Welcome to the autumn edition of Boarding School magazine. We hope you've had a great summer break and managed to have some well earned and richly deserved rest and relaxation, ready for the start of what promises to be another exciting and busy academic year.
At the beginning of the last edition of the magazine, I mentioned the devastating events which had been unfolding in Ukraine The BSA Team continues to liaise with a range of government departments regarding Ukraine and will provide any further relevant updates to members as and when we receive them Please do contact the BSA Team with any questions via bsa@boarding org uk
Returning to happier matters though, and in this issue of the magazine, we hear from Brian Martineau, Assistant Head (Co curricular and Admissions), Royal Hospital School, on the health benefits of encouraging children and young people to do extracurricular activities.
We take a closer look at tackling bias in a school with international pupils with Rebecca Purdy, Assistant Head: Staff and Co curricular, Felsted School Rachel Whitton, Deputy Head (Pastoral and Boarding), Heathfield School explores building mental health and emotional wellbeing, and we hear about the success of boarders’ suppers at St Leonards School.
There’s also a round up of lots of exciting news from here at BSA: find out about our new association for boarding professionals, The Institute of Boarding, launched fully this September. There’s a look back at our recent Annual Conference for Heads and Annual BSA Boarding Conference, BSA National Boarding Week, plus a spotlight on the winners of this year ’s BSA Supporting Excellence Awards
Thank you for your continued support of Boarding School magazine If you would like to contribute to future editions, please email us at bsa@boarding.org.uk. The next edition of the magazine is due to be published in January 2023 if you would like to send us any content for that edition, please send us your contributions no later than Friday, December 02 2022
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boarding Community’:
In education the word supply is usually paired with teacher. However we might also use it when thinking about the recruitment of boarders as schools everywhere endeavour to secure a steady stream of students by age, gender, type or nationality
Having enough teachers or students are obvious priorities, but what about the future supply of boarding staff? Is this never really mentioned because there are no supply issues? Or perhaps we assume there will always be those willing to work 90 hour weeks as they juggle teaching, co curricular and boarding duties!
Are we collectively guilty of recognising boarding schools as a distinct type of institution but not the staff who work in boarding? Given much of the work of boarding takes place away from the epicentre of school life, the common room, are boarding staff slightly ‘out of sight, out of mind’?
When we use the services of a doctor, dentist, plumber or electrician we do so safe in the knowledge that they are qualified professionals What however is a qualified professional in the world of boarding?
Robin Fletcher Chief Executive BSA and BSA Group
In June, BSA Group launched TIOB, which stands for The Institute of Boarding TIOB is the world’s first professional organisation for individual boarding staff, regardless of whether they are entering boarding but have yet to secure a role, working in boarding at a BSA or non BSA school, taking a break from boarding or use to work in boarding
The idea of TIOB is to support the recognition of boarding as a profession, supporting those who may be interested in it as a career or those who have made it their career.
Like BSA and other associations within BSA Group, TIOB offers online resources, courses and events as part of its services to members Uniquely however it also offers members the chance to a post nominal designation, or letters after their name Being able to write as a TIOB member that you are now MTIOB but it’s an important
step to moving boarding out of the shadows and into the sunlight alongside other roles within schools
In time, schools thinking about the future supply of boarding staff should be able to recruit members of TIOB and use TIOB’s services to help find high quality staff. If amateur boarding represents the past and professional boarding the present and future, then let TIOB be the bridge we can all safely cross
More information on TIOB can be found on page 20.
Kent College, Canterbury are deeply saddened by the death of Her Majesty Queen Elizabeth II and remember with gratitude her 70 years of service to our country and the Commonwealth. We send our condolences to King Charles III and the whole Royal Family
Mrs Andrea Warden,
Director of External Relations, Kent College Canterbury
The staff and pupils at Bedales Prep, Dunhurst send their deepest condolences to the Royal family at the death of Queen Elizabeth II Our thoughts are with you at at this time
Bedales Prep, Dunhurst
The St Lawrence College community offers its deepest condolences to His Majesty The King, the Royal Family and the nation on the passing of Her Majesty Queen Elizabeth II. Our thoughts and prayers are with you all as we mourn the loss of an extraordinary monarch who gave so much to the nation, the Commonwealth and the world.
Barney Durrant, Head of St Lawrence CollegeAll at Badminton School would like to send and deepest sympathy to the Royal Family a following the passing of Her Majesty The Qu and shared by many We shall ever remembe extraordinary reign.
Thinking of our Queen with great respect an
Today as a School, we remember and honou II. We pay tribute to her extraordinary reign monarch this country has ever known As Qu grandmother and great grandmother, she ha life to serving our nation. Her unwavering se sacrifice to the country she loved continues to Godolphin as we mourn her passing Our th with the Royal Family and particularly King chapter for the British monarchy begins.
Emma Hatter
our sincere thoughts t this sad time ueen Their loss is great r Her Majesty’s
Badminton School, Bristol m Brendan nd gratitude Caroline Nixon r HM Queen Elizabeth n as the longest serving ueen, mother, as devoted her whole ense of duty and o inspire us all at oughts and prayers are g Charles III, as a new sley, Head at Godolphin Salisbury
Thank you for your service and devotion to us all. It has been a privilege to enjoy the patronage of The Queen for the past 70 years Rest in peace
LVS Ascot
The Queenswood community is immensely saddened at the news of the passing of Her Majesty The Queen. Her 70 years of selfless service have been an inspiration to generations And her strong Christian faith stood as a shining example for so many people in the UK, the Commonwealth, and around the world. Our thoughts and prayers are with her family at this solemn time
Queenswood School
A great a noble woman that was an inspiration to all
John Paget Tomlinson, Headmaster of LewestonRIP you Majesty Thank you for your dedication and service to our country, you will remain in our hearts and minds Our thoughts are with your loved ones Liverpool College Boarding
Your passing will be felt by many, but as we look back we will be forever grateful and proud that you were our Monarch and Head of State for so many years Thank you for your service May you rest in eternal peace xx
Ellie Reed
With respect and admiration for the dignity, restraint, energy, commitment and humanity of this remarkable life.We will be honouring Her Late Majesty as a monarch, mother, wife, grandmother, great grandmother, and one of the most influential women of her generation.
Eve Jardine Young, Principal of Cheltenham Ladies' Deputy Lord Lieutenant of Gloucestershire
You executed your office with dignity, wisdom and humility Our nation has lost a truly extraordinary Head of State Ron Turford
Thank you for your tireless service to others you were, and are, an inspiration to us all
Dr Andy Kemp
Principal of The National Mathematics and Science College
Kent College, Canterbury are deeply saddened by the death of Her Majesty Queen Elizabeth II and remember with gratitude her 70 years of service to our country and the Commonwealth We send our condolences to King Charles III and the whole Royal Family
Mrs Andrea Warden, Director of External Relations, Kent College Canterbury
RIP you Majesty Thank you for your dedication and service to our country, you will remain in our hearts and minds Our thoughts are with your loved ones
Liverpool College Boarding
9
Royal Hospital School (RHS) in Holbrook, Ipswich, showed their respect for the passing of Her Majesty The Queen at school and were also invited to be part of the proclamation of His Majesty King Charles III The first proclamation in Suffolk was made at 1pm on Sunday 11th September from the balcony of Ipswich Town Hall and was read by the High Sheriff of Suffolk, Major Jamie Lowther Pinkerton.
The Royal Hospital School was requested by the Lord Lieutenant of Suffolk to provide a Royal Navy contingent to the military presence, forming a Guard of Honour along with the Army and Royal Air Force. The proclamation marks a new era, and RHS were honoured that some of their pupils were invited to be a part of it, considering the school’s Royal and Naval heritage
Last Friday, RHS’ school community gathered at the front of the school to raise the flag and then lower it to half mast to show their respect for the passing of Her Majesty, The Queen The whole school then proceeded to the chapel for a short service, where the Queen’s Banner has been placed on the school’s ceremonial drums in front of the altar as a mark of respect.
