Sixth-form boarding When asked what the aims are for the provision of sixth-form education, I am sure that most leaders of schools and colleges with sixth forms would have a very similar response – to help pupils achieve the best examination grades they can while at the same time prepare them for life after school, in the broadest sense of the word ‘life’ – from social skills to careers. By exposing pupils to as many experiences as possible we can help to develop their ‘soft’ skills and character, and broaden their minds. We want young people to be alive to the opportunities that exist in the global village they now live in, while at the same time being open and sensitive to, and appreciative of, other cultures. I would argue that boarding schools are in a unique position to be able to meet these aims.
Lee Hunter Headteacher, Sir Roger Manwood’s School
DIVERSITY IS A STRENGTH Most boarding schools have boarders from a wide range of countries or heritage backgrounds and therefore cultures. This diversity is such a strength – it means boarders learn from a young age how to live in close proximity with other people and get on with them. There may be teething problems for a few as they learn to make the adjustments needed, but in a close-knit boarding environment boarders forge friendships that last a lifetime. This was highlighted at a recent event here at Manwood’s when a group of boarders who had left school 30 years ago organised a weekend reunion without
any input from the school. Despite now living in different counties, and indeed countries, the special bond that developed between them during their formative years in a caring boarding environment was touching to see. All boarding schools run on a stricter timetable than would be the case in most family homes. Before working in boarding I naively thought young people would resent that aspect of boarding life and perhaps find it stifling and restricting. However, whenever I have discussed this with pupils they have said that having regular, enforced
