DofE) Award provides opportunities to develop practical skills and character. The combination of volunteering, physical activities, skill-based challenges and expeditions give an allround experience which is fun, rewarding and recognises a young person’s successful journey of self-discovery and development.

At Pangbourne, our ‘challenge curriculum’

All Year 9 pupils take the Bronze Award

Taking place a little later in the year than

reflects the values and ethos of the school,

and many choose to go on to Silver in Year

usual, 159 participants undertook their

providing a range of opportunities for

11 and Gold in Year 12. With each level, the

Bronze, Silver and Gold expeditions in 2021.

all, and giving pupils the chance to learn

time, challenge and commitment required

a set of useful skills. However, providing

increases and this develops resilience,

a challenge curriculum during a global

industry, teamwork and moral courage. As

pandemic has indeed proved to be

the Award is usually completed in groups,

extremely challenging.

there is a sense of pride in shared success.

A well-rounded education which develops children mentally, physically and socially relies heavily on the strength of a school’s co-curricular programmes. This is particularly important in a boarding environment where enrichment activities provide an essential avenue for expression and

The restrictions brought about by the pandemic have presented challenges, but we firmly believe in the value of DofE Awards and we made a great effort to continue the scheme over the last two years. Instead of our normal expeditions in the New Forest and South Wales, we used our 230-acre site and the surrounding area to run the training and qualifying expeditions on campus.

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ALL HALLOWS Preparatory School- children aged 3 - 13

Independent Day and Boarding School located in rural Somerset, just 15 minutes from Frome and 30 minutes from Bath. Flexibility to suit you with full, weekly and flexi boarding options available. Outstanding opportunities across the curriculum and beyond. With happiness and wellbeing at the heart of all we do, our children are regularly achieving above and beyond expectations. Helping, every step of the way, in finding the right senior school where your child will thrive in whatever lies ahead. Discover why we are different and call Jackie Truelove on 01749 881609 for more information and to arrange a visit.

www.allhallowsschool.co.uk

GET BADMINTON IT

HOLISTIC EDUCATION • SMALL CLASS SIZES • ACADEMIC EXCELLENCE • Register for our Whole School Open Day on Monday 2 May Badminton School, Westbury-on-Trym, Bristol BS9 3BA Book your place online now | admissions@badmintonschool.co.uk | badmintonschool.co.uk

COMBINED CADET FORCE Our Combined Cadet Force (CCF) is a vital element of our challenge curriculum. This is taken up in Year 10 through to the upper sixth form. It is based on a foundation of strong shared values, disciplined behaviour and selflessness towards others. Cadets develop effective communication and teamwork skills and the ability to think clearly in complex situations, solve problems, and exercise good judgement and initiative. The CCF programme has a unique appeal because it gives pupils the opportunity to do something completely different and out of their comfort zones. Although in 2021 the majority of the field days were cancelled, we restarted the CCF syllabus in September 2021 with camps, courses and practical outdoor sessions. Our CCF currently has 150 cadets throughout the four year groups involved.

LEADERSHIP OPPORTUNITIES At Pangbourne, all Year 12 pupils take part in a ‘taking responsibility’ course and nearly all of them choose to become peer mentors. Their previous experience of DofE and CCF has laid foundations for the skills they need to lead and support others but the training in Year 12 equips them for more responsibility in their final year.

that the social bubbles required by our

We have an international partnership with

risk assessment meant that they could not

the Nabugabo Community Learning Centre

undertake these roles, and everyone felt

in Uganda, which started in 2013. Every

this loss. As we have emerged from the

term a portion of our charitable efforts goes

lockdowns we have been delighted to see

towards this, and every two years, unless

our sixth-form students re-engage with

there is a global pandemic, around 40 pupils

their younger peers, supporting them with

spend three weeks heavily involved in vital

their academic, sporting and co-curricular

local projects. This partnership experience is

activities, as well as their mental health and

a wonderful adventure for the pupils. They

wellbeing needs.

engage with a different culture, contribute to local education initiatives and explore

VOLUNTEERING AND COMMUNITY PARTNERSHIPS Working with local charities provides clear benefits to pupils as much as the charities involved. At Pangbourne, pupils choose a different charity each term to support, and then they fundraise, collect donations of food, books or clothes and help at fundraising events. This encourages pupils to think about the wider world and prepares them to make positive contributions to society once they leave school.

a diverse and beautiful country. In terms of personal development, exposure to the challenges faced and cultural differences is invaluable. At a time when the value of citizens’ commitment to the common good is being seen so clearly during the pandemic, there is a need for schools to put values, discipline, service and teamwork at the heart of their ethos. I once heard Professor Bart McGettrick, Emeritus Professor of Education at Glasgow University, say, ‘Time spent on

A positive outcome of the pandemic has

values is not time wasted ... It is like the

been an increase in fundraising initiatives.

tide rising: everything rises with it!’ My own

For example, a group of four Year 9 pupils

experience at Pangbourne confirms that he

used their own initiative to organise a charity

is correct.

hike. They planned and undertook a 10-mile walk, carrying rucksacks full of enough food to last a week. In doing so, they raised over £1,000 for FareShare, a national network of charitable food redistributors. In doing this

In normal circumstances, our Year 13 pupils

they demonstrated leadership, selflessness

would be taking an active role in supporting

and initiative.

our Year 9 pupils. For us, one of the most negative impacts of the pandemic was

Thomas Garnier has been Headmaster at Pangbourne College for more than 16 years, having previously been Head of Boarding at Abingdon School and an Officer in the Royal Navy.

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An independent, co-educational day and boarding school for pupils aged 11-18 set in 100 acres of the Oxfordshire Cotswolds Excellent GCSE and A level results (90% of leavers go to first choice universities)

Excellent facilities (Farm, pool, gym, sports hall and climbing wall)

Excellent transport links (90 mins from London Paddington to Kingham station)

www.kinghamhill.org.uk Call us on 01608 731884 or email registrar@kinghamhill.org to arrange a visit

Learning for all, learning for life With us, you’ll benefit from: • High-quality boarding experience from £4,000 per term • Enviable, safe location on the edge of the English Lake District to enjoy the great outdoors • Welcoming warm family environment with regular updates from our houseparents • Full, part and flexi boarding and no exeat weekends • Discount for siblings • Easy transport links by road, rail and air

Arrange a tour today

“...the general standard of behaviour and community spirit exhibited by the boarders was excellent, and amongst the best I have encountered.” Boarding Schools’ Association 2021

Call 015395 63377 Email boardingadmissions@dallamschool.co.uk Visit dallamschool.co.uk

Supporting character development in a boarding school Young people today need first-class tuition and the finest academic qualifications to succeed, but they also need strength of character and skills such as communication, teamwork and resilience, to build happy, fulfilling and worthwhile lives. A boarding education can provide the building blocks for character and success. As the school curriculum narrows, the boarding school’s emphasis on educating the whole child provides plenty of opportunities to develop a wider set of skills and qualities. At Bloxham, our activities programme offers pupils 100 options, ranging from mainstream sports to minor ones, and from music, drama and art, to astronomy and Young Enterprise. Balancing breadth with specialism, our tutors work with pupils to help them select options which will both stimulate and challenge. They encourage pupils to give everything a go – in our view, it’s good to try new things, to persevere at acquiring new skills and to learn to laugh when you fail. Where talent and interests emerge, a boarding school can allow pupils time and resource for passions and expertise to flourish. With a flexible boarding model, it is possible to take an open approach to pursuits which naturally develop outside of school.

OUTDOOR EDUCATION In common with many boarding schools, outdoor education runs through the lifeblood of Bloxham School. First introduced in our Lower School, outdoor education increases in challenge as pupils move through their years with us. Our Year 7 and 8 pupils enjoy annual camps and the not-to-be-missed Alps trip, when they get to test their nerve white-water rafting and canyoning, building life-lasting memories on the way down.

Paul Sanderson Headmaster, Bloxham School

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Over many years, boarding schools have learnt that trying new activities in a fun environment can generate excitement for learning outdoors. This in turn lays the foundations of communication, teamwork and resilience upon which young people will rely so often in the future. These skills can be further developed in more demanding environments, for example, through the Duke of Edinburgh’s Award (DofE) and the CCF. Schemes like these help pupils broaden their horizons, develop their leadership skills, learn to work with others, and prove to themselves they can succeed at a serious challenge.

CONTRIBUTING TO THE COMMUNITY Bloxham is a Christian foundation school. As such we value kindness and compassion, and we teach pupils the value of contributing to their community. Through our wellsupported service programme pupils volunteer at food banks, care homes and local primary schools each week, giving them a lasting experience of making a difference. One such relationship led to a beautiful collaboration, which saw a design technology A-level pupil dedicate his examined project to a local hospice. Working to the hospice director’s brief, the pupil designed and made symbols, features and artefacts to enable the hospice chapel to become a multi-faith place for worship and reflection. Now installed, they are having a moving effect on the hospice’s community. They have also shown our pupil, and indeed the whole school community, the impact they can have when they give something back.

Each year we fundraise for a variety of

to invest in their community, realise their

charities – from local causes such as

actions have consequences and learn to

Katharine House Hospice, to charities close

take responsibility. This blend of education

to the heart of our community. Fundraising

helps them grow into happy, well-adjusted

challenges have included sporting feats

young people, with the values and strength

such as triathlons and marathon distances,

of character to do something good with their

leg waxing, car washing, cake baking and

lives.

clothing sales. Experiences like these show children the importance of teamwork and determination and teach them to look beyond themselves, appreciate their good fortune and help those with less. Perhaps most importantly, boarding environments teach pupils the importance of tolerance and respect, how to work together to achieve their goals and how to live harmoniously with others. Boarders learn

Paul Sanderson has been Headmaster at Bloxham School since 2013. Before this he was Deputy Head at Gordonstoun, where he also spent three years as a Housemaster. He was an Assistant Housemaster at both Oundle and Lancaster Royal Grammar. Educated at Banbridge Academy, he studied Evolutionary Biology and Genetics at the University of St Andrews and he has a Masters in Educational Research from Cambridge University. At Bloxham, he continues to teach biology and enjoys joining outdoor excursions including climbing.

Looking after children and young people’s mental health after COVID-19

I had a heart-breaking meeting with a parent of a child yesterday. She told me a story that was five years in the making and involved almost every type of intervention you would have heard of: doctors, psychiatrists, therapists, social care, you name it, they had either spoken to them or tried it. When I had

David Walker Deputy Head (Pastoral and Wellbeing), Wellington College

a chance to reflect on it, my rather simplistic thought was: ‘How did it come to this?’. When I was young in the 1990s, the umbrella term ‘mental health’ was simply not on our radars; now it seems to be around every corner we turn. The same thought may ring true for others in the generation that is now either parenting or educating today’s children and young people. This can leave us feeling helpless and, at worst, unable to give effective help to those who are struggling.

WHAT IS GOING ON? Issues such as anxiety, depression, eating disorders, self-harm and suicidal ideation have steadily increased and, although the Government has increased funding, the support available through NHS channels has not kept pace with demand. The Government paper Promoting children and young people’s mental health and wellbeing: a whole school or college approach2 cites research that in 2020 1 in 6 children aged

There has been a well-documented ‘crisis’1 in

5 to 16 had a probable mental health

the mental health of teenagers (and adults)

disorder – up from 1 in 9 in 2017. The

in recent years, particularly because of the

number of referrals to children and young

COVID-19 pandemic. This article aims to give

people’s mental health services between

some practical suggestions to parents of

April and June 2021 increased by 134%

boarding school pupils about mental health

since the same period in 2020, from just

issues.

over 80,000 to 190,000, and up almost 100% from the same three-month period in

2019 (approximately 90,000). Public Health England have concluded that COVID-19 has had a negative impact on young people’s mental health, particularly in females and those with pre-existing mental health concerns. Additionally, there continues to be a significant problem surrounding the stigma attached to mental illness which means that people are less willing to seek help and support, often exacerbating the problem.

AND WHAT DO WE DO ABOUT IT? Schools are certainly responding to this, and parents may well be noticing an uptick of recent initiatives from school settings. Investment from the leadership of schools is certainly welcome, and it is likely that increasing capacity and attention will help

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 79

improve matters. For example, at Wellington we have created a new role called ‘Head of Student Emotional Health and Wellbeing’ and we have appointed a clinical psychologist to the position. She helps me as Deputy Pastoral to ensure that all students in need have an appropriate support plan in place. How about parents? What should they do to best support children and young people? To finish, here are my top five tips for helping children and young people who are struggling to maintain good mental health.

• Communicate throughout: Although stigma is reducing, it is still a powerful force preventing people talking about mental health. Please don’t think you will be the first parents to go to the school to tell them about an issue – you may be surprised how much experience they have. Talk to the school and share your concerns. Seek advice and guidance. Not only will you get the benefit of their expertise and help, but it will support you by feeling that you are part of a team. Once you come out the other side, tell the school what worked and what helped – they are still learning and will appreciate your feedback. Extent of mental health crisis in England at ‘terrifying’ level’, 9 April 2021, The Guardian

1’

Promoting children and young people’s mental health and wellbeing: a whole school or college approach, September 2021, Public Health England

Stigma and discrimination, last updated 4 October 2021, Mental Health Foundation

•

Don’t over-react: If your child comes to you to say things are not right (or if your child’s school has told you about it) then they need to know that you will be able to cope with this and help them get through it. If you react with shock, anger or disbelief, the message they will hear is that you are out of your depth. In those first hours and days you are not expected to have all the answers but remember the power that language has to communicate that you remain the person in their life who loves them unreservedly.

• And don’t under-react: The temptation

• ‘Friends as balloons’: It may not be your

is to explain it away – ‘it’s just a phase’, ‘it’s

child who is struggling but they may tell

not that bad’, ‘they are just jumping on a

you they are worried about a friend. They

bandwagon’. Listen, take what they say at

want to support and listen to their friend,

face value and seek professional support

but it is clearly getting them down or

to make a judgement as to the severity of

making them anxious. How can you best

the situation.

advise them? We need to state two things

• Show empathy: It may be very difficult to understand why your beautiful child has decided to self-harm. Your first thought may be one of utter disbelief and amazement – why would anyone do such a thing? But have you ever used unhealthy coping strategies? Have you ever had a hard day and then pushed yourself super-hard in the gym or had a third glass of wine in the evening? Try to understand that whatever the symptoms you are seeing, the causes will be found in the most fundamental aspects of human nature that we all experience.

clearly here – they are not mental health professionals and, secondly, if things are that bad, they should be helping their friend get the appropriate help. Their role is to do all they can to bring light and joy into the friendship. Use the analogy of a balloon: if you keep just blowing air into a balloon without ever playing with it, it will burst. Tie it off and use the balloon to have fun. As the old saying goes: ‘You can’t pour from an empty cup’.

David Walker is Deputy Head (Pastoral and Wellbeing) at Wellington College in Berkshire. He has worked in both boarding and day schools and gained experience as a Head of Department and a Housemaster before moving into senior leadership eight years ago. Before his current role at Wellington, David was Head of Senior School at the Stephen Perse Foundation in Cambridge. David keeps himself happy and well with a weekly game of football, time spent on a mountain bike, enjoying walks with his family and dog, and the occasional glass of wine.

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The Duke of Edinburgh’s Award – making a difference to young people’s lives

Ruth Marvel CEO, The Duke of Edinburgh’s Award

Since the Duke of Edinburgh’s Award (DofE) was founded in 1956, it has helped generations of young people develop the skills, resilience and self-belief they need to overcome whatever life throws at them – Prince Philip, Duke of Edinburgh himself described it as a ‘do-it-yourself growing up kit’.

More than six decades later, our mission

When I became CEO two years ago, I was

remains the same: to offer young people

excited to join a charity that makes such

the opportunity to follow their passions,

a huge difference to young people’s lives.

discover new talents and gain transferable

What I didn’t expect was to find myself

skills to help them for years to come, and

steering us through an unprecedented

to make a positive contribution to their

pandemic.

community. To date, more than 6.7 million young people in the UK have done their

The COVID-19 pandemic has hit young

DofE, and we’re positive our impact will only

people hard. We know it has affected

continue to grow.

their mental health, education and job opportunities. Research from The Prince’s

Throughout the decades, the DofE has

Trust has shown that 25 per cent of 16–25

evolved and expanded to reflect young

year olds feel ‘unable to cope with life’,

people’s changing lives. In 1958, two years

increasing to almost 40% among those not

after our creation, the Award – originally

in education, employment or training.

only open to young men – was extended to girls. In 1988, The Duke of Edinburgh’s

But these headlines are only part of the

International Award was established to

story. Time and again through the DofE’s

bring the DofE to more young people

history, young people have shown that,

globally. The International Award is now

when we give them the right tools, there

offered in 130 countries.

are no limits to what they can overcome. And the pandemic is no exception.

In 2020, a quarter of young people who completed their award faced marginalisation or barriers to participating including financial hardship or social exclusion, or required specialist support to do their DofE, such as young offenders or young people with additional needs.   It is times like these when the unique benefits of non-formal education

Sixty-five years after our foundation, the

opportunities like the DofE come to the

DofE is run all over the UK, in schools, youth

fore. It is vital that education providers

clubs. prisons, hospitals, sports clubs and

ensure students have access to the co-

fostering agencies. Our vision is a UK where

curricular learning and activities that can

every young person feels ready to step up

be a critical part of their recovery, both

to the challenges life throws at them. That’s

educationally and socially.

why we’re aiming to reach one million more young people in the UK over the next five

The DofE gives young people skills and

years – a fitting legacy for our patron, the

experiences they cannot get in a classroom

Duke of Edinburgh, whose vision helped

– an opportunity to excel and achieve

change millions of lives.

regardless of their interests, background or abilities. They can choose their own

And we’re working to tailor and expand

challenges, follow their passions and

DofE programmes, to make sure we appeal

discover new skills. It provides a chance to

to and are accessible to even more young

escape, have fun and make friends for life.

people and we continue to evolve to reflect their changing interests and lives. This year

There is clear evidence that co-

we added esports to the Skills section – an

curricular learning boosts academic

activity that’s shown to develop crucial life

achievement, improves wellbeing and

skills like strategic thinking, leadership and

contributes to young people succeeding

communication.

in employment. We know from asking our participants that the DofE gives

Those first Award holders in 1956 could

young people transferable skills such

not have dreamt of doing esports for

as teamwork, communication and

their DofE – or updating their progress

time management and develops their

on the go with the DofE smartphone app,

confidence and resilience. The DofE

as today’s participants do. But they would

remains a highly respected and widely

still recognise the heart of the DofE – a

recognised mark of achievement that

‘do-it-yourself growing-up kit’ that can help

can help a young person stand out to

young people get the most out of their

employers. We know employers see so-

lives, whoever they are and whatever they

called ‘soft skills’ as equal to, or more

choose to do.

important than, academic achievements. In the UK, more than 100 top employers,

For more information about The Duke of

including British Gas, Google, ITV and

Edinburgh’s Award go to DofE.org/run,

Burberry, endorsed the skills and attributes

email info@DofE.org or call

young people develop from their DofE.

01752 727400.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 83

Since joining The Duke of Edinburgh’s Award in 2019, Ruth Marvel has developed a strategy which aims to reach out to more young people and ensured they have had the support of the DofE during lockdown. The launch of DofE With a Difference has meant hundreds of thousands of young people could continue their DofE in the face of a pandemic. The introduction of the Resilience Fund also supported thousands of young people to start their DofE despite economic hardship. Before becoming the CEO at the DofE, Ruth was Acting CEO at Girlguiding and before that she was Director of Strategy and Innovation at the disability charity Scope. Ruth spent most of her early career in advocacy, research and public policy roles and she has successfully campaigned for comprehensive disability and human rights and greater investment in social care for disabled people. She has developed one of the sector’s first theories of change, set up an innovation unit, and helped design new ways to measure the social impact of charities. Ruth is passionate about social justice and she has a particular interest in advancing opportunities for young people, social innovation and the power of design thinking to solve social problems. Ruth is a Trustee of GoodGym, and a Fellow of the Clore Social Leadership Programme. She lives in London with her partner Mary and their three children.

Learning modern foreign languages at a boarding school Since its removal from the core GCSE curriculum in 2004, the number of pupils in the UK taking GCSE languages has been in decline. According to a recent survey published by the European Commission, just 38 per cent of people in the UK can speak one foreign language, well below the European Union average of 56 per cent. With A-level courses in some schools becoming unsustainable and university language courses closing, it could be said that the future of modern foreign languages in schools looks bleak. However, the benefits of learning a foreign language are plentiful. As well as the economic benefits of learning languages in terms of improved trading between countries worldwide, languages help us to meet new people, learn new skills and expand career opportunities and they make foreign travel easier. Schools therefore have a responsibility to ensure pupils understand the advantages of studying a foreign language.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 85

Rachel Rees Deputy Head Pastoral, Monmouth School for Girls

In a boarding community where diversity is valued and different cultural backgrounds are celebrated, the study of modern foreign languages is more important than ever. It is important to ensure that pupils receive a broad linguist diet by choosing a linguistic focus and rationale upon which to base the curriculum. In UK schools, this focus is very often on Europe, with French, German and Spanish on the curriculum (although many independent schools also offer Russian, Mandarin, Arabic or Japanese). The aim is to equip pupils with a basic understanding and knowledge of the two main language systems of Europe – the Romance languages of the south and the Germanic languages of the north. It is hoped that having such a rationale will enable pupils to have a positive, enjoyable and informative experience of modern

Germany and Spain have been missing

themselves in student life in the city. The

language teaching and encourage an

from the co-curricular programme for

Oxford German Olympiad is another

awareness of the communities at large,

the last two years with the uncertainty of

popular competition that gives students

around the world, which share the target

foreign travel and the restrictions imposed

the opportunity to extend their subject

languages and cultures. French is still the

by the COVID-19 pandemic, but schools

knowledge and compete against other like-

most commonly taught language in English

can still take part in online programmes

minded linguists at a national level. These

secondary schools, although over the

and activities. At Monmouth School for

opportunities enrich students and build

last 20 years, there has been a decline in

Girls, Year 9 pupils have been taking part

confidence, giving them the chance to use

numbers taking French and German with a

in an online exchange programme with

their language in creative and imaginative

significant rise in Spanish.

a German school where they have been

ways.

sharing video podcasts to talk about

CELEBRATING CULTURE AND HISTORY Language learning celebrates the cultural traditions and history of the target language while learning about the lifestyle and issues associated with young people today. In modern foreign language departments throughout the UK, the emphasis should be on learning that extends beyond the classroom to allow full engagement and ultimately a love of the language, the country, its people and its culture. This can be achieved in a number of ways.

cultural differences involving the Christmas

Work experience abroad is also a fantastic

period.

addition to any CV and a great way to build confidence, learn new skills and improve

It is important to enthuse and inspire

communicating in the target language. It

pupils by offering a stimulating learning

is something that certainly benefited me

environment within the classroom.

as a sixth-form student and cemented

Competitions are also a great way to

my desire to follow a career in modern

get pupils involved with language. From

languages. Taking part in such initiatives

poetry recitations and Christmas card

also develops vocabulary and a firm grasp

designing to songs and inter-schools

of grammar, enabling pupils to achieve

debating competitions, there are no

their potential in external examinations.

limits to what schools can offer pupils in language activities outside the classroom.

I am always amazed by the creativity of

The Dresden Scholarship programme is

pupils when coming up with ideas to

Visits or exchange programmes provide

an excellent initiative, where selected Year

promote languages. There is nothing

students with the opportunity to immerse

13 students are sent to the University

more satisfying than seeing pupils getting

themselves in the language and culture of

of Dresden to follow an academic

enthused and excited by something for

a country. Sadly, annual trips to France,

programme, while living and immersing

which you share a mutual love.

Here at Monmouth School for Girls, with the Year 9 German Christmas Market trips cancelled, pupils recreated the markets in our own school corridors and ran the stalls themselves, with proceeds going to charity. For European Day of Languages pupils and staff who were fluent in a second language offered a ‘blind date’ of taster lessons to promote their own language. To the delight of all those who participated, pupils interested in learning a new language were randomly allocated lessons in Turkish, Afrikaans, Arabic, Japanese and Hindu, to name but a few of the options on offer. Pupils should be taught the benefit of language learning from an early age. They need to know that all languages are valuable. The acquisition of any language can expand linguistic capability, enhance employability, enrich cultural understanding and provide a valuable resource which helps to overcome communication barriers.

Rachel Rees is Deputy Head Pastoral at Monmouth School for Girls having previously held the post of Director of Sixth Form. Before this, she taught at Langley Park School for Boys in Beckenham and The Ravensbourne School in Bromley. She has 21 years’ experience teaching modern foreign languages throughout the key stages in both state and independent schools. She is completing a MEd in Educational Leadership and Management at Buckingham University.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 87

Friday 11th March 2022 Thursday 5th May 2022 Wednesday 15th June 2022

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St Catherine’s, Bramley GSA Day & Boarding School since 1885 | 4 - 18 years Guildford GU5 0DF | admissions @ stcatherines.info

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04/03/2022 09:23

Twenty-first century learning – embracing technology to drive a culture of learning

Louise Orton Senior Deputy Head (Academic), Sherborne Girls Sherborne Girls sets out to nurture

Having committed fully in 2019 to

to individual needs and allowed teachers

and inspire a vibrant community of

developing our digital strategy, all our

and pupils to interact with each other

fulfilled, inquisitive and confident

teachers were provided with a Microsoft

more effectively. It facilitated improved

young women who are thoroughly

pen-enabled device, and a training

teacher feedback, quality use of prep

prepared to enter higher education

company spent a week at the school

time, individual organisation, efficient use

and embark on their future lives,

helping every teacher enhance their

of class time, and immediate access to

with a desire to make a difference.

teaching through the use of Microsoft

resources to add interest and experiences

A fundamental part of our vision

OneNote and Teams and pen-enabled

to classroom teaching.

and aim to develop the future

technology. We appointed two digital

generation of twenty-first century

leaders, supported by eight digital

When we went into the first lockdown in

women is ensuring every pupil is

champions, to drive the digital strategy

March 2020, the school was, therefore,

comfortable and confident with

forward, and we implemented regular

well placed and prepared for the

digital technology, appreciating its

staff training sessions and one-to-one

transition from traditional to remote

importance and the opportunities it

workshops with IT professionals.

learning. Teachers and pupils felt

brings. The development of the use

comfortable and confident with the shift

of technology is fully aligned with

The move to pen-enabled devices and

and we were pleased with the positive

our five core values of curiosity,

collaborative software changed the

feedback we received from parents, pupils

courage, compassion, adaptability

impact of the education offered and at

and staff.

and spirituality.

the same time made it more adaptable

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 89

support. Training sessions have become

New ways of living and working have made

departmental priorities delivered at a team

it even more important for staff and pupils

or individual level.

to develop their skills of communication, collaboration and teamwork. We have

IMPROVING AND TRANSFORMING LEARNING With pupils back at school, we continued to embrace technology to drive and develop teaching and learning. A learning technologist was appointed to help us develop and refine our digital offering further, inspire staff in the use of technology and investigate new ways in which technology can be used to improve and transform learning.

Numerous areas of common ground were

discovered new ways to connect, share

agreed across departments. For example,

ideas and show support, our horizons have

on a practical level, the use of OneNote and

been broadened and we have engaged with

Teams has been optimised for assignment-

wider and more geographically dispersed

setting and feedback flow. We also

audiences. As such, our community has

addressed the challenges of collecting and

developed a deeper understanding and

storing pupil-made videos, an issue which

political, social and environmental empathy.

had been flagged by teachers in several

Our digital strategy has underpinned all

practical subject areas.

these developments and continues to be a priority as we embrace technology to drive

From a pedagogical perspective, there assessment tools for engaging pupils during live, blended or remote teaching. Pupils are encouraged to be more active participants in the feedback process, responding

We set out to shift the conversation

to personalised comments, which the

from the digital champions to heads of

teacher annotates while recording spoken

department who best understand the

explanations. We are also exploring

individual strengths and needs of their

bespoke projects such as mixed reality in

team. A whole-staff survey provided further

biology, collaborative creative writing in

clarity on individual use of technology,

English and using the model of a head to

comfort level and skill gaps, which in turn

create binaural soundscapes in drama.

helped identify and prioritise appropriate

a culture of learning.

was interest in low- or no-prep formative Louise Orton is Senior Deputy Head (Academic) at Sherborne Girls, responsible for the school’s academic life and provision. She started her teaching career as a mathematics teacher at Queen Anne’s Caversham, where she became Head of Fourth Forms. She spent a short time at Wycombe High, Wycombe Abbey and the British School of Brussels before joining Sherborne Girls. Louise is driven by the challenge of creating an innovative curriculum promoting exploration and investigation in teaching and learning and seeking opportunities to equip pupils for life in the twenty-first century.

& Boarding and adolescence Education is transformative – it

is the lens through which future opportunities are viewed and,

hopefully, it provides the ability to

enable them. A boarding education magnifies this further – being in a

Bex Tear Head, Badminton School and BSA Chair, 2021

community where learning is a way of life develops understanding through practical engagement.