The chapel will continue to be open for personal prayer and quiet reflection during the 10 day period of national mourning RHS has created two books of condolences with one placed at reception and the other in the chapel to ensure that all pupils and members of staff have an opportunity to share their thoughts and memories
Simon Lockyer, Headmaster at the Royal Hospital School, commented on the passing of HM Queen Elizabeth II, saying:
“The announcement of Her Majesty The Queen’s passing has been met with profound sadness around the globe and transcended generations
“At the Royal Hospital School, we have been incredibly grateful for the personal interest Her Majesty has shown in our school We are very proud of our association with the Royal Family over many years, making this news all the more keenly felt
“Her inspirational leadership and immense personal integrity have been examples to successive generations a true stateswoman who has steered her family, the nation, the Commonwealth and all its people through periods of historic change, guided by her Christian faith The example she has set of dedication and service has been an enduring feature of her reign
“Our community of former and current pupils, parents, governors and staff extend our thoughts and prayers to her family and all those who share in the loss and profound sadness at the passing of our treasured and much loved Monarch
Roz Money Director of Marketing and Communications St George’s School
Right from its very inception in 1348 to educate the choristers of St George’s Chapel, Windsor Castle, St George’s School Windsor Castle has held deep rooted and much cherished royal links Students past and present have regularly had the honour of singing in the company of members of the Royal Family, including at the recent weddings of both TRH The Duke and Duchess of Sussex and HRH Princess Eugenie and Mr Jack Brooksbank Her Majesty Queen Elizabeth II was also the school’s patron throughout her reign As well as visiting the school on many occasions, most recently in 2011, students at the school did on occasion encounter Her Majesty, as well as other members of the Royal Family, as they passed by the school’s playing fields which are located inside the private walls of the castle
All of this only added to the sense of loss experienced by the school community on the announcement of her death
as the country went into mourning on 15 september, the choristers began an intensive period of rehearsals for the historic committal service in the Chapel alongside their regular school work, this required the children to take numerous trips up the school’s private steps to the castle to take instruction from the Chapel’s director of music supported closely by the school’s houseparents and the wider boarding team, the choristers were extremely focused on the task in hand and admirably unphased by the enormity of what lay before them in between rehearsals the boarding house provided the children with a place to relax and be with their friends they were also wonderfully supported by the younger choristers, who willingly remained in reserve right up until the service, attending all rehearsals on the day itself, surrounded by cameras and broadcasters and with millions of people watching them around the world, the choristers, as part of the st george’s Chapel Choir, sang the most moving and beautiful service on their return to school they enjoyed a special supper by way of a thank you before reflecting on their part in this momentous occasion then, as tends to be the way with boarders, they hurried off to play, wearing their achievements lightly but with a deep sense of pride
By the time this piece appears in the BSA Boarding Magazine I will have finished my term of office as BSA Chair and retired from both Headship and the world of education
Mark Lauder, Headmaster, Strathallan School, has taken my place as Interim BSA Chair from September.
The final part of the above sentence s most strange to write more than 35 years since I entered a classroom as a callow, green about the gills new member of the teaching profession
Like many colleagues boarding was not always part of my career in education, but when it entered my ife I soon realised the central part it plays in helping to the develop the all round character of young people. As I leave the running of a BSA member school (just as the new National Minimum Standards for Boarding for England go live!) it’s easy to point to all the things that have changed over the past three decades.
When I started there were little or no regulations for boarding schools and a very different inspection system Young people were lucky if they could watch an occasional weekend film on the boarding house television.
And parental contact was occasional by phone, letter and visit, not
through daily email bombardment. We should of course celebrate the shiny new world of better facilities, better communications and much better safeguarding.
We should celebrate BSA schools driving up their boarding standards as a real commitment to best practice and improvement. And we should celebrate that supported by organisations like BSA, and its new sister association The Institute of Boarding (TIOB), boarding staff are supported and recognised better than at any time in their careers.
For all these changes and improvements however, two things are the same now as I leave education and boarding as they were on the first day I started.
Education is about ensuring the best possible outcome for young people and boarding education is doing the same for those who are away from home.
These two things are fundamental and constant. And as I sail off into the sunset, I would like to wish every colleague who continues to commit to these principles the very best of luck for the future
I would also like to thank you for your support for BSA and hope you will continue to do so for many years to come.
Andrew RattueFormer Principal, St Clare’s, Oxford and BSA Chair 2022
A team of Lincoln pupils are ranked number one in England for squash
Key Stage Three Girls’ Team at Lincoln Minster School are now the reigning national champions after winning the National Schools Championship
Charlotte, Lucy, Lydia, Priyaa and Zara, coached by the school, had beaten off all competition to become the England number one Key Stage Three team, in the championship run by the national governing body for squash, England Squash
Fran Wallis, Lincoln Minster School Squash Coach, said: “I couldn’t be prouder of our Girls’ team Through the whole tournament they showed true skill and determination, all whilst growing their love for the sport and now they’re so excited to be named squash England champions
“Our Key Stage Three Boys’ Team also delivered a performance to be proud of, which saw them reach the national top 10 ”
The latest development comes after Fran was recently ranked as England number one and UK number two in the national squash over 50s category
A budding young journalist at Bedales Prep, Dunhurst has been selected as The Day’s Interviewer of the Year in the inaugural Global Young Journalist Awards
Block 2 (Year 8) pupil Marlie Jay impressed the judges with her representation of individual lives and experiences in an interview with a young Ukrainian refugee and the British host his family was matched with under the Homes for Ukraine scheme
Marlie and fellow Dunhurst pupils entered the competition, which aims to inspire young people to build a better world through storytelling, after exploring different journalistic styles in the Block 2 English topic, ‘We’ve Got Issues’ The Interviewer of the Year category sought entries from young people “who can find the real nuggets of interest in other people’s lives”
As a winner, Marlie’s article will be published on The Day’s website and she will be given the chance to connect with role models from the world of media and current affairs She will also be invited to join The Day’s Student Advisory Board for a year and complete a day’s work experience in a national newsroom
Dunhurst’s Head of English Nichola Gotel said: “The Global Young Journalist Awards was a brilliant opportunity for our pupils to share their work with a wider audience and experience real world writing It is wonderful to see Marlie’s success and I hope this experience will have inspired her and her classmates to consider careers in writing ”
Pupils from Ashville College have learnt about how their support of an international charity is helping to educate and improve the lives of impoverished children thousands of miles away in South East Asia
The college was visited by Chris Turner from Edukid one of the school’s chosen charities for the 2021 22 academic year which provides educational opportunities for disadvantaged children in Cambodia, Uganda and Palestine Edukid is also the partner charity of the Methodist Independent Schools Trust (MIST), of which Ashville is an associate member
Ashville sponsors a village in the province of Kampong Thom The school helps to provide children there with the equipment and uniform they need to attend school for a year, and pays for two teachers to provide an extra hour of tuition for the children each day
Ashville is also supporting employment opportunities for parents, enabling children to stay in school, and sponsorship for university courses, and has also been involved in setting up a plastic recycling project with Edukid within Cambodia
Cathy Price, Ashville College teacher and its charity lead, said: “Each year we choose a number of different charities, both here in the UK, and because we are an international school, overseas too It was a pleasure to welcome Mr Turner to Ashville and hear about the organisation’s important work in Cambodia
“We are aiming to take a party of pupils and staff to Cambodia in October 2023, so they can see how Edukid is helping to improve the lives of these boys and girls, as well as getting involved and supporting the charity’s work on the ground ”
A S H V I L L E C o L L E G E C H A R I T Y P A R T N E R S H I P H E L P S T o
D u C AT E C H I L D R E N I N A C A M B o D I A N V I L L A G E
Lockers Park Prep School, Boxmoor, held a five mile sponsored walk with the aim to raise over £5,000 for local children’s hospice the Pepper Foundation and the Collett School, a Hemel Hempstead school for children with complex needs With over 250 people in attendance, including pupils, parents, staff, some four legged friends and special guest Pepper Panda, the event proved a huge success
Headmaster Gavin Taylor said: ‘“This is a special event that not only teaches our pupils the importance of compassion and a sense of responsibility about the world they live in, but also shows them what can be achieved by joining forces We are a purposefully small school that makes a purposefully big impact on our local community, and are grateful for the important work done by the Pepper Foundation and the Collett School
Chair of the Hertfordshire based Pepper Foundation Pat Daley said: “The Pepper Foundation raises funds for children’s hospice at home nursing services, supporting families and helping children living with complex health needs to enjoy the best quality of life possible Thank you to Lockers Park for thinking of us: the money raised will go directly to help local children
L o C K E R S P A R K S C H o o L’ S S P o N S o R E D W A L K A I M S T o R A I S E o V E R £ 5 , 0 0 0 F o R L o C A L C H I L D R E N ’ S C H A R I T I E S
Strathallan School teacher Traude Ailinger has had her first book, Near Miss, published: a fun, twisting mystery set in the Scottish capital
Published by The Book Folks, Near Miss follows the story of journalist Amy Thornton, whose entire life changes when she narrowly avoids being hit by a car.
Teacher turned author Traude, from Reutlingen in Germany, said writing the 254 page book was great fun.
just wanted to write something I would enjoy reading myself,” she said “I like light hearted stories, nothing gory or too dark, and I felt people would enjoy something
escape into when everything else seems to be doom
Aimed at young adults and above, the cosy British mystery is Traude’s second book, following a mystery novel she wrote in German called Flammenschatten, published in 2015 by Gmeiner Verlag
Near Miss is the first in what is hoped to be a series of crime books featuring DI Russell McCord and journalist Amy Thornton, surrounded by a cast of eccentric but loveable characters
Traude added:
will definitely keep writing; when something is your passion, you don’t mind the extra work
next adventure is soon to follow
Millfield were honoured to host double Olympic champion Lizzy Yarnold OBE to inspire students
Great Britain’s most successful Winter Olympian, Lizzy won her two Olympic gold medals in skeleton, coming out on top in Sochi in 2014, and then retaining her title four years later in PyeongChang.
Lizzy fielded questions from Millfield’s sporting captains in the school’s Wilson Pavilion, before speaking to coaching staff.
The former Olympian spoke about trying her hand at every activity growing up, and only discovering her true passion at the age of 19 when she was selected to participate in skeleton as part
of the ‘Girls for Gold’ talent ID programme She gave a fascinating insight into her career, speaking to students about coping with the pressure to perform, outlining the sacrifices involved in becoming an elite athlete and encouraging students to have the confidence to be themselves
She also discussed the importance of creating a development environment, preparing students to cope with setbacks and how to communicate effectively with athletes who are under pressure
A passionate young Ripon historian has won first prize in a prestigious University of Cambridge essay competition Ripon Grammar School sixth former Maddy Gordon Finlayson beat hundreds of entrants from all over the country to win the highly competitive Newnham College writing contest.
