Boarding School Magazine Spring 2025

BOARDING SCHOOL

THE MAGAZINE OF THE BOARDING SCHOOLS’ ASSOCIATION

Addressing mental health and online safeguarding in the age of AI and tech

Supporting students with SEND Budgeting in boarding And so much more…

David Walker Director BSA

From the Director From the Editor

Welcome to the Spring edition of the BSA magazine.

This edition has a focus on mobile phones and tech management in boarding. Both an opportunity and a threat, mobile phones are rarely far from the conversation table in schools.

What is the appropriate level of access to digital technology in schools? And, once that has been decided on (as far as possible!), how on earth can you enforce it? What do you do about pupils bringing in multiple phones? It is easy to throw your arms in the air in despair, but that is perhaps to miss the opportunity. In an increasingly challenging market for education, boarding schools offer parents the chance to enforce a norm around technology usage that is more difficult in an individual family home. Can the boarding world offer another key point of difference here?

Whilst this magazine is being read in many separate offices and homes, it is important to realise that it shines a spotlight on our whole community and the wonderful work being done by all boarding practitioners. There are articles in this magazine looking at budgeting in boarding, and others highlighting the wonderful support boarding schools offer to their SEND pupils. But there are so many other roles within schools that all support our boarders. I salute you all, and hope you enjoy reading your magazine.

David Walker

Executive Director, Boarding and Director

In this issue, we’re excited to showcase a range of articles addressing some of the most pressing topics in boarding today.

Among the highlights, we explore how boarding school support students with SEND, Abbey College Manchester discusses how students’ neurodiversity impacts on their learning and self-esteem and how giving students the techniques to “support themselves” can have positive effects. More details on page 88

We also hear from ISBA’s Chief Operating Officer, John Murphie, on how the independent school sector is adapting to a changing tax landscape, with new guidelines likely to shape future budgets. Read the full article on page 76

Other highlights in this edition include insights from schools sharing their best practices for supporting students with SEND, reflections from BSA’s two summer interns from Rugby School, and an article on building meaningful connections in boarding by Gordon Wilson, Senior House Parent at Olympus, Collège du Léman Sàrl.

Our Annual Conference for Heads takes place on May 06-07 at York Racecourse, this year’s theme is ‘Boarding perspectives: Learning within, leading beyond’. See page 61 for further details.

If you would like to contribute towards a future edition of this publication, please look out for a feature list in due course via email and newsletter. If you’d like to write a guest article, please do contact the BSA team via bsa@boarding.org.uk

Lily Boyden Communications Executive

Lily Boyden Communications Executive BSA

76 BUDGETING IN BOARDING: STRATEGIES FOR STUDENT RETENTION, RECRUITMENT

WITH SEND: EFFECTIVE METHODS FOR MEETING ADDITIONAL NEEDS IN EDUCATION

100 THE INAUGURAL BSA WEST MIDLANDS BOARDING FORUM: A RESOUNDING SUCCESS LEE IRWIN, HEAD OF BOARDING, THOMAS ADAMS SCHOOL

104 KESWICK SCHOOL WELLBEING PROGRAMME KIMBERLY TUCKWELL, HEAD OF LAIRTHWAITE BOARDING HOUSE, KESWICK SCHOOL

110 NEW HALL SCHOOL JOINS BSA ON BOARD LANA KRILIC, COMMUNICATIONS OFFICER, NEW HALL SCHOOL

112 BOARDING FOR LIFE – IT’S TIME TO TAKE THE NEXT STEP ROB LANE, SENIOR DEPUTY HEAD, OSWESTRY SCHOOL

126 BSA CERTIFIED AGENTS AND GUARDIAN SCHEME

128 BSA CERTIFIED GUARDIAN SCHEME

130 BSA CERTIFIED AGENTS SCHEME

134 BSA CERTIFIED SUPPLIERS

136 BSA MEMBERS LIST

Dr Chris Pyle BSA Chair 2025 and Headmaster Lancaster Royal Grammar

From the Chair

As I embark on my role as new BSA Chair, I look forward to representing this unique sector of brilliantly dedicated boarding staff for the year ahead.

Boarding is so much about the people we meet, the bonds we form and the shared experiences we enjoy along the way. This digital magazine remains a wonderful termly reminder of the fantastic work going on within our boarding communities and a snapshot of the brilliant staff dedication, accomplishments and success stories.

In this issue you’ll find latest news, BSA Active engagement highlights including best bits from October’s International Boarding Day, boarding staff thought pieces and plenty more.

BSA’s Annual Boarding Conference was new to the spring calendar this academic year, having moved from its

former summer fixture. Chaired by Will Goldsmith, Head, Packwood School, the conference in Nottingham proved once again the value in bringing the boarding sector together as we continue to strive for excellence in our sector. Thank you to all those to attended.

I hope to reunite and welcome many fellow boarding leaders along to this year’s BSA Annual Conference for Heads on May 6-7 at York Racecourse. Given the turbulent political seas and the ever-evolving challenges within the educational landscape, this is certainly a conference not to be missed!

The full BSA event calendar contains a wide selection of training opportunities

to support all roles within the boarding community. Simply visit the BSA website to browse the programme and please do get in touch with the BSA should you ever need support or guidance.

Finally, thank you to all those who continue to make the boarding experience so unique and memorable. Thank you for your unwavering commitment to the welfare of our young people and for your continued support of the sector.

I hope you will enjoy reading the pages of this latest magazine.

H e a ads

Mr Charles Bailey Worksop College

Taking over from Dr John Price April 2025

Mr Rob Milne Dulwich College

Taking over from Dr Joe Spence September 2025

Mr Mark Wallace

The King's Hospital School

Taking over January 2025

Mr Toby Seth Whitgift School

Taking over from Mr Andrew Halls September 2025

Mr Matthew Williams NLCS Kobe

Taking over August 2025

Mr Simon Cooke Langley School

Took over September 2024

Mr Alex Battison Wellington School Taking over September 2025

Took over from Lisa Kerr

September 2024

Mr Peter Green Gordonstoun School

Mrs Sue Baillie Woldingham School

Took over September 2024

Mr Christian San Jose Wycliffe College

Took over September 2024

Mr Huw Thomas Terrington Hall Preparatory School

Took over September 2024

Mrs Abigail Hiley Ashville College

Took over September 2024

Mr Daniel Biggins Haberdashers’ Adams

Taking over September 2025

Mr Matthew Judd Christ’s Hospital

Taking over September 2025

Mr Robert Crowther ACS International School Cobham Took over September 2024

Ms Nicola Dudley Queen Margaret’s School for Girls

Took over September 2024

The value of practical cookery in the classroom and beyond

Dear Colleagues,

As a former food teacher, I’ve seen first-hand how food education can inspire and empower young people, helping them grow into confident, capable, and independent individuals. Whether it’s preparing students for a GCSE-equivalent qualification, teaching life skills for independent living, or supporting their Duke of Edinburgh Award journey, food education is an invaluable part of a well-rounded boarding school experience.

At Leiths Education, a world-renowned culinary school, we’ve been supporting schools for over 25 years. We believe in equipping teachers like you with the tools and skills to bring highquality food education to your students— whether during class, in after-school clubs, or as weekend activities.

We’d love to explore ways we can work together to enrich your school’s offering and enhance your students’ experience. If you’re interested in learning more, just email me at enquiries@leiths.com or stop by our stand at the Annual Boarding Conference on 28th - 29th January.

Maria Dunbar Director of Education, Leiths Education

“Students grow in confidence and their organisational skills improve. They love eating the results and it’s a brilliant skill