At an age and stage where adolescents

Boarding pupils develop naturally through

the end of the day and leave these matters

might be pushing against parents’ guided

the range of benefits on offer – getting

behind and so they have to resolve them

activities or shying away from the potential

along with people different from themselves,

together, perhaps with the always available

embarrassment of trying something new,

taking up opportunities, problem-solving

help and support of boarding staff. These

a vibrant and busy boarding environment

and communicating effectively. Boarding

are all useful life skills. The confidence

naturally encourages curiosity in what

education is based on relationships and

boarding pupils develop stands them apart

others are doing. It creates awareness and

the values that underpin them, and this is

in a competitive workplace.

encourages young people to try activities (or

largely in a context of peers, and without

even foods) they might not otherwise have

any pre-set family expectations and

been aware of, and it generates a lifelong

hierarchy. Boarding helps engender respect,

open-mindedness. This adaptability is of

tolerance, inclusion and kindness. Boarders

high value – we live in a rapidly changing

become skilled negotiators and conciliators.

world, never more so since the challenges of the COVID-19 pandemic. Career pathways

They know in their community they have

are no longer considered linear and the

to make a difference. They have to learn to

idea of training for a profession for life now

resolve the type of disagreements that can

seems largely redundant.

occur between adolescents as they develop their own opinions. They can’t go home at

TAKING RESPONSIBILITY A boarder takes responsibility for organising most of their daily life. Of course, the excellent boarding schools we see around the world today have fantastic systems for monitoring and supporting them. But it is in their gift to choose their activities and how they live their daily life; they arguably have far greater ownership of this than day pupils. It is inevitable that when children

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 91

are at the heart of parents’ thoughts and decision-making the parents wish to steer and oversee their offspring to ensure they are maximising their opportunities. However, this can lead to push back from an adolescent who is forming their own identity and this can result in stressful dynamics at home. Boarding schools offer a great range of opportunities and activities and they give pupils responsibility for making their own choices and for accepting that they can’t ‘do it all’. Older pupils benefit from the process of evaluating and making choices, and this is a key benefit of the kind of supported independence boarding schools can offer. Busy day pupils can spend a great deal

Boarding is a wonderful time for adolescents

I am in no doubt that boarding has a

of time travelling to and from school or

to develop as individuals. Boarding staff and

significant role to play now and in the future.

to extra activities, particularly in families

pupils know each other well, not just in the

Being able to operate in the virtual world,

with several children or commitments to

classroom but through all the co-curricular

thinking creatively, showing diversity of

schedule. Boarding makes it possible to

activities on offer, and this helps pupils

understanding and using soft skills are all

remove routine commutes, creating time

develop trust and confidence. Boarding is

important life skills that boarding schools

for activities and relaxation. Teenagers

a safe environment where young people

help pupils develop.

relying on parental transport or fitting

can find their own interests, limits, style

in with a family schedule cannot easily

and boundaries, ready for university or

develop the same skills in managing their

independent living.

autonomy. Boarding schools also have rules of engagement, such as for social media, and it is far easier to set these across a peer group than in isolation as a parent. Boarding schools have experience of every year at every stage and can helpfully use their expertise to manage issues like these.

Bex Tear studied at the University of Exeter before doing teacher training at the Institute of Education, where she also completed an MA in Educational Leadership. She recently completed a Postgraduate Diploma in Entrepreneurship at Cambridge Judge Business School, University of Cambridge. Her studies fuel her interest in education, lifelong learning, mentoring and innovation. Before Badminton she spent several years at Wycombe Abbey where she was resident Head of Sixth Form and then Senior Deputy Head. Before that, she was at St George’s School, Ascot, where she held several academic and pastoral responsibilities. Bex is passionate about helping pupils develop a broad and balanced set of skills and interests. She has boarded herself, as have her sons, and she is a governor at two boarding schools. She is BSA Chair, 2021.

The importance of creativity The arts are often considered the poor relation to STEM (Science, Technology, Engineering and Maths) subjects, which are seen as vital skills in a modern economy. Indeed, some people regard the arts as a soft option. However, there is now a growing recognition of a critical need for creative thinking and visual skills within the STEM mix, and a new acronym STEAM (Science, Technology Engineering, Arts and Maths) is now preferred by educationalists. This development is exciting and has great potential to attract a whole new cohort of pupils who might otherwise disengage from STEM subjects. Once art and design technology is blended in with the traditional STEM subjects, a more imaginative and innovative picture emerges. STEAM has already gathered significant momentum

Victoria Rose Director of Art, Dauntsey’s

in the US, spearheaded by academics and students at the Rhode Island School of Design (RISD), who developed a curriculum which brought together the five STEAM subjects. Their goal was to educate the

and certainly the UK has a world-class

world of academia about the importance

reputation for art and design, going back

of incorporating creative thinking and visual

centuries. But how many people have heard

learning in the classroom.

of British designer Sir Jonathan Ive? He was Chief Design Officer of Apple and he

This is not a new concept – think of the

designed the iPhone, iPad and MacBook.

Renaissance artist Leonardo da Vinci,

Without his design genius, Apple would

who was a master not only of art but also

essentially be an engineering company.

scientific invention. Or more recently, the

Creativity is the magic ingredient that turned

Industrial Revolution in Great Britain when

Apple into the multi-billion dollar business

art, science and engineering were close and

that it is today. Giants like Tesler, Apple and

successful companions.

Google frequently recruit individuals who

CREATIVITY AND IMAGINATION Creativity and imagination can set you apart in a world where technology and Artificial Intelligence (AI) are taking over many roles. Indeed, few jobs in the creative industries are at risk of automation. The iterative process involved in studying creative subjects leads pupils to constantly question their work and want to improve or add and try new approaches; a valuable skill in the workplace – and in life.

have a creative rather than technical

A report published in 2019 by the Durham

The Design Council argues that good design

background. They are hired for their design

Commission on Creativity and Education

capability can boost the UK’s competitiveness

talent, innovation and problem-solving skills.

agreed that creativity is the driver of

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 93

Victoria Rose held a range of roles in the creative industry and education before she became Director of Art at Dauntsey’s. She began her career as an art director in an advertising agency, where she gained awards for advertising effectiveness and creativity. She then began her own business as a freelance artist, illustrator and designer. She has exhibited at numerous venues and as a member of the Association of Illustrators she was also selected for the Best of British Illustration awards three years in a row. Victoria has also lectured on an Art and Design Foundation course. She uses this experience at Dauntsey’s to help pupils discover their artistic talents and understand how these talents are relevant to careers in the creative industry.

economic growth and innovation, stating that

the most watched TED talks of all time the

students to take thoughtful risks, engage

our national economy has been boosted

late educationalist Sir Ken Robinson argued

in experiential learning, persist in problem-

by the success of the creative industries in

that creativity is as important as literacy and

solving, embrace collaboration and work

the past ten years. Such success will only

should be given equal status. He defined

through the creative process in order to

increase, the report continues, as long as

creativity as ‘the process of having original

produce innovative results. These are skills

we can ensure that young people are given

ideas that have value’.

for the world of work beyond the classroom and further education. These are skills for

the opportunity to experience and develop skills in art, drama, music, design, craft and

No longer should Art A level be seen as an

digital awareness – the foundation of the

easy option. Creative subjects encourage

creative industries. The report concludes that creativity is now one of the most sought after clusters of skills for all employers. Encouraging young people from as early an age as possible to engage in art and design and value these subjects as much as maths and other subjects, is a critical first step in establishing a STEAM culture in the UK. In doing so we will develop in pupils the skills of problem-solving, independent thinking, planning, development, organisation, communication and presentation. Many schools understand the opportunity offered by these subjects but there needs to be a greater investment in creativity in all schools, in all parts of the country. In one of

life.

Teaching empathy Damian Todres Director of Drama and Head of the Creative Arts Faculty, Wells Cathedral School

Consider the experience of being

capacities that will empower them to

a boarder in the twenty-first

thrive in an unknowable future. And

century – tentatively exploring ‘who

here we come to an old idea. Aristotle’s

I am’ through the glaring lens of

concept of phronesis or ‘practical

relentless social media feeds, with

wisdom’ is an intelligence gathered

the emotional burdens of ‘always

from practical action and creativity that

on’ connectivity, commentary and

ultimately informs a person how to ‘be’

unprecedented self-comparison to

in the world. Concerned with not only

peers. Add to this the worries of

the ‘head’ (what to know) but crucially

climate change, political upheaval

also with the ‘hand’ (how to act) as well

and the arrival of a game-changing

as the ‘heart’ (how to feel), Aristotle

global pandemic. Such psychological

emphasised the significance of not only

pressures are compounded by the

‘what to know’ but also ‘how to know’.

rapid pace of technological change, where more than half of children entering primary school today will end up working in completely new jobs that don’t yet exist. How can our children and young people be better prepared to cope in such a world? Drama may hold the key. An indication of this direction of travel can be seen in a recent World Economic Forum report The Future of Jobs 2020 (https://www. weforum.org/reports/the-future-ofjobs-report-2020). The report notes that employers are prioritising creativity and emotional intelligence. These more ‘human’ skills are seen to balance the trend towards artificial intelligence and machine learning. As a result of the cultural and employment challenges facing our young learners today we may need to re-evaluate the kinds of knowledge and

EMPATHIC THINKING So how do we provide opportunities to facilitate practical wisdom and emotional intelligence in our schools? I believe that teaching and learning drama is a compelling answer. By embodying characters from other times and places, drama uses the universality of human experience to uncover shared emotional and personal connections. Drama can develop perspectives between ‘self’ and ‘other’ through its inherently social and collaborative methods of working, encouraging empathic thinking and behaviour. During the iterative process of creating a piece of drama, creativity and imagination help to provide a transformative space of possibility that supports the development of practical wisdom, kindness, healing and understanding – qualities that transfer readily to the wider life of the pupil.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 95

With its consideration of multiple perspectives, drama explicitly teaches what many consider to be one of the most urgent capacities in education: empathy. The word ‘empathy’ originates from the German philosophical term Einfühlung (‘feeling into’) and the Greek root pathos, which translates as ‘emotion, suffering and pity’. It is now understood to mean the ability to move beyond ourselves in order to understand the feelings and experiences of others. A facility to empathise enables the skills of collaboration, complex problem-solving and cognitive flexibility needed to negotiate life in a busy boarding school, as well as developing other critical emotional intelligences necessary for adulthood in the twenty-first century. The late educationalist Ken Robinson made an urgent call for empathy as the next educational disruptor – he believed that many of the problems children face are rooted in failures of empathy. The ability to ‘feel into’ can facilitate the development of a child or young person experiencing challenges into an agile, resourceful and resilient adult. As a drama teacher, this concern with practical wisdom and empathy has led me to pursue my own research focusing on dramaturgical strategies that enable pupils to develop and deepen their foundational human capacity to imagine the world of another; a competency that may help them to adapt and thrive together in the modern world of an unknowable future. Children and young people face an unprecedented scale of challenge and by refining our approach to not only ‘what’ kind of knowledge is useful but more importantly, ‘how’ to know it, I believe we are giving them every chance to succeed in whatever landscape they find themselves in after their time with us. They deserve nothing less.

Damian Todres is Director of Drama and Head of the Creative Arts Faculty at Wells Cathedral School, winner of Independent School of the Year 2020 in the Performing Arts category. This article is drawn from his final University of Oxford MSc dissertation entitled ‘Imagining the Other’, which investigated how educators can facilitate and explicitly teach empathy.

Recognising the physical and mental value of sport Rob Kift Director of Sport, Hurst College

The physical and mental wellbeing

continue to develop when they leave

to become élite performers. And sport

of pupils is central to a boarding

school. Hurst also offers a unique

for all not only includes a school’s

school’s sports offering. Sport is a

player welfare programme, with

own pupils but also other schools and

crucial part of boarding school life.

qualified physiotherapists who triage

organisations in the local community.

It provides a healthy and active

and monitor injuries and support

With excellent facilities and a

lifestyle, promotes good physical and

rehabilitation, as well as providing

sustained programme of development,

mental wellbeing, teaches teamwork

pitch-side cover on match days. Pupils

many boarding schools have the

and leadership skills, and develops

also benefit from clinic time and

capacity to host major sporting events.

resilience, determination and many

rehabilitation during the week. This

For example, Hurst created the Sussex

other important life skills.

forms part of the college’s wellbeing

Independent School Diamond League

programme which includes strength

Athletics Programme, one of many

All independent schools aim to create

and conditioning, sports analysis and

community initiatives which have

an activity diet that engages all pupils

individual mentoring.

proved popular. The college has also forged strong links with maintained

in an enjoyable, challenging and meaningful way, through traditional team sports, individual sports and outdoor pursuits – encouraging them to adopt a healthy and active lifestyle. Through these activities pupils learn important life skills and often choose at least one sport they wish to

SPORT FOR ALL Another key element for a boarding school is the importance of sport for all. All pupils should be given equal opportunities to be involved in sport – pupils who simply want to participate just as much as pupils who are or aim

schools by hosting development days, as well as being a hub for Surrey Storm Netball South and Sussex County Cricket academies, a feeder for the Harlequins Rugby Development Programme and the base for Sussex Hockey. As with many boarding

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 97

schools, Hurst also organises and plays host to regional and national competitions and events in a variety of sports. The driving force behind a high-quality school sports programme is successful collaboration with pupils and parents as well as a constant desire to improve. Schools not only strive to establish a reputation for the quality, breadth and inclusivity of their sporting provision, but also for the passion and commitment of their staff who aim to ensure that each pupil develops a lifelong love of sport and physical activity. Hurst’s excellent staff coaching team is supported by professional coaches, who are all experts in their fields. With the unprecedented circumstances

Our autumn term began with athletics,

Hurst won the Sporting Achievement award

surrounding COVID-19 lockdown, many

cross-country events and cricket – which

in the Independent Schools of the Year

school sports departments responded to

took place throughout the winter months.

2020 Awards for our focus on recognising

the unique challenge of remote learning

We met the requirement for pupils to be

the physical and mental value of sport

by implementing alternative ways of

in year group bubbles by introducing some

and sharing the benefits with the wider

engagement to deliver a comprehensive

temporary facilities, such as a golf driving

community, including the children of key

programme, including onsite options for

range and a marquee to house aerobics

workers during lockdown.

children of key workers. This creative and

and spin classes. Although matches against

dynamic approach continued when pupils

other schools were suspended, more house

returned in September 2020 for the new

competitions and intramural fixtures were

academic year. For obvious reasons schools

introduced as an alternative and most

made it a priority for pupils to be outside

of these took place during the Saturday

in the fresh air as much as possible and

programme of sport, when external fixtures

this challenged sports departments to be

are normally played.

inventive with the options they offered, using facilities to their best advantage.

Rob Kift has been Director of Sport at Hurst College since 1995 and is also President of the Common Room. Rob joined the college in 1990 as Assistant Director of Sport. He was the first Head of Academic PE and a Housemaster for five years.

The importance of pastoral care

Andrew Russell Headmaster, St David’s College

After the turbulent past two years,

Modern families want their children to be

school production or concert. Continued

the need for excellent pastoral care

educated in a nurturing environment where

support and guidance prepares pupils for

has never been more important. Since

they can learn in a family atmosphere.

the world after they leave school. Providing

it was established in 1965, St David’s

Matrons traditionally had an important part

opportunities to grow, work as a team,

College has always placed enormous

to play in the pastoral structure of boarding

develop resilience and leadership skills, and

value in focusing on the individual and

schools and although the role – and often the

most importantly the will to never give up, will

supporting each pupil to realise the

title – has changed in many schools, there

help to carry each pupil throughout their life.

potential of their own gifts – giving them

remains a need for someone outside the

the freedom to flourish.

academic staff to provide this pastoral role.

With the shift to online learning during the

How this is achieved varies from school to

COVID-19 pandemic, the need to adapt

school.

pastoral care provision to digital platforms

When parents are looking for the right

increased. Taking time to do fun things has

boarding school for their family, three of the

TWO-WAY COMMUNICATION Two-way communication between pastoral staff/houseparents and pupils is key. Pupils must feel comfortable enough to go to staff with any worries or concerns. Staff strive to get to know their pupils as well as possible and make themselves available to them – in the case of houseparents, this can be 24/7.

helped to engage pupils by breaking up long

its best when the pupils are at the centre

Feedback from pupils about their thoughts on

When every child feels safe in the knowledge

of everything the school does. Pastoral

pastoral care provision is critical. They are the

that they are a valued member of the

care programmes consider many different

ones who are experiencing the care and their

community, their true potential can be

elements of a pupil’s life in the school.

feelings will be important in making sure the

discovered, nurtured and given the freedom

Physical activity, social inclusion, emotional

support provides exactly what they need. This

to flourish.

support and intellectual development are

is why an open dialogue between pupils and

all key to the happiness of any child in an

staff is so important.

most important questions they usually have are: Where will my child sleep? What will they eat? Who will support them? In the past, support may have been academically focused but now more than ever there is a need for pastoral support. Pastoral care is a school commitment to

periods working at a screen. Schools have encouraged children to be active away from their screens by offering lockdown activities and challenges and encouraging them to engage in school community apps. This has helped pupils feel involved and part of the school community when learning remotely.

the wellbeing of every pupil and is always at

independent school. Happy, content children with a positive attitude are more likely to

Genuinely exceptional pastoral care is

approach their studies with focus and a

constant and permeates throughout a

willingness to learn.

pupil’s educational experience. Pastoral care can be in the classroom, part of co-curricular activities, on outdoor education expeditions or during preparations for a

Andrew Russell became Headmaster of St David’s College in 2017. After studying accounting and economics at the University of Southampton, Andrew was an accountant before becoming a teacher. He joined St David’s 29 years ago and during that time he has been Head of Maths, Head of Careers, Tryfan Housemaster, Assistant Head and Deputy Head. He was drawn to St David’s because it combines his passions – teaching and being in the outdoors.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 99

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Great stories begin here... ‘Boarding lies at the heart of this Somerset School’ - Tatler Schools Guide BOOK YOUR SCHOOL VISIT TODAY #Gre atSto riesBeg inHe re

FROM CONGESTION ZONE

TO SPACE TO BREATHE For example, it takes only 40 minutes by train to get from the traffic and pollution of London’s Charing Cross Station to the open air of Tonbridge. Our beautiful and historic campus has some of the finest facilities of any school in the country, from award-winning academic buildings to 150 acres of superbly-maintained playing fields. Here there is space to think, to grow, to thrive, to breathe.

Arrange a visit: admissions@tonbridge-school.org tonbridge-school.co.uk

Boarding in the North of England

Jeremy Walker Head Master, St Peter’s School, York

The North of England is understandably

of history and culture along with modern

Minster to museums, ancient city walls, art

a popular choice for boarders and their

dynamism. York is a popular and dynamic

galleries and an exciting range of festivals

families. With vibrant cities, stunning

hub with a sense of history around every

and events throughout the year.

coastlines and spectacular landscapes,

corner, and with large cosmopolitan cities

the North attracts boarders from

nearby such as Leeds and Newcastle and

St Peter’s combines city living with outdoor

across the UK and beyond. This area

the beauty of Durham, there is something

space for children to grow and thrive.

of the UK is renowned for its friendly

here for everyone.

Despite being just five minutes’ walk away

communities, and a warm welcome awaits boarders who choose to call the North of England their home. There is a range of boarding options available to suit the needs of each individual child. Whether you are looking for city-centre vibrancy or rural tranquillity, you will find the perfect setting for your child in the North of England. Its cities offer an ideal blend

from the centre of York, boarders can also

HISTORIC CITY OF YORK At St Peter’s School, pupils are fortunate to have the historic city of York on their doorstep. York is frequently voted as one of the best places to live in the UK and it has a rich history with the city as we now know it dating back to the Roman period. It is the perfect place for boarders to explore on weekends, from the magnificent York

enjoy the freedom offered by the school’s 50-acre campus on the banks of the River Ouse. Beyond the cities, the North of England also offers many opportunities for adventure and exploration. From Northumberland to East Yorkshire, the stunning coastline is popular with schools as a destination for educational

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 101

“

Our northern schools have some of the most successful school sports teams in the country.

visits. Whitby is especially popular and pupils can regularly be found combing the coast at Flamborough Head on geography field trips. Northern England is also home to several Areas of Outstanding Natural Beauty (AONBs) and three National Parks: the Yorkshire Dales, the North York Moors and the Lake District National Park, which has recently been added to the list of UNESCO

TRANSPORT CONNECTIONS The North of England enjoys access to several international airports including Manchester, Leeds, Doncaster and Newcastle, and many schools are also well connected to London by train. York is under 2 hours by train from London while Newcastle is 3½ hours by train from London, making these cities easily accessible for UK and international boarders.

World Heritage Sites. Whether boarders are studying in cities or in the countryside, these

With so much to offer, it is hardly surprising

stunning landscapes are easily accessible on

that places at boarding schools in the

weekends.

North of England have become increasingly attractive in recent years and with a large

Our northern schools have some of the

military presence it is a popular area for

most successful school sports teams in the

Service families.

country, and offer music, art and drama to the highest standard plus CCF, The

Founded in 627 AD, St Peter’s School is

Duke of Edinburgh’s Award and a wide

the third oldest school in the country

range of activities and clubs. Combined

and was named The Sunday Times North

with exemplary pastoral care, this means

Independent School of the Year in 2019.

pupils can experience absolutely everything on offer at school and still have time to relax and make lifelong friendships in their boarding houses.

Jeremy Walker has been Head Master at St Peter’s since 2019. He spent his school days as a full boarder and was educated at Sherborne School and Oxford University. Previous roles have included Principal of King’s School Rochester, Headmaster of Berkhamsted Sixth and Housemaster and Head of RS and Theory of Knowledge at Ardingly College.

Boarding at sixth-form colleges Independent boarding schools have a long history of creating well-rounded pupils with excellent results. Most pupils beginning an A-level course or an International Foundation Programme are striving to gain the best possible grades and complete a challenging programme of academic study, and also yearning to exercise their independence. In many cases these two can act in competition with one another, with young people rushing to celebrate their freedom without the life skills and experience they need to manage this.

Dr Julian Davies Principal, Abbey College, Cambridge

At an independent sixth-form college the

or advise pupils with their assignments

new things helps to develop a pupil’s

journey to independence is supported and

or respond to academic needs, ensures

resilience and confidence and also allows

skills are introduced and practised in a safe

that class time can be more productive.

for the introduction and progression of

environment, while academic progression

Pupils can be taught study skills and then

skills. As young adults, pupils are also

is monitored and the whole pupil nurtured

the process can be actively monitored

encouraged to help organise, promote

and developed. The outcome is a resilient

and developed so that the end result is

and manage activities, giving them a real

and independent learner prepared to take

a pupil who can work efficiently and with

sense of ownership and an opportunity

the next step in life on to university or a

confidence. Instilling a strong work ethic in

to engage in the passions they have

chosen career path.

all pupils is important, but teaching them

outside the classroom. Time spent in these

to overcome setbacks and to persevere is

co-curricular activities is time well spent – it

also paramount to their future success.

ensures pupils enjoy their time in the sixth

Considering the most obvious key requirement for academic progression, the attainment of outstanding academic results, boarding provides an excellent ‘outof-hours’ support system for learning. Once in the sixth form most pupils are trusted to manage their workload accordingly, but having subject specialists on hand to help

form, and helps to develop their ability to

CO-CURRICULAR ACTIVITIES The very nature of boarding allows for many more opportunities for co-curricular activities. Introducing pupils to a variety of activities ensures they are inspired and open to new experiences and skills. Trying

manage their work and life balance so the ‘whole child’ can flourish. At Abbey College Cambridge we have more than 50 clubs and an extensive programme of trips and activities: pupils can complete first-aid training, visit places of interest across the

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 103

country, learn an instrument, join the drama group, learn circus skills or origami – there is something for everyone. Boarding at a sixth-form college gives pupils the opportunity and challenge they need to develop a broader spectrum of life skills. Washing their clothes, making good dietary choices, looking after their health (physical and mental), managing their workload and living in a communal setting are just a few examples of the skills that prepare them for adulthood and independent living.

PUPILS FROM AROUND THE WORLD Boarding at an independent sixth-form college means living with a host of other pupils from around the world. This in itself is an important experience and ensures pupils become comfortable with cultures, languages and religions that are different from their own. At Abbey College Cambridge we have pupils from 48 nationalities. Each nationality is recognised and celebrated while the whole community is brought together through the shared love of learning and the involvement in co-curricular interests.

to compromise and empathise. It also

confidence to deal with new situations and

requires responsibility and commitment,

can adapt to life at university successfully

and teaches young people how to establish

because strong foundations have been put

equality while recognising differences

in place.

and celebrating them. Pupils can learn to communicate at the highest level, making lifelong friendships and establishing international contacts for the future. The time pupils spend at an independent sixth-form college is very special. It bridges the gap between school and university, childhood and adulthood. Pupils enjoy the experience while receiving the best

Living in a community requires many

possible training in how to navigate

skills and abilities such as being able

life independently. They gain the inner

Dr Julian Davies was awarded a PhD for his thesis on the biological response to climate change in Antarctica and a holds a BSc in Applied Biology. He began his career as an industrial scientist before joining the teaching profession. On joining Abbey College, Julian introduced boarding as an option for pupils and led the relocation of the college to a purpose-built boarding campus in Cambridge. The college now has more than 400 international boarding pupils living and studying in the campus.

BSA Certified Agent and Guardian schemes Caroline Nixon, International and Membership Director, Boarding Schools’ Association (BSA) and Director, British Association of Independent Schools with International Students, and Ammy Davies-Potter, Director of Guardianship and Inclusion, BSA

The BSA Certified Agent and Guardian schemes were launched just over a year ago. So far 47 agents and 41 guardians have signed up to the schemes, with more joining all the time. The training and certification programmes for the schemes provide reassurance to families. Parents can be assured they are dealing with educational agents and guardians with the highest standards in terms of safeguarding, safer recruitment and training of staff and host families, knowledge of the UK education system and careful liaison with schools. The schemes also provide a clear demonstration to BSA boarding schools of the quality and intention of the educational agents and guardians who reach certified status. Finding a suitable educational agent can be a time-consuming process for parents, but it is an absolutely vital one. Even when parents have a good knowledge of the UK education system, this may not be up to date and it is almost impossible for parents to have an informed overview of all the different schools available when trying to choose the one most suitable for their individual child. The BSA’s recent survey of Chinese parents showed that agents have a major influence when it comes to choosing a boarding school,

The BSA Certified Agent scheme is

and physically safe and there is good

essentially doing parents’ due diligence,

communication and relationships

ensuring agents in the scheme

between them and the adults looking

demonstrate a clear and current

after them. This is a vital aspect of a

understanding of the UK education

successful school experience.

system and the different types of schools, getting to know the child’s and the

Parents can choose a BSA Certified

family’s needs, recommending schools

Guardian with confidence, secure in the

that are right for individual children, and

knowledge that the guardian has met

maintaining the highest standards of

the high standards required through a

integrity in placing and supporting each

rigorous inspection process. Knowing

child.

the guardian is committed to providing

In terms of guardians, the survey of Chinese parents showed that 82 per cent highlighted the importance of having assurance around a guardian’s certification – and this is what the BSA Certified Guardian scheme provides. Similar to the criteria agents are required to meet, guardians must demonstrate the highest standards in terms of their interaction with schools, parents and pupils, showing they meet strict assurance requirements for all aspects of safeguarding.

with 74 per cent relying on an agent’s

For international pupils, an educational

recommendation. So it is important

guardian who can provide high quality

to be sure an agent has integrity and

support and guidance is invaluable.

knowledge of the school and family and

Pupils are much more likely to reach their

this is what the scheme aims to do.

full potential if they feel emotionally

a high-quality service can really make a difference to their child’s school journey. For more information about the BSA Certified Agent scheme and a full list of Certified Agents, go to: https://www. boarding.org.uk/bsa-initiatives/bsacertified-agent-scheme/ There is also a list of Certified Agents in this Guide. For more information about the BSA Certified Guardian scheme and a full list of Certified Guardians, go to: https:// www.boarding.org.uk/bsa-initiatives/ bsa-certified-guardian-scheme/ There is also a list of Certified Guardians in this Guide.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 105

Caroline Nixon is International Director at the Boarding Schools’ Association (BSA) and Director of the British Association of Independent Schools with International Students. She is also a member of the advisory group to the UK Government’s All-Party Parliamentary Group for International Students. Caroline has worked in international education for 30 years. As a consultant at Caroline Nixon Education, she has helped UK schools to establish new overseas branches, advised an international school opening in the UK, assisted an educational group setting up a guardianship agency, and advised schools on academic and pastoral provision for their international pupils as well as helped many schools with their international marketing and recruitment. Ammy Davies-Potter is Director of Guardianship and Inclusion at the BSA. She works across the BSA Group, with a focus on the BSA Certified Guardian scheme. Other areas of focus include equity, diversity and inclusion within the BSA Group, providing training, support and advice for members and working with other organisations. Ammy qualified as a teacher in 1991, initially teaching at Bromsgrove School and then at St John’s College School, Cambridge before moving in 1995 to become a Housemistress at Westonbirt School. In 2010 she joined St Mary’s Calne, initially as a Housemistress and subsequently as Designated Safeguarding Lead and Deputy Head (Pastoral). Ammy is completing an MA in Inclusive Education. She also volunteers as an independent listener for a school and as an independent visitor for a child in care.