Judges described her thought provoking essay titled ‘Historians shouldn’t be political pundits Discuss’ as sophisticated and compelling The 17 year old, from Ryedale, is taking history, English literature and politics at A level and hopes to study history at Cambridge or the University of Edinburgh
A keen singer and pianist, who aims to work in publishing, she wins £400 to be divided between herself and school, which, she revealed, will be spent on books
Ed Long, head of history at RGS said: “Maddy is an utterly dedicated and gifted student who has wowed us all in history and politics since the start of the course Her success is as impressive as it is fitting ”
Maddy said: “I would really recommend essay competitions; they’re a fantastic way to stretch yourself beyond A levels in a subject you are passionate about ”
Two Taunton School chefs have unearthed a haul of historical finds, including a Victorian Jubilee medal, after taking up metal detecting during the pandemic
Neil McKellar and Peter Council, who between them have worked in the school’s kitchens for over 30 years, were delighted to discover their own Jubilee memorabilia as the country celebrates HRH Queen Elizabeth II’s Platinum Jubilee this year
Since 2020, the two chefs have uncovered a number of fascinating finds, including a farmer’s token from 1649 and the Golden Jubilee token from 1887, which was given to local residents by the Mayor of the town at the time
After their dig, they made sure to replace the earth and shared their find with the school’s history department so that students could learn about what life was like at Taunton School hundreds of years ago
Neil said: “Metal detecting is such an interesting hobby, and we feel lucky that we work for a place that is so happy for us to explore our passion and learn more about the history of our county and the school Finding these lost relics is so exciting; it makes you wonder who or what was happening when that object was dropped into the earth
TA u N T o N S C H o o L C H E F S u N C o V E R L o S T R E L I C S o N S C H o o L G R o u N D S
The world’s first specialist institute for professionals working in boarding education has been launched by BSA Group The Institute of Boarding (TIoB) is a new networking, training and professional recognition organisation aimed at individual boarding staff.
TIOB has been launched by BSA Group, which also operates the Boarding Schools’ Association, the world’s largest boarding education network with over 630 members in 37 countries. TIOB was officially unveiled at BSA’s Annual Boarding Conference, sponsored by Engage, which took place at Hilton London Heathrow Terminal 5 in June
There are thought to be around 5,000 professionals working in boarding schools in the UK and many more thousands in schools worldwide TIOB will be headed up by Director Lorraine Atkins, former Principal of Padworth College, who will also be BSA’s Director of Engagement
Robin Fletcher, CEO, BSA and BSA Group, said: “Unlike many other sectors, there has never been an organisation for individual boarding staff, although thousands access training provided by the BSA every year
“TIOB is a world first opportunity for individual boarding staff to get support and recognition throughout their careers, regardless of which school they work in anywhere in the world ”
TIOB will also offer guidance for those wanting to start work in boarding education and develop their careers in schools. In addition, it will provide networking opportunities, forums, online support and discounts for members on services.
Robin said: “For over 50 years BSA has been the leading network for boarding schools and now TIOB will be same for staff working at those schools, people interested in boarding and even retired boarding staff.
“We are very excited to be launching TIOB at a time when supporting professional staff to offer high quality pastoral care to boarding students has never been more important.”
Anyone wishing to become a TIOB member can apply via the website at https://www.tiob.org.uk/membership/, while a full CPD, training and events programme will begin in September
Schoolplaces.org is bsa’s dedicated live information resource for schools, parents, and education agents Schoolplaces.org is designed to help agents and families easily find available school places, all in one location and it ’s also the ideal platform for schools to showcase themselves and let parents and agents know what they are offering if you’re interested in getting your school listed on Schoolplaces.org, please email hello@schoolplaces.org.
Click here to download a copy of the school places media pack.
Feeling included and equally valued while at school is fundamental to a young person’s view of themselves and the world, so it is vital that schools with an international student body do all they can to remove the barriers to learning and development that can be built by unconscious bias, writes Rebecca Purdy, Assistant Head: Staff and Co curricul ar at Felsted School.
Not only does students’ experience throughout their formative school years have a significant influence on their opportunity to make the most of all a modern education has to offer, but it can also be a game changer when it comes to achieving happiness and success in adult life.
However, so much of modern schooling around the world is still deeply entrenched in the past, when people with the power and position to influence the edification of the young and the structure of the institutions that would achieve it drew on their own experiences and value systems to decide which knowledge and which behaviours should be promoted and passed on, and which not Tightly wound around this framework of what constituted ‘a good education’ were the tentacles of what we now recognise as bias both unconscious and, in many cases, unapologetically conscious.
The importance of tackling bias which often intersects with sexism, racism, ableism and economic discrimination in schools cannot be underestimated Removing the barriers to successful learning and working that are constructed purely of bias can be transformational The first step is to recognise that bias is alive and well and undoubtedly evident in almost every school: unspoken assumptions, inconsiderate remarks, insensitive implications that are invisible to so many, but are like a slap in the face to
others They send the message that school is not a place for all, and can result in a significant erosion of an individual’s self esteem and a reluctance to engage with a system and community that is perceived to be unwelcoming Exposing and tackling bias and not pretending it doesn’t exist is the only way to begin the process of reducing, and eventually erasing, discriminatory behaviour in schools, and potentially, given time, the wider community
It was as I worked on the research element of my Masters in Education dissertation entitled ‘The Views of International and Domestic Students on Inclusive Practices in an English Boarding School’ that I felt a dawning realisation of the extent of unconscious discriminatory behaviour in many schools, and even in my own. I am Assistant Head Staff and Co curricular at an independent day and boarding school in the rural east of England, Felsted, where a fifth of the student population are ‘internationals’ In fact, it was the ‘international’ label that first alerted me to the feeling of discomfort The bias behind describing young people in terms of their non UK residency did not sit well with me, yet was well established in the school’s lexicon. I determined to examine how this bias had become so firmly rooted and to dig it out, along with any others that were found to be stifling young people who should by rights be blossoming
The first step was to make the unconscious conscious.
People who propagate bias often simply don’t realise that their way of seeing and talking about the world represents a bias against others who see things or experience things a different way A big dose of self awareness is sometimes all it takes for a sudden dawning of responsibility and usually mortification This means moving out of your comfort zone and critiquing yourself, your language, your behaviours and for teachers, your teaching which can be a challenge, particularly for those who are more used to their methods being praised But to chop down bias, there needs to be an encouragement to become self reflective and to take pride in identifying aspects of the school experience where unconscious bias is shutting out the sunlight for some students; or even one.
At Felsted, students whose families are not in the UK are now no longer referred to by the traditional term ‘home students’ and we aim to be more precise about where ‘international students’ are actually from, rather than allowing the fact that they are not UK based to define them I hope this will be an example to other schools to do the same But there are many other ways that non UK based students are made not to feel at home in UK schools, and these all need to be addressed
The idea that all students in an English school should speak English at all times, for example I took the opportunity to educate Felsted’s teaching staff through a series of presentations, and one of my first points was that students are not always ‘off task’ if they are not silent, and that there is a huge body of research that shows the many benefits of translanguaging. This new perspective resonated immediately once it was highlighted Now the
corridors and boarding houses are full of multilingual chit chat
Some schools still ask non UK students to provide Anglicised versions of their names and, although the Felsted admissions staff do not require it, many students offer them anyway as they have seen older relatives do the same Students also insist that they are used, perhaps out of a misplaced sense of politeness However, staff and students at Felsted are encouraged instead to make the effort to practise pronunciation in advance and not ask in front of others ‘am I saying this right?’ Culture changes with constant reiteration
Being aware of the language and resources used in lessons, and scrupulously checking for unconscious bias or any indication of non inclusivity is the only way to ensure that no one feels excluded. The advantages of sharing best practice between
academic departments and empowering students and staff to draw attention to anything that causes discomfort are drip fed, little and often, to keep them top of mind Making sure diversity and inclusion are standing items at all departmental meetings, including for boarding staff, also helps to keep these important aspects literally on the agenda.
Once unconscious bias and discriminatory behaviour begins to be pruned, it quickly withers of its own accord At my school, there is a tangible appreciation among school staff of the impact of their choices on students, and they communicate this wherever they go to other schools, in the community and society at large. As schools become actively positive about diversity and inclusion, those who were once in the shade when it came to educational opportunities soon bask in the sunlight and grow
Together again last term, the BSa Team held its f events since 2020 and it’s been grea familiar faces, as well as many we ’ v pleasure of working with virtually d coVid-19 pandemic.
first face-to-face at to see so many ve only had the during the
our first in person event of 2022, our annual conference for heads, sponsored by innermedia and Schoolblazer, was held at oxford Town hall, on May 3 4 hosted by andrew rattue, headmaster of St clare’s, oxford, and BSa chair 2022, the theme of this year ’ s conference was ‘leading the Way’, with the busy programme considering this theme in the context of boarding leadership, but also more broadly, taking inspiration from other sectors.