BSA certified guardians Abby Plumb Education Guardian Service www.abbyplumbeducationguardian.com

High Schools International www.hsinet.org

Academic Families www.academicfamilies.com

Host-Link www.hostlinkuk.com

Access UK Education www.access-edu.co.uk

International Student Guardianship Ireland (ISGI) www.guardianshipireland.ie

Alpha Guardians www.alphaguardians.co.uk

IQ Consultancy www.iqconsultancy.ru

Amber Education www.amberedu.co.uk

JD Consultancy www.jdconsultant.co.uk

Belgravia Guardians www.bg-london.com

Overseas Personal Development Services www.opds.co.uk

Berkeley Guardians www.berkeleyguardians.com

Redoor Education www.redoorguardianship.co.uk

Boarding Schools Ireland www.boardingschoolsireland.com

Regent Guardians www.regentguardians.com

Cambridge Guardian Angels www.cambridge-guardian-angels.com

Robin Education www.robineduuk.com

Carfax Guardians www.carfax-guardians.com

Scottish Overseas Guardianship Association (SOGA) www.scottishoverseasguardianship.co.uk

Clarendon International Education www.clarendon.uk.com

See World www.seeworldltd.com

College Guardians www.collegeguardians.co.uk

St George’s Guardians www.stg-guardians.co.uk

Connexcel www.connexcel.co.uk/guardianship

Study Links www.studylinks.com

Cotswold Guardians www.cotswold-guardians.co.uk

The Guardian Family Network www.guardianfamilynetwork.com

Edinburgh Guardian Angels www.edinburghguardianangels.co.uk

Trusted Guardianship www.trustedguardianship.co.uk

Education and Exchange in Europe www.edex.ie

UK Guardians www.ukguardians.co.uk

Elite Anglo-Chinese Services www.eliteacs.com

UKGuardianship www.ukguardianship.com

English Country Guardians www.english-country-guardians.co.uk

UK Tuition www.uk-tuition.com

Gabbitas www.gabbitas.com

UM Education www.umeducation.com

Genesis Education Planning www.en.genesiseducation.co.uk

Ying Lang Guardian, Glamour Edu Ltd www.glamouredu.com

Great British Guardians www.gbguardians.com Guardians International Support www.gis-uk.com

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / BOARDING AT AN INDEPENDENT SCHOOL / 107

BSA certified agents @school-in-UK www.school-in-uk.com

Golden Apple Tree www.ukjpg.com

Abby Plumb Education Guardian Service www.abbyplumbeducationguardian.com

HKIES Overseas Education Centre www.hkies.com.hk

Academic Asia China Ltd www.academic-asia.co.uk

i-Learner, Nebula Group Ltd www.i-learner.edu.hk

Academic Families www.academicfamilies.com

Intergreat Education Group www.intergreat.com

Akademis www.akademis-internatsberatung.de/internat-england

IQ ITEC www.itecgroup.ru/partners

Aston Education www.aston.edu.hk

IQ Consultancy www.iqconsultancy.ru

Baltic Council for International Education www.balticcouncil.org/en/sakums

J3 Group Ltd www.j3education.com

Barbara Glasmacher Internationale Schulberatung www.glasmacher.de

JD Consultancy www.jdconsultant.co.uk

BeGo Education www.begoedu.com/#page2

Mark Brooks Education www.markbrookseducation.com

Better School! Internatsberatung www.betterschool.de

Meridian Group www.meridian.lv/sakums

Beyond Education www.beyondeducation.es

Overseas Personal Development Services www.opds.co.uk

BOSSS UK www.bosssuk.co.uk

Prime UK Education www.primeukedu.co.uk

Britannia StudyLink www.britannia-study.com

Panoba Ltd www.panoba.co.uk

British United Education Services www.britishunited.net/en/about-us/

QED Education Group www.qededucationgroup.com

Carfax Consultants www.carfax-consultants.com

Rise Smart Overseas Education Centre www.risesmart.com.hk

Chamberlain Educational Services www.chamberlain-edu.com/traditional/index.html

Sarah Jochums Internatsberatung www.sarah-jochums.de

Cherry Education Consultancy www.ukcec.com

School Britannia www.schoolbritannia.fr

Connexcel www.connexcel.co.uk

Sino-UK Arts & Cultural Bridge www.sino-uk.org

Crest Education www.cresteducation.co.uk

The Independent Education Consultants www.independenteducationconsultants.co.uk

Dickinson School Consulting www.dickinsonboardingschools.com

UK Academics & Guardianship (UKAG) www.ukag.co.uk/welcom-to-ukag

EduExcellence Consulting Services www.eduexcellence.uk

UK Education Guide Ltd www.ukeducationguide.com

Edukatus www.edukatus.co.uk

UK Tuition and Services www.uk-tuition.com

Genesis Education Planning www.en.genesiseducation.co.uk

Watanabe Office www.woffice.jp

Global Education Tumulka (GET) www.sprachreise.com/schulberatung

The popularity of prep school

BOARDING

Dr Trevor Richards Head, All Hallows Preparatory School In today’s rapidly changing and

The key role of a preparatory school lies in

to boarding can be hard for parents too

demanding world, where our view of

the name – to prepare. For pupils planning

and an insight into day-to-day life, via an

life is distorted by social media and

on boarding for the next stage of their

active blog or social media, reassures them

expectations of our young people are

education, prep schools can give them a

their children are engaging with others and

high, our prep boarding schools offer

priceless opportunity to board in a familiar

immersing themselves in all that is on offer.

children an oasis into which they can

environment, surrounded by their friends.

escape.

A child who started flexi-boarding in Year 5

All prep boarding schools want their

and increased this to weekly or full boarding

pupils to be in a triangle of care (child–

With the jam-packed extra-curricular

by the end of Year 8 is likely to settle far

parent–boarding staff) and this means

programmes that are part and parcel of any

more quickly into a new school, taking full

fostering a close relationship between

school offering boarding at this younger

advantage of all that is on offer, than a

families and school. Acting in loco parentis

age, children can be children and throw

child who has had little or no experience of

at All Hallows means our staff value regular

their energy into activities, hobbies and

boarding.

communications and meetings with parents. These allow us to deal with any questions or

interests in the company of their friends, perhaps discovering new passions along the

For new boarders, taster days and letters

concerns before they become an issue and

way. At times, our boarding schools may be

from future classmates help to make them

to ensure our parents have total confidence

likened to holiday camps but, with a routine

feel welcomed. Keeping in touch with their

in the school.

structure in place to complete any prep or

families is so easy with modern technology

homework, and without the need to travel to

and regular video calls allow parents to

Lifelong friendships are made through

and from school on a daily basis, there is still

feel at ease about their children, helping to

the shared experiences and challenges

plenty of time left for relaxation.

replicate those end-of-day chats in the car or

that come from living in a community.

around the kitchen table, even though they

At All Hallows, pupils grow and develop

may be miles away.

emotionally, learning social skills and

A generation or two ago, it was unusual for

supporting each other along the way. These

both parents to work, whereas today the opposite is true. Parents often have long

Although mobile phones and tablets help

skills will stand them in excellent stead as

days and overnight stays away from home.

with communication, extended use of these

they move on to face new challenges at their

It is no wonder therefore that the popularity

can be isolating and so access should be

senior schools and beyond as happy, well-

of flexi or weekly boarding is on the rise.

limited to ensure children are interacting

adjusted individuals.

For ‘full’ boarders, having their various day

with each other. Set times for calling home

friends boarding regularly on a ‘flexi’ basis

can establish expectations from both sides

creates a busy and vibrant boarding house,

but flexibility over this is key and at All

making it an exciting, dynamic and energetic

Hallows, if a pupil needs to phone home, we

place to be.

do all we can to facilitate this. The transition

Dr Trevor Richards has been Head of All Hallows Preparatory School in Somerset since 2017, having been associated with the school for over 20 years. Married to Jeanna, Trevor is an educationalist and a child psychologist. He attended the University of Liverpool before gaining QTS from the University of Bath. He later took his Doctorate of Educational Psychology at the University of Bristol.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / PREPARATORY SCHOOLS / 109

an independent boarding and day school for boys and girls ages 3-18

nurturing every individual St Lawrence College is a thriving independent boarding and day school, providing a first-class education for boys and girls from 3 to 18 years. Located on the Kent coast and within easy access to London. Boarding from aged 7-18 is central to school life, and it is one of our greatest strengths, whether weekly or full boarding we aim to provide a 'home-from-home' for all and we are able to offer a true boarding school experience. St Lawrence is very proud to be one of the founding schools globally to have been granted the status of a World Class High Performance Learning School and yet we offer the diversity and support all children should experience throughout their education. T: +44 (0) 1843 572931 E: admissions@slcuk.com St Lawrence College, College Road, Ramsgate, Kent, CT11 7AE

NEXT OPEN DAY: Saturday, 7th May 2022

ST MARY’S CALNE

A Leading Independent Boarding & Day School For Girls Aged 11-18

Contact:

admissions@stmaryscalne.org

01249 857200

stmaryscalne.org

St Mary’s Calne Opera Gala, Sheldonian Theatre, Oxford

Visit our website to learn more about our 2022 Open Days www.slcuk.com

The benefits of prep school boarding

Robert Lankester Headmaster, Maidwell Hall

Say goodbye to school runs, endless testing and tutoring, mobile phones (at least in some prep schools) and chauffeuring increasingly frustrated children to endless after-school clubs. Instead, say hello to climbing trees, muddy knees and a carefree childhood.

and good mental health. However, these

disinclined to commit to anything. At

days many social factors have created

a boarding school, children can have

a world that prohibits children from

much greater independence and a sense

enjoying the benefits of this kind of

of their own responsibilities. If this can

freedom, with the result that parents

develop in a homely and comforting

feel they have to ‘helicopter’ them. A

atmosphere then the result should be

prep boarding education gives children

children learning life-enhancing skills

the independence to play with their

such as making their own decisions

friends and a freedom that helps them to

without even realising they are doing so.

Have you thought about prep school

Learning some of the harder lessons

boarding?

in life in your childhood is natural and

develop and enjoy their childhood, with all the positive mental and physical health attributes this brings.

WHEN TO START BOARDING? So it’s clear there are many benefits to boarding, but when is the ideal time to start and which type of boarding should you choose?

gives you an emotional resilience that There is no doubt that a country

is beneficial later in life. For example,

Over the past 20 years there has been a

education can bring greater freedom,

decision-making – it’s very easy for

steady trend towards children boarding

space and time. We used to live in an age

parents to make all the decisions for

at a slightly older age. Children who

where children could play in the streets

their children, trying desperately to

wish to board at their senior schools

and explore with their friends, having

make life easier. Except that it doesn’t

routinely join boarding prep schools for

a level of independence that has been

– parents simply become exhausted

one year only or even a term or two.

shown to build resilience, individuality

and the children can become ‘flaky’ and

But however excellent the pastoral care

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / PREPARATORY SCHOOLS / 111

“Many prep schools now offer flexi-boarding or a transitional arrangement, allowing pupils to make a gradual change to full boarding.”

at senior schools, you cannot replicate

homesickness and it’s an emotion

the small, cosy, nurturing feel of a small prep school, which can be a softer way to settle into boarding life. Many prep schools now offer flexiboarding or a transitional arrangement, allowing pupils to make a gradual change to full boarding. This can make it easier for children to be part of the decisionmaking. However, do be aware that parttime boarding does not always offer all the benefits mentioned. So when is the right time to start boarding? The answer as always is when it suits your family’s circumstances and when your child is ready (and preferably clamouring to start!) – and in my opinion, the sooner the better.

WHAT ABOUT HOMESICKNESS? Another big question for many families

that can be felt at any age – many

is whether homesickness is an issue for

young adults experience overwhelming

children who board. There are plenty

homesickness when they leave home to

of eight-year-old full boarders and it is

go to university. Learning how to handle

remarkable how quickly they adjust. It is

emotions like these is a lifeskill that is

certainly not my experience that younger

best developed in childhood and in a kind

children are more homesick than older

and nurturing environment such as a

children. In fact, we see very little

prep boarding school.

Robert Lankester has worked in boarding schools for 30 years. Previously Housemaster and Senior Housemaster at Uppingham, he has been Headmaster at Maidwell Hall since 2001. Educated at Charterhouse and Selwyn College, Cambridge, he spent seven years in the City before making the change to teaching, which he describes as the best decision he ever made. Robert believes strongly in the benefits that boarding brings, having seen how it encourages children to be independent, live with their peers harmoniously and grow in confidence.

Why choose a boarding

prep school Rob Morse Headmaster, Aysgarth School Like many boarding prep schools,

Boarders are given the opportunity to

‘guiding’ system where older boys welcome

Aysgarth has a vast activities

manage their own lives and in this way

and support boys who are new to the

programme and the boys work hard

become stronger individuals, capable of

school. This includes writing to the new

and have a great deal of fun. Boarding

leadership and initiative. For example, at

boys during the holidays before they start,

is not for everyone, but it does have

Aysgarth play time is not always organised

making sure they know what to do and

enormous advantages and I would like

for the pupils. We create free time when

where to go when they arrive, and generally

to outline the key benefits here.

the boys are expected to manage their

mentoring them. Older boys who were

own play – making up their own games and

very homesick when they started school

rules, building dens and so on. Of course,

can be especially helpful in supporting and

staff keep an eye on them from a distance

encouraging new boys who feel homesick

but as far as possible we want pupils to

at first. The guiding system not only helps

develop the ability to manage their own

the new boys but also helps the older boys

time.

to develop empathy.

INTERPERSONAL SKILLS Boarders also learn how to live and deal with each other for extended periods and this challenges them to develop their interpersonal skills. At Aysgarth we have a

Boarding school teachers work with the

INDEPENDENCE Independence might be the greatest gift we as parents can give to our children. Boarders are required to take responsibility for their actions and choices and, because parents are not there to shield them from the causes and effects of their actions, they will experience both success and failure in a safe and controlled environment.

children in and out of the classroom, share meals with them and often live on site. They see the children in every aspect of school life and celebrate their strengths

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“Boarders learn how to live and deal with each other for extended periods and this challenges them to develop their interpersonal skills.”

and successes. There is much truth

look back on their education they

have benefited from additional

in the old adage that ‘one wins the

are more likely to remember their

academic and extra-curricular

battle outside of the classroom’

friends and their escapades rather

opportunities and so they will have

and being able to congratulate a

than their lessons (apologies to

an improved understanding of work–

boy on his sporting performance

teachers everywhere!). For example,

life balance.

on Saturday or on his singing in the

at Aysgarth a favourite game is

Chapel on Sunday, helps develop his

‘Spotlight’. In the darkness of early

The world our children will inherit

self-confidence as well as making

evening, the boys have to try to

will be very different from today’s

sure he is more focused in his lessons

escape from the school buildings into

world, and independence, creativity

on the Monday.

the grounds and as far as the cricket

and adaptability will be ever more

pavilion. Members of staff track and

important. Boarding offers the

The time day pupils spend

chase them with torches until all the

opportunity to develop these skills in

commuting is put to use in the

boys have been found!

addition to the regular curriculum, and all while having fun. Why

classroom or in the activities programme. The longer day allows us to extend academic lessons, play sports every day and increase the extra-curricular provision – in short, to offer pupils the opportunity to make enhanced progress and to have more fun!

COMMUNITY When we asked in a recent survey ‘What do you like best about the school?’ the most common answer was ‘boarding’. Academics are of course paramount, but when children

PREPARATION FOR LIFE AFTER SCHOOL Research has shown that boarding pupils are more capable of steering a successful course through the many challenges that life will throw at them. The move from secondary school to university is often easier for boarding pupils who will have already established the independence of living away from their families. Their time spent living with others will have helped them develop their interpersonal skills. They will also

wouldn’t you want to give your children this opportunity?

Rob Morse is Headmaster of Aysgarth School, an all-boys’ prep boarding school in the North of England. Before his appointment at Aysgarth, Rob was Headmaster at Perrott Hill Preparatory School and before this he held the post of Deputy Head and Housemaster at S Anselm’s. As well as teaching Geography, Rob loves the great outdoors, and is a keen sportsman and an aspiring trumpeter and guitar player. He is married to Lottie, also a teacher, and they have two children, Daisy and Harry.

MUSIC –

AN IMPORTANT PART OF THE BOARDING EXPERIENCE

Gareth Jones Headmaster, Bilton Grange

About 17 years ago, I found myself

instilling a multi-cultural awareness

standing on a large concourse at the

in our increasingly globalised society.

foot of an enormous favela in Rio de

Boarding schools arguably do this

Janeiro. Around me were concrete

better than most.

walls patterned with bullet holes and poorly built slums rising up the hill. As if I wasn’t already humbled by the poverty-stricken nature of the location itself, it was the fact that in front of where I stood were dozens of children from the favela playing makeshift drums made out of bottles and cans and teaching the mostly British children I was with how to do the same. They shared their rhythm and love of music, they taught us the dancing martial art of Capoeira, and their sheer enthusiasm and musicality broke down barriers that might otherwise have existed between children from different nations. Right there I saw that music is a universal language.

From the earliest age, we are comforted by music. As we progress through early developmental milestones, music is often used to integrate learning skills with a fun, enjoyable experience. Learning a musical instrument and singing in a choir should be part of every child’s education. It gives children a window into a creative world that is part of what makes us human. Creativity brings a sense of freedom. Rules are often obsolete when we are being creative and we have permission to take risks and try new things. When we take the time and energy to develop new ideas, we learn to understand, trust and respect ourselves which, in turn, leads to better expression

UK boarding schools offer a safe

and articulation of our thoughts. And

and well-equipped home that is far

as a result we often become more

removed from that favela but there is

confident, less stressed and more

a connection in the way that children

adaptable when problems come along

from different backgrounds come

that require a solution.

TIME FOR MUSIC Boarding schools understand all this and place great importance on music, offering instrumental and singing lessons, ensembles, orchestras, bands and many different performance opportunities. Sometimes there is so much on offer that a boarding pupil can struggle to choose. But a key benefit of boarding school life is the time it provides for many activities including, of course, music. Learning a musical instrument takes dedication and regular practice. For day pupils this will often be done at home squeezed in between homework, food, travel and other co-curricular activities. Children who board gain an advantage here. They don’t need to build in time for commuting or preparing meals. Their routine can be planned to allow time for practice and this will often be aided by dedicated support from the music department, enabling progress to be maintained and monitored. But boarding offers much more than

together in schools and a realisation

this. Ensembles and choirs can be

that music is so important for

timetabled to rehearse during boarding

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time and there will also be time for pupils

100 per cent of the fees. Pupils do

to be creative, form their own ensembles,

not have to board to be part of this

compose their own music and prepare

programme but those who do will find the

performances together. All this enriches

chorister programme will dovetail with the

the house spirit and because everyone

full range of activities that all our pupils

is doing it together, music is valued by

enjoy.

everyone and becomes part of daily life rather than perhaps a solitary activity at

Pupils who board and embrace the musical

home House concerts, entertainments and

opportunities on offer in their schools

performances are eagerly anticipated and

will be enriched by greater confidence,

enjoyed by all.

independence and a creative spirit which can last a lifetime. So, as they say at the

MUSIC IS FOR EVERYONE Here at Bilton Grange, music is for everyone, not confined to the music school. Everyone sings with enthusiasm in school assemblies and there are ensembles, bands, an orchestra and musical dramatic performances. In 2022 we are also launching a new chorister programme which will see two new choirs – one for boys and another for girls. These auditioned choirs will rehearse and sing on four days a week but will have no commitments at the weekends. They will sing Evensong and the Eucharist in both Bilton Grange and Rugby School chapels alongside professional adult singers. This programme is supported by scholarships and means-tested bursaries up to

carnival in Rio, ‘abrace a musica’ (embrace the music).

As an English and History graduate, Gareth Jones began his teaching career at The Dragon where senior roles included Director of Sport, Director of the Extended Curriculum and Housemaster. He was Head of St Andrew’s Prep, Eastbourne for six years. Music and the performing arts flourished during his tenure there. Since September 2021, he has been Head of Bilton Grange Prep which is now part of the Rugby Schools Group.

Outdoor learning – ‘rewilding’ pupils Outdoor learning enriches learning experiences and gives children and young people the opportunity to connect with nature. The potential of outdoor learning to improve academic outcomes has been long recognised

Will Frost Head of Geography and Outdoor Learning, Salisbury Cathedral School

by the government. In 2006 it signed a manifesto from the Council for Learning

The psychological benefits of spending time

conducted outside in ‘nature’s classroom’.

Outside the Classroom (LOtC) stating:

in nature are numerous. Observing plants,

Even though ‘outdoor learning’ has its own

‘We strongly support the educational

trees, water and creatures is naturally mindful

sessions on the timetable, the end goal is a

case for learning outside the classroom.

and calming.3 In this environment children

cultural shift that sees all our staff thinking,

If all young people were given these

are more able to access their subconscious

‘I wonder if I could take this lesson outside?’.

opportunities, we believe it would make

knowledge and understanding as well as

a significant contribution to raising

their conscious minds. It’s not surprising that

Before becoming a teacher, I worked for

achievement.’1

often children and young people who have

the National Trust for ten years. An early

been deemed to be having difficulties with

experience opened my eyes to the power of

Two years later, Ofsted, the schools’

their learning positively shine in a different,

nature to bring out the best in people. Each

inspection service, commissioned a report

outdoor environment.4

week I collected a group of young jobseekers who had to participate in volunteering to

called Learning Outside the Classroom, how far should you go? The report found that ‘learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development.’ It also stated that outdoor learning is most successful when it is an ‘integral element of long-term curriculum planning’.2

NATURE’S CLASSROOM One of the many benefits of boarding at a prep school is the wealth of experiences on offer both inside and outside the classroom and often the additional benefit of beautiful outdoor space to explore. At Salisbury Cathedral School (SCS) I have been campaigning for more lessons to be

remain eligible for benefits. Many of the young people involved had known drug and alcohol problems and I was unsure about how much they would benefit from the planned outdoor rehabilitation programme. I’ve never been so happy to be so completely wrong. After a tiring day cutting back invasive

https://www.lotc.org.uk/manifesto/view/d https://www.lotc.org.uk/wp-content/uploads/2010/12/Ofsted-Report-Oct-2008.pdf Peadar Maxwell, child psychologist, quoted from https://www.independent.ie/life/family/mothers-babies/rewild-your-child-why-families-need-to-reconnect-with-nature-38451517.html 4 https://www.theguardian.com/commentisfree/2013/oct/07/education-children-not-feral-enough 1 2 3

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rhododendrons, my young team came to

Rewilding is an increasingly mainstream

on their skin. The more they do this, the

life with an amazing sense of purpose. The

environmental movement committed to

stronger, more confident, healthy and happy

time outside in nature, camaraderie and all

reversing the destruction of the natural world

they will become. At SCS we are lucky to have

the fresh air and exercise were the most

by doing (almost) nothing. It is the reverse

27 acres of green space, including a lake,

tremendous tonic for all and by the end of

of conventional conservation policy. There

trees, lawns and pitches in the heart of the

the day no one wanted to stop!

is no box-ticking, no target-driven initiatives.

city, and the beautiful campus is ideal for

Instead, land is given back to nature. Rivers

connecting pupils with nature every day.

As I progressed in my career at the National

are re-wiggled, scrub areas are left to grow,

Trust, I found my job slowly changed from

verges are planted with native wildflowers

Rewilding our children is not all play though.

being outside with others and became more

and herbivores have been reintroduced to

Whether it’s creating history timelines on

office-based and target-driven. It was the

create dynamic habitats through natural seed

the school driveway or demonstrating

memory of how those young jobseekers

dispersal.

population pyramids by the cricket pitch, our pupils thrive when they are learning

blossomed in the fresh air that led me to teaching, with a strong focus on taking children out into nature. I joined SCS in 2020 with the aim of leaving the place (SCS) better than I found it and working to ensure all pupils have the opportunity to learn, have memorable experiences and make meaningful friendships outdoors. Working together with the rest of the school staff, I hope to rewild both the pupils and their school environment.

OPEN TO EVERYONE The beauty of rewilding is that it’s open to everyone. You can rewild anything from a window box to the whole world. At SCS, we are starting small by keeping everything we cut. It is a bit of a culture shock as the reality of rewilding can be quite messy with all the bugs that thrive – garden waste can stimulate a biodiversity of insects very quickly. Tree trimmings make pretend swords and are great for den-building. These toys from nature bring simple joy to our pupils. There is much enthusiasm throughout the school community for rewilding. In 2020 our Year 8s created videos to inspire everyone to rewild their gardens as one of many challenges for SCS’s first Green Week. The concept of rewilding has been expanded to also reflect the importance of reconnecting children with nature. To connect with nature, children need to be outdoors in natural environments as much as possible. They need to play outside in woodlands, roll down hills and climb trees. They need to get wet and muddy and feel the wind, rain and sun

in new and different environments. SCS is also committed to ensuring future field trips provide opportunity for pupils to get involved, for example by keeping data on wildlife, litterpicking or planting trees or hedges. If they revisit the same destination in the future, they will have a sense of pride knowing they have contributed.

Will Frost joined Salisbury Cathedral School (SCS) in September 2020 from Windlesham House School. As Head of Geography and Outdoor Learning, Will introduced the first ever SCS Green Week in 2020 and is continually increasing the amount of outdoor learning for every pupil. Before teaching, Will worked for the National Trust and was a contributor to the ‘50 Things to Do Before You’re 11’ scheme, designed to encourage children out into nature. He has also volunteered as a guide at the Knepp Estate, known for its very successful rewilding project, the ‘Great Landscape Experiment’.

Olly Langton Headmaster, Belhaven Hill School

Using robotics, 3D printing and computing in a prep school

The ability to understand twenty-first century technology is the first step to being able to control the creative power of computers. There is no doubt that prep schools must meet this challenge head on if we are to fulfill a leading role as educators of the next generation. The perception that this challenge involves the adoption of a completely new set of skills needs to change. In fact, much of what we can learn from computational thinking has been championed by prep schools for generations: resilience, perseverance, dedication, focus, and accuracy. The challenge with computing education is that we do not know what the technology will be when our pupils leave formal education in a decade’s time. What we do know is that almost all roles will use technology, so knowing how technology works will be an essential prerequisite for a successful career. Key to our pupils’ success will be an understanding of computational thinking and developing a lifelong interest in computing. The Raspberry Pi Foundation explains that

excellent pastoral care and nurturing

rather than abstract form. To achieve this,

‘computational thinking is solving a problem

communities, small class sizes and

here at Belhaven Hill, we have invested in

by breaking it down into its individual parts

dedicated staff, they can provide the perfect

Spheros, Micro:bits and Raspberry Pis.

and building an algorithm to solve the

opportunity to experiment and ‘fail safely’. The younger pupils use the Sphero robots,

problem’. This area of computer science encourages children to be creative. Prep

To develop computational thinking, children

spherical robots which can be programmed

schools provide the ideal environment in

need regular access to physical computing

on iPads using a block-based programming

which to develop creativity. With their

so that they can see the results in tangible

language. Creating routes for the Sphero

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to navigate provides the opportunity for

We have recently invested in a 3D printer

Prep schools need to encourage failure

problem-solving and gives children a feeling

which has created real excitement among

to a greater degree than has previously

of mastery through ‘live’ experience. The

the pupils. They have used it to produce

been allowed. The ‘fear of failure’ inculcated

pupils can also make the Sphero robots

chess set pieces, a new trophy for the

in part by the exam culture of modern

communicate with each other, allowing the

school’s stop-motion animation competition,

schooling, must be addressed as a first step

development of simple communication

and to make other familiar items. This

in removing the shackles from our pupils’

protocols, as well as responding to events

has already created a legacy in which the

progress. An immersive approach to the

such as crashing into a wall! This ability to

children see themselves as engineers.

adoption of technology for staff and pupils, forced upon us by successive lockdowns, has

break a task down into its composite parts

components such as a Servo.

‘DIGITAL MAKERS’ Our goal is to create a cohort of ‘digital makers’ who can design bespoke parts for a project, connect them to a programmable device and use them to solve a problem. Pupils might construct a chariot to connect to a Sphero so that a favourite teddy can be transported around a dorm; or they might programme a Micro:bit to create a selfopening bin for a visually impaired relative at home.

Physical computing offers children

Prep schools can be the perfect environment

the opportunity to be creative with

for the trial and error approach to working

their solutions to problems. Alongside

with computers. Our children need these

programming, children can be introduced

digital skills to achieve a greater level of

to other skills such as soldering, computer-

proficiency in all aspects of their education.

lies at the heart of computational thinking. Older pupils at Belhaven Hill use their iPads to program Micro:bits. These are microcontroller boards specifically designed to teach children physical computing. Pupils use a similar block-based language to the Sphero to program the Micro:bits’ onboard components (such as buttons, compasses and LED screens) and can also add

aided design (CAD) and computer-aided manufacturing (CAM).

produced a significant increase in the pace of progress. Now is the time to forge ahead and prepare our children for the challenges they will confront at the next stage of their education and in the wider world beyond. Robotics, 3D printing and computing definitely need to be part of a modern prep school’s curriculum.

Olly Langton joined Belhaven Hill School as Headmaster in 2020 having taught at Ludgrove (2005–7) and Radley (2007–20). He is married to Rosie and together they ran a boarding house at Radley for seven years before moving to Belhaven. They are joined by their three children, Alexander (now at Belhaven), Cleo and Lettie, and their Labrador, Nelson.

How boarding schools support children’s mental and emotional development

Fred de Falbe Headmaster, Beeston Hall and play with academic progress. There is no wasted travel time, no environmental footprint, but a rhythm to the children’s lives and friendships. There is the hierarchy and discipline of systems (but none of the oppression of ancient stereotypes) within which children can begin making their own, unilateral but supported choices – something, as we adults know, is often a challenge.

In an assembled group at school, it is an obvious and easy question to ask – what do we value most highly in life? For some the first answer may be God, but more commonly – certainly among prep school-age children – it is ‘family’ or ‘love’. (Occasionally ‘time’ is offered up too, but more usually by old stagers in Year 8 who have been in on this discussion before.) The point is that these three abstract nouns are the keys to our capacity to form and maintain relationships in life which, in turn, leads to that Holy Grail – happiness. This is not to say life, particularly the life of a child, should be unalloyed happiness, but it is a notion that merits unpicking within the discussion about boarding school. Happiness? Rather than heading down this ‘rabbit hole’ of philosophical discussion, we should consider the end game: what are parents and pupils aiming for when they choose UK independent education – known and admired around the world as a gold standard? We want our charges to become well educated, but what does that mean? Besides the fulfilling of academic potential, we aspire for the children we look after to become open-minded, energetic and flexible young people, willing and able to work in groups and to think creatively and independently so they have the confidence to take initiative and contribute in purposeful and constructive ways. This process starts in the home with parental instincts driving the development of our children but before too

long – and quite correctly as children begin socialisation and stimulation – we seek help elsewhere. So begins school and the wider development of our children and the challenges of parenting. One irony of our privileged, post-industrial, twenty-first century lives is the lack of time juxtaposed with the sheer quantity of information, both fanned by the distractions and diversions that can enfold our relentless schedules. Titles such as The Collapse of Parenting and Raising Boys offer analysis and advice but do not stop the guilt, interspersed though it is with natty new methods of ‘having everything’. On top of this comes the consequent inability to construct communities of a sufficiently small and digestible scale to allow children to develop the social and emotional intelligences so necessary to fulfil the aims outlined above. So we come to boarding school. A small boarding community does not replace family. But it does begin to reflect the ‘village’ or ‘tribe’ model outlined by so many social psychologists, something which has served humanity well for millennia and has all but disappeared in today’s developed world. Prefaced by the adage ‘not for everyone’, we begin the observation that children, in many cases at Beeston Hall, often choose this for themselves. They see the structures and efficiencies – never mind fun – of such an arrangement, where their time is more purposefully spent, mixing up activities

While the care of each child is paramount and pastoral systems unimpeachable, our boarding schools are organised to serve a community, not the individual needs of each child. This has a powerful effect on each child’s capacity to operate in a group and share, developing the resilience to stand up for themselves, contribute and be noticed. There is the freedom to make decisions and to learn the consequences of this – whether it is falling off a swing or resolutely practising the French horn – and this means the 13 year old departing for senior school has developed some awareness of their own thought processes and the impact they can have. In my view, the effect of this contained, curated life of a small prep school helps achieve a remarkable combination of humility and self-confidence, where children can gently but firmly make their ways in the world. This is why they are greeted with open arms by senior schools and also, of course, by parents who, rather than serving them as taxi driver, coach and tutor (chief nag very often too), delight in seeing their children flourishing into young adults who have learnt the benefit of good relationships, of making an effort, and of contributing to the world around them.

Fred de Falbe has been Headmaster of Beeston Hall, a boarding and day prep school in Norfolk, since 2016. Before that he was a Prep Head in Herefordshire, after six years at Knightsbridge School, latterly as Deputy Head. His first spell of teaching was after Eton, as an 18 year old in Honduras, which led to a career in film after a Theology degree at Manchester. Having completed eight years in the maintained sector, which he combined with smallholding in Devon, he ran a property business before returning to teaching. He is married to Juliet, who plays a key pastoral role in the school, and they have three children.

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Responsibility versus maturity

– when to introduce more freedom to prep school boarders Every parent hopes their child will grow up to be a success – a happy and

Paddy Moss Headmaster, Dean Close Preparatory School

fulfilled adult who makes considered choices and who appreciates the value of being of service to others. Many schools promise to provide the opportunities to achieve this, particularly through boarding provision. Boarding is no longer popular simply

are not quite ready to take their next steps?

child is important in order to offer

as a necessity for travelling or busy

The key is for houseparents and house

the appropriate concessions. Giving

parents – it is a lifestyle choice for

tutors to really know each individual pupil

responsibility to a young person can have

parents who recognise and value the

very well and to work with parents through

immense benefits for all involved and can

benefits of it.

understanding their different parenting

offer opportunities to learn and develop new

styles.

skills.

lessons learnt from being educated away

Equally important is monitoring the choices

The first question to consider when

from home – teamwork through living with

each child makes as they navigate their

giving responsibility is: ‘Are they ready?’

others, taking care of one’s own physical and

school journey, being there to celebrate their

Professionals who work in boarding schools

emotional needs with support from staff,

successes and offering compassion and

are very experienced in knowing when to

taking responsibility for self-organisation

guidance when they make mistakes.

allow their charges to draw close and when

There are many values to be gained and

both of academic and co-curricular activities. These are all qualities a child can develop at a nurturing boarding school. Offering an age-appropriate level of independence is of great value. So how do schools manage to give enough freedom for those who are mature enough, while holding on a little more tightly to those who

to loosen up.

‘HOUSE RULES’ A clear set of ‘house rules’ acts as an invaluable safety net. These can give more freedom for older boarders, that younger boarders can aspire to, and a clear understanding that these levels of freedom are earned, based on the houseparents’ judgement. Again, knowing the individual

While supervision levels are never relaxed, as a boarder gains greater maturity, so expectations of appropriate behaviour and responsibility increase. Examples of increased freedoms in a school such as Dean Close can be found in downtime and during more routine school time. For

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“Giving responsibility to a young person can have immense benefits for all involved and can offer opportunities to learn and develop new skills.”

example, in the run-up to examinations,

younger pupils can also visit their favourite

dedicated staff sit with younger boarders

haunts but remain under the watchful gaze

guiding them through their revision

of a gap-year student. Just as parents expect

homework, while older prep school

more involvement of children in helping with

pupils are expected to have created their

the household chores, so boarders benefit

own revision timetable and to prepare

from taking responsibility for organising

independently for the challenges of the

their boarding house. Rotas for keeping the

exam hall.

games room tidy or helping matron with the nightly toasted sandwiches are opportunities

OPPORTUNITIES AND CONSEQUENCES During the lovely long summer evenings, older pupils at Dean Close enjoy playing traditional wide games in the woodland area where they can run off their pent-up energy, but they are fully aware of the consequences if they stray too far from their team or return to the boarding house past curfew. These opportunities to be close to ‘home’ but at the same time out of sight, provide invaluable lessons – creating their own fun, being aware of the time and looking out for others.

for children to serve and they gain great satisfaction from this. While away from home, children have to make choices and decisions uncoached by parents, the consequences of which should always be seen as a learning experience. Whether it is a good choice that leads to a positive result or a less considered one which should never be repeated, a child learns through this process. They understand they have the ability and freedom to take responsibility and build up

Boarding schools fortunate to be located

resilience if a situation does not go their

in, or in close walking distance of, a town

way, taking their first steps to becoming well-

can also allow their pupils some supervised

rounded and happy individuals. The road

freedom off site. While it might be suitable

can be more rocky for some than others, but

to allow older prep school pupils to do their

a good school will always recognise the value

Christmas shopping in town in small groups,

of the journey.

an annual treat they all look forward to,

Paddy Moss is Headmaster of Dean Close Preparatory School. Paddy joined Dean Close in 2015 from Kenya, having spent nine years as Headmaster of a premier British-curriculum preparatory boarding school. A Canadian by birth but brought up in the west of England, Paddy studied Geography and Economics (SOAS, London University) before embarking on a career as a teacher in several boarding and day prep schools, in the UK and abroad, where he was also a member of many of the senior management teams. He is a highly experienced sports coach with a passion for outdoor activities and scouting. He and his wife, a maths and PE teacher, have three daughters at Dean Close.

King’s is more than Christmas Yvette Day Head and Master over the Choristers, King’s College School, Cambridge

In the fifteenth century, King’s Choristers were provided with meals and clothing, and eight pence a week for their board. Things have certainly changed since then!

Today King’s Choristers are recognised all

College School, which grew from the

over the world, perhaps largely due to the

foundations provided by King Henry VI, and

iconic Festival of Nine Lessons and Carols

is just across the river and a few minutes’

which is broadcast live from King’s College

walk from King’s College Chapel, where they

Chapel on Christmas Eve. But that moment

sing in services throughout the year. It is a

at 3pm on 24 December, when the world

life of full immersion – as well as going to

tunes in as they prepare for Christmas, is

school here, for much of the time they live

a fleeting glimpse of an experience that is

here too.

so much bigger and life changing for the children who sing in the choir. We really

Just as singing is very much at our heart, so

don’t sing carols all the time. At King’s

too is boarding. The fact that choristers at

College School we provide children with

King’s board informs the way we look at all

a lifestyle that supports and encourages

aspects of possibility and opportunity for

excellence.

all pupils in the school. In my experience, I believe this to be the real strength of

There is no doubting that choristers have

boarding. Boarding empowers (and trusts)

an unparalleled musical education steeped

children to pursue their talents and goals to

in tradition. They are educated at King’s

the highest levels of excellence. For pupils

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / PREPARATORY SCHOOLS / 125

who are not part of the boarding house, the same expectations apply. The school day is long and purposeful, creative and varied. Children learn to be organised and to work to targets and they are encouraged to have a voice! For King’s Choristers there is a very welldefined daily schedule. As with any highlevel pursuit in sport, instrumental study, dance, or art, rigorous preparation, practice and attention to detail in the development

HOME FROM HOME At King’s College School we seek to create a home-from-home environment in which all pupils are safe, happy and able to flourish in both work and play. There is help on hand with prep sessions as well as with music practice, and a wide range of activities is on offer to fill free time. The extensive school grounds and facilities can be enjoyed when the school quietens at the end of the working day – the summer months are punctuated by barbeques and evening swims.

process underpin success. The magic that is beamed to the world on Christmas Eve does

Choristers from King’s may go on to Eton,

not happen without years of training.

Harrow, King’s Ely, The Leys, Oundle, Rugby, Uppingham and Winchester, among

The boarding experience offers support

others. Some go on to attend day schools.

in developing a child’s sense of ownership

Whichever route they take, at 13 they already

of their own learning and life experience.

know so much about themselves and how

Of course there must be scaffolding: care,

the part they play in a community really does

kindness, trust, challenge, support and

affect their own experience of life, with the

understanding. Staff are always around

add-on that they have also been part of a

toshare the joys and occasional struggles of

pretty extraordinary team!

life – or just for a chat at the end of the day.

In a career that has involved working in boarding schools both in the UK and abroad, and with children between the ages of 3 and 18, Yvette Day has an extensive understanding of the sector. She was educated first in South Africa and went on to complete postgraduate studies and a law conversion course in this country. She has taught at the Diocesan College (Cape Town), Milton Abbey (Dorset), St George’s School, Windsor Castle, Eton, and The Chorister School (Durham). Since 2018 she has been Head and Master over the Choristers at King’s College School, Cambridge.

Preparing pupils for the transition to senior schools

The crucial process of transitioning from prep school to senior school has seen significant changes over recent years, with a

Simone Mitchell, Deputy Head, Director of Teaching and Learning, Swanbourne House School

more bespoke, nurturing start earlier. It used to start about 18

was a tense wait for Common

months before a pupil left us, now the

Entrance results taken in June for

preparation starts four years before

September entry, with the anxiety of

they will set foot in a senior school.

waiting for a place to be confirmed.

At Swanbourne House, we know it’s

This is a very positive development for

Now, it is very rare for a senior school

an evolving and creative process, with

families and schools. Indeed, when I’m

not to give an unconditional offer.

no ‘catch-all’ approach. A personal

asked what can be the biggest pitfall in

This development benefits pupils,

approach is rightly expected by families,

the process, I often say timing.

allowing prep schools time to create

and tailored approach sought by families.

a tailored approach to their learning,

and creating a robust, specific path for the child to their chosen senior school

All senior schools publish details of

preparing pupils so they can thrive

can be a challenging process, but one

their registration process on their

in their senior school. Starting the

that reaps significant rewards.

website well in advance – my advice

process early gives schools and

to families would always be to check

parents an opportunity to plan

If I could point to one significant change

the dates and don’t assume all

accordingly for the child.

in the transition process over recent

schools will have the same timings

years, it’s seeing the whole process

and process. In years gone by, there

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / PREPARATORY SCHOOLS / 127

PERSONAL TUTOR Having the academic and pastoral contact of a personal tutor, who can work with the child on a daily basis and across a number of years, will help them shape their progress and get them ready for their next step. This close relationship is vital to making sure we know what we need to do for each child to ensure they are ready for the next part of their school journey. An important part of this is preparing them for the tests and assessments they will take for their senior school entry. In Year 6 pupils start taking senior school tests, so through the whole of Year 5 we offer them assistance in verbal and nonverbal reasoning testing, and prepare them for maths and English assessments. This preparation also includes practice interviews with members of the Senior Leadership Team.

early and keep the conversation going. This is vital in choosing the right senior school for each child and ensuring a smooth and successful transition. You may want a day or a boarding place, co-ed or single-sex, or a school in a particular part of the country or that’s important to your family. Your prep school will know your child well and be able to offer tailored advice, with a knowledge of the character of the different senior schools. They will also know children similar to your son or daughter and at which schools they have thrived. Finally, visit the senior schools you have in mind to soak up the ambience and atmosphere (perhaps without your child on the first visit). I liken choosing a school to buying a house. Different houses may have the right facilities, be in the right

At Swanbourne we have also created a

traits and skills they need to thrive in their

place and have all you need on paper,

programme of enriching co-curricular

senior school.

however until you see it you can’t get a sense of all those things you can’t put into

activities to help develop confidence, foster self-management skills and build resilience. From an early age, pupils are taken on fun and challenging outdoor trips that help them develop that important ‘can-do’ attitude while also learning to work as an individual, thrive as part of a team, reflect on their successes and failures and nurture self-belief. A varied Saturday Enrichment Programme brings out new skills and abilities through engaging and challenging activities such as performance car design, fashion and merchandising, clay pigeon shooting,

FLEXI-BOARDING Most pupils board at their senior school, so giving exposure to boarding at their prep school is important. At Swanbourne, we encourage families to take advantage of our flexi-boarding option if the pupil isn’t already boarding. Flexi-boarding gives pupils the opportunity to stay a few nights a week at our boarding house, building up their experience, learning the routines and nuances of boarding, and helping them to have a smoother transition into senior school.

bushcraft and language learning. These experiences encourage a desire to take

One of the most important pieces of

on new challenges, helping children to

advice I’d give to parents is to start

develop the self-belief and the character

communicating with your prep school

words, the feeling it gives you that this is the right place. Good luck! Simone qualified as an English teacher in 1996 from Exeter University and has worked in the independent school sector since 2001. Following three years’ teaching in Japan, she has worked for three senior schools in the UK in a variety of roles including English teacher and Head of English. Simone sits as part of the Senior Leadership Team at Swanbourne House School as Deputy Head, Director of Teaching and Learning, and she oversees the transition of pupils to senior school. Simone undertook a Masters Degree in Education at the University of Buckingham in Educational Leadership. She is an External Tutor for the University of Buckingham and lectures on PGCE courses.

The importance of a creative education One of the great strengths of a boarding school education has always been the range of experiences on offer to children and young people lucky enough to board.

Stefan Anderson Principal, Tring Park School for the Performing Arts

Photo credit: Gentle Visions

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SENIOR SCHOOLS / 129

Photo credit: Gentle Visions

Academic education has always been at the core of the curriculum and for this reason activities such as sport, music, drama and art used to be referred to as ‘extra-curricular’. But it is significant that most schools now call them ‘co-curricular’, reflecting their growing importance and relevance to schools, pupils and parents. This can only be a good thing and it is widely viewed in this country and throughout the world as one of the great strengths of a British boarding school education. I usually visit Hong Kong and Singapore every year and have done so for more than 15 years. During that period I have seen a significant growth in the importance parents and schools in that part of the world place particularly on the creative arts as part of a holistic education rather than the traditionally narrow focus on academic

Photo credit: Brian O’Carroll

COMPANY ETHOS The communal living of a boarding school is reflected in and complemented by the team spirit (or ‘company ethos’ as it is known in the acting world) essential to so many performing disciplines. Orchestras, choirs, drama productions, dance shows require cooperation, interaction, and mutual support. They often bring together boys and girls from different houses and year groups. Rehearsals require hard work and discipline but also offer a valuable form of social interaction. There is a shared purpose to put on the best performance possible and that will only be the case if the efforts of every individual pupil contribute to the greater whole. That in itself is a terrific lesson for children and young people to learn: the importance of working together and of community both at school and beyond.

learning to the exclusion of all else. I am thrilled to see how the independent What better place to offer a wide

boarding sector increasingly promotes

range of the performing arts than at a

the creative arts. The first boarding school

boarding school? Tring Park is one of

I taught at, some 30 years ago, had very

nine independent specialist academic

good music but the school truly excelled at

and performing arts schools in the UK

sport. I would not have believed then that

belonging to the Department for Education’s

it would ever have dance studios and offer

Music and Dance Scheme (MDS). It is

GCSE Dance. It does now and so do many

no coincidence that all nine schools are

other traditionally sporty boarding schools.

boarding schools. Whether at an MDS

Speaking of sport, if you have ever watched

school or a more mainstream boarding

a first-class ballet dancer you will realise that

school, children are living in their home

she or he is in fact an élite athlete.

away from home. This means there is the time available to offer music, drama,

Most, though not all, pupils at MDS schools

and dance lessons. Rehearsals and

wish to go on to a career in the performing

performances can take place in the evenings

arts. Most pupils in more conventional

and at weekends. The time pressures in

boarding schools do not go on to a

a day school mean the performing arts

performing career, although a significant

(and sport) are most often the first things

proportion of the best-known actors

squeezed out of the timetable.

and musicians do in fact come from the independent sector.

TRANSFERABLE SKILLS Why do I think that all young people should have experience of the performing arts regardless of their career aspirations? In addition to the team spirit and feeling of collaborating together for the greater good, there is a multitude of transferable skills which will benefit your child: confidence and poise in both social and career situations, creativity, self-expression but also selfdiscipline, and the ability to speak easily in front of an audience (or in a business meeting!). Performances can sometimes go wrong, an actor forgetting a line for example, so I should add to the list the ability to improvise at no notice, keeping calm under pressure and flexibility! Those are all useful attributes and skills whatever career or, increasingly, careers your child will have. Just as importantly, your child will have a great deal of fun in the process. One of my ex-pupils told me recently that at the age of 45 he still remembers every moment of a choral concert he sang in, as a 15 year old, at Notre-Dame in Paris. What a wonderful memory to cherish for life.

Stefan Anderson has been Principal of Tring Park School for the Performing Arts since 2002. He was previously Director of Music at the King’s School, Canterbury, and before that Assistant Director of Music at Wellington College. His musical specialism is choral conducting. Stefan is also a former representative of the Independent Schools Association (ISA) on the BSA Executive Committee.

The benefits of BOYS-ONLY boarding John Moule Warden, Radley College I am not a single-sex zealot. That

or that boarding is outdated. And heaven

might seem odd coming from the

forbid that one might think single-sex and

Warden of Radley College, one of the

boarding might be the right option. Surely

great bastions of boys-only boarding,

not? Won’t the boys – in my school’s case –

but it’s true. I get a little fed up with

turn out to be emotionally deprived, socially

evangelical statements, backed

inept and some sort of boorish rugby

up by supposedly incontrovertible

thugs?

statistics, that girls do better in this environment, boys in that. We all

So I become an advocate for the sort of

know we can find the statistics we

school I happen to lead. Fortunately, this is

want. What really matters is whether

not difficult for me.

a school is good or not: there are excellent co-educational schools

KEY BENEFITS

and I know which of these I would

In the classroom – my experience is that:

once you have defined and verified ‘good’ – different criteria can apply – is whether your child will be happy: if they are, they are much more likely to succeed. On exactly the same grounds, however, I am also irritated when people presume that somehow single-sex might be invalid as a form of education in the ‘modern world’

years of male under-achievement compared to their female peers is negated. Culture – ironically, in a boys’ school, boys are much more likely to play the violin or the flute, be happy singing, painting and acting and, importantly, they will be happy with their peers doing the same. I suggest a counter-tenor is much more likely to be admired in a single-sex school than in a co-

mediocre single-sex schools and

recommend. And what matters next,

• the very real danger in early teenage

• a competitive approach that might not work for girls can be used – as appropriate – much more easily to incentivise and drive boys forward in their learning

• the speed and level of emotional development is much more even and this allows more effective discussion

• materials can be tailored to boys including the texts and topics studied

educational one. Good single-sex education widens the definition of what is acceptably ‘male’. Spare time – I look out of my window and see countless boys throwing or kicking a ball around – playing. One of the great sadnesses of recent decades is accelerated ‘maturity’ and the loss of innocence. I would not be as bold as to say that an all-boys’ boarding school can eradicate this but it can temper it.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SENIOR SCHOOLS / 131

The boarding community – the depth of relationships and strength of friendships are the great hidden benefits of boarding. When done well, a boarding education breeds the sort of community in which successes and failures are shared and learned from. The elongated week in which ‘school’ happens is hugely invaluable. Is that better when it is single-sex? Possibly not. Is it easier to create and maintain? Certainly. Image – boys care about their image in front of each other, of course. But I think they care more when there are girls around. I remember when I was a housemaster in a co-educational environment there was a boy who was always behind because of the time

LINKS WITH ALL-GIRLS’ SCHOOLS Of course, even in a world where the advent of social media guarantees more contact with the opposite sex – a point in itself to combat the stereotype – it is important to make sure we are not some sort of female-free zone. There needs to be natural and meaningful interaction with girls in school time. Not the slightly outdated Saturday night ‘dance’ alone; there should be cultural and academic events as well as social, and the social events should be varied and civilised. At Radley, we have links with lots of schools: drama, music, societies, conferences, debating, curriculum cooperation, and leadership training are a few examples of joint ventures which work.

spent grooming himself. He left his room – already late – and without fail he would take

A final point is somewhat prosaic. Every

one last look at his reflection in the panel

single penny of our school fees is spent on

around his door handle. I like to think that is

boys – developing expertise, facilities, and

less likely in my school.

opportunities for boys. It does not take an economist to tell us that this is more efficient, presuming, of course, that boys and girls are different – which they are.

Boys need to be educated well. Good education is built on core values, and seeks to develop a rounded, civilised citizen for life beyond school. Someone who cares about things and for things, about people and for people; someone who is able to engage with the world in which they live. Please don’t tell me that it can’t happen in an all-boys’ boarding school. As long as it’s a good one, that is.

John Moule has been Warden of Radley College since September 2014, and was Head Master of Bedford School from 2008 to 2014. Before Bedford, he was Head of History and Senior Housemaster at Stowe. He is a former scholar of Lady Margaret Hall, Oxford and would list his interests as avid sports spectating (armchair and otherwise), reading (theology, political biography and P G Wodehouse), directing plays, and playing golf and real tennis badly.

Jo Cameron Principal, Queenswood School

What does a bespoke education actually mean?

Almost all independent schools

There will be greater support for children

proudly assert that they offer a

with special educational needs, and further

‘bespoke education’. As the Principal

opportunities to stretch the gifted and

of a girls’ boarding and day school, I

talented.

am often asked what this means in practice. Small class sizes are of course a crucial factor. Many parents are justifiably alarmed by the ever-increasing class sizes in state schools. An article in the June 2019 edition of Schools Week revealed that the number of classes of over 30 (some as high as 35) has almost doubled in five years. So it’s no wonder that the considerably smaller class sizes in independent schools are a real attraction. Consider just how far-reaching those benefits are. In an average class of around 15, a child will receive twice as much individual attention from the teacher, who will soon develop an understanding of how he or she learns best.

Independent schools generally place

considerably greater emphasis on the

creative arts. At a time when curriculum time for subjects such as music, drama

and dance is being squeezed nationally,

TAILORED TO PUPILS’ INTERESTS AND PASSIONS Freedom from the constraints of the National Curriculum in the independent sector means that at Key Stage 3, the range of subjects on offer – and the schemes of work and syllabuses delivered within those subjects – can be tailored to the genuine interests and passions of the pupils themselves. The range of modern foreign and classical languages taught in independent schools is a case in point – while language learning is in decline in the state sector, Japanese, Arabic, Latin and Ancient Greek are all thriving in private schools.

and no provision for the arts is made in

the Department for Education’s EBacc (the

set of eight recommended GCSE subjects), pupils at independent schools are very

fortunate to enjoy the advantages of an

education that values creativity, originality and resourcefulness. Boarding pupils are

especially able to enjoy all the activities and

opportunities on offer during the school day and in the evenings and weekends.

A CREATIVE EDUCATION Beyond the sheer satisfaction of selfexpression, a creative education offers many benefits to pupils. Research has shown that regular and sustained participation in musical activities stimulates the brain to

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SENIOR SCHOOLS / 133

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? form new neural networks, and leads to

philanthropists. They might even put

better working memory (vital for mental

themselves forward for the prestigious

arithmetic and reading comprehension),

annual Global Young Leaders Conference in

improved linguistic ability, and improvements

the USA.

in attention span, emotional resilience, empathy and self-confidence.

Likewise, studying drama and dance helps young people to improvise, think laterally, and become adaptable problem-solvers.

Drama students grow into confident and articulate public speakers and working

collaboratively on performance projects encourages engagement with others’

viewpoints, and helps to develop qualities

such as compassion and tolerance. These

INDIVIDUAL LEARNING STYLES At the heart of a bespoke education is a recognition that each pupil develops at their own pace, and in their own learning style. For example, while kinaesthetic learners favour practical and hands-on experience, auditory-musical learners benefit from mnemonics, rhythms and background sounds. Increasingly, independent schools are working to differentiate their teaching methods to suit individual learners.

skills and qualities are highly prized by

Ultimately, every pupil deserves to be recognised as an individual. A bespoke education responds and reacts to the

At Queenswood, we have recently

needs of each child, nurturing their

established a Personalised Learning Centre

unique potential, fostering independence,

As pupils progress, the degree of

– a central hub where all learners can

and allowing them to discover their own

personalisation increases still further. They

congregate. Senior academic scholars meet

strengths and passions in a safe and

are able to take advantage of the extensive

here for one-to-one and group sessions, to

supportive environment.

resources available – including, crucially, the

explore options for stretch and challenge

wide-ranging expertise of the teaching staff

and to discuss current affairs. Some pupils

– to conduct their own research projects

use it as a drop-in centre to seek advice

or take up elective courses. For example,

on planning study and revision schedules,

in the sixth form at Queenswood, girls are

play flashcard games to boost working

able to augment their A-level studies with

memory, discuss recommendations for

seminars on topics such as personal finance,

non-fiction reading with staff and peers, or

forensic psychology, philosophy and politics,

for structured tutorials to address specific

and to attend lectures from prominent

learning issues.

employers.

authors, politicians, entrepreneurs and

Jo Cameron has been Principal of Queenswood, a boarding and day school for girls, since 2016. A graduate of the University of Surrey (St Mary’s College) with an honours degree in Environmental Science, for the past 20 years Jo has worked almost exclusively in girls’ schools. Beyond the classroom and in her spare time, Jo is a keen sportswoman, with a passion for hockey, running and equestrianism. She is married with two sons.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SENIOR SCHOOLS / 135

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Promoting good mental health in boarding schools

Dr Felicia Kirk Headmistress, St Mary’s Calne Times have changed across

What do we mean by ‘mental health’ though?

We also have nurses on hand day and

society – very much for the better

Some conditions clearly qualify – such as

night, school counsellors, and direct access

– when it comes to talking about

clinical depression, anorexia and other forms

to other mental health practitioners. Many

of self-harm – but should we also include,

boarding schools, including St Mary’s Calne,

for example, feelings of homesickness many

also offer bespoke wellbeing programmes

children have in the early stages of their time

covering many areas such as emotional

at boarding school (and not just in the first

health, positive relationships, social media,

term, by the way), or anxiety about exams?

mindfulness, self-esteem and resilience.

The lines are not easy to draw and indeed

At St Mary’s, the wellbeing programme

it’s possible for bigger problems to develop

is supplemented by a series of talks and

from something that could have been dealt

workshops. All in all, if there is a problem, it’s

have made working life almost

with sooner, or for a superficial worry to

hard to imagine a child would have better

impossible.

mask a deeper one. But it’s also important

access to help in another environment.

mental health issues. No serious employer is without a programme to encourage employees to be open about their experiences, and there are many great examples of individuals dealing successfully with challenges that would once

not to ‘medicalise’ feelings that are entirely Nevertheless, there is still reluctance to

natural when a girl or boy is experiencing

Where boarding schools can make the

talk about mental health issues (or special

them for the first time.

difference for most of our students, however, is in the day-to-day lifestyle that we

efforts would not be needed) and it would be surprising if school leaders – especially

Ultimately the best approach is a balanced

offer before anything goes wrong. We work

leaders of girls’ schools – weren’t also

one. Achieving that is easier said than done

hard to establish a culture across the school

reluctant. National statistics show girls are

of course but, in my experience, this is

that maximises the chances of identifying

somewhat more likely to have mental health

where boarding schools can really help.

problems but also minimises the chances of them arising. As I said earlier, some of

problems than boys. It would be easy to jump to the conclusion that these must be worse when children are away from home and feeling a lot of pressure to do well inside and outside the classroom. Happily this is just not the case. In practice there are many reasons why a good boarding school environment today is positive for the mental health of both girls and boys.