The event also saw the unveiling of the winners of this year ’ s BSa Supporting Excellence awards, which you can find out more about on page 48.
and in early June, we held our first ever annual BSa Boarding conference, sponsored by Engage, which took place at the hilton london heathrow Terminal 5
This time, with Jo cameron, Principal, Queenswood School, on hosting duties, the theme was ‘The Boarding Balance’ and a variety of guest speakers explored topics including ‘Finding balance in a world of change, ‘The adolescent brain: balancing hormones and risk’, ‘Balancing the conversation around mental health’, and more.
Thank you to all delegates, guests, speakers, exhibitors and sponsors who joined us at both events and helped make them such a success.
our 2023 annual conference for heads takes place on May 02-03, 2023, while our annual Boarding conference will be held on June 06-07, 2023. You can reserve your place now via the events calendar on our website: www.boarding.org.uk/events/
Duncan Reith st Clare’s, oxford
Miranda Norris Felsted Prep school
Mark Howe Forres sandle manor
Sam Hart giggleswick school
Huw Thomas Plymouth College Preparatory school
Victoria Savage repton Prep
Dr Louise Shaw thornton College
Suzannah Cryer highfield school
Victoria Gamble ruthin school
Tanya Davie kilgraston school
Fr Christopher Cann stonyhurst st mary ’s hall
Rachel Whitton, Deputy Head (Pastoral and Boarding) at Heathfield a leading independent secondary boarding and day school in Ascot for girls aged 11 18 is passionate about pastoral care and empowering teachers to foster positive relationships with students, so that all can flourish in their school environment. Here she discusses the pandemic, its impact on young people and the important life skills Heathfield girls learnt during and after lockdown.
Millions of young people across the UK were hit hard by the pandemic with leading mental health charities reporting heightened levels of anxiety triggered by uncertainty and social isolation, the fracturing of friendship groups, the accentuation of peer comparison and perfectionism driven by dialogue on social media, and depression Lockdown with its far reaching impact, was and will always be, remembered as an extremely challenging time for all
It’s important to note that Positive Education is not about being happy all the time and avoiding negative emotions. If you deeply care for anything or anyone, you will experience a range of emotions this is part of living a rich, full and meaningful life. Positive Education is also not about ensuring a child is free from failure and adversity Instead, Positive Education seeks to prepare the child for the road, not the road for the child, equipping them for the journey ahead.
Here at Heathfield, we believe that the key to building mental and emotional resilience is to treat each girl as an individual, listen carefully to fully understand what they are struggling with, help them to identify problems, provide them with the tools to enable them to take ownership and to find what solution works for them This approach plays an instrumental role in helping students to build emotional resilience something that cannot be achieved by simply diving in with a ‘quick fix’.
We aim to proactively engage with skills, knowledge and strategies that will help students face life’s challenges well We have ‘Flourishing’ as part of the pupil’s curriculum. The Flourishing lessons are based upon Positive Education, a curriculum that is based on Positive Psychology. Positive Education brings together the science of Positive Psychology with best practice teaching to encourage and support individuals, schools and communities to flourish Flourishing can be seen as a combination of ‘feeling good and doing good’ Positive Education focuses on specific skills that assist students to strengthen their relationships, build positive emotions, enhance personal resilience, promote achievement and encourage a healthy lifestyle.
We have developed our own peer mentoring programme and are fortunate to have our own counsellor, life coach, teaching staff trained to spot the signs and a great pastoral team that stepped up to the mark to provide extra support for students, helping them to build essential life skills to bolster their resilience throughout this difficult period.
‘Immediacy ’ pervades the world in which our students live today if they want a coffee or a pizza they can have it now It’s an element of life that creates incredible expectation and pressure. When you have greater privilege than others, you typically gain access to things more quickly. One area of focus is helping students to develop patience i e we don’t need to solve the whole thing now, we can do the rest later.
‘Catastrophizing’ viewing or presenting a situation as considerably worse than it actually is and ‘fortune telling’ predicting information about a person’s life is another trait that became prevalent in young people over the pandemic due to the high levels of uncertainty Our school counsellor addresses this by listening carefully to the student and helping them to reframe what they are worrying about and to move forward positively.
Grounding skills also figure highly in the support we offer, equipping our girls with the skills to quieten upsetting thoughts and the fight or flight reaction which typically follows. Daily physical activity is used to aid wellbeing whether yoga, a workout session, mindfulness, sports or walks with one of the schools 4 dogs where they can take time to enjoy nature, talk and vent to their doggy companion and come back in a happier and more positive frame of mind
Great emphasis is also placed on praising ‘effort’ rather than ‘results’ in a bid to further build the skills to recover quickly from difficulties; important qualities to ensure that when our students encounter challenges for example, when they sit their exams or move on into the commercial world they are well equipped to manage and thrive
We announced the winners of this year ’ s Supporting Excellence awards at our annual conference for heads, sponsored by innermedia and Schoolblazer, which took place in oxford on 3-4 May 2022.
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David Barnes, Senior Master at Strathallan School (left) receives the Stephen Winkley Award from Chris Knight, Managing Director, Innermedia (right).
First held in 2018, the BSA Awards celebrate the achievements, hard work, and dedication of schools and individuals to boarding. This year ’s awards, which were sponsored by Engage, were the biggest yet, with two new categories being introduced: ‘Best New INDEX (Inclusion and Diversity Excellence) Initiative Award (sponsored by Moore Barlow)’ and ‘Best New Artwork Project (sponsored by Shelleys the Printers, Sherborne)’.
It was once again a bumper year for award entries, with 160 submissions across 15 categories Highlights of this year ’s awards included the winner of this year ’s Stephen Winkley Award, David Barnes, Senior Master at Strathallan School In almost 40 years at the Perthshire School, David has taught a range of subjects including Geography, Maths and Physical Education. He has held roles as a Resident Tutor, Housemaster, Deputy Head Pastoral and Head of Boarding, the latter two roles spanning 21 years.
David has taken a lead on child protection at the school, developing the robust counselling and guardianship services and was instrumental in setting up and chairing the Perth and Kinross Independent Schools Child Protection Committee in order to share good practice He also ran an athletics programme for 10 years and coached the school’s rugby squads, with many of his former pupils going on to win international honours with Scotland
Describing him as ‘a role model for anyone working in the world of
boarding’, the judges praised the way ‘he has dedicated his career to education, boarding, supporting young people and to school life He has always been there at the coal face and sharp end while also finding time to be an expert in the crucial area of safeguarding children’
The longest running BSA Award, the Stephen Winkley Award is named in honour of the former BSA Chair (2003), and Headmaster of Uppingham (1991 2006) and Rossall Schools (2008 2013)
BSA also handed out a very special award, the Khadija Saye Photography Award, named in honour of the former Rugby School boarding pupil and respected international photographer, who tragically died in the Grenfell Tower fire in 2017 The award went to Leander of Eastbourne College, whose winning entry comprised a portfolio of 35mm photographs, shot across various locations around London Leander impressed the judges with a collection of images ‘with a strong emphasis put on architecture and places that are not seen or thought of when one pictures the city in their
mind ’ The judges called Leander ’s work ‘an outstanding submission’, praising the ‘enormous care taken to set up technically challenging portraits of people and locations in London, experimenting with colour and mono 35mm film, light, shade and variable shutter speeds’
Robin Fletcher, CEO of the Boarding Schools’ Association and BSA Group, said: “Each year, our annual Supporting Excellence Awards remind us of all the outstanding work carried out by our member schools and boarding staff, and their tireless efforts to support
students in every way they can These awards capture the very essence of what makes boarding such a unique and special environment It truly is a pleasure to be able to highlight such terrific work.
“Our awards always prove popular with member schools. The year was no exception and the quality of submissions was excellent across all categories. The judges definitely had an unenviable task in choosing the overall winners from such an outstanding crop of entries.
“From all the team at BSA, I’d like to say congratulations to all of the winners and finalists, and thank you to everyone who took the time to send us their submissions Special thanks also go to our sponsors, Engage, for supporting the awards for a second year in a row, and to all of the sponsors of the individual award categories.”