WELLBEING PROGRAMMES First, all our staff are trained to consider these issues and to spot when something might be going wrong. Housemasters and mistresses in particular really get to know the children in loco parentis and, between them, they have a huge range of experience of the problems they can face.

the feelings pupils have are just part of normal life and being in a supportive and understanding environment will be enough to get them through them. Well-run boarding schools and boarding houses are, by nature, organised and structured environments. In my experience,

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SENIOR SCHOOLS / 137

this in itself helps pupils to be productive

do to make it an area of positive interest for

and constructive and provides a sense

girls in particular, the better.

of belonging and security. It can be very reassuring for a child to have this ‘boarding

So, for me, a healthy culture in our boarding

family’ on hand. The tutor system at St

schools is the key – one in which staff can

Mary’s Calne, for example, means a pupil’s

recognise issues quickly and use their skills

tutor stays with them as they move up

to deal with them effectively, but also one

through the school.

where these issues are not the main focus. Schools that strike the right balance on

Another important aspect of mental

mental health encourage children to do their

health (and one that is important to many

best, grasp opportunities and achieve as

Service families) is physical wellbeing – in

much as they can but do this in the context

fact the two go hand in hand. Boarding

of a warm and supportive environment

schools today offer an unrivalled range of

where every child is understood and

opportunities for sporting and other outdoor

genuinely valued as an individual.

activities, with the highest quality of coaching and support. This is equally true for girls and for boys. Many girls’ schools are committed to addressing the problem across society of girls dropping sport and becoming physically inactive early in life. Many boarding schools also provide great food (some things do change!) and, along with it, advice and education on nutrition. Eating is still too often connected with mental health issues, and the more we can

Dr Kirk is the Headmistress of St Mary’s Calne, Wiltshire. Dr Kirk was educated in Maryland, USA and has a BA Summa Cum Laude in French and Latin (University of Maryland), an MA in French Studies with Latin (Brown University, Rhode Island) and a PhD in Romance Languages and Literature. Dr Kirk has more than 20 years’ experience in leadership positions in independent boarding and day schools. She was previously Head of Sixth Form at Ipswich High School for Girls, and before this she was Director of Higher Education at Wycombe Abbey School. Having also taught in co-ed schools, Dr Kirk is passionate about the advantages an all-girls’ education can offer. Indeed, in 2015 Dr Kirk was awarded the Girls’ Schools Association’s ‘Sheila Cooper Award’ in recognition of her significant contribution to the GSA. She is also a member of HMC. Dr Kirk is a keen equestrian and enjoys recreational riding, as well as playing tennis.

Girls and STEAM subjects The UK CEO of Siemens, Carl Ennis, told delegates at the Girls’ Schools Association (GSA) annual

Olivera Raraty Headmistress, Malvern St James Girls’ School

conference in 2021 that fighting climate change ‘will need the broadest, brightest and boldest minds and will be a struggle without a fully cross-sectional and gender-equal cohort of scientists, engineers and technologists. Inevitably, scientists and engineers will be at the heart of dealing with the challenge. And diverse teams are more likely to reach scientific breakthrough.’ Each year the UK needs 203,000 people

encourages more girls to consider a branch

the opportunities they offer for a range of

of engineering as a career that will be a

highly successful and adventurous careers.

positive aspect of the global crisis we all

Many girls do not have a chance to see

face.

what these careers look like or to hear the list of exciting, unexpected answers to the

Women account for just 24 per cent of

question ‘What do engineers actually do?’.

the UK’s workforce in engineering, science and technology (while 51 per cent of the

Girls in girls’ schools are more likely to study

working-age population are female) with

STEM (Science, Technology, Engineering

only 12 per cent of them in engineering

and Maths) subjects at A level. In fact, they

(Women into Science and Engineering

are nearly three times more likely to take

(WISE)).

maths and physics. But, more widely, when

with Level 3+ engineering skills to meet

it comes to choosing university courses,

demand. This generation of teenagers is

I believe one of the reasons for these sorry

perhaps the most committed to protecting

statistics is a lack of female role models.

the planet. The interest in COP26 – and

Another is a widespread lack of information,

This may be because of the binary nature

the attendant activism – was evidence of

even a false perception, about the nature

of the decision-making aged 15 concerning

that. If contributing to the planet’s survival

of the jobs available in those sectors and

A-level subject choice. This is an unrealistic

many girls are rejecting science options.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SENIOR SCHOOLS / 139

which resembles real life much more than the strict division of subjects in the traditional curriculum. It could be argued that in a girls’ school, it is easier to encourage pupils to take an interest in STEM subjects because there is no gender stereotyping. Younger girls see the older ones as STEM subject approach to learning – the truly inquisitive

mentors and they see the usefulness, as

and bright child will have a wide range of

well as the fun, of participating in national

interests and will have understood how

STEM challenges and Olympiads and in

subject boundaries blur. An all-round

the excitement of research. The Malvern

education does not encourage pupils to

Festival of Innovation, which takes place

‘drop’ subjects.

virtually on our school’s doorstep, is a treasure trove of opportunities – our

CREATIVE AND CRITICAL More than ever, the world needs creative and critical thinkers who can demonstrate technical and mathematical skills, digital literacy and scientific knowledge. But an engineer who has studied product design or art will be bringing to their technical and scientific work not only an aesthetic appreciation but also a creative approach grounded in experimental thinking and design or concept development from start to finish. The combination of STEM and Arts subjects (STEAM) is often where innovation is forged.

Years 7 and 8 won competitions for their design and building of cars in both the Bloodhound and Mazak challenges. We have added entrepreneurship to our Year 10 programme and have also increased our links not only with universities but with business and industry so that the girls have as many opportunities as possible to see and hear about the world of work for which they are preparing. We organise off-curriculum, out-of-school activities such as local work experience sessions and job placements for girls in Year 11 and above, visits to careers fairs,

Employers have made it clear that,

tours of local factories and a trip to RAF

whatever the sector, they are placing

Cosford for our Year 9 pupils. And at

greater emphasis on emotional intelligence

the other end of the school, we have a

in their recruitment: young people who are

team of six sixth-form pupils participating

both self-aware and socially aware, and

in a CREST research project where

who can work collaboratively. Potential

they are carrying out a series of novel

leaders no longer have to demonstrate

chemical reactions in school to synthesise

their mastery of command and control;

intermediates for potential use in the

rather they need to show how best they

pharmaceutical industry.

can engage with their colleagues. In my view, study and appreciation of the arts

We are also lucky to have successful

help to develop creative, analytical and

alumnae who are happy to come back to

critical thinking but also deepen our

their old school to talk about their own

understanding of human emotions and

careers. This offers the chance for the

situations.

pupils to hear and ask questions about a wide range of experiences. It is impossible

Here at Malvern St James, we have more

for teachers to provide these first-hand

girls than at any time studying STEM

insights.

subjects at A level, and more girls going on to read STEM subjects at university. But

As we watch the march of artificial

they are doing so with a background and

intelligence (AI) across every aspect of our

continuing interest and involvement in arts.

lives, the excitement offered by school

For example, they are combining physics

computing departments and the interest

and maths with art or design technology,

in coding continue to grow. Computing is

or biology and chemistry with psychology

a subject that defies subject definition and

and music.

is an excellent example of creative and critical thinking without boundaries. The

I am wholeheartedly committed to this

National Cyber Security Agency is doing

approach. This is why we have recently

excellent work in encouraging girls into the

appointed a Head of STEAM, a new post

cyber sector with their Cyberfirst and Cyber

which encourages a multi-disciplinary

Discovery programmes.

approach to teaching and learning and

MINI-ENGINEERS Children are naturally mini-engineers. Just watch them building and tinkering and notice how creative they are about solving problems. Formal education doesn’t allow them the scope to make the most of these natural attributes so it is important for schools to try to find creative ways for young children’s inborn curiosity to be nurtured and have practical outlets. Our own prep girls, aged 4 to 11, have undertaken a Mini Young Enterprise Challenge as well as a STEAM club where they have programmed robots and created circuits to light up a dolls’ house. They also take part in National Science and Engineering Week where the whole school goes off curriculum to enjoy workshops and all kinds of scientific challenges. These all provide excellent platforms for building self-confidence. It’s crucial to keep those hands-on experiences through senior school so that children’s natural enthusiasm for finding out how things work is not switched off. Education needs to be increasingly outward-looking, taking place beyond the classroom to make the necessary connection with real life and to understand the application, not just the theory, of ‘subjects’. The application of science in all its wonders needs to be embedded in the curriculum. The the thrill of problem-solving – with those exciting eureka moments – needs to happen across the whole of the school experience, whatever subject you are learning. Schools need to be more adventurous about demonstrating to pupils, all pupils, just how many careers STEM offers in terms of intellectual excitement, personal fulfilment, and social and environmental benefit. If we can do that, with conviction and ambition, I am confident we will witness a growth in the number of women opting for a career in STEM, especially if that choice has been supported by the fundamentals of a STEAM education. The arts have a place in a civilised life, in a career that makes a difference. They are not an extra.

Olivera Raraty became Headmistress of Malvern St James Girls’ School in September 2016. Previously she was Deputy Head (Academic) at Notting Hill and Ealing High School in London and enjoyed a long career at Wycombe Abbey School as Head of History and Politics and Assistant Director of Studies.

Making sure girls learn to love physics at school

Evidence from international studies, supported in part by research in the UK, has found that just a few key elements affect pupils’ attitudes to physics. It is up to us, the teaching profession, to ignite and develop a passion for physics in today’s learners. The research concludes that the key to learning is how students see themselves in relation to the subject, now and in the future – their ‘physics self-concept’ if you like. Pupils’ experience of school

Dorothy MacGinty Headmistress, Kilgraston School

physics and a personally supportive physics teacher is also vital.

Undoubtedly, and thankfully, global

continues to inspire and educate in

30 per cent of pupils who progress to

interest in the subject is increasing

his field, engaging young astronomers

study Higher Physics are girls.

and physics is now a ‘regular’ on

everywhere.

mainstream media. For example, the BBC radio series The Life Scientific, presented by Professor Jim Al-Khalili, is a ‘go-to’ programme for sciencehungry teenagers. Comedian Dara Ó Briain has a degree in theoretical physics and regularly adds a technical (and humorous) perspective to science programmes. Of course, Professor Brian Cox, the energetic particle physicist,

This kind of learning environment can

ENGAGING EARLY It’s all about engaging pupils early in their learning journey. At Kilgraston, our Head of Physics had personal experience of studying physics at school, as one of just three girls in a class of 20. This sort of ratio of boys to girls persisted into her early teaching career at co-ed high schools in Scotland where even now only

be intimidating and offputting for some girls and unfortunately the ratio can be self-perpetuating, with physics getting a reputation for being more suited to boys. However, in a predominantly or all-girl arena such as a single-sex school, girls feel free to let their natural curiosity reign, where questioning is encouraged. There should be no such thing as a ‘silly question’.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SENIOR SCHOOLS / 141

ENCOURAGING GIRLS Qualities that are often inherent in girls, such as attention to detail and diligence, are extremely important to being a good physicist. Girls’ curiosity about the natural world must always be encouraged. This allows them to recognise that science is a process in which they are continually learning and building upon their understanding of how things work, helping to see physics as important and relevant to their own lives. Traditional textbooks tend to introduce concepts such as forces through different types of vehicle. At Kilgraston physics is taught instead by understanding velocity and force through sports, such as hockey and tennis, to which all pupils can relate.

Then several years ago, the new SQA

undergraduate STEAM courses at universities

Curriculum for Excellence courses were

including St Andrews, Edinburgh and

implemented. A challenge for teachers

Durham. For the 2021 entry, we had 25 per

and students alike, this change introduced

cent of girls applying for Engineering degrees

concepts developed in the last century,

and 64 per cent for STEAM undergraduate

some strange and fantastic, such as the particle nature of light, the standard model of fundamental particles and Einstein’s theories of special and general relativity (for which the discovery of gravitational waves in 2015 was confirmation). Suddenly, a modern and positive take on traditional routes was presented.

g courses, including Aeronautical Engineering

at Queen’s in Belfast, Biomedical Engineering at Imperial, Actuarial Science at Kent

and Cardiff, Engineering at Sheffield and Environmental Science at Newcastle.

The enthusiasm is definitely there, but we must continue to deliver the subject in a life-engaging manner.

It is also very important to take learning out of the classroom. Travel restrictions permitting, Kilgraston makes an annual visit

Physics is the basis of all other science (after

to CERN (European Organization for Nuclear

all, the heart pumps blood as a result of

Research) on the Swiss-French border, home

pressure and chemical bonds are the result

of the Large Hadron Collider and where

of the electric field between the particles

many new particles, including the Higgs

that make up the atom). The subject’s

Boson, were discovered. This allows pupils

fundamental nature makes it so appealing. It

to see for themselves how new discoveries

can be used to explain everything from the

are made and to experience the fabulous

humble metal particles in a school desk to

collaboration between scientists of both

the origins and structure of the universe.

sexes and from all over the world. Torness

The Scottish examination system of Highers

nuclear power station in East Lothian is also

and Advanced Highers has always delivered

visited by pupils every year.

content designed to give students the basic laws of physics. Little had changed from

The national average percentage for female

the time of Isaac Newton! Concepts such as

students graduating from STEAM subjects

Newton’s Laws of Motion, the principles of

in the UK is under 25 per cent. As a small

conservation of energy and their applications,

school, Kilgraston has high numbers

both ancient (e.g. how we see) and modern

choosing science subjects and continuing

(e.g. mobile phone communication) were a

with them to an advanced level. In 2020, 56

tried and tested route.

per cent of Kilgraston leavers progressed to

Dorothy MacGinty has been Headmistress of Kilgraston since 2015. Before this she was Headmistress of St Francis’ College in Hertfordshire for six years. As a passionate advocate of single-sex education, Dorothy was Chair of the Girls’ Schools Association (GSA) Professional Development Committee from 2013 to 2015. She is Chair of the GSA Scottish Region, a member of GSA Council and a Director of GSA. As a member of the Independent Schools Inspectorate (ISI), she has travelled throughout England to make annual assessments of boarding and integrated schools.

Boarding as preparation for twenty-first century life

2020 really pushed us to our limits, and perhaps even beyond. When you were desperately trying to keep your business afloat or tearing your hair out at ever-changing social and travel

Lisa Kerr Principal, Gordonstoun

restrictions, I wonder, what skills did you call upon? I suspect your strength of character and resilience were just

was a true pioneer in this regard. The

compassion. Over the years this has been

as important as your intellectual

Gordonstoun motto, ‘Plus est en vous’ or

inaccurately depicted as a tough regime of

knowledge. We all had to dig deep.

’There is more in you’, is as relevant today

cross-country running and cold showers.

as it was when the visionary educationalist,

But the reality is that pupils learn teamwork

Dr Kurt Hahn, founded the school in 1934.

on our ocean-going sail training vessel,

UK boarding schools are renowned for

develop resilience on expeditions into

the standard of education they provide, but the events of 2020 demonstrated the

Hahn’s vision was that young people

the Highlands and grow a strong sense of

importance of the broad range of skills we

needed to be challenged in order to

service to the community by volunteering

teach. The word ‘character education’ has

develop the skills they would need for life,

to be lifeguards or members of the

become over-used but Gordonstoun

such as resilience, responsibility and

Coastguard.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SENIOR SCHOOLS / 143

UK boarding schools offer opportunities that many children can only dream of. And they develop skills which they can draw upon as they face life’s ups and downs. Young people need to understand that life is not plain sailing. How many of us faltered in our response when faced with the enormous challenges of the coronavirus pandemic? But failing at one aspect of life does not make you a failure. Presenting young people with challenges helps them

THE IMPORTANCE OF CHALLENGE HRH The Duke of Edinburgh recognised the importance of challenge. After his time at Gordonstoun, he first considered the idea of a national programme to support young people’s development in 1954 at the request of Kurt Hahn. The Gordonstoun School award was eventually developed into the Duke of Edinburgh’s (DofE) Award and it now gives hundreds of thousands of children around the world an opportunity to take on life-changing challenges.

I can tell you from personal experience that, when you are the crew of a sailing boat in the middle of a gale on the West Coast of Scotland, there is no time to update your profile and little point in worrying about your appearance! The deep and meaningful friendships made during these experiences last a lifetime, not just for the duration of a few ‘likes’. There will always be tests of character, whether personal or professional. The

learn that moments of weakness are normal and that they need to support each

The pandemic has shown us that we can

pandemic has shown us that society

other to reach the best outcome. Our Head

take nothing for granted – that everything

needs leaders who are not only confident

of Senior School, who is a member of our

we rely upon can be turned upside down

but also resilient and compassionate. If a

volunteer Fire Service, works alongside

in a heartbeat. Our young people are

disproportionate number of tomorrow’s

pupils responding to emergency calls and

also facing an online world where they

influential individuals come from a boarding

recalls how, on several occasions, pupils

need to navigate the positives and pitfalls

school background, it will be because we

have kept him going through a long night

of social media. Boarding schools are

know how to bring out the best in each and

pumping flood water out of homes or

receiving increasing numbers of inquiries

every child, equipping them with the skills

fighting hill fires. He has the benefit of

from parents who want their children to

to navigate an uncertain world.

experience but they have youthful energy

escape from the pressures of the ‘always

and their joint skills make a winning

on’ culture and have a ‘real childhood’. As

combination.

well as providing real rather than virtual experiences, boarding schools show young

The lessons learned during these

people how to control their digital lives

experiences outside the classroom are

rather than letting their digital lives control

invaluable. Boarding schools are expert in

them.

raising children and they understand that a good all-round education pays dividends for the rest of someone’s life.

With a degree in music, a 20-year career in media and business and ten years on the Gordonstoun Board of Governors, Lisa became the school’s first female Principal in 2017. She has three children, all at the school, represents the county of Moray at events as one of its Deputy Lord Lieutenants, conducts a local choir and occasionally joins the school orchestra when they are short of a cellist.

Chris Hillman Deputy Head Academic, Godolphin School

What do we mean by a boarder’s progress and how do schools measure it? Progress is one of those words we see a

In its most basic sense, progress is the

progress in the wider sense are likely to have

lot in education – you’ll read it in your

difference between a boarder’s starting

contributed to this effect. Outside the rather

son or daughter’s reports, on school

point and where their journey leads at the

narrow definition of progress in academic

websites and in inspection reports, and

end. In an academic sense, this is often

terms, it is more challenging to measure

there are even league tables for some

the difference between, for example, the

progress in such a quantitative way.

schools based on average academic

GCSE grades that their baseline tests, or

progress in selected GCSEs. But is this

raw ability, might suggest they are heading

Most boarding schools consider the pastoral

the only type of progress, and is it

towards and those they actually achieve

progress and the personal and spiritual

reasonable to attempt to measure this

on results day. Such progress is relatively

development of pupils to be as much a

concept?

easy to measure and report on – it is often

priority as their academic development.

quoted as fractions of a whole GCSE grade

Development of so-called ‘soft skills’ is valued

At Godolphin, through our ‘Policy for

compared to where the boarder would be

highly by employers and it is crucial to any

Progress’ we consider progress in a number

expected to be. Schools often term this

successful education to nurture these skills

of broad areas. Academic is of course

sort of progress ‘value added’, a rather

just as much as academic skills.

included but we also focus on personal and

impersonal phrase which hides the stories

pastoral progress, co-curricular progress and

behind each and every grade obtained in

We have a mental health plan to ensure

staff development (by setting a culture of

public examinations.

that each girl is receiving the education she needs to be able to progress positively. A key

everyone progressing and learning, we find this rubs off on the pupils too).

A study of the GCSE results at Godolphin

tenet of this plan is that we have very small

showed that our boarders made more

tutor groups of around 10 pupils. The tutors

academic progress compared to day pupils.

who look after these relatively small groups

The opportunities available to boarders to

of pupils are the focus of the provision of

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SENIOR SCHOOLS / 145

pastoral care. Tutors meet their tutees daily and also meet frequently with each other and with boarding staff and other senior staff. Their work is coordinated by Heads of Year and the Head of Sixth Form. Academic and pastoral staff meet regularly to discuss pupils who need support and to put in place any support needed. Pastoral progress is difficult to quantify but it can be broadly measured by a combination of professional judgement and pupil selfreflection. Our PSHCEE programme and Elizabeth Godolphin Award Programme in the prep and sixth form are the cornerstones of our provision to encourage personal development. This includes inviting outside specialist speakers who give talks or workshops to the girls, staff and parents as well as sessions run by staff. All pupils attend these sessions but boarders find them especially valuable as they result in the sort of developmental and relationship

commendations are awarded for particularly

curricular clubs to progress in a certain

progress that comes from building

outstanding progress in any field.

area. Through shared experiences with fellow boarders, they gradually become

resilience, learning to lead, and developing Spiritual progress is important for boarding

more independent and able to look after

pupils and is, by its nature, impossible to

themselves and to work and live with others.

The Godolphin Learning Programme is

quantify. We consider it in terms of how

Although our digital strategy undoubtedly

an additional provision offering a diversity

the girls have grown in their understanding

impacts academic progress, it also provides

and breadth in co-curricular activities that

of how to cope when life throws things at

the medium through which pupils learn

include cultural appreciation, mindfulness,

them, and the extent to which they have

digital life skills of efficient, effective and

critical thinking, digital literacy, Bright

developed a sense of mutual respect,

organised working, another benefit of

Futures, library skills and a range of other

wonder and appreciation of the world

considering progress in the round.

topics that extend and progress pupils

around them. As a school we have strong

beyond the curriculum.

links to the diocese of Salisbury and the

Successful boarding schools play a vital

provision of spiritual learning is monitored

role in shaping a pupil’s progress towards

by the school chaplain, tutors and teachers

adulthood. The relationships developed

of relevant subjects.

with other boarders throughout their time

tolerance and mutual respect.

CO-CURRICULAR ACTIVITIES For a boarder to be mentally healthy and for them to continue to progress as a person they need to participate in a range of co-curricular activities, from peer mentoring, The Duke of Edinburgh’s Award (DofE), CCF to cookery, Model United Nations and kickboxing. Boarders find these sessions very accessible as they live onsite and so can replace travel time with these activities without impinging on time needed to complete their academic work and enjoy the boarding family environment.

at school make their progress all the more Progress in these broader areas is non-

palpable as they leave sixth form to navigate

linear – there are the inevitable kinks

their own way in the world.

and twists encountered along the way. How we teach pupils to respond to those unexpected challenges sets the tone for mapping their progress. A newly arrived boarder setting out on their journey may feel a little homesick and need some help to settle into school life. Outstanding pastoral care, knowing the boarders and a good dollop of humour and patience makes

At Godolphin, tutors monitor the

the difference here. A boarder may find

involvement and success of pupils

some subjects easier than others, and this

and this information is shared with

balance may change, or they may need

parents. Commendations and Head’s

encouragement to participate in extra-

After reading Physics at university and gaining a PhD in 2002, Chris began working in the state sector at Queen Elizabeth’s School in Dorset, initially as a Physics teacher, and later as Head of Physics, and subsequently as Second in Science. Chris moved to work in the science department at Godolphin School in 2012, and began the role of Deputy Head Academic in 2019.

Boarding School

Educational provision for pupils with special educational needs and disabilities

The Equality Act 2010 has made significant

day-to-day activities. (In employment this

changes to the law on discrimination as

definition has been the subject of voluminous

it affects pupils with special educational needs and disabilities (SEND), and in particular the extension of duties on schools to include the provision of auxiliary aids and services, which came into place on 1 September 2012. Further

litigation.) The definition of disability covers a broad spectrum of impairments. Disabilities may include physical conditions that affect the body, such as epilepsy or hearing impairments,

guidance can be found in the Equality

learning and behavioural difficulties, such

and Human Rights Commission (EHRC)

as dyslexia and autism, and mental health

Technical Guidance on ‘Reasonable

conditions, like depression.

Adjustments for Disabled Pupils – Guidance for Schools in England’ at www.

There are specific exclusions for substance

equalityhumanrights.com/en/publication-

dependency, seasonal allergies, and tendencies

download/reasonable-adjustments-

to steal, start fires or physically/sexually abuse.

disabled-pupils

However, in 2018, the Upper Tribunal in C&C v The Governing Body of a School confirmed

Although securing support for pupils with SEND

that the exception for those with a tendency to

via an EHC (Education, Health and Care) Plan

physical abuse towards others will not apply to

(formerly a Statement) remains an enormous

children in education who have a recognised

challenge for many families, the intention of

condition that is more likely to result in such a

legislation over recent years has been to make

tendency.

schools much more welcoming and accessible to children with SEND. As a matter of public policy this is clearly a good thing and as a matter of practice there is no doubt schools have made huge progress – which is not to say they could not do even more in future. Parents

REASONABLE ADJUSTMENTS As for employees, schools have an obligation to make reasonable adjustments for disabled pupils.

•

Where something a school does places

should always seek to work with (not against)

a pupil with SEND at a substantial

schools in addressing their child’s needs. In my

disadvantage compared to other pupils, the

experience, there is little a school finds more

school must take reasonable steps to try and

unhelpful than parents not being transparent

avoid that disadvantage.

about this. In the end, everyone is united in

•

Schools are under a duty to provide ‘auxiliary

seeking to ensure children’s needs are met and

aids and services’ as part of the duty to

their best interests are promoted.

make reasonable adjustments and as such are prohibited from charging fees for

This article sets out a summary of the law

auxiliary aids and services which constitute

relating to educational provision for pupils with

reasonable adjustments. Failure to make

SEND. For more information, including the

reasonable adjustments free of charge

SEND Code of Practice and SEND: guide for

amounts to disability discrimination and

parent and carers, go to www.gov.uk/topic/

cannot be justified.

schools-colleges-childrens-services/specialeducational-needs-disabilities

Schools are not required to remove or alter physical features (such as historic buildings) in

DISABILITY The definition of disability for pupils is the same as for disability discrimination in employment. In brief, a pupil with SEND has a disability if he or she has a physical or mental impairment which has a substantial, long-term and adverse effect on his or her ability to carry out normal

order to comply. Instead, schools have a duty to plan better access for pupils with disabilities generally, including in relation to the physical environment of the school.

David Smellie Partner, Farrer & Co SCOPE The Equality Act requires schools to make reasonable adjustments in connection with:

• • • • •

admissions the provision of education access to benefits, services and facilities exclusions, and/or subjecting the pupil to any other detriment.

TRIGGERS The duty to make reasonable adjustments is only triggered when a pupil suffers a ‘substantial disadvantage’. This is defined as anything more than minor or trivial, and would include for example, having to put in extra time/effort to do something, inconvenience, indignity, discomfort, loss of opportunity and/or diminished progress. WHAT IS AN ‘AUXILIARY AID OR SERVICE’? The EHRC guidance states that an auxiliary aid is ‘anything that provides additional support or assistance to a disabled pupil’ and gives the following examples:

• • • • • • • • • • •

a piece of equipment a sign language interpreter, lip-speaker or deaf-blind communicator extra staff assistance electronic or manual note-taking induction loop or infra-red broadcast system videophones audio-visual fire alarms readers assistance with guiding an adapted keyboard specialised computer software.

CONSEQUENCES The inclusion of ‘auxiliary aids and services’ within the duty to make reasonable adjustments for pupils with SEND has clear consequences for independent schools. One obvious area is the provision of learning support for pupils with special educational needs, which is sometimes subject to an additional fee, in much the same way as music lessons. Essentially, if a pupil with SEND is ‘disabled’ for the purposes of the Act and the support provided for his or her SEND is an ‘auxiliary aid or service’, the school is not permitted to charge for the learning support if it is a reasonable adjustment.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SPECIAL EDUCATIONAL NEEDS AND DISABILITIES / 147

WHAT IS A ‘REASONABLE ADJUSTMENT’? There are no hard and fast rules about what constitutes a reasonable adjustment, since it will vary in any given situation, and the decision ultimately rests with the First Tier Tribunal (Special Educational Needs and Disability) (formerly the Special Educational Needs and Disability in Schools Tribunal or ‘SENDIST’). Sometimes adjustments will be suggested by external advisors such as the child’s doctor or an educational psychologist. In other cases, parents may request a change on behalf of their child. Schools should also themselves consider whether there is an adjustment that might overcome a substantial disadvantage suffered by a pupil. Once the potential adjustment has been identified, the school has to decide whether or not it is reasonable taking into account the following factors set out in the EHRC guidelines:

• • • • •

whether it would overcome the substantial disadvantage

• • •

•

still allowed to apply a ‘permitted form of selection’ (i.e. an entry test) although they will

CLAIMS OF DISABILITY DISCRIMINATION Parents of a child (note not the child him or herself) can bring a claim of disability discrimination against a school. There is a time limit of six months from the date when the parents think the discrimination occurred. Such claims are heard by the First Tier Tribunal (Special Educational Needs and Disability).

financial and other costs of making the

discrimination it will not be able to award financial compensation. It could order any other

whether it will be provided under an EHC

remedy, such as:

•

been refused (this is certainly the case in

the school’s resources and the availability of

state schools, and case law indicates that

financial or other assistance

the Tribunal also has the power to order

health and safety requirements

restatement to a private school in certain

the need to maintain academic, musical,

circumstances)

•

training for staff, extra tuition, review or

pupils).

alteration of policies or relocation of facilities.

expected to make adjustments that are not reasonable. As well as considering reasonable adjustments for particular individual pupils with SEND, schools also have an anticipatory duty to consider potential adjustments which may be needed for pupils with SEND generally as it is likely any school will have a pupil with SEND at some point. However, schools are not obliged to anticipate and make adjustments for every imaginable

EXAMPLES OF REASONABLE AND UNREASONABLE ADJUSTMENTS

•

PLANNING DUTIES Schedule 10 of the Equality Act 2010 sets out the accessibility arrangements schools must implement for pupils with SEND. These are also known as schools’ ‘planning duties’. An independent school is obliged to draw up accessibility plans to improve access to education over time. Such plans should concentrate on three specific areas:

• • •

•

making reasonable adjustments such as

the interests of other pupils (and prospective

the adjustment is reasonable. Schools are not

wellbeing-and-safeguarding

admitting a disabled pupil who had previously

local authority

be. The only question therefore is whether

for-schools-and-academy-trusts#pupil-

in particular cases.

adjustment

be justified, whereas under the old law it could

and-academy-trusts/statutory-policies-

completed on a computer rather than by hand

If the Tribunal upholds a claim of unlawful

Failure to make a reasonable adjustment cannot

publications/statutory-policies-for-schools-

tests, for example, by allowing them to be

the effect of the disability on the pupil

sporting and other standards

Go to: https://www.gov.uk/government/

need to make reasonable adjustments to such

practicability of the adjustment

(Education, Health and Care) Plan from the

•

EXCEPTIONS There are some exceptions. Schools are: • not required to remove or alter physical features to comply with the reasonable adjustments duty (although their duties in connection with Accessibility Plans remain unchanged and are contained in Schedule 10 of the Act)

increasing the extent to which disabled pupils can participate in the curriculum physical improvements to improve access to education and associated services availability of accessible information for disabled pupils.

disability and need only consider general reasonable adjustments, such as being prepared

Independent schools are required to prepare

to introduce large-font exam papers for pupils

these plans in writing, and implement them

with a visual impairment even though there are

as necessary. Accessibility plans are subject

no such pupils currently admitted to the school.

to review as part of an Ofsted inspection. The

Such a strategic and wider view of the school’s

Department for Education’s ‘Guidance on

approach to planning for pupils with SEND links

Statutory policies for schools and academy trusts’

closely with its planning duties.

states these should be reviewed every three years.