Best Community Work via BSA ‘on Board’ Initiative Award (sponsored by Govox)
WINNER: Wellington School
HIGHLY COMMENDED: Gordonstoun, Sherborne Girls
Boarding House Extension or Refurbishment Award (sponsored by Witley Jones)
WINNER: St Catherine’s, Bramley
HIGHLY COMMENDED: Ryde School, Sutton Valence School
Boarding Innovation Award (sponsored by Engage)
WINNER: Queen Ethelburga’s Collegiate
Boarding Research Award (sponsored by MTM Consulting)
WINNER: St Leonards, St Andrews, Fife
HIGHLY COMMENDED: Rugby School
Most original Activity During National Boarding Week Award (sponsored by Schoolblazer / Limitless)
WINNER: Myddelton College
HIGHLY COMMENDED: ACS International School, Cobham; Queen Ethelburga’s Collegiate
Wellbeing & Mental Health Initiative Award (sponsored by zeelo)
WINNER: Bredon School
HIGHLY COMMENDED: Cranleigh School; Malvern St James Girls’ School
Supporting Junior Boarders Award
WINNER: Caldicott School
HIGHLY COMMENDED: Perrot Hill; Queen Ethelburga’s Collegiate
Supporting International Boarders Award (sponsored by Password)
WINNER: Scarborough College
HIGHLY COMMENDED: DLD College London; Eve Leung Elite Anglo Chinese Services
International School of the Year Award (sponsored by Password)
WINNER: Wycombe Abbey School, Changzhou
HIGHLY COMMENDED: Bromsgrove International School Thailand
Working with Vulnerable Children Award
WINNER: Reed’s School
HIGHLY COMMENDED: CATS College Canterbury; Royal Hospital School
outstanding INDEX (Inclusion and Diversity Excellence) Leadership Award
WINNER: Alex Lowe Bede’s School
NEW: Best New INDEX (Inclusion and Diversity Excellence) Initiative Award (sponsored by Moore Barlow)
WINNER: Rugby School
HIGHLY COMMENDED: DLD College London; The Royal High School, Bath
NEW: Best New Artwork Project (sponsored by Shelleys the Printers, Sherborne)
WINNER: Malika Roedean School
HIGHLY COMMENDED: Joana Royal High School Bath; Meryl Mayfield School; Mitsuki Aiglon College
Khadija Saye Photography Award
WINNER: Leander Eastbourne College
HIGHLY COMMENDED: Sin Man (Alice) Sutton Valence School; William Aldenham School
Stephen Winkley Award (sponsored by Innermedia)
WINNER: David Barnes Strathallan School
HIGHLY COMMENDED: Allison Onions St George’s School, Windsor Castle; Cathryn Rogerson Cottesmore School; Heidi and Gary Blunt Queen Anne’s School, Caversham; Kim Tutcher Malvern College; The late Liz Firek King’s Ely; Sister Linda Green St Catherine’s, Bramley
our co curricular programme is an integral part of what we offer here at the Royal Hospital School in Suffolk. Every student is empowered to pursue a huge range of interests, shared experiences and activities, from the core Games Program which includes Rugby, Sailing and Cricket, to activities which are enjoyed off program including Badminton, Horse Riding, Kickboxing, Climbing and Swimming The opportunities for children are abundant, and with good reason.
Whilst the physical health benefits of regular exercise are well documented, the mental health and wellbeing benefits are only just beginning to be fully appreciated. In a world where phone and device addiction is more widespread than any of us could have ever imagined, the simple act of getting out and about has become incredibly important. Over the last couple of years, teachers have had to contend with the strange conflict of simultaneously requiring pupils to use more devices to learn yet balance their usage and encourage non screen based activity whilst also restricting the close contact required in so many team sports.
The health benefits of encouraging children and young people to do extracurricular activities, especially outdoor exercise
The pause in team sports during the lockdowns inevitably meant that many of us struggled to maintain our physical fitness levels but it was amongst school age children that, perhaps, the most long term and serious consequences are being seen Being part of a team striving together towards a common goal, focussing on someone other than yourself and enjoying the inevitable highs of winning and lows of losing are things which are built into all team sports Those first few team practices when close contact group activities were permissible were highly emotional occasions and few pupils will ever forget the result of their first competitive fixtures in 2021
Of course, for many of our pupils, individual challenge sports and smaller scale activities are where they find their passions. Climbing requires physical strength, but also mental agility, planning ability and a good degree of confidence in the person at the other end of the rope A round of golf on our on site course takes pupils away from the high speed digital superhighway and concentrates their mind on the beautifully manicured green fairway
Ultimately, the core business of any school is the academic education of its pupils However, at RHS we are so much more than a simple exam factory to facilitate pupil admission to higher education. We believe that a balanced education includes sporting, musical and artistic opportunities for pupils to express themselves. We are a school where the captain of the 1st XV rugby team can also be the Captain of Choir and where pupils out on their Duke of Edinburgh Award Gold practice expedition can come back into school and chair a debate on the global climate crisis. Often the irony for us is that the busiest pupils in the co curricular world and on the sports pitches are the ones who are most engaged inside the classroom.
From the day they arrive on campus, every pupil from Year 7 upwards is given the opportunity to explore and enjoy a plethora of activities each week Our Sailing Academy offers coaching at all levels, including our highest performers who compete on the global stage and we are proud to be home to the current World Youth Sailing Champion and British National Youth Champions (girls and boys) To encourage bonding and teamwork,
we dedicate a week in our Year 7’s first term for them to learn the technical aspects of sailing a dinghy and challenge them to work together, in a sport that for some is completely outside of their comfort zone.
Our older children also flourish enormously from their pursuits beyond the curriculum and it is often those students who work hard academically but who are also involved in many other areas of school life who do well and go on to succeed beyond school. Outdoor opportunities include being a member of our Combined Cadet Force (Marines, Army, Navy or RAF divisions), taking on Duke of Edinburgh Awards or completing in Devizes to Westminster International Canoe Race
When faced with the choice of an hour on the sofa playing on a device or being outside playing sports few would argue about the health benefits of the latter. As educationalists, it is our job to teach pupils about these benefits but, more importantly, to allow pupils to experience them for themselves in a safe and structured way that encourages competitive play, ambitious goal setting and personal achievement Every pupil has the opportunity to succeed, and we firmly believe that our co curricular provision enables every RHS pupil to find their passion, build resilience, maintain their physical and mental health and achieve well beyond their ambition
From 20 26 June 2022, we celebrated the eighth annual BSA National Boarding Week. Held every year in June, it ’s our opportunity to join forces with our member schools celebrate everything that makes boarding great!
For this year ’s event, which was kindly sponsored by Schoolblazer, the theme was ‘One Boarding Community ’ , and we called on our schools to get involved in fun and innovative activities to highlight the importance of working together and share them with us
As ever, we had a brilliant response and here are a selection of just of some of the fantastic images you sent in which perfectly illustrated ‘One boarding community ’ .
Students from Haversham House at Wells Cathedral Schoolenjoyed toasting marshmallows over their new fire pit beforerelaxing in the garden
Milton Abbey School embraced the theme of community cby ollaborating with local businesses
Giggleswick School Head Girl Martha ran a science aworkshop t Giggleswick’s Junior School
70 students at Queen Ethelburga’s Collegiate enjoyed an evening of Tug of War, as well as Rounders and Basketball
Bringing fun to bed making in the dorms at SBrambletye chool, where some interesting new National Boarding hWeek airstyles were tried out!
Truro High School kicked off the week with an action packedBig Boarding Weekend Woodhouse Grove School’s boarders celebrated around thecampfire and also enjoyed a spot of paintballing
Cuteness alert! DLD College London voted for their bfavourite oarders’ pet as part of an ‘acts of kindness challenge’
A fun feast for boarders at Dragon School, Oxford
And even B got in on th
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SA National Boarding Week sponsor Schoolblazer e act by holding their own Bake Off!
mping, music, street food, friendship, fun and lots of ghter at Harrogate Ladies’ College’s Boarders’ Festival
70 students at Queen Ethelburga’s Collegiate enjoyed an evening of Tug of War, as well as Rounders and Basketball
Happy community spirit on show at Stoke College, Suffolk
‘Dad’s vs Lads’ cricket made a welcome return at CBarnard astle School
Canford School pupils enjoy some post exam relaxation Kat noll Beach, Dorset
Fun galore was had at Lockers Park Preparatory School i, ncluding a treasure hunt, boarders’ challenge, ‘The TDark ower’, darts night, bowling night and lots more
Pupils, staff and parents from Royal Hospital School took Ion pswich Pretty Muddy 5k Race for Life, in aid of RCancer esearch
Marshmallows and ice cream were the order of the day at DThe owns Malvern
The BSa certified agent and guardian schemes continue to grow, providing reassurance for schools and families.
The schemes’ training and certification programmes assure BSA boarding schools they are dealing with educational guardians and agents who have the highest standards in the safeguarding of children, safer recruitment and training of staff and host families, knowledge of the uK education system and careful liaison with parents and schools The schemes are a clear demonstration to BSA boarding schools of the quality and intention of the educational agents and guardians who reach certified status.
With both schemes launching just over a year ago, currently 54 agents and 45 guardians have signed up, with more joining all the time
Caroline Nixon, International and Membership Director, BSA Group, said: “The importance of finding a suitable educational agent means it can be a time consuming process for schools and parents, but it’s an absolutely vital one. Our survey of Chinese parents last year told us that agents have a major influence when it comes to choosing the right school for their
child, with 74% relying on an agent’s recommendation, so making sure the agent has integrity and knowledge of the school and family is what the scheme aims to do
“With our Certified Agent scheme, we’re essentially doing the due diligence on an agent that schools need to do to maintain their sponsor status, saving our members a huge amount of time. We ensure agents demonstrate a clear understanding of the UK education system; carry out checks on parents; recommend schools which are right for individual students, and maintain the highest standards of integrity in placing and supporting each child.”
Ammy Davies Potter, Director of Guardianship and Inclusion, BSA Group, said: “Again, looking at our survey of Chinese parents, 82 per cent of respondents highlighted the importance they placed in having assurance around a guardian’s
certification. And that’s what our Certified Guardian scheme provides Similar to the criteria agents are required to meet, guardians have to demonstrate the highest standards around their interaction with schools, parents, pupils, and show that they meet our strict assurance requirements for all aspects of safeguarding.
“Certification comes with many benefits for both agents and guardians, as those who are certified get access to BSA membership, are listed on the BSA website, receive regular updates from BSA on training and changes to legislation, and two free places annually on BSA training days, as well as discounted access to other events such as BSA conferences, events and training Regular checks are also undertaken to ensure the needs of schools and clients continue to be met ”
For more information about the scheme, please visit the Certified Agent Scheme page of the BSA website For a full list of BSA Certified Agents, please go to page 65.