•

A prospective pupil with moderate learning difficulties applies for entry to a school but fails the entrance examination. His parents argue for a reduced pass mark in his case. However, the school is not satisfied the pupil has sufficient literacy skills to benefit from the education on offer. In these circumstances it may be reasonable for the school not to adjust its entry requirements to accommodate the pupil. The parents of a prospective pupil with dyslexia claim he should be allowed extra time and the use of a personal computer during his entry examinations. However, there is no evidence to sustain this claim. It may be reasonable for the school to reject this request. If evidence supported the claim, it is likely it would be reasonable to allow this. A sixth-form pupil who has been diagnosed with dyslexia finds it difficult to read long texts and ideally would like all his books on audio tape. However his A-level courses have very long reading lists which change every year, and the school deems it impractical to provide every book in tape form. This is likely to be deemed reasonable provided the school has researched other ways for him to access the reading list. A pupil with learning difficulties finds it difficult to follow the more theoretical parts of classroom teaching and her parents ask that teachers go very slowly over the parts she finds difficult to make sure she has understood them. However, the slow pace of delivery would prevent the other pupils finishing the syllabus and put their grades at risk. It is likely to be reasonable for the school not to make this adjustment, although other alternatives should be considered, such as extra tuition outside classroom hours, as might be offered to any other struggling pupil. A small school has little experience of pupils with SEND and is considering admitting a pupil with a rare syndrome involving moderate learning difficulties, poor muscle tone and speech and language difficulties. The Head consults the child’s parents and a local voluntary organisation and devises a series of short staff training events drawing on available expertise. This is likely to be a reasonable adjustment. A secondary school has a special unit for children with special educational needs and disabilities including pupils with a visual impairment. The school is already equipped for providing enlarged text and braille versions of documents. When working in the unit children are always provided with information in a range of formats before the lesson. This is rarely the case when the same children are working in the mainstream classes in the school. Not providing the information in time is likely to be a failure to make reasonable adjustments, leaving pupils with SEND at a disadvantage.

David has an extensive schools practice and is widely acknowledged as one of the leading schools lawyers in the UK. He specialises in child protection, safeguarding, pupil disciplinary matters, SEND and schools-related employment issues for a client base that includes many of the UK’s best-known schools.

Special educational needs provision in boarding schools

Sally Moore Head of Learning Support, Fulneck School When it comes to education, parents want the best for their children but this may be even more important for parents of children with special educational needs and disabilities (SEND). According to The Children and Families Act 2014, Section 20, ‘A child or young person has SEN if he or she has a learning difficulty or disability which calls for SEN provision to be made for him or her’. This includes dyslexia, dyspraxia, dyscalculia, attention deficit hyperactivity Disorder (ADHD) and autism. Problems associated with these conditions can lead to issues with schoolwork, personal organisation, relationships with adults, developing and maintaining friendships or sensory and physical needs. Fulneck School is one of the only CReSTeD schools based in the north of England.

The Equality Act 2010 and its definition

with access to equipment and resources

of disability has given pupils who have

designed specifically for pupils with SEND.

significant difficulty in reading and

In most cases teaching takes place in small

understanding the written word, as well

classes which allows the maximum amount

as other impairments, the right to have

of time to be allocated to each individual,

appropriate arrangements for them to

who in turn is able to learn at his or her

demonstrate their abilities. The SEN Code

own pace.

of Practice 2014 and the introduction of Education and Health Care plans also mean that parents have greater freedom of choice in regard to their child’s education and some authorities fund additional specialist support in an independent school. The benefits of choosing a boarding school for children with SEND include the dedicated support which is readily available for each pupil, depending on their individual needs. This extends to additional opportunities for more focused one-to-one

USING TECHNOLOGY Advancements in technology have greatly improved the education provision for children with SEND by helping to break down several barriers to learning. Equipment such as voice-activated software, reading pens, text readers and software to assist in the development of reading and mathematical skills are likely to feature strongly in the package of services available to pupils, as is the emphasis on developing typing and touch typing techniques.

tuition when required. Fulneck School is an independent boarding In specialist schools tailored curricula

and day school with a dedicated learning

are delivered by highly trained teachers

support unit (LSU) providing continuity

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / SPECIAL EDUCATIONAL NEEDS AND DISABILITIES / 149

of teaching and support from Year 2 to Year 13. The school has met the criteria of The Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD) continually since 1996 and is approved under Category LSC (Learning Support Centre) as a school offering a learning support unit, with specialist staff and

pupils a choice of fully inclusive

appreciation of the environment, teaching

teachers who can accommodate pupils’

co-curricular clubs and activities which help

methods and whether these will suit them.

needs in the classroom. The aim of the LSU

them develop new interests and boost self-

It is also important to meet the Principal

at Fulneck is to identify individual special

esteem.

and understand the ethos of the school and its attitudes to SEND.

needs and to provide teaching programmes and strategies to allow every student access

An extension to mentoring and continual

to the curriculum at a level commensurate

assessment is the strong pastoral care that

All schools are different and it is anything

with their intellectual ability. Tuition is in

will be evident in most boarding schools,

but the case that one type fits all. But

small groups or one-to-one delivered by

in addition to a qualified nurse(s) who

making the correct choice from the many

experienced and specialist teachers using

can liaise with healthcare professionals

options available and the whole boarding

a range of multi-sensory teaching methods

regarding the implementation of Education

school experience can be very rewarding

and technology.

and Health Care Plans and who can support

for pupils with SEND and can give them a

the wide range of pupils’ needs.

chance to really flourish and exceed their

MONITORING AND MENTORING In boarding schools pupils with SEND can also be continually assessed, monitored and mentored outside the classroom which can lead to improvements in social interaction and confidence. By the very nature of a boarding school environment, teachers and support staff can monitor the behavioural patterns of children at close quarters. This includes how they play, socialise and manage the many challenges of daily life. Boarding schools also offer

potential. Of course choosing the right school is a critical decision with far-reaching consequences and one that requires thorough research. Parents should request detailed information about a schools’ SEND provision and gain a clear understanding of which conditions they specifically cater for and how. Visiting the school and meeting the SEND team is an important part of that process, allowing potential parents and pupils the opportunity to gain a true

Sally began her teaching career as a VSO volunteer teaching English in Kiribati. She has taught in many different countries and once spent a summer teaching flying trapeze at an American summer camp. Sally joined Fulneck School as Head of Learning Support in 2019. She loves the family feel of the school and the way the adults know the children so well. In the learning support unit she is able to implement learning in the best way to suit each individual pupil.

What is CReSTeD and how does it help boarding families?

Brendan Wignall Headmaster, Ellesmere College and Chair, CReSTeD

The Council for the Registration of

dyspraxia, dyscalculia, attention deficit

more SpLD and cover all levels of provision

Schools Teaching Dyslexic pupils

disorder (ADD), as well as pragmatic and

and both state and independent provision.

(CReSTeD) is a charity set up in 1989

semantic language difficulties.

The vast majority of schools on the Register

with the aim of helping parents and

are mainstream, offering a wide range of

those who advise them to choose

The CReSTeD Council includes

teaching styles, environment and facilities.

schools for children with Specific

representatives from a wide area of SpLD

The Register is free of charge to parents.

Learning Difficulties (SpLD). It is

provision including Dyslexia Action, the

a valuable resource for parents,

British Dyslexia Association, Helen Arkell

educational advisers and schools and

Dyslexia Centre, the Dyslexia-SpLD Trust

acts as a source of information for

and schools.

parents. The main SpLD is dyslexia but there is a general recognition that dyslexia rarely exists in isolation – the latest research demonstrates a high level of co-occurrence with other difficulties. These include

THE REGISTER CReSTeD publishes annually and maintains a list of schools and centres accredited for their SpLD provision – this is called the Register. The schools and centres listed in the Register provide for pupils with one or

SpLD provision is divided into six broad

categories. Of these, five are for schools:

•

Dyslexia Specialist Provision (DSP)

schools established primarily to teach pupils with Dyslexia

• Learning Support Centre (LSC) schools offer a designated unit that provides specialist tuition on a small group or individual basis, according to need

Without doubt it is the best decision we as a family have made and after and getting the best start in life possible. Currently stationed for their future we are immensely proud and grateful for what the in Cyprus, this can bring extra concerns with distance and travel; school is offering both Jordan and Rhys. We will never stop being a however the school understands and supports the children even THE BSA GUIDE TO BOARDING SCHOOLS • SPRING / SPECIAL EDUCATIONAL NEEDS / 151 close-knit family2022 despite the separation, but we knowAND thatDISABILITIES Queen more to ensure they remain active yet in contact with parents. Victoria is helping towards their future, and providing the stability Providing Skype has been a godsend. The friends that they have and ever-lasting friendship that they have been seeking. ■ made already I know will remain for life, and that is also evident

• Maintained Schools (MS) local authority schools able

CRESTED CRITERIA AND VISITS

to demonstrate an effective

Every school and centre on the

system for identifying pupils

CReSTeD Register has been

with dyslexia

independently verified for

• Specialist Provision (SPS)

www.crested.org.uk www.crested.org.uk

SpLD provision by CReSTeD

schools are specifically

consultants (not the case in all

established to teach pupils

other lists).

Council ffor or tthe he R egistration of Council Registration Schools Teachi ng Dysl exic pupi ls Schools Teaching Dyslexic pupils

W e give give you We IInformation nformation & C hoice Choice

with dyslexia and other related specific learning

The first stage of registration

difficulties

is for the school to complete

• Withdrawal System (WS) schools help dyslexic pupils by withdrawing them from appropriately selected lessons for specialist tuition and one is for centres:

• Teaching Centre (TC) designated centre providing specialist tuition on a small group or individual basis, according to need. The categories provide guidance on the type of provision given by a school. One category should not be seen as ‘better’ than another. Children have different requirements and personalities and the categories are a way of helping match each child to the type of provision at the school or centre. A report from an educational psychologist or a specialist teacher who holds an Assessment Practising Certificate should offer parents guidance as to the level of provision their child requires. For example, a child at the severe end of the dyslexia spectrum may require a Dyslexia Specialist Provision school whereas a child with only some slowness in spelling skills may be suitably provided for in a school from the Withdrawal System category. The Register includes a checklist to help parents decide whether a school or centre can meet their child’s educational needs in relation to SpLD. It also provides a geographical index of schools.

O ur advice advice is is independent independent Our b ut well well informed informed but

the CReSTeD registration form and to provide supporting

Choosing a school is one of the biggest decisions you make for your child and it is not easy

documentation, such as policies for dyslexia. This form covers staff development, admission policy, organisation

You need all the help you can get

of the school week, specific arrangements for SpLD pupils,

Our Register is available to download from our website:

examination results for the whole school and for SpLD pupils in particular, resources

www.crested.org.uk www. .crested.or t d

and a list of parents’ names so

All the e information informat you need is right there there.

that the consultant may check parents’ feelings about the school or centre. The criteria include the provision of relevant and high

Contact CReSTeD via email: admin@crested.org.uk www.crested.org.uk Registered charity charity no. 1052103 Registered Council for fo or the the Registration Registration of S chools Teac hing D yslexic P upils Council Schools Teaching Dyslexic Pupils

quality information technology resources, Joint Council for

Qualifications (JCQ)-approved March 2015 training qualifications for

teachers, awareness of the needs of dyslexic pupils on the part of non-specialist staff, and arrangements to obtain and provide special provision for

with the SpLD provision in Service Parents’ Guide to Boarding Schools 35 accordance with the criteria

set by CReSTeD. This enables CReSTeD to retain the school’s details in the Register without the need for an extra visit.

examinations.

CReSTeD Council initiates

During a visit to a school or

cause for concern about a

centre, the consultant checks whether this information is

‘responsive’ visits if it has any particular school.

accurate and ensures the

FURTHER INFORMATION

school or centre meets the

The CReSTeD website www.

criteria set by CReSTeD Council

crested.org.uk contains all the

for the particular category.

information in the Register. It is updated as new information

Schools and centres are

is received, or new schools

visited on a three-year cycle,

approved, and contains links to

with possible earlier visits if

the websites of all registered

there are substantial changes,

schools and centres as well

which should always be swiftly

as to other websites that may

communicated to CReSTeD. If

be of assistance to parents

the Head of a CReSTeD school

of children with one or more

changes, the school must

SpLD.

inform CReSTeD and the new Head must confirm that the

For further information email

school intends to continue

admin@crested.org.uk

Brendan Wignall has been Headmaster of Ellesmere College since 1996 and is Chair of CReSTeD. After teaching English at Oakham and Christ’s Hospital, he became Head of English and Registrar of Denstone College. His main interests are his family, Ellesmere, Liverpool FC, gardening and culture in the broadest sense (excluding only country music!).

Provision in the independent sector for pupils with special educational needs and disabilities Pupils with SEND continue to be very well educated within the independent sector and this is undoubtedly one of the sector’s strengths. Many parents of children with special educational needs and disabilities take them out of the maintained sector because the class sizes are too big and they feel there is not enough individual support. The independent sector offers a range of choice not available within the maintained sector. Specialist Provision Schools (SPS) are approved for specific learning difficulties, with associated language difficulties, such as dyspraxia and attention deficit hyperactivity disorder (ADHD). Dyslexia Specialist Provision Schools (DSP) are established primarily to teach pupils with dyslexia. There are also mainstream boarding schools with designated units or centres providing specialist tuition on a small group or individual basis. In January 2015, 66,026 pupils (33,311 boarders) were identified as having SEND. The most common SEND is dyslexia (321,169) followed by information processing (9,053), dyspraxia (5,459), gross and fine motor skills (3,720) and Asperger’s syndrome (3,597). The table below lists independent boarding schools on the CReSTeD Register providing support for pupils with SEND.

Independent boarding schools on the CReSTeD Register providing support for pupils with SEND Specialist Provision Schools (SPS) are approved for specific learning difficulties, and associated language difficulties, dyspraxia and ADHD. Category

School

Town

Website

SPS

Appleford School

Salisbury

www.applefordschool.org

SPS

More House School

Farnham

www.morehouseschool.co.uk

SPS

St David’s College

Llandudno

www.stdavidscollege.co.uk

Dyslexia Specialist Provision Schools (DSP) are established primarily to teach pupils with dyslexia. Category

School

Town

Website

DSP

Bredon School

Tewkesbury

www.bredonschool.org

DSP

Bruern Abbey School

Chesterton, Oxfordshire

www.bruernabbey.org

DSP

Frewen College

Rye

www.frewencollege.co.uk

Some mainstream boarding schools have a designated unit or centre providing specialist tuition. School

Town

Website

Barnardiston Hall Preparatory School

Barnardiston, Suffolk

www.barnardiston.com

Bedstone College

Bucknell, Shropshire

www.bedstone.org

Bethany School

Cranbrook, Kent

www.bethanyschool.org.uk

Brockhurst & Marlston House Schools

Newbury, Berkshire

www.brockmarl.org.uk

Clayesmore Preparatory School

Blandford Forum, Dorset

www.clayesmore.com

Clayesmore School

Blandford Forum, Dorset

www.clayesmore.com

Cobham Hall School

Cobham, Kent

www.cobhamhall.com

Ellesmere College

Ellesmere, Shropshire

www.ellesmere.com

Finborough School

Stowmarket, Suffolk

www.finboroughschool.co.uk

Fulneck School

Leeds, West Yorkshire

www.fulneckschool.co.uk

Hazlegrove Preparatory School

Yeovil, Somerset

www.hazlegrove.co.uk

Kingham Hill School

Chipping Norton, Oxfordshire

www.kinghamhill.org.uk

King’s School

Bruton, Somerset

www.kingsbruton.com

Kingsley School

Bideford, Devon

www.kingsleyschoolbideford.co.uk

Kingswood House School

Epsom, Surrey

www.kingswoodhouse.org

Lime House School

Carlisle, Cumbria

www.limehouseschool.co.uk

Millfield School

Street, Somerset

www.millfieldschool.com

Millfield Preparatory School

Glastonbury, Somerset

www.millfieldprep.com

Sidcot School

Winscombe, North Somerset

www.sidcot.org.uk

Slindon College

Arundel, Sussex

www.slindoncollege.co.uk

Tettenhall College

Wolverhampton, West Midlands

www.tettenhallcollege.co.uk

Walhampton School

Lymington, Hampshire

www.walhampton.com

Wycliffe College Preparatory School

Stonehouse, Gloucestershire

www.wycliffe.co.uk

Wycliffe College

Stonehouse, Gloucestershire

www.wycliffe.co.uk

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / CURRICULUM CHOICES / 153

GCSEs and IGCSEs in a changed curricular landscape

Charlie Hammel Deputy Head Academic, St Swithun’s School, Winchester

Any parent considering a boarding school

many years independent schools perceived a

of IGCSEs. Assessment is linear, with exams at

for their child at 11+ or 13+ entry is certain

number of advantages in IGCSEs:

the end of the two-year course, and other forms

to discover that changes to the main curriculum options at ages 14–16 (Years 10 and 11) – GCSEs and IGCSEs – will become relevant for their son or daughter in the coming years.

• greater emphasis on breadth and depth of knowledge, in addition to cultivation of skills

• a higher degree of academic rigour • more insulation from political change • the opportunity to devote more curricular

time to teaching than to formal assessments

This is an exciting stage of education because it

• the chance for pupils to mature intellectually

of assessment, including controlled assessment, have been removed or significantly reduced. These changes are already being reflected in IGCSEs. They have been adjusted to reflect additional content in the new GCSEs, and most domestic IGCSEs have adopted the new 9–1 grading system. There would appear to be a

is when most pupils have their first opportunity

with less interruption over a two-year

convergence taking place. A series of studies

to begin selecting some subject options and

course.

published in 2019 has shown that the two qualifications are broadly comparable, although

determining their own academic programme. As it also leads to formal qualifications in the

More than 84 per cent of leading independent

individual examination boards continue to

shape of (I)GCSEs, an understanding of what

schools now offer a mixture of GCSEs and

refine IGCSE grading on a subject-by-subject

schools offer currently and how that is likely to

IGCSEs. This is the approach we have adopted

basis in order to align the assessment as

be affected by recent changes to the curricular

at St Swithun’s, where each subject department

closely as possible to that of GCSEs, an effort

landscape is useful.

has autonomy to select the course offering the

supported by independent schools and their

most appropriate blend of academic rigour,

membership associations.

EVOLVING QUALIFICATIONS International GCSEs (IGCSEs) are longestablished qualifications, originally developed as equivalent to GCSEs for international schools. Their structure has remained essentially ‘linear’, which means assessment takes place by examination at the end of the two-year course. By contrast, before 2015 GCSEs had evolved differently and become more ‘modular’, with courses subdivided into relatively discrete units. This ‘modularisation’ was matched by more piecemeal assessment, with opportunities to complete coursework (or ‘controlled assessment’) and take some examination papers throughout the course. Recent reforms to GCSEs in England have reversed that trend by introducing new, linear GCSE courses graded on a numerical 9–1 scale, while those in Wales and Northern Ireland retain the A* to G grading system.

accessibility and progression to further study at A level. Some schools prefer either GCSEs or IGCSEs exclusively. Both qualifications are respected, valued and understood by universities and employers. There are advantages to a mixed economy of GCSEs and IGCSEs. In the examination period, IGCSE papers tend to both begin and end a couple of weeks earlier than GCSEs. So in a demanding time for Year 11 pupils,

ADVICE FOR PARENTS AND PUPILS Parents and pupils should feel able to ask informed questions about the (I)GCSE courses offered by a school, and the school should be able to explain how it has responded to curricular changes and the rationale for the combination of courses it offers. More specific questions can be posed, often on a subject level, about how each course helps to meet the needs and interests of pupils at that school.

those studying for a mixture of the two can find that their examinations are spread over a

Just as it is important to be aware of past trends

slightly longer time period, which can help in

and recent reforms, in making subject choices

managing final revision and preparation. There

pupils are always best advised to play to their

are positives for schools as well. The surge

own strengths and select the subjects they find

in popularity of IGCSEs over the last decade,

most interesting and enjoyable. The finer details

recent reforms to GCSEs and corresponding

of structure of any (I)GCSE course should not be a

revisions to IGCSEs mean that for most subjects

deciding factor because after all the qualification

schools are increasingly able to choose from

itself only lends a structure, albeit an important

several up-to-date linear specifications.

one, for pupils’ learning at this level.

Over the past decade independent boarding schools, and independent schools generally, have helped drive a proliferation of IGCSEs within the UK. In 2017 IGCSEs reached a peak at over 48 per cent of examinations taken by Year 11 pupils in independent schools, a percentage that had more than quadrupled since 2010, when IGCSEs made up only 11 per cent of entries. This figure has declined slightly alongside the introduction of the new 9–1 GCSEs but remained buoyant at 45 per cent in 2019. Over

NATIONAL REFORMS The introduction of linear GCSEs, with the stated aim of making them more rigorous, has sparked renewed interest in the choice between IGCSEs and GCSEs and comparability of the qualifications. The first of these new examinations were taken in summer 2017 in English language, English literature and mathematics, and all subjects were reformed by summer 2019. In practice, the new GCSEs have taken on many characteristic features

Charlie Hammel has been Deputy Head Academic at St Swithun’s School, Winchester, since 2014. He was previously Head of History at King Edward VI High School for Girls, Birmingham. Before that he was Head of Scholars at Warwick School, where he taught History, Politics and Latin. He read History and Medieval Studies at Princeton University and completed a postgraduate Master’s in Mediaeval History at the University of St Andrews before embarking on a teaching career in independent schools.

Sixth form – future ready, set, go! Rhiannon Wilkinson Head, Ashville College The sixth-form years are great

effects of climate change? Will the

opportunities and career advice. Sixth

fun but they are also of crucial

phenomenal pace of technology

form should provide the tools young

importance. They are about getting

improve our lives for the better or

people need to flourish, no matter

pupils exam ready, university ready,

present new moral and societal

where their passions lie.

career ready – in short, ‘future

challenges? Will we be prepared for

ready’ – building strong academic

future pandemics?

foundations and developing the

I have often said high quality English boarding education is the best in the

personal characteristics and

The role of the sixth form should

world, and parents are fortunate to

social skills for future success and

not be to create an ‘exam factory’.

have their pick of so many exceptional

fulfilment, no matter what lies

It is to provide a happy, purposeful

schools. But choosing one from many,

ahead.

environment in which young people

particularly for families who are not

transition from adolescence to

in the UK, can be challenging. So what

We only need to ask ourselves the

adulthood, emerging as confident

should you look for in a boarding sixth

current big questions to understand

young people ready to face the

form?

why gaining good results is not the

world. They can only do this if their

only goal of post-16 education. Will

sixth form offers enough choice of

we have discovered and implemented

courses, academic enrichment routes,

ways to stop or even reverse the

co-curricular activities, leadership

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / CURRICULUM CHOICES / 155

HIGH LEVELS OF ACADEMIC CHALLENGE AND RIGOUR It is important to choose a school with a strong academic culture, focused on driving up standards and results and never standing still. The proportion of pupils gaining admission to Russell Group universities should be high. Look for a good and varied range of courses, particularly A levels, including traditional subjects and your child’s intended degree-specific subjects, and BTECs. Some schools offer a range of complementary qualifications that help to open doors and stand your child out from the crowd. For example, at Ashville we offer the highly flexible OCR Cambridge Technicals in Performing Arts. We also offer courses for pupils who wish to study in the US. We are accredited by the New England Association of Schools and Colleges to support pupils in gaining the High School Diploma and we offer Advanced Placement courses to give college applicants an extra edge. This year for the first time we have offered A levels in Classical Civilisation and Government and Politics. OXBRIDGE, COMPETITIVE AND INTERNATIONAL APPLICATION SUPPORT Sixth form is a time to aim high. If your child is set on Oxbridge, studying medicine or going to university overseas, the sixth form you are considering should demonstrate it is able to help them on that trajectory – the rest, of course, is up to the individual child and their hard work and commitment. At Ashville we offer a bespoke programme for pupils aspiring to Oxford or Cambridge, and for medicine, veterinary science or dentistry courses. We often involve our alumni and other members of the community in mock interviews. ACADEMIC ENRICHMENT AVENUES Increasingly, sixth forms are offering an engaging and meaningful programme of academic enrichment. The Extended Project Qualification (EPQ) was created by exam boards in collaboration with leading UK universities. It is an AS level qualification, with the possibility of achieving an A* grade. Cambridge University says: ‘We welcome the EPQ and would encourage applicants to take one as it will help to develop independent study and research skills valuable for higher education.’ The Archbishop of York Leadership Award is another qualification

geared to individuals’ interests, skills

when they are happy. The activities sixth-

and future aspirations. It is also highly

formers pursue should also be relevant

regarded by the UK’s leading universities.

to their future and to the advancement

These pupil-led qualifications can be taken

of technology and how this transforms

alongside A levels, earn UCAS points and

jobs. At Ashville we are developing the

enable pupils to make their voices heard at

co-curricular experience to reflect the

a young age.

World Economic Forum’s ‘top 10 job skills of tomorrow’ by offering activities such

POSITIONS OF LEADERSHIP AND RESPONSIBILITY Ambitious pupils are keen to take on extra challenges and broaden their horizons. Good sixth forms offer a wide range of opportunities, from prefect positions and house captains to more informal roles, all of which enable pupils to develop skills such as public speaking and communication. More formal leadership roles, such as the Red Tie Prefects at Ashville, involve a formal application and interview process, emulating a university or apprenticeship. A TAILORED CO-CURRICULAR PROGRAMME Good schools recognise the major benefits of co-curricular activities for health and attainment – pupils learn best

as coding, leadership and enterprise. Having a ‘future ready’ focus will ensure sixth-formers leave with not only the right qualifications but also the in-demand skills they need to thrive in the rapidly evolving global marketplace.

Rhiannon Wilkinson is the eleventh and first female Head of Ashville College. Her career includes a Headship at Wycombe Abbey and teaching and senior positions in schools in the UK, Hong Kong and Brunei. Most recently, Rhiannon was the founding Head of Whittle School Shenzhen which opened simultaneously alongside its sister school Whittle School Washington DC. Between 2009 and 2013 she was the Principal of Harrogate Ladies’ College. She studied Modern History at St Hugh’s College, Oxford, before undertaking a Postgraduate Certificate of Education (PGCE) at Bath University.

Sixth-form programmes – the choice Students entering the sixth form have a range of options as shown below. Most schools offer a combination. The Cambridge Pre-U is being withdrawn. The last entry is 2021 with last examinations in 2023 (last resit June 2024). We have therefore removed this qualification from the table. A level

International Baccalaureate (IB) Diploma

BTEC

AQA Baccalaureate

Who is it for?

16 to 19 year olds

What can you study?

Most students study three or four A levels.

Six subjects (three at Higher Level and three at Standard Level). All students must study literature, a foreign language, a humanities subject, a natural science and mathematics.

Level 3 qualifications, Extended Certificate equivalent to 1 A level, Diploma to 2 A levels and Extended Diploma to 3 A levels. Certificate is equivalent to 1 AS level.

Three A-level subjects in any academic discipline.

How does it work?

The linear A level was introduced with first examination in 2017. Students can take a freestanding AS level but it no longer forms part of the A level. The A level is assessed after two years of study.

Over two years, in addition to their six subjects, students complete a 4,000-word Extended Essay and a Theory of Knowledge course, and participate in the Creativity, Activity, Service (CAS) programme. All exams are taken at the end of the second year of study, there are no modules. Conceived as a holistic integral programme bound by a clear philosophy.

BTECS are offered across 16 sectors and comprise core and optional units. The courses are assessed internally and externally and some modules can be retaken. Assignments can include exams, essays, research and investigative projects, and experiments and fieldwork.

In addition to their three A levels, students complete an Extended Project Qualification that aims to make them responsible for their own learning; achieve breadth through an AS level in Critical Thinking, Citizenship, General Studies, Science in society or World development; and undertake enrichment activities outside the curriculum such as The Duke of Edinburgh’s Award.

What is it worth?

The table below shows the UCAS tariff points awarded for linear A levels.

The table below shows the UCAS tariff points awarded for the IB Certificate in Higher Level. Certificates in Extended Essay and Theory of Knowledge also attract UCAS tariff points when the certificates have been taken individually.