For more information about the scheme, please visit the Certified Guardian Scheme page of the BSA website For a full list of BSA Certified Guardians, please go to page 67
The following organisations have achieved BSa certified agent status since the last edition of the Magazine was published: Anglo International Student Centre (China)
ApplyEasyPro (China and Taiwan)
Convoy Education (China)
Intake Education (Worldwide)
Kulturwerke Deutschland Sprachreisen (Germany)
Petra Heinemann Internationale Schulberatung (Germany)
A very warm welcome to the BSA family to you all.
For more information on the BSA Certified Agent scheme, please visit our website.
Abby Plumb Education Guardian Service (China and Hong Kong) (Certified Agent and Certified Guardian)
Academic Asia (China)
Academic Families (worldwide) (Certified Agent and Certified Guardian) Akademis (Germany, Austria, Switzerland)
Anglo International Student Centre (China)
ApplyEasyPro (China and Taiwan)
Aster Tuition (China, Worldwide)
Aston Education (Hong Kong)
@School in UK (Russia)
Baltic Council for International Education (Latvia, Lithuania, Estonia & Poland)
Barbara Glasmacher Internationale (Germany)
BeGo Education (China)
Better School! Internatsberatung (Germany)
Beyond Education (Spain)
Blue Dot Education (South America and Italy) (provisional)
BOSSS UK (China)
Britannia StudyLink (Hong Kong)
British United Education Services (Hong Kong)
Carfax Consultants (Worldwide)
Chamberlain Educational Services (Hong Kong and China)
Cherry Education Consultancy (China) Connexcel (China) (Certified Agent and Certified Guardian) Convoy Education (China) Crest Education (China)
Dickinson School Consulting (Germany and worldwide)
EduExcellence Consulting Services (China) Edukatus (China, Hong Kong, Singapore)
Genesis Education Planning (China) (Certified Agent and Certified Guardian) Global Education Tumulka (GET) (Germany)
Golden Apple Tree (China)
HKIES Overseas Education Centre (Hong Kong)
i Learner (Hong Kong)
Intake Education (Worldwide)
InterGreat Education Group (China)
IQ Consultancy (Russia)
ITEC (Russia)
J3 Group (HK)
JD Consultancy (China) (Certified Agent and Certified Guardian)
Kulturwerke Deutschland Sprachreisen (Germany)
Mark Brooks Education (Ghana, Nigeria, worldwide)
Meridian Group (Latvia)
Overseas Personal Development Services (China)
Prime UK Education Panoba (Nigeria and Saudi Arabia)
Petra Heinemann Internationale Schulberatung (Germany)
Prime UK Education (China)
QED Education Group (China)
Rise Smart Overseas Education Centre (Hong Kong)
Sarah Jochums Internatsberatung (Germany) School Britannia (France)
Sino UK Arts & Cultural Bridge Ltd (China)
The Independent Education Consultants (worldwide)
The Watanabe Office ( Japan)
UK Academics & Guardianship (UKAG) (China)
UK Education Guide (Middle East, worldwide)
UK Tuition Services (China) (Certified Agent and Certified Guardian)
Unibridge International Education (China)
The following organisations have achieved BSa certified guardian status since the last edition of the Magazine was published: Oxbridge Guardians See World
A very warm welcome to the BSA family to you both.
For more information on the BSA Certified Guardian scheme, please visit our website.
BSa certified guardians:
Abby Plumb Education Guardian Service (Certified Agent and Certified Guardian)
Academic Families (Certified Agent and Certified Guardian)
Access UK Education
Alderwood International (provisional)
Alpha Guardians Amber Education Belgravia Guardians Berkeley Guardians Boarding Schools Ireland (provisional)
Cambridge Guardian Angels Carfax Guardians Clarendon International Education College Guardians Connexcel (Certified Agent and Certified Guardian)
Cotswold Guardians Edinburgh Guardian Angels Education and Exchange in Europe (provisional)
Elite Anglo Chinese Services English Country Guardians Gabbitas
Genesis Education Planning (Certified Agent and Certified Guardian)
Great British Guardians Guardians International Support High Schools International Hostlink UK
Hyde Global Education International Student Guardianship Ireland (ISGI) (provisional)
IQ Consultancy (provisional) (Certified Agent and Certified Guardian)
JD Consultancy (Certified Agent and Certified Guardian)
Overseas Personal Development Services (Certified Agent and Certified Guardian) Oxbridge Guardians Prestige Guardians (provisional) Redoor Education (provisional)
Regent Guardians Robin Education
St George’s Guardians Scottish Overseas Guardianship Association (SOGA) (provisional)
See World Study Links
The Guardian Family Network Trusted Guardianship UK Guardians UKGuardianship
UK Tuition Services (Certified Agent and Certified Guardian) UM Education (provisional)
Ying Lang Guardian, Glamour Edu Ltd
health issues independent school pupils are facing today, the challenges in identifying those at risk, and how technology is making mental health worse but now also offers a solution
Children today face many new issues when it comes to their mental health and wellbeing and unfortunately, we are now seeing the impact of this according to young minds, one in six children aged five to 16 were identified as having a probable mental health problem in 2021 issues amongst children are being caused or worsened as a result of their modern, digital native, online lives technology and social media put children at far higher risk of disorders than was the case for previous generations
Children with adhd, for example, are more likely to become addicted to gaming overuse of social media and gaming can cause depression, and depressed children can find information online on how to self harm and there is online abuse bullying in childhood is still one of the major root causes of adult anxiety disorders
many conditions first emerge in schools adhd, the most common serious mental health problem in children almost always does and affects an estimated 6 7% of the uk population up to 35% of pupils experience bullying in school, which in turn leads to mental health problems in 20% of victims by the time their issues are identified and addressed, they are often young adults and their problems can be far worse than if identified sooner the life consequences can be very significant
however, many independent schools do not currently have the tools they need diagnosing adhd, for example, requires expert skills you can’t expect even the best teachers to identify it through past experience or intuition
i mentioned the negative impacts some forms of technology are having on children today however, i’ve also now experienced technology that is a key solution teachers, leaders and mental health specialists in many schools now use the Govox mental health and wellbeing platform, identifying high risk and symptomatic pupils far earlier staff are also encouraged to participate
Very simple ‘check ins’ are completed on a computer, phone or tablet where, twice a term short questions are answered analysing overall mental health, providing an ongoing ‘wellbeing score’ any concerning findings flag high risk users that may need extra attention and support
this technology was formed in collaboration with experts at king’s College london, nhsx and involved medically experienced psychiatrists like me having a database of data points of how a child is feeling and how they are performing can give early warning that more structured action is needed, and assessments can be initiated faster and with greater accuracy
the platform is already used by tens of thousands of pupils and staff this proven approach rapidly raises mental health awareness across the entire school, driving a sense of community and purpose to support each other with what are now very common mental health challenges, in a turbulent world
i can confirm that technology is no longer just a part of the problem, it ’s now an important part of the solution this is why i encourage schools to join with us now, and for leaders to onboard their schools before the next academic year not just for the good of their independent school it helps fund the installation of govox in state schools that may otherwise be unable to afford it
Dr Thomas Dannhauser, is medical advisor to Govox and works part time as a consultant psychiatrist and medical specialist in mental health He was awarded the TopDoctors com highest certificate for excellence in 2022 based solely on patient feedback Thomas uses the rest of his time as a neuroscientist developing new technologies that have already helped tens of thousands of people internationally
Govox is gold partner of the boarding schools’ association (bsa) and has committed to provide 1,000 state secondary schools with free access in association with suicide prevention charity; the Jordan legacy, the mental health Foundation, and with local mind for signposting to the most effective support and patient pathways the schools programme has been backed by current Chancellor of the exchequer, former education secretary; nadhim zahawi mP
According to NHS Digital, one in six children aged between six and 16 in England are likely to have a mental health condition1. Could you spot that child? Govox exists to help those in a position of trust identify pupils (and sta ) who may be struggling and o er meaningful sometimes life saving support
A digital first, proactive programme, helping to improve Happiness & Wellbeing in Independent Schools
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At the heart of a flourishing boarding environment is family. Whether through friendships made in class, on the stage, in concerts or on the sports field, strong, positive relationships with trusted members of staff provide the foundations for the overarching sense of community when pupils, parents, and colleagues come together.
“We have challeng years, an schools are no di Simon B St Leona young p so much the idea evening commun the Head seemed could be boarders For those public ex summer more pro on makin joys of be
Since launching the ‘kitchen supper series’ during the Spring Term, groups of boarders have enjoyed relaxed, yet sophisticated, soirées with good food, good company and even the odd game of chess before bedtime with Simon’s youngest, Noah, five. In the garden, Noah’s older brothers (Theo 13, Lucas 10) have welcomed the opportunity to play rugby and football with the boarders, too.
Groups of boarding pupils just the right size and ensuring integration by welcoming those from different houses receive an invitation from the Head They enjoy a pre dinner drink in the garden or in the drawing room before sharing supper together, and so far the global culinary tour has included a Mexican inspired taco buffet, a curry night with all the traditional accompaniments, a French brasserie inspired soiree, and one particularly memorable evening of Scottish cuisine, where the haggis bonbons were a huge hit, having been piped to the table by the School’s Chief Operating Officer, Andrew Maitland.
“The diversity of the cuisine is a reflection of the diversity of our boarding community,” explains the Head “Global perspectives are a key feature of our curriculum at St Leonards, and our boarders draw huge benefits from spending time with one another, as well as with the adults in their lives ”
The atmosphere is easy going and informal, and at each occasion, boarders and the Brian family are joined by members of the teaching staff, Senior Leadership Team and sometimes a member of the St Leonards Council the School’s governing body giving everyone an opportunity to meet and engage in a relaxed environment
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he ‘Ad Vitam’ y, in line with otto, pupils or life’. They he very most nities that life It’s a far cry oom, but n important stic education Leonards. ties serve as aration for essional in l ater life, e of the many St Leonards pped with the riences that n the best rish in they choose.”
Leaving your phone in the other room while trying to revise may seem an obvious route to exam success for today’s teenagers but one leading school in Yorkshire is applying the science of how we store and retrieve information to help pupils in this year ’ s A Level exams.
This year ’s A Level students will sit their first formal external exams since their SATS tests when they were aged 11, having missed the opportunity to practice on their GCSE exams like students normally do Their academic performance and results will be scrutinised by Government Ministers and academic experts all over the country who are anxious to get pupils back on track after the COVID 19 pandemic forced school closures and ongoing disruption to pupils’ learning
learn and retain new information and how this prepares them for the challenge of A levels in a formal setting
“These have been exceptionally difficult times for young people and they have coped amazingly well, but we wanted to explore new techniques for our learners so they had all the tools to hand to revise and succeed,” she said
demanding. Understanding new ideas can be impeded if students are confronted with too much information at once,” says the report, which sets out cognitive principles for teachers and learners
Working with The Mindset Lab in Harrogate, the pupils underwent an in depth programme including weeks such as ‘Goal Digger ’ which helps pupils visualise their ambition, and the exam goals needed to get them there Through learning about the power of making marginal changes students are encouraged to make alterations to their habits which build over time into big changes in results
A level student Natalie Bone said the new techniques opened a new way of learning.
Many schools recognise that a different approach to preparing for exams is vital this year if pupils are to achieve their goals and progress to the next stages of their lives, but Harrogate Ladies’ College is one of the first in the country to invest in the Ace Your Exams academic coaching programme in order to support pupils
Principal of Harrogate Ladies’ College, Mrs Sylvia Brett is pioneering an evidence based programme which focuses on the importance of being in the right mind set of confidence and self belief to achieve whatever goals
“Setting yourself your own goals and making your own study plans isn’t new. We’re interested in how pupils
“We know that practice is essential to learning new facts but not all practice is equal,” she said
Cognitive psychologists all over the world have produced evidence based research to demonstrate how you can train your brain to recall information in an exam setting
A report by Deans for Impact says students learn new ideas by reference to ideas they already know.
“To learn, students must transfer information from working memory (where it is consciously processed) to long term memory (where it can be later stored and retrieved). Students have limited working memory capacities that can be overwhelmed by tasks that are cognitively too
“We actually have a lot of experience in learning how to revise effectively, we’ve been doing that since Year 7 really, but we didn’t get to practice this in a formal setting on our GCSEs. We were told how to think differently about how we learn and how we think and believe we can achieve our own goals” she said
Natalie, who plans to study Law at university next year, said the spaced repetition was particularly helpful, along with other techniques such as quizzes and self tests Classmate Kate Butcher, who hopes to study Criminology at Aberdeen, said the key had been understanding how to sort information in the first place
“Self-belief and conf idence are woven through our school’s philosophy from the f irst day a pupil crosses the front door and a big part of the programme is devoted to personal resilience, understanding how we learn, the way you ace your exams and what we believe we are truly capable of ”
“I’m studying in a completely different way Partly it’s motivated me to do a lot more revision but I’m also doing things like spaced repetition which helps me remember more of what I have learned I wouldn’t have known about this before and I feel like it’s making me ask myself more questions instead of just re reading notes which is what I probably did before ”
The Ace Your Exams programme covers topics such as pinning your personal goals sheet above the desk, so it’s in pupils’ eyeline as they revise. It also focuses on personal organisation, an effective use of past exam papers, marker schemes and examiners’ reports, as well as encouraging pupils to believe in themselves and their abilities
Mrs Brett, who has been Principal for over eight years, said the techniques
encouraged each of their own revisi support they coul different and mor
“Self belief and co through our schoo first day a pupil cr and a big part of t devoted to person understanding ho ace your exams an are truly capable o Kate added: “It m work effectively green light system by evaluating my topic and making going over the sam
“And it’s just the li helped revising l
“Believing we can succeed underpins our motivation and resilience and I know from many years in education that conf idence is critical in the face of challenges and life’s joys, that’s at the heart and soul of what we want our girls to believe and achieve.”
over the lazydog
individual to be aware on power and that with d use their brains in e productive ways onfidence are woven ol’s philosophy from the rosses the front door he programme is nal resilience, ow we learn, the way you nd what we believe we of,” she said ade me think how to by using a red, amber, m in my revision guide, own knowledge of a sure I didn’t just keep me thing ttle things too which little and often, making
sure I didn’t have my phone in the room as I revised and putting aside set periods to revise. It focussed me in a new way and I think once I’d written down my goals, I felt more motivated to achieve them” she said.
The programme focuses on two main techniques. The first is ‘active recall’ or answering questions on a topic this forces the brain to retrieve information, and research has proven it’s the act of getting information out of the brain which strengths the brain connections Doing this repeatedly over time through ‘spaced repetition’ counteracts something called the ‘Forgetting Curve’ which helps to put more of the information into our long term memory
Mrs Brett added: “Believing we can succeed underpins our motivation and resilience and I know from many years in
education that confidence is critical in the face of challenges and life’s joys, that’s at the heart and soul of what we want our girls to believe and achieve ”
Rachel Stuart, who runs The Mindset Lab, said “It’s been a pleasure to work with Harrogate Ladies’ College over the last two years and to hear the feedback about how the Ace Your Exams programme has helped improve students’ study skills, and their motivation to achieve their potential”
Rachel will be returning to the school later in the academic year to give pupils a ‘booster ’ session to underpin their personal goals and refresh revision techniques as those important 2022 A level deadlines loom
Leading sports construction specialists S&c Slatter, in partnership with Beynon Sports, officially handed over Alexander Stadium’s new World Athletics Class 1 facilities in May Working with world leading athletics track manufacturer Beynon Sports, S&c Slatter has successfully delivered a full design and build package for the state of the art athletics facilities, under McLaughlin & Harvey’s ultramodern Alexander Stadium redevelopment project
Boasting two cutting edge athletics tracks with natural grass infields, as well as an additional dedicated practice throws area, the facility has attained a World Athletics Class 1 Athletics Facility Certificate, required for hosting the highest level of international competition including the Olympics and World Athletics Championships
For S&c Slatter’s experienced team, it was no sweat Between them they’ve delivered athletics tracks across the country, from community to elite level
Steve ayres, contracts Manager, S&c Slatter, commented: “This project presented an immovable deadline and demanded the highest standards, but with our expertise, scale doesn’t impact our ability Strong communication, adaptability and experience are what ensured our programme was delivered to schedule Others might find the extra scrutiny a challenge but we produce the best we can, whether for a local school or the highest levels of competition ”
An industry leader in North America, with over 7,500 installations in the last 40 years, the Alexander Stadium redevelopment marks the first UK installation for Beynon delivered under their exclusive partnership with S&C Slatter. Together, the leading manufacturer of World Athletics Class 1 Surfaces in the United States and one of the UK’s leading sports construction specialists, know what it takes to deliver superior sports facilities
Jason douglass, S&c Slatter group director, commented: “We were delighted to work with Beynon Sports on this truly exciting project, producing world class athletics facilities as part of the Alexander Stadium redevelopment With a proven history of delivering sports facilities for the very highest levels of global performance, as well as for community use, we ’ re thrilled to have provided an outstanding facility for the City of Birmingham and elite athletes across the nation ” 6
S&c Slatter provides trusted solutions to the sports, leisure and education sectors, with dedicated in house expertise across design, planning, finance construction and maintenance
Leweston School’s Equestrian Team were victorious at the ‘All England Jumping Course’, Hickstead, for the NSEA Eventers Challenge, National County Dressage and Show jumping Championships
The three days of competition started well with the Dressage team coming a very close second in the National County Dressage Championships with May S, Year 9, riding a beautiful test to earn 75% in her arena Very well done to May S, Molly C, Year 10, Madeline R S, Year 11 and Maisy M, Year 10
With a second at the Royal Windsor Horse Show and a second in the dressagem Leweston were not surprised to just get pipped to second again this time in the Novice (80 85cm) Eventers Challenge Championships! However, with 44 teams and 222 competitors riding in this event it was a great achievement for the team of Poppy Y, Year 9, Jessica W, Year 9, Tara W, Year 9, and Hen J, Year 8
Tara W riding Peasedown Toners Neo had a long overnight wait to see where she would eventually be placed individually and the school was delighted to see a Leweston rider on the podium in the silver position at prizegiving
Their younger squad riders Eva R, Year 7, Ruby P, Year 7, Rosie M, Year 9 and Josie M, Year 7, did exceptionally well and brought a team fourth place back to Dorset in the Mini (70 75cm) National County Show Jumping