95% of universities accept BTECs, but acceptance may be course-dependent. Grading is from Distinction*, Distinction, Merit, Pass. UCAS points for double grades for Diplomas (and triple grades for Extended Diplomas) are calculated from the points for single grades.

Maximum 216 UCAS tariff points for three A* A levels, grade A* Extended Project (28 points) and a standalone AS level at grade A (20 points).

Grade

Tariff points

Grade

Tariff points

Extended Certificate

Tariff Diploma points

Tariff points

Extended Diploma

Tariff points

D*D*

112

D*D*D*

168

D*D

104

D*D*D

160

D*DD

152

DDD

144

DDM

128

DMM

112

MMM

MPP

PPP

MMP

Where can you study it?

Schools and FE colleges.

115 schools and colleges in the UK offer the IB Diploma.

Schools and colleges – some students study across two institutions or alongside employment or an apprenticeship.

UK schools which believe A levels are not, in themselves, sufficient preparation for university.

Comment

Still the best-known sixthform qualification in the UK, and taken by the largest number of students as their means of entry into higher education. Some schools offer the Extended Project Qualification in addition to A levels.

Internationally recognised and valued. Heavier class-based workload than A levels and more independent learning. The percentage of candidates achieving the different grades has remained constant over the years.

BTECS are highly regarded, offering a well-proven route into employment, training and university. Modular assessment, focus on skills and opportunities for work experience make them an attractive complement to A levels as well as a very useful standalone qualification. They are becoming more popular in schools, usually alongside one or two A levels. Sports Science and Business Studies are popular.

AQA Baccalaureate is derived in large part from the spirit of the IB Diploma Programme: depth, some breadth, thinking and research skills, and co-curricular experience.

To find out more, go to www.ucas.com/undergraduate/applying-university/ucas-undergraduate-getting-started

Fees

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / APPENDIX / 157

– finding them

Andrew Ashton Bursar, Radley College

All boarding schools charge fees, but

Planning can be covered under six

to individual requirements. Some schools

these vary depending on the type of

headings:

offer specific schemes tailored for advance

school and boarding requirements. Here are some typical costs (per term) for 2021 (ISC Census, 2021). Age group

Average fee per term

Sixth form

£12,573

Senior

£11,784

Junior

£8,684

In state boarding schools, tuition is paid for by the state. Extras can add considerably to the bill (perhaps up to 10 per cent of fees), depending largely on which activities your child chooses to take part in – for example, music tuition or school trips. Allowance should be made for expenses relating to books, entries for public examinations, stationery and uniforms. Schools do have different approaches to extras, and what is included in the fee, so this is worth careful scrutiny.

PLANNING FOR SCHOOL FEES It is important to prepare for the commitment of paying fees for several years, having in place a strategy that will enable the school fees to be met in the event of death, an illness or loss of income, and considering how fees need not be entirely dependent on earned income, so ensuring a child will be able to complete their education. Planning strategies can significantly reduce the financial burden of school fees, so take professional advice.

• • • • • •

spread the cost of fees

payment of fees, and if you have a lump

invest a lump sum

sum available, it is worth exploring this as

set up a regular savings scheme to

an option.

provide funds to cover future fees have payment protection set up a trust fund look for financial assistance.

SPREADING THE COST Many parents experience difficulties in funding school fees continuously from taxed income. There are several schemes available designed to help parents in this situation. The purpose of these plans is to improve cash flow and hence make school fees more affordable. In essence, this involves spreading an element of the school fees over a longer period of time. For example, a parent may be able to afford comfortably 70 per cent of the school fees from income, but the additional amount may prove to be a strain. In this instance, it may be possible to take out a draw-down plan against the equity in the family house to spread the school fees for the balance of 30 per cent over say a 10-, 15- or 20-year period. INVESTING A LUMP SUM Early investment of capital can avoid the need to use income for providing for school fees in later years, or at worst go a significant way towards reducing reliance on income. The need for tax efficiency and flexibility of approach can be tailored

REGULAR SAVING Regular saving for school fees should ideally be started as soon as possible. The longer you save, the less the impact will be on income when school fees fall due – or consider some sort of endowment or life assurance policy. Income or capital sums derived from such policies are normally tax-free. PAYMENT PROTECTION It is important to ensure the payment of children’s school fees can be continued in the event of a change in your personal circumstances due to serious illness, injury or death. A lump sum can be provided by life insurance. Income protection plans can guarantee income through to retirement in the event of specified illnesses or accidents. Some schools may offer temporary fee support in cases of unanticipated hardship – but it is important not to rely on this being the case, and support may only be provided for a short duration. If you do experience a change in circumstances that affects your ability to pay, it is important to be open with the school from the outset. Fees refund schemes are available which can provide cover in the event of absence through illness or accident, and these are well worth considering.

TRUST PLANNING Trust planning can be useful for grandparents who wish to make provisions for school fees and achieve inheritance tax benefits at the same time. Trusts offer the benefit of transferring the tax liability on future income and capital gains to the children to use their personal annual allowances. There are basically two types of trust:

evidence and including capital assets.

after which acceptance is guaranteed,

The application is likely to be considered

providing the appropriate qualifications are

by a combination of governors, the Head

achieved and medical standards satisfied.

and the Bursar. Some schools outsource the assessment to an external company

Scholarships vary in value – indeed they

which will also conduct a home visit and

may be honorary accolades that come

an interview. The award will usually remain

with no fee discount. In general, schools

in force throughout the pupil’s school

limit the value of scholarships, such that

career – although in some cases an award

any extra funding being awarded is strictly

made before GCSE will not necessarily

subject to financial need. You should find

income arising from the trust and also

continue into the sixth form. Most schools

out from the school what scholarships are

own the capital

review bursaries annually to ensure the

offered, and what each is worth so you are

justification for an award remains. Bursaries

not disappointed if you cannot afford the

income is at the discretion of the

are less common at prep schools, although

remainder of the fees if your child wins one

trustees.

many prep schools do offer some awards.

of the smaller awards.

Maintenance trusts offer both of the above.

Scholarships

Other educational awards

Financial advice should of course be sought

Many senior schools and a few prep

Many schools also offer closed awards to

when establishing trusts.

schools offer scholarships to attract bright

children of members of the Armed Services,

or talented pupils. A scholarship is awarded

as well as clergy, teachers and some other

for academic promise or on the basis of

professions. Some give help to children of

special ability in music, art or some other

former pupils, to single-parent families and

specialism or all-round merit. Some schools

orphans, or concessions for brothers and

give awards for drama, sport, and design

sisters. The conditions of these educational

and technology. They are usually awarded

awards can vary enormously. They are often

after a competitive examination and

described as fee concessions, reductions

interview, and normally take no account of

or discounts. Some are not available

financial need. Academic scholarships are

annually and depend on the terms of an

the most common, followed by scholarships

endowment. Others simply say special

for music, art, design and technology, and

consideration may be given to pupils in a

sport.

particular category.

Talented children are invited to compete in

There are many options to consider and

open scholarship examinations. The schools

there is a great deal of financial help

hold these exams in the September–

available. Read this Guide thoroughly and

December and January–April terms of the

explore schools’ websites. Above all, do not

year before admission. Scholarships are

be afraid to ask schools exactly what they

usually awarded at ages 11, 13 and 16,

have on offer. It can be a lengthy task, but

with pupils already at the school having

potentially very worthwhile. Start planning

the opportunity to sit for awards at ages

as early as possible and do not be afraid to

13 and 16. Scholarships at the age of 16

take advice.

• where the children have a right to any • where the distribution of capital and

FINANCIAL ASSISTANCE Grants Charitable grant-making trusts are able to help only in cases of genuine need. The trusts will reject applications unless their specific requirements are satisfied. Royal National Children’s SpringBoard Foundation (Royal SpringBoard) helps vulnerable children and young people in Britain whose circumstances are seriously prejudicial to their normal development and where no other care is available. The charity helps by providing grants and boarding school places for children aged 7 to 18 who have suffered trauma, tragedy or neglect in their young lives. These are young people who usually have one or no active parent, whose normal development is compromised or threatened by adverse home, school or family circumstances. The charity supports cases of social need and not educational preference. Details can be found at www. royalspringboard.org.uk or through the Directory of Grant Making Trusts at www. dsc.org.uk

for candidates already at the school are frequently awarded on the basis of GCSE results, with awards for new students being made as a result of an interview and report from the previous school, usually with the

Bursaries

requirement to achieve certain grades at

An increasing number of boarding schools

GCSE. Competition is strong but, as long

offer bursaries, which are grants from the

as the pupil makes satisfactory progress,

school to help parents pay the fees. These

a scholarship is normally held for the

are generally awarded after a ‘means test’

duration of his or her time at the boarding

of family income and are not dependent

school. Past papers are available from

on examination performance, although

many schools, which will give an idea of the

some account will be taken of academic or

standards demanded. Take advice from the

other ability. Bursaries may be awarded in

Head of your child’s present school about

addition to a scholarship where financial

the chances of success.

need is demonstrated and the child would otherwise be unable to enter the school.

Several organisations offer sixth-form

To obtain a bursary, parents will usually

scholarships to enable pupils to stay on at

be asked to complete an application

school until they enter the next stage of

form, providing details of their financial

their career on a university course. These

circumstances, supported by documentary

scholarships are awarded for two years,

FURTHER INFORMATION SFIA School Fees Planning Tel: 0845 4583690 webenquiry@sfia.co.uk www.schoolfeesadvice.org Andrew Ashton was educated at Newcastle Royal Grammar School and studied Chemistry at University College, Oxford. He joined Barclays Bank, where he qualified as an Associate of the Chartered Institute of Bankers. He worked for 15 years in a number of positions including as a management consultant in the financial services sector, Andrew became Bursar at Radley College in 2008. He is responsible for the financial and operational aspects of the College and the management of the non-teaching staff. Andrew has been a governor of a number of state and independent schools, and currently serves on the governing body of Shiplake College. A keen follower of cricket, an occasionally active runner, and an enthusiastic real tennis player, Andrew is married to Jillian and has one son.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / APPENDIX / 159

Fees

? “Parents are looking at a good education as an investment with a high potential long-term return.”

– where do they go? Parents contemplating school bills have often found them difficult to fathom. Increases in school fees have several causes. These include the salaries and employee benefits for academic and administrative staff. Schools must also maintain

Andrew Ashton Bursar, Radley College

buildings and facilities and absorb increases in the costs of books, materials and utilities. Even schools with endowments and trust fund investments have rarely found income

expand, to avoid affecting their character

Parents are looking at a good education

matching inflation.

and tradition. Schools that have changed

as an investment with a high potential

to co-education have tested their ability

long-term return. They place the highest

These are all survival factors, but schools

to cope with extra numbers and the

emphasis on academic results and

wish to maintain and improve standards.

changes which accompany them. Pupils

character education. Before choosing a

This means attracting bright children,

require provision for academic interests

school for their child they want to know if

good teachers and providing facilities

and recreational and social pursuits. Many

individual tutoring is available, the numbers

which answer the needs of the decade.

schools have maintained numbers by

of pupils per class, examination results,

At the same time most, but by no means

expanding their preparatory and pre-prep

positions in the various league tables, and

all, schools try to avoid the temptation to

intakes.

if teachers are easily accessible.

They ask about information technology, bullying, health and hygiene, drugs, and the boarding houses. The importance of A levels and the International Baccalaureate leading to entry to a good university, and a demanding degree course, has never been greater, particularly as universities have had their share of financial cuts and are more competitive, and for many careers a second degree now has to be seriously considered.

A BALANCING ACT Schools will attempt to balance the materialistic with the vocational, pointing out that today’s teenagers may well have 10 to 12 different jobs in their lifetime as they adapt to change and increased mobility. There is therefore an emphasis on matching the talents of the individual with a wide range of facilities and opportunities. These in turn lead to the provision of recreational facilities, sixth-form centres, information technology units and craft and design centres. Administrative systems need to be technologically up to date. The teaching staff also require IT, updated laboratories, resource centres, and equipment and materials to stay ahead in their disciplines. There will be criticism if the minority subjects are not offered, and there must be a proper emphasis on music and art. All this is costly.

TOTAL COSTS The total costs of five years’ boarding education from 13 to 18 could amount to anything from £150,000 (or around 40 per cent of this in a state boarding school) to more than £200,000. In boarding schools, on average, about 55 per cent of that amount will be staff costs – good staff are after all the most valuable resource in any school. After that, about 18 per cent goes on premises costs – by their very nature, boarding schools have a lot of buildings that need ongoing maintenance. The next biggest categories of cost (all typically around 5 per cent of the total) are teaching resources, food and utility costs. After adding the various other cost categories such as IT, laundry, medical, professional charges, and general expenses, together with the cost of scholarships and bursaries, there is not much left for further development, which is normally left to fundraising. Schools with endowment income are fortunate, as are those with well-established traditions and reputations. Location also helps and schools within easy reach of airports, motorways, intercity rail services or parental homes have advantages over those in more remote areas, attractive though their locations may be. That said, staff costs will inevitably be higher for schools in the south-east of England. Travel costs to and from school are unavoidable extras not always considered, nor are the costs of uniform, clothing, equipment for leisure activities, field trips, holidays and exeats, and everything connected with applications and interviews

for the next stage in the education process. The next stage is, of course, in many people’s eyes a degree course, where travel expenses, living expenses, costs of books and equipment and tuition fees have to be funded. In short, it is important for every parent to realise and appreciate the full extent of the investment they are making. Yet an investment it is, and, in retrospect, the most important decision any parent can make on behalf of their children.

FURTHER INFORMATION SFIA School Fees Planning Tel: 0845 4583690 webenquiry@sfia.co.uk www.schoolfeesadvice.org

Andrew Ashton was educated at Newcastle Royal Grammar School and studied Chemistry at University College, Oxford. He joined Barclays Bank, where he qualified as an Associate of the Chartered Institute of Bankers. He worked for 15 years in a number of positions including as a management consultant in the financial services sector, Andrew became Bursar at Radley College in 2008. He is responsible for the financial and operational aspects of the College and the management of the non-teaching staff. Andrew has been a governor of a number of state and independent schools, and currently serves on the governing body of Shiplake College. A keen follower of cricket, an occasionally active runner, and an enthusiastic real tennis player, Andrew is married to Jillian and has one son.

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / APPENDIX / 161

Useful contacts GENERAL INFORMATION

Disability Rights UK

AFFILIATED ASSOCIATIONS

Boarding Schools’ Association (BSA)

www.disabilityrightsuk.org

Naval Families Federation (NFF)

www.boarding.org.uk

www.nff.org.uk SSAFA

BSA State Boarding Forum (SBF)

www.ssafa.org.uk

www.stateboarding.org.uk

Army Families Federation (AFF) www.aff.org.uk

SPECIALIST SCHOOLS INFORMATION Independent Schools Council (ISC)

Choir Schools’ Association (CSA)

RAF Families Federation

www.isc.co.uk

www.choirschools.org.uk

www.raf-ff.org.uk

Department for Education (DfE)

Music and Dance Scheme

www.education.gov.uk

www.gov.uk/music-dance-scheme

ISC CONSTITUENT MEMBER ASSOCIATIONS

Independent Schools Show

RELIGIOUS SCHOOLS INFORMATION

Independent Schools (AGBIS)

www.schoolsshow.co.uk

Woodard Schools

www.agbis.org.uk

Association of Governing Bodies of

www.woodard.co.uk

INFORMATION FOR OVERSEAS PARENTS AND BOARDERS

Methodist Independent Schools Trust

BSA Certified Guardians

www.methodistschools.org.uk

Girls’ Schools Association (GSA)

Headmasters’ and Headmistresses’

www.boarding.org.uk/bsa-initiatives/bsacertified-guardian-scheme/ BSA Certified Agents

Catholic Independent Schools’ Conference

Conference (HMC)

(CISC)

www.hmc.org.uk

www.catholicindependentschools.com Independent Association of Prep Schools

www.boarding.org.uk/bsa-initiatives/bsacertified-agent-scheme/ British Council

OTHER USEFUL CONTACTS

(IAPS)

Welsh Independent Schools Council (WISC)

www.iaps.uk

www.welshisc.co.uk Independent Schools Association (ISA)

www.britishcouncil.org Scottish Council of Independent Schools (SCIS) Children’s Education Advisory Service (CEAS)

www.isaschools.org.uk

www.scis.org.uk Independent Schools’ Bursars Association

Email: RC-DCS-HQ-CEAS@mod.gov.uk Council of British International Schools (COBIS)

www.gsa.uk.com

Inspiring The Future

(ISBA)

www.inspiringthefuture.org

www.theisba.org.uk

www.cobis.org.uk Independent Schools Examinations Board

Society of Heads

UK Council for International Student Affairs

(ISEB)

www.thesocietyofheads.org.uk

(UKCISA)

www.iseb.co.uk

www.ukcisa.org.uk Independent Schools Inspectorate (ISI) UK National Information Centre for global

www.isi.net

qualifications and skills (UK ENIC) www.enic.org.uk

International Baccalaureate Organization (IBO)

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) INFORMATION

www.ibo.org

British Dyslexia Association (BDA)

Universities and Colleges Admissions Service

www.bdadyslexia.org.uk

(UCAS) www.ucas.com

Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD)

Educational Trusts’ Forum

www.crested.org.uk

www.educational-grants.org

Dyslexia Action

Royal National Children’s SpringBoard

www.dyslexiaaction.org.uk

Foundation (Royal SpringBoard) www.royalspringboard.org.uk

BSA schools members UK MEMBERS Abberley Hall School Abbey College, Cambridge Abbey College, Manchester Abbotsholme School Abingdon School Abrar Academy Ackworth School ACS International School Cobham Adcote School Al Jamiatul Islamiyyah Aldenham School Aldro School Aldwickbury School All Hallows School Ampleforth College Appleford School Ardingly College Ardvreck School Ashfold School Ashford School Ashville College Atlantic College Aysgarth School Badminton School Barnard Castle School Barnardiston Hall Preparatory School Bath Academy Battle Abbey School Beachborough School Beaudesert Park School Bedales (incl Prep) Bede’s Preparatory School Bede’s Senior School Bedford School Bedstone College Beech Grove School and Academy Beechen Cliff School Beechwood Park School Beechwood Sacred Heart School Beeston Hall School Belhaven Hill School Bellerbys College Brighton Bellerbys College, London Belmont School Benenden School Berkhamsted School Bethany School Bilton Grange School Bishop’s Stortford College (incl Prep) Bishopstrow College Bloxham School Blundell’s School Bootham School Bosworth Independent College Boundary Oak School Bournemouth Collegiate School Box Hill School Bradfield College Brambletye School Bredon School Brentwood School Brighton College Bristol International College Brockhurst And Marlston House Schools Brockwood Park School Bromsgrove School (incl Prep) Brooke House College Brookes United Kingdom Bruern Abbey School Bruton School for Girls (Incl Prep) Bryanston School Brymore Academy

Buckswood School Burford School Burgess Hill Girls Caldicott Preparatory School Cambridge Tutors College Campbell College Canford School Cardiff Academy Sixth Form College Cardiff Sixth Form College Cargilfield Preparatory School Casterton Sedbergh Preparatory School Caterham School CATS College, Cambridge CATS College, Canterbury CATS College, London Chafyn Grove School Charterhouse School Chase Grammar School Cheam School Cheltenham College (incl Prep) Cheltenham Ladies’ College Cherwell College Oxford Chetham’s School of Music Chigwell School Christ Church Cathedral School Christ College, Brecon Christ’s Hospital School City of London Freemen’s School Claremont School Clayesmore Preparatory School Clayesmore School Clifton College Clifton College Preparatory School Cobham Hall School Colchester Royal Grammar School Concord College Copthorne Preparatory School Cothill House School Cotswold Chine School Cottesmore School Cranbrook School Cranleigh School (Incl Prep) Culford School (Incl Prep) Cumnor House School Cundall Manor School Dallam School Darul Uloom Dawatul Imaan Darul Uloom London School Dauntsey’s School David Game College Dean Close Preparatory School Dean Close School Dean Close St John’s Denstone College DLD College, London Dollar Academy Dorset House School Dover College d’Overbroeck’s Downe House School Downside School Dragon School Dulwich College Dulwich Preparatory School, Cranbrook Durham School Eagle House School Earlscliffe Eastbourne College Edgeborough School Ellesmere College Elmfield Rudolf Steiner School Elmhurst Ballet School, Birmingham

Elstree School Embley Epsom College Eton College Exeter Cathedral School Exeter College Fairview International School Farleigh School Farlington School Farringtons School Felsted School (incl Prep) Feltonfleet School Fettes College (incl Prep) Five Islands Academy Foremarke Hall, Repton Preparatory School Forres Sandle Manor School Framlingham College Preparatory School Frensham Heights School (Incl Junior) Frewen College Fulneck School Fyling Hall School Trust LTD George Watson’s College Giggleswick School Glenalmond College Godolphin School Godstowe Preparatory School Gordon’s School Gordonstoun (Incl Junior) Great Ballard School Gresham’s School (incl Prep) Haberdashers’ Adams Haileybury Hall Grove School Handcross Park School Hanford School Harrogate Ladies’ College Harrow School Hatherop Castle Prep School Hazlegrove Preparatory School Headington School Heath Mount School Heathfield School Hereford Cathedral School Highfield School Hockerill Anglo-European College Holmewood House School Holmwood House School (incl Prep) Holyport College Horris Hill School Hurstpierpoint College Hurtwood House School International School of Creative Arts Ipswich High School Ipswich School Jamea Al Kauthar Jamia Al - Hudaa Jersey College for Girls Junior King’s School, Canterbury Kensington Park School Kent College Nursery, Infant and Junior School Kent College, Canterbury Kent College, Pembury (Incl Prep) Keswick School Kilgraston School Kimbolton School King Edward’s School, Witley King William’s College, Isle of Man Kingham Hill School Kings Bournemouth King’s College School, Cambridge King’s College, Taunton King’s Hall School

King’s School , Rochester (Incl Prep) King’s School, Bruton King’s School, Ely (Incl Junior) Kingsley School Kingswood Preparatory School Kingswood School Kirkham Grammar School Kitebrook Prep School Lambrook School Lancaster Royal Grammar School Lancing College Langley School Lathallan School Leighton Park School Leweston School (Incl Prep) Lime House School Lincoln Minster School Liverpool College Llandovery College Lockers Park School Lomond School Longridge Towers School Lord Wandsworth College Loretto School (Incl Junior) Loughborough Grammar School Luckley House School Lucton School (incl Prep) Ludgrove School LVS Ascot Maidwell Hall School Malvern College Malvern St James Marlborough College Marlborough House School Marymount London Mayfield School Merchiston Castle School Mill Hill School Foundation Millfield Preparatory School Millfield School Milton Abbey School Monkton Combe Preparatory School Monkton Combe Senior School Monmouth School for Boys Monmouth School for Girls Moor Park School Moorland School More House School Moreton Hall School Moulsford Preparatory School Mount Kelly School (Incl Prep) Mount St Mary’s College Mowden Hall School Moyles Court School MPW London Myddelton College New Hall School North London Grammar School Northbourne Park School Oakham School Old Buckenham Hall School Old Swinford Hospital Orwell Park School Oswestry School Oundle School Oxford Sixth Form College Packwood Haugh School Padworth College Pangbourne College Papplewick School Perrott Hill School

Peter Symonds College Pinewood School Plymouth College Pocklington School (Incl Prep) Port Regis Preparatory School Prestfelde School Prior Park College Prior’s Field School Queen Anne’s School Queen Ethelburga’s Collegiate Queen Margaret’s School Queen Mary’s School Queen Victoria School Queen’s College, Taunton (Incl Prep) Queenswood School Radley College Ratcliffe College (Incl Prep) Reading School Reddam House Berkshire Reed’s School Rendcomb College Repton School Richard Huish College Riddlesworth Hall Preparatory School Rikkyo School in England Ripon Grammar School Rishworth School Rochester Independent College Rockport School Roedean School Rookwood School Rossall School Royal Alexandra & Albert School Royal High School, Bath Royal Hospital School Royal Russell School Rugby School Ruthin School Ryde School with Upper Chine Rye St Antony School (Incl Prep) S.Anselm’s Preparatory School Saint Felix School Saint Ronan’s School Salisbury Cathedral School Sandroyd School Scarborough College Scarisbrick Hall School Seaford College (Incl Prep) Sedbergh School Sevenoaks School Sexey’s School Shaftesbury School Shebbear College Sherborne Girls Sherborne Preparatory School Sherborne School Sherfield School Shiplake College Shrewsbury School Sibford School Sidcot School Slindon College St Andrew’s Preparatory School, Eastbourne St Andrew’s School, Pangbourne St Bees School St Catherine’s, Bramley St Christopher School St Clare’s, Oxford St David’s College, Llandudno St Edmund’s School, Surrey St Edmund’s College & Prep School, Hertfordshire

St Edmund’s School, Canterbury (Incl Junior) St Edward’s Oxford St Francis’ College St George’s School, Ascot St George’s School, Harpenden St George’s School, Windsor St George’s, Edinburgh St Hugh’s Prep School, Lincolnshire St Hugh’s Prep School, Oxfordshire St John’s College School, Cambridge St John’s College, Southsea St John’s Beaumont Preparatory School St John’s School, Leatherhead St John’s School, Sidmouth St Joseph’s College (Incl Prep) St Lawrence College (Incl Junior) St Leonards School, Fife St Margaret’s School, Bushey St Mary’s Calne St Mary’s Music School St Mary’s School, Ascot St Mary’s School, Cambridge St Michael’s School St Paul’s School, London St Peter’s Prep School St Peter’s School, York (incl St Olave’s) St Swithun’s School St Teresa’s School Stamford Endowed Schools Stamford Junior School Stephen Perse Foundation Stewart’s Melville College Steyning Grammar School Stoke College Stonar School Stonyhurst College Stonyhurst St Mary’s Hall Stover School (Incl Prep) Strathallan School (Incl Prep) Summer Fields School Sunningdale School Sutton Valence School (incl Prep) Swanbourne House School Talbot Heath School (Incl Junior) TASIS, The American School in England Taunton Preparatory School Taunton School Teikyo Foundation School Terra Nova School Terrington Hall School Tettenhall College The Chorister School The Downs Malvern The Duke of York’s Royal Military School The Elms School The Hammond School The King’s School, Canterbury The Leys School The Mary Erskine School The Montessori Place, Hove The Mount School The National Mathematics and Science College The New Beacon School The Oratory Preparatory School The Oratory School The Pilgrims’ School The Prebendal School The Purcell School for Young Musicians The Read School The Royal Ballet School The Royal Grammar School, High Wycombe

Boarding School Maga

The Royal Masonic School for Girls The Royal School, Armagh The Royal School, Dungannon The Royal School, Surrey The Royal School, Wolverhampton The Thomas Adams School The Wellington Academy Thetford Grammar School Thornton College Tonbridge School Trent College Tring Park School for the Performing Arts Trinity School Truro High School for Girls (Incl Prep) Truro School Tudor Hall School Twyford School Uppingham School Victoria College, Belfast Vinehall School Walhampton School Warminster School (Incl Prep) Warwick School Wellesley House School Wellington College Wellington School Wells Cathedral School (Incl Prep) West Buckland School West Hill Park School Westbourne House School Westbourne School Westminster Abbey Choir School Westminster Cathedral Choir School Westminster School, Westminster Westonbirt School (Incl Prep) Whitgift School Winchester College Winchester House School Windermere School Windlesham House School Wisbech Grammar School Witham Hall School Woldingham School Woodbridge School Woodcote House School Woodhouse Grove School Worksop College (Incl Prep) Worth School Wrekin College Wychwood School (Oxford) Ltd Wycliffe College (incl Prep) Wycombe Abbey Wymondham College Wymondham College Prep School Yehudi Menuhin School

EUROPEAN MEMBERS A+ World Academy, Switzerland Aiglon College, Switzerland Alexandra College, Ireland Amadeus International School, Austria American Collegiate Institute, Turkey Apex 2100, France Berlin Brandenburg International School, Germany Bestepe College, Turkey Blackrock College, Ireland Brillantmont International School, Switzerland Cabella International Sahaja School, Italy Clongowes Wood College, Ireland College Alpin Beau Soleil, Switzerland College Champittet, Switzerland College du Leman International School, Switzerland

Complejo Educativo Mas Camarena, Spain Ecole Jeannine Manuel, France Exupery International School, Latvia Glenstal Abbey School, Ireland Institut Montana Zugerberg, Switzerland International School Eerde, Netherlands International School of Milan International School San Patricio Toledo John F Kennedy International School, Switzerland Kilkenny College, Ireland King’s College, The British School of Madrid, Spain The Koc School, Turkey La Garenne, Switzerland Laude Lady Elizabeth School, Spain Leysin American School, Switzerland Lundsbergs Skola, Sweden Lyceum Alpinum Zuoz, Switzerland Midleton College, Ireland Open Gate Boarding School, Czech Republic Préfleuri International Alpine School Rathdown School, Ireland Rockwell College, Ireland Schule Schloss Salem, Germany Sigtunaskolan Humanistiska Läroverket, Sweden Sotogrande International School, Spain St Columba’s College, Ireland St George’s International School, Germany St George’s International School, Switzerland St Gilgen International School GmbH, Austria St John’s International School, Belgium St Louis School Milan St Peter’s International School, Portugal Surval Montreux, Switzerland The International School of Paphos, Cyprus The Kings Hospital, Ireland Villiers School, Ireland

WORLDWIDE MEMBERS Atlantic Hall School, Nigeria Avi-Cenna International School, Nigeria Brisbane Grammar School, Australia British International School Lagos Bromsgrove International School, Thailand Dalian American International School (Nord Anglia Group), China Day Waterman College, Nigeria Dulwich College Suzhou, China Episcopal High School, USA Epsom College in Malaysia Fay School, USA Frensham, Australia Greensteds International School, Kenya Hangzhou Greentown Yuhua School, China Harrow Innovation Leadership Academy Chongqing Harrow Innovation Leadership Academy Nanning Harrow International School Shenzhen Qianhai Harrow Innovation Leadership Academy Zhuhai Harrow International School Bangkok, Thailand Harrow International School Haikou Harrow International School, Hong Kong Idyllwild Arts Academy, USA Jerudong International School, Brunei Kincoppal-Rose Bay, Australia King Henry VIII College, Malaysia Kolej Tuanku Ja’afar, Malaysia Lady Eleanor Holles International School Foshan, China Letovo School, Russian Federation Marlborough College, Malaysia Merchiston International School, China Methodist Ladies’ College, Australia Michaelhouse, South Africa

Miles Bronson Residential School, India MIT Pune’s Vishwashanti Gurukul, India New School Georgia Nord Anglia Chinese International School, Shanghai, China Nord Anglia School, Beijing, Fangshan Nord Anglia School, Foshan Nord Anglia School, Guangzhou, Panyu Nord Anglia School Jiaxing, China Nord Anglia School, Nantong Nord Anglia School, Ningbo, Fenghua Nord Anglia School, Shenzhen Nord Anglia School, Suzhou North London Collegiate School, Jeju, Korea NUCB International College, Japan Peponi School, Kenya Prem Tinsulanonda International School, Thailand Pymble Ladies’ College, Australia Regents International School Pattaya, Thailand Rong Qiao Sedbergh School Rugby School Thailand School of Leadership, Afghanistan (SOLA) Sela Qui International School, India Shattuck-St Mary’s School, Malaysia St Andrew’s College, South Africa St Andrew’s Prep School Turi, Kenya St Andrew’s Senior School Turi, Kenya St Christopher Schools, Kenya St George’s College, Argentina Swiss International Scientific School Dubai, UAE The British School of Lome’, Togo The Doon School, India The Forman School, USA The Hill School, USA The Hun School of Princeton, USA The International School of Penang (Uplands), Malaysia The International School, Bangalore, India The King’s School, Australia The Regent Secondary School, Nigeria Toowoomba Anglican School, Australia United World College South East Asia, Singapore Wellington College International Tianjin, China Westlake International School, Malaysia Windsor High School at Albany, Bahamas Woodstock School, India Whanganui Collegiate School, New Zealand Wycombe Abbey School Changzhou, China Wycombe Abbey School, Hangzhou, China Wycombe Abbey School, Hong Kong Wycombe Abbey School Nanjing, China Yew Chung International School of Qingdao, China Yew Wah International Education School of Guangzhou , China Yew Wah International Education School, Zhejiang Tongxiang Campus, China Yew Wah School of Shanghai Changning, China Yew Wah International Education School of Shanghai Lingang, China

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / APPENDIX / 165

Boarding schools in this issue, by county Name of school

Address

Telephone Type

Website

Page

BATH & NORTH EAST SOMERSET Kingswood Senior & Prep School

Lansdown, Bath BA1 5RG

01225 734210

Bo(7-18), D, M, 9 months-18

www.kingswood.bath.sch.uk

The Royal High School Bath

Lansdown Road, Bath BA5 5SZ

01225 313877

Bo(10-18), D, G, 3-18

www.royalhighbath.gdst.net

Brockhurst & Marlston House Schools

Marlston, Hermitage, Newbury, Berkshire RG18 9UL

01635 200293

Bo, D, M, 2-13

www.brockmarl.org.uk

Cheam School

Headley, Newbury, Berkshire, RG19 8LD

01635 268242

Bo (8-13), D, M, 3-13

www.cheamschool.com

Downe House

Cold Ash, Thatcham, Berkshire RG18 9JJ

01635 200286

Bo, D, G, 11- 18

www.downehouse.net

Horris Hill School

Newtown, Newbury, Berks. RG20 9DJ

01635 40594

Bo, D, B, 4-13

www.horrishill.com

Leighton Park School

Shinfield Road, Reading, Berkshire, RG2 7ED

0118 987 9600

Bo, D, M, 11-18

www.leightonpark.com

LVS Ascot

London Road, Ascot , Berkshire, SL5 8DR

01344 882770

Bo, D, M, 4-18

www.lvs.ascot.sch.uk

Pangbourne College

Pangbourne, Reading, RG8 8LA

0118 984 2101

Bo, D, M, 11-18

www.pangbourne.com

Queen Anne’s School

6 Henley Road, Caversham, Reading, Berkshire, RG4 6DX

0118 918 7300

Bo, D, G, 11-18

www.qas.org.uk

Sunningdale School

Sunningdale, Berkshire SL5 9PY

01344 620159

Bo, D, B, 7-13

www.sunningdaleschool.co.uk

Badminton School

Westbury-on-Trym, Bristol. BS9 3BA

0117 905 5271

Bo(9-18), D, G, 3-18

www.badmintonschool.co.uk

Clifton College

Guthrie Road, Clifton, Bristol BS8 3EZ

0117 315 7000

Bo, D, M, 2-18

www.cliftoncollege.com

01753 649300

Bo, D, B, 7-13

www.caldicott.com

BERKSHIRE 133

BRISTOL 73

BUCKINGHAMSHIRE Caldicott

Crown Lane, Farnham Royal, Buckinghamshire SL2 3SL

CAMBRIDGESHIRE King’s Ely

The Old Palace, Palace Green, Ely, Cambridgeshire CB7 4EW

01353 660707

Bo(8-18), D, M, 2-18

www.kingsely.org

The Leys School

Trumpington Road, Cambridge CB2 7AD

01223 508900

Bo(11-18) D (11-18), M

www.theleys.net

Casterton, Sedbergh Preparatory School

Casterton, Kirkby Lonsdale, Cumbria, LA6 2SG

015242 79200

Bo, D, M, 3 to 13

www.sedberghschool.org/prep

Dallam School

Milnthorpe, Cumbria, LA7 7DD

01539 565966

Bo, D, M, 11-18

www.dallamschool.co.uk

Sedbergh School

Cumbria, LA10 5HG

015396 20535

Bo, D, M, 13-18

www.sedberghschool.org/senior

Repton, Derbyshire DE65 6FH

01283 559222

Bo, D, M, 3-18

www.repton.org.uk

Kingsley School

Northdown Road, Bideford EX39 3LY

01237 426200

Bo(8-18), D, M, 0-18

www.kingsleyschoolbideford.co.uk

Plymouth College

Ford Park Road, Plymouth, Devon

01752 505100

Bo(11-18), D, M, 3-18

www.plymouthcollege.com

Shebbear College

Shebbear, Beaworthy, Devon. EX21 5HJ

01409 282000

Bo(8-18), D, M, 4-18

www.shebbearcollege.co.uk

West Buckland School

West Buckland, Barnstaple EX32 0SX

01598 760000

Bo(11-18), D, B, G, M, 3-18

www.westbuckland.com

Leweston School

Sherborne, Dorset DT9 6EN

01963 211015

Bo, D, M, 7-18

www.leweston.co.uk

Milton Abbey School

Milton Abbey, Blandford Forum, Dorset DT11 0BZ

01258 880484

Bo(13-18), D, M

www.miltonabbey.co.uk

Sherborne Girls

Bradford Road, Sherborne DT9 3QN

01935 818224

Bo, D, G, 11-18

www.sherborne.com

Sherborne School

Abbey Road, Sherborne, Dorset DT9 3AP

01935 810403

Bo, D, B, 13-18

www.sherborne.org

Talbot Heath School

Rothesay Road, Bournemouth, Dorset BH4 9NJ

01202 761881

Bo(8-18), D, Girls, 3-18

www.talbotheath.org

Bede’s Preparatory School

Duke’s Drive, Eastbourne, BN20 7XL

01323 734222

Bo(8-13), D(0-13), M, 0-13

www.bedes.org

Bede’s Senior School

Upper Dicker, Hailsham, BN27 3QH

01323 843252

Bo, D, M, SN, 13-18

www.bedes.org

Brighton College

Eastern Road, Brighton, East Sussex BN2 0AL

01273 704 200

Bo, D, M, 3-18

www.brightoncollege.org.uk

Claremont School

Bodiam , East Sussex TN27 7PW

01580 830396

Bo, D, M, 3 months-18

www.claremontschool.co.uk

Eastbourne College

Old Wish Road, Eastbourne, BN21 4JY

01323 452323

Bo, D, M, 13-18

www.eastbourne-college.co.uk

Frewen College

Rye Road, Northiam, East Sussex TN31 6NL

01797 252494

Bo, D, M, 7-18

www.frewencollege.co.uk

Mayfield School

The Old Palace, Mayfield, East Sussex

01435 874600

Bo, D, G, 11-18

www.mayfieldgirls.org

Roedean School

Roedean Way, Brighton, East Sussex, BN2 5RQ

01273 667500

Bo, D, G, 11-18

www.roedean.co.uk

St Andrew’s Prep

Meads Street, Eastbourne BN20 7RP

01323 733203

Bo(8-13), D, M, 9 months-13

www.standrewsprep.co.uk

CUMBRIA 75

DERBYSHIRE Repton School

Boarding School Magazine / Media Pack 2015

DEVON

DORSET 29

EAST SUSSEX

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

Name of school

Address

Telephone Type

Website

Felsted, Essex CM6 3LL

01371 822600

Bo, D , M, 4-18

www.felsted.org

Page

ESSEX Felsted School

GLOUCESTERSHIRE Dean Close School

Shelburne Road, Cheltenham, Gloucestershire. GL51 6HE

01242 258044

Bo, D , M, 13-18

www.deanclose.org.uk

Dean Close Preparatory School

Lansdown Road, Cheltenham, Gloucestershire. GL51 6QS

01242 258001

Bo, D, M, 2-13

www.deanclose.org.uk

Wycliffe College

Stonehouse, Gloucestershire GL10 2JQ

01453 822432

Bo, D, M, 13-18

www.wycliffe.co.uk

Wycliffe Preparatory Schoool

Stonehouse, Gloucestershire GL10 2LD

01453 820470

Bo, D, M, 2-13

www.wycliffe.co.uk

HAMPSHIRE Boundary Oak School

Roche Court, Wickham Road, Fareham, Hampshire PO17 5BL

01329 280955

Bo, D, M, 2-16

www.boundaryoakschool.co.uk

Forres Sandle Manor School

Station Road, Fordingbridge, Hampshire, SP6 1NS

01425 653181

Bo(7-13), D, M, 3-13

www.fsmschool.com

Sherfield School

South Dr, Sherfield on Loddon, Hook RG27 0HU

01256 884800

Bo, D, M, 3 months-18

www.sherfieldschool.co.uk

St John’s College

Grove Road South, Southsea, Hampshire PO5 3QW

02392 815118

Bo, D , M, 4-18

www.stjohnscollege.co.uk

St Swithun’s School

Alresford Road, Winchester, Hampshire SO21 1HA

01962 835700

Bo, D, G, 11-18

www.stswithuns.com

West Hill Park

St Margarets Lane, Titchfield, Hampshire. PO14 4BS

01329 842356

Bo(7-13), D, M, 2-13

www.westhillpark.com

135

HERTFORDSHIRE Bishop’s Stortford College

Maze Green Road, Bishop’s Stortford, CM23 2PJ

01279 838575

Bo(7-18), D, M, 4-18

www.bishopsstortfordcollege.org

Haileybury

Hailey Lane, Hertford, Hertfordshire, SG13 7NU

01992 706200

Bo, D, M, 11-18

www.haileybury.com

Princess Helena College

School Lane, Preston, Hitchin, Hertfordshire, SG4 7RT

01462 432100

Bo, D, M, 11-18

www.phchitchin.com

Queenswood

Shepherd’s Way, Brookman’s Park, Hatfield,

01707 602500

Bo, D, G, 11 - 18

www.queenswood.org

01582 716277

Bo, D, M, 11-18

www.stgeorges.herts.sch.uk

01442 824255

Bo, D, M, 8 -19

www.tringpark.com

01624 820400

Bo(11-18), D , M, 4-18

www.kwc.im

Queen’s Road, Ryde. PO33 3BE

01983 562229

Bo(9 -18), D, M, 3-18

www.rydeschool.org.uk

Hertfordshire AL9 6NS St George’s School

Sun Lane, Harpenden, Hertfordshire AL5 4TD

Tring Park School for the Performing Arts Tring Park, Tring, Hertfordshire HP23 5LX

ISLE OF MAN King William’s College

Castletown, Isle of Man IM9 1TP

ISLE OF WIGHT Ryde School

KENT Bethany School

Curtisden Green, Goudhurst, Cranbrook TN17 1LB

01580 211273

Bo, D, M, 11-18

www.bethanyschool.org.uk

Cranbrook School

Waterloo Road, Cranbrook, Kent. TN17 3JD

01580 711800

Bo(13-18), D(11-18), M, 11-18

www.cranbrookschool.co.uk

Duke of York’s Royal Military School

Dover, Kent CT15 5EQ

01304 245023

Bo, M, 11-18

www.doyrms.com

Farringtons School

Perry Street, Chislehurst, Kent BR7 6LR

020 8467 0256

Bo(11-18), D, M, 3-18

www.farringtons.org.uk

St Edmund’s School Canterbury

St Thomas Hill, Canterbury, Kent CT2 8HU

01227 475601

Bo (11-18), D, M, 3-18

www.stedmunds.org.uk

St Lawrence College

College Road, Ramsgate, Kent CT11 7AE

01843 808080

Bo, D, M, 3-18

www.slcuk.com

Sutton Valence School

North Street, Sutton Valence, Kent ME17 3HL

01622 845200

Bo(11-18), D, M, 3-18

www.svs.org.uk

The King’s School, Canterbury

Lattergate, The Precincts, Canterbury, Kent CT1 2ES

01227 595501

Bo, D, M, 13-18

www.kings-school.co.uk

Tonbridge School

High St, Tonbridge TN9 1JP

01732 365555

Bo, D, 13-18

www.tonbridge-school.co.uk

Lancaster Royal Grammar School

East Road, Lancaster, Lancashire LA1 3EF

01524 580632

Bo, D, B(11-16), M(16-18)

www.lrgs.org.uk

Rossall School

Broadway, Fleetwood FY7 8JW

01253 774201

Bo (7-18), D (2-18), M (2-18)

www.rossall.org.uk

Stonyhurst College and Stonyhurst St Mary’s Hall

Nr Clitheroe, Lancashire BB7 9PZ

01254 827073

Bo(7-18), D, M, 3-18

www.stonyhurst.ac.uk

Bo, D, M, 14-19

www.ashbyschool.org.uk

109

LANCASHIRE 13

LEICESTERSHIRE Ashby School

Nottingham Road, Ashby de la Zouch, Leicestershire LE65 1DT 01530 413748

Brooke House College

22 Croft Road, Cosby, Leicester LE9 1SE

0116 286 7372

www.brookehousecollege.co.uk

199 Westminster Bridge Road SE1 7FX

(0) 20 7935 8411

Bo, D, M, 14-19

www.dldcollege.co.uk

020 7963 1003 M(16-18) 13-18

Bo, D, B(13-18), G(16-18),

www.westminster.org.uk

LONDON DLD College London

Westminster School Little Dean’s Yard, London, SW1P 3PF

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

THE BSA GUIDE TO BOARDING SCHOOLS • SPRING 2022 / APPENDIX / 167

Name of school

Address

Telephone Type

Website

Page

MONMOUTHSHIRE St John’s on-the-Hill

Castleford Hill, Tutshill, Chepstow, Monmouthshire. NP16 7LE 01291 622045

Bo(7-13), D , M, 1-13

www.stjohnsonthehill.co.uk

Golf Links Road, Wymondham, Norfolk, NR18 9SZ

Bo, D, M, 11-18

www.wymondhamcollege.org

NORFOLK Wymondham College

01953 609000

NORTHERN IRELAND Campbell College

Belmont Road, Belfast, BT4 2ND

+44 (0)28 9076 3076 Bo(11-18), D, M, 3-18

www.campbellcollege.co.uk

01661 842147

Bo, D, M, 3-13

www.mowdenhall.co.uk

0115 849 4949

Bo, D, M, 0-18

www.trentschools.net

NORTHUMBERLAND Mowden Hall School

Newton, Stocksfield, Northumberland NE43 7TP

NOTTINGHAMSHIRE Trent College Independent School

Derby Road, Long Eaton, Nottingham, Nottinghamshire, NG10 4AD

OXFORDSHIRE Bloxham School

Bloxham, Near Banbury, Oxfordshire OX15 4PE

01295 724301

Bo, D, M, 11-18

www.bloxhamschool.com

Burford School

Cheltenham Road, Burford, Oxfordshire OX18 4PL

01993 823303

Bo, D, M, 11-18

www.burford.oxon.sch.uk

Cothill House

Cothill, Oxfordshire, OX13 6JL

01865 390 800

Bo, B, 8-13

www.cothill.net

Dragon School

Bardwell Road, Oxford, Oxfordshire OX2 6SS

01865 315405

Bo(8-13), D, M, 4-13

www.dragonschool.org

Kingham Hill School

Kingham, Chipping Norton , Oxfordshire, OX7 6TH

01608 658999

Bo, D, M, 11-18

www.kinghamhill.org.uk

Shiplake College

Henley-on-Thames , Oxfordshire, RG9 4BW

0118 940 2455

Bo, D, B, G,(16-18), 11-18

www.shiplake.org.uk

Tudor Hall

Wykham Park, Banbury, Oxfordshire, OX16 9UR

01295 756259

Bo, D, G, 11-18

www.tudorhallschool.com

Bridge St, Brecon, Powys

01874 615440

Bo, D, M, 7-18

www.christcollegebrecon.com

Fettes College

Carrington Rd, Edinburgh EH4 1QX

0131 311 6744

Bo, D, M, 7-18

www.fettes.com

Strathallan School

Forgandenny, Perth PH2 9EG

01738 812546

Bo, D, M, 8-18

www.strathallan.co.uk

Adcote School

Little Ness, Shrewsbury, Shropshire, SY4 2JY

01939 260 202

Bo, D, G, 7 - 18

www.adcoteschool.org.uk

Shrewsbury School

The Schools, Shrewsbury, Shropshire. SY3 7BA

01743 280552

Bo, D, M, 13 -18

www.shrewsbury.org.uk

Wrekin College

Wellington, Shropshire. TF1 3BH

01952 265603

Bo, D, M, 11 -18

www.wrekincollege.com

All Hallows Preparatory School

Cranmore Hall, East Cranmore, BA4 4SF

01749 881600

Bo(7-13), D, M, 3-13

www.allhallowsschool.co.uk

Downside School

Stratton-on-the-Fosse, nr Bath, Somerset, BA3 4RJ

01761 235103

Bo, D, M, 11-18

www.downside.co.uk

Hazlegrove Preparatory School

Sparkford, Yeovil, Somerset BA22 7JA

01963 440314

Bo, D, M, 2½-13

www.hazlegrove.co.uk

King’s Hall School

Kingston Road, Taunton, Somerset TA2 8AA

01823 285928

Bo, D, M, 2-13

www.kingshalltaunton.co.uk

Queen’s College

Trull Road, Taunton, Somerset TA1 4QS

01823 340830

Bo(7-18), D(0-18), M(0-18), 0-18 www.queenscollege.org.uk

Richard Huish College

South Road, Taunton, Somerset UK TA1 3DZ

01823 320800

Bo, D, M, 16-18

www.huish.ac.uk

Royal High School Bath

Lansdown Road, Bath BA1 5SZ

01225 313877

Bo(10-18) D, G, 3-18

www.royalhighbath.gdst.net

Taunton School

Staplegrove Road, Taunton, Somerset

01823 703703

Bo(7-18), D, M, 0-18

www.tauntonschool.co.uk

Wells Cathedral School

The Liberty, Wells, Somerset, BA5 2ST

01749 834200

Bo, D, M, 2-18

www.wells.cathedral.school

Abbotsholme School

Rocester, Uttoxeter, Staffordshire ST14 5BS

01889 590217

Bo, D, M, 2-18

www.abbotsholme.co.uk

Denstone College

Denstone, Uttoxeter, Staffordshire ST14 5HN

01889 590484

Bo, D, M, 11-18

www.denstonecollege.org

Abbotsholme School

Rocester, Doveridge, Uttoxeter ST14 5BS

01889 590217

Bo(2-18), M

www.abbotsholme.co.uk

Orwell Park School

Nacton, Ipswich, Suffolk. IP10 0ER

01473 659225

Bo, D, M, 3-13

www.orwellpark.co.uk

Royal Hospital School

Holbrook, Ipswich, Suffolk IP9 2RX

01473 326136

Bo, D, M, 11-18

www.royalhospitalschool.org

POWYS Christ College Brecon

SCOTLAND SHROPSHIRE 87

SOMERSET

8 135

STAFFORDSHIRE SUFFOLK

www.ukbsa.com KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

67 133 67

Name of school

Address

Telephone Type

Website

Page

SURREY ACS Cobham International School

Portsmouth Road, Cobham KT11 1BL

01932 869744

Bo(12-18), D, M, 2-18

www.acs-schools.com

City of London Freemen’s School

Ashtead Park, Surrey KT21 1ET

01372 822423

Bo(13-18), D, M, 7-18

www.freemens.org

Back cover

Cranleigh

Horseshoe Lane, Cranleigh GU6 8QH

01483 542058

Bo(13-18), D, M

www.cranleigh.org

Feltonfleet School

Byfleet Road, Cobham, Surrey KT11 1DR

01932 862264

Bo(7-13), D, M, 3-13

www.feltonfleet.co.uk

Frensham Heights

Frensham Heights Road, Rowledge, Farnham, Surrey, GU10 4EA 01252 792561

Bo(11-18), D, M, 3-18

www.frensham.org

Gordon’s School

West End, Woking, Surrey GU24 9PT

01276 858084

Bo, D, M, 11-18

www.gordons.school

King Edward’s Witley

Godalming, Surrey, GU8 5SG

01428 686700

Bo, D, M, 11-18

www.kesw.org

St Catherine’s School

Station Road, Bramley, Guildford, Surrey GU5 0DF

01483 893363

Bo(11-18), D , G, 11-18

www.stcatherines.info

Woldingham School

Marden Park, Woldingham, Surrey CR3 7YA

01883 349431

Bo, D , G, 11-18

www.woldinghamschool.co.uk

Peakes Lane, Denbigh, North Wales LL16 3EN

01745 472201

Bo, D, M, 7-18

www.myddeltoncollege.com

Bilton Grange Preparatory School

Dunchurch, Rugby, Warwickshire

01788 810217

Bo, D, M, 3-13

www.biltongrange.co.uk

Warwick School

Myton Road, Warwick , CV34 6PP

01926 776400

Bo (13-18), D, B, 7-18

www.warwickschool.org

Penn Road, Wolverhampton. WV3 0EG

01902 341230

Bo(11-18), D, M 4-18

www.theroyalschool.co.uk

Ardingly College

Haywards Heath, West Sussex, RH17 6SQ

01444 893000

Bo, D, M, 2-18

www.ardingly.com

Christ’s Hospital

Horsham, West Sussex, RH13 0YP

01403 246555

Bo, M, 11-18

www.christs-hospital.org.uk

Slindon College

Top Road, Slindon, Arundel, West Sussex BN18 0RH

01243 814320

Bo, D, B, 8 - 18

www.slindoncollege.co.uk

Steyning Grammar School

Church Street, Steyning, West Sussex BN44 3LB

01903 817601

Bo(13-18) , M

www.sgs.uk.net

Dauntsey’s

West Lavington Devizes SN10 4HE

01380 814500

Bo, D, M, 11-18

www.dauntseys.org

Marlborough College

Bath Road, Marlborough, Wiltshire SN8 1PA

01672 892300

Bo, M, 13-18

www.marlboroughcollege.org

Stonar School

Stonar School, Cottles Park, Atworth, Wiltshire SN12 8NT

01225 701741

Bo, D, M. 3-18

www.stonarschool.com

St Mary’s Calne

Curzon Street, Calne, Wiltshire SN11 0DF

01249 857200

Bo, D, G, 11-18

www.stmaryscalne.org

The Wellington Academy

Tidworth, Wiltshire SP11 9RR

01264 405060

Bo, D, M, 11-18

www.thewellingtonacademy.org.uk

27 21 and inside back cover

WALES Myddelton College

WARWICKSHIRE WEST MIDLANDS The Royal School Wolverhampton

WEST SUSSEX 109

WILTSHIRE 7 133

109

WORCESTERSHIRE Abberley Hall School

Worcester WR6 6DD

01299 896275

Bo(7-13), D , M, 2-13

www.abberleyhall.co.uk

Bromsgrove School

Worcester Road, Bromsgrove, Worcestershire. B61 7DU

01527 579679

Bo, D, M, 7-18

www.bromsgrove-school.co.uk

Malvern St James Girls’ School

15 Avenue Road, Great Malvern, Worcestershire, WR14 3BA

01684 584625

Bo, D, G, 4-18

www.malvernstjames.co.uk

The Downs Malvern

Brockhill Road, Colwall. WR13 6EY

01684 544108

Bo, D, M, 3-13

www.thedownsmalvern.org.uk

Ackworth School

Pontefract Rd, Ackworth, Pontefract WF7 7LT

01977 233600

Bo, D, M, 2-18

www.ackworthschool.com

Ashville College

Green Lane, Harrogate, Yorkshire, HG2 9JP

01423 566358

Bo(7-18), D(2-18), M(2-18)

www.ashville.co.uk

Aysgarth School

Newton-le-Willows, Bedale, DL8 1TF

01677 450240

Bo(8-13), D, B(8-13), M(3-8), 3-13

www.aysgarthschool.com

Giggleswick School

Settle, North Yorkshire, BD24 0DE

01729 893000

Bo, D, M, 2-18

www.giggleswick.org.uk

Lancaster Royal Grammar School

East Road, Lancaster, Lancashire LA1 3EF

01524 580600

B BO(11-18) D, M(16-18)

www.lrgs.org.uk

Rishworth School

Oldham Road, Rishworth , Sowerby Bridge,

01422 822217

Bo, D, M, 3-18

www.rishworth-school.co.uk

YORKSHIRE 35

49 Inside front cover

Yorkshire, HX6 4QA Scarborough College

Filey Road, Scarborough, Yorkshire YO11 3BA

01723 360620

Bo, D, M, 3-18

www.scarboroughcollege.co.uk

St Peter’s School

York, YO30 6AB

01904 527300

Bo, D, M, 2-18

www.stpetersyork.org.uk

INTERNATIONAL SCHOOLS Marlborough College Malaysia

Jalan Marlborough, 79200 Iskandar Puteri, Johor, Malaysia

+60 7 560 2200

Bo, D, M, 3-18

www.marlboroughcollegemalaysia.org

St. John’s International School

St. John’s International School, Drève Richelle 146,

+32 (0)2 352 06 10

Bo D, M, 2½-18

www.stjohns.be

Waterloo, Belgium

These are paid listings and not every BSA school is shown. To advertise, please contact Neil Rust, Head of Commercial, BSA Group, on +44 (0)207 798 1580, or email neil.rust@bsagroup.org.uk

www.ukbsa.com

KEY Bo = Boarding school B = Boys only D = Day school G = Girls only M = Mixed SN = Special Needs

“This is the classic authentic boarding school experience, but with 21st century flourish and plenty of TLC.”

PERFORM AT YOUR BEST WEEKLY BOARDING AND EXCELLENT ACADEMICS SUPPORTED BY A FULL PROGRAMME OF MUSIC, ART, DESIGN, SPORT AND DRAMA.

ADMISSIONS@CRANLEIGH.ORG OR WWW.CRANLEIGH.ORG | 01438 276377

S IN RE TRA ON AC E D 8 T N 12 NU LO I M M 25 R O F

THE WORLD NEEDS NEW THINKING. GET READY. AN OUTSTANDING, SAFE BOARDING EXPERIENCE. Our boarding houses are home to an internationally diverse community of students. Through our world-renowned curriculum, we prepare our students to be ready for a world that demands a new kind of learning – and a new kind of citizen. • Girls and boys aged 12–18 • Full, weekly and flexi-boarding • International Baccalaureate (IB) and Advanced Placement Programme (AP) • 40 minutes from London and major airports • 25 minutes from London by train We follow the BSA COVID-Safe Charter.

TO FIND OUT MORE VISIT WWW.ACS-SCHOOLS.COM/BOARDING

The BSA Guide to Boarding Schools

Articles inside

Fees – finding them

BSA schools members

Fees – where do they go?

Sixth-form programmes – the choice

Sixth form – future ready, set, go

Educational provision for pupils with special educational needs and disabilities

Girls and STEAM subjects

The importance of a creative education

Preparing pupils for the transition to senior schools

What does a bespoke education actually mean?

The benefits of boys-only boarding

Promoting good mental health in boarding schools

King’s is more than Christmas

The benefits of prep school boarding

BSA Certified Agent and Guardian schemes

The importance of pastoral care

Boarding at sixth-form colleges

Recognising the physical and mental value of sport

Teaching empathy

The importance of creativity

How boarding benefits the wellbeing of pupils

Schools together in partnership

Life at a state boarding school

State boarding schools

Choosing state boarding

Faith in our schools

School visits: questions and answers

Schools with a military history

The benefits of state boarding

What about boarding schools?

Turning minimum standards into excellence

Inspections of accredited independent boarding schools

What makes a good boarding school?