Leweston had one team and two individual riders competing in the mini (70 75cm) Eventers Challenge, the team of Ruby P, Josie M, Hen J and Jessica W came a creditable fifth against 32 teams Tara and Rosie rode lovely Individual rounds but just went a little too quick to get an individual placing
The Intermediate (90 95cm) Eventers Challenge proved to be a difficult and technical course which saw many riders eliminated, however, Leweston were very pleased to get both teams ‘home’ in twelfth and fourteenth position Congratulations to the four riders who rode great clear rounds over this challenging course, Maisy M, May S, Madeline RS and Charlie W, Year 11
The Open (1m 1 05m) Eventers Challenge was another formidable championship course and tested every rider, the team were just out of the placings in tenth place, Flora SB, Molly C, Charlie W and Madeline RS However, Madeline RS rode one of the best rounds of the whole Championships on her second horse Mickey to take a well earned second Individual placing
Crowning glory came on Day three in the Intermediate (90 95cm) National County SJ Championships when the team held onto their top spot after the first round and rode thrilling jump off rounds to win the National County SJ title Many congratulations to Molly C, May S, Jessica W and Poppy Y
St Peter’s School’s Swim Team were awarded over 50 medals, including 17 Gold, at the World School Swimming Championships, held at The Queen Elizabeth Olympic Park, London The amazing haul of 52 medals in total was broken down into 17 Gold, 16 Silver and 19 Bronze
The school was specially invited to compete with schools from across the globe after a consistently good year of swimming results
St Peter’s School took a team of 18 swimmers to compete in the under 13, under 15 and under 17 competitions The day started very well with the under 13 girls taking the Gold medal in the 4×50 freestyle relay and breaking the school record
The medals then kept coming across the age groups, showing strength and depth across the board
Jeremy Walker, Head Master, said: “What an astounding achievement At St Peter’s, we are so incredibly proud of all the pupils who took part, and hugely appreciative of the brilliant training and coaching from Ian, our committed Head of Swimming, and his team ”
Raya, who achieved eight of the 17 Golds, added: “I was so glad I took part! It was pretty cool to represent my school and win a handful of medals and a trophy Training seven times a week is worth it for fun, fitness and teamwork with my friends I can ’ t believe how well we all did Thank you so much to my coaching team
Professor Peter Openshaw CBE visited Sidcot School to deliver the School’s annual Darwen Lecture Addressing the students (both live in the Drama Studio and streamed across the campus), Professor Openshaw shared his experience both as an alumnus of the School and as a foremost scientist specialising in lung immunology who has advised government policy making, particularly during the COVID 19 pandemic
Sidcot’s Darwen Lectures were introduced as whole school events in 1993 as a tribute to the Davies family, which has been linked to Sidcot for over 100 years Several generations of the family, including the first and second Lord and Lady Darwen attended the School The lectures have been established as a contribution to the continuing debate on the future of education and wider society
Professor Openshaw left Sidcot in 1970 He trained in lung diseases and undertook a PhD in immunology before establishing a laboratory at St Mary’s Hospital Medical School (later part of Imperial College London) He created the academic department of Respiratory Medicine and the Centre for Respiratory Infection at Imperial College and was elected President of the British Society for Immunology in 2014
Commenting, Iain Kilpatrick, Headmaster at Sidcot School, said: “We are greatly indebted to Peter, who gave very generously of his time, not only to deliver the Darwen Lecture, but also meet students and staff afterwards to chat over coffee His reminiscences of life at Sidcot were illuminating and his affection for the school was palpable His was a truly remarkable and inspiring lecture that lived up to the finest traditions of the Darwen and we are all very grateful to him for giving up his time ”
A total of 22 musical acts took to the stage at Dauntsey’s ‘Live at the Pav’
Pupils from throughout the school selected and rehearsed numbers in their own time and performed to fellow students and members of staff in the school Pavilion There was a collection at the end of the evening with all donations going towards this year ’ s nominated school charity, MIND.
Mark Lascelles, Head Master, Dauntsey’s, said:“It was a superb evening, showcasing the talent in all year groups, and I admire all those who had the courage to stand up and perform The mixture of year groups, as well as pupils and staff, made it a truly memorable evening We enjoyed a wide range of musical styles from Elton John’s Rocketman through to Andrea Hozier Byrne’s Take Me to the Church, not forgetting the stunning performance of Radio GaGa from the staff band!
“It was joyful to hear such talent from up and down the school My thanks to everyone for making this event such a success ”
Two blankets made out of used crisp packets by children in St George’s School Windsor Castle’s Eco Club have been donated to Berkshire based charity Pilgrim Hearts Trust for use by local homeless people
The blankets, which were each made from over 100 crisp packets, were originally inspired by a story explaining the process on BBC Newsround earlier in the year This led to a school wide call for donations of empty packets, followed by the school’s Eco Club, a group of 15 children aged from seven to 13, spending several hours washing, cutting and ironing them together
The resulting blankets, which each measured approximately two metres wide, were collected by Dr Natasha Price, parent to two children at the school and a local GP and clinical lead for outreach to the homeless Dr Price then passed these on to Pilgrim Hearts Trust during one of her mobile clinics for the charity, who have since
distributed them to local people in need of shelter
“I am so immensely proud that the children’s hard work has benefited such a worthwhile cause, ” said Emily Ralfe, Year 4 teacher and Eco Club leader at St George’s School Windsor Castle “It required real commitment from the children to put the hours in that were needed and not only have we helped two people to stay warmer as a result, we have also prevented over 200 crisp packets from ending up in landfill ”
“Pilgrim Hearts Trust exists to give a hand up not a hand out to the homeless and those on the edge of society,” explained Elaine Chalmers Brown, who founded the charity in 2000 “Dr Price’s outreach clinic at our drop in service is a great benefit to our guests and the blankets made by the children at St George’s School Windsor Castle will be extremely useful for the homeless men and women sleeping rough in cold, wet conditions ”
A spur of the moment decision to ‘give it a shot’ and enter the Linklaters’ Making Links Schools Challenge has earned Gordon’s School Head Boy Callum Keigher a runners up place, £1,000 in online vouchers and his school £1,000!
The challenge presented to Year 12 students across the UK by the multinational law firm, was on the theme of change with the brief: ‘We are living through a time of great change. What in your opinion will be the greatest challenges and opportunities in this changing world?’
Sixth Form student Callum was inspired to enter the competition after being told about it by the school and set about producing a PowerPoint presentation with the themes of technology, environment, social and economic
His submission earned him a place in the finals, a day in which the 20 finalists were treated to a morning workshop on presentation skills before being tasked to produce a two minute video Four were chosen for the Grand Final which involved talks from two of the firm’s partners and an associate partner about their work and an opportunity for him to present his video to them as well as answer questions from the panel of judges.
Callum said: “It was great to see names and faces of people really high up in the law firm that I may want to work for in the future It was a really good experience overall ”
A York schoolgirl whose club U18 Women’s Rugby 7s team won the national 7s tournament said she would like to see more female coaches in rugby
Ruby Morgan, a Sixth Form student at The Mount School York, was in Selby RUFC’s U18 women ’ s squad as they won the National 7s event. Ruby and her teammates came out on top in the competition, which was attended by qualifying regional champion teams The event was held over two days and was attended by hundreds of spectators, with each game averaging a crowd of 300 400 people
Ruby and her teammates did not let the busy schedule hinder their performance Playing an impressive six games over both days, and camping overnight, Selby’s U18 ladies team put up a fierce fight to win the tournament
Having played from a young age, and being an avid fan for even longer, Ruby is keen to see more females involved in rugby She said: “I would like to see more female coaches, especially for the men and not just the women ’ s teams A coach is the highest role you can get in that sporting world, and you only see men doing it it would be great to see females leading
Richard Huish College student Katie Shattock has been selected to represent Great Britain as part of the Canoe & Kayak White Water Junior Slalom Teams for the World and European Junior Championships this year
The former Castle School student has been relishing the opportunity to represent Great
Britain and now will have the opportunity to do just that To get selected it was a hard fought journey in which Katie had to be in the top three of her age group and meet a strict percentage time of the professional athletes But after three full days of tough competition, Katie successfully achieved percentages and was awarded 1st in Kayak and 3rd in Canoeing Later that week she
received confirmation, from British Canoeing, that she was selected for the Junior GB team for; Kayaking, Canoeing, and Extreme Slalom and will now spend the summer training in Italy before she competes in the European and World Championships
Along with competing in the World and European Junior Championships, the England Futures programme has invited Katie to meet the athletes and their support network at the Commonwealth Games
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British International School Lagos
Bromsgrove International School, Thailand
Chinquapin Preparatory School USA
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
Fettes College, Guangzhou
Frensham Australia
Greensteds International School Kenya Hangzhou Greentown Yuhua School, China
Harrow Appi Japan
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
H Farm International
Huawei Tongman Foreign Language School
Idyllwild Arts Academy USA
ISA Science City International School, Guangzhou 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
The Lawrence School, Lovedale, India
The Lawrence School Sanawar India
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
Pinegrove School India
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)
The Scindia School Gwalior India
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 Mayo College, India
The Regent Secondary School Nigeria
Toowoomba Anglican School, Australia United World College South East Asia, Singapore
Wellington College International Tianjin China
Welham Boys School, India
Welham Girls' School India
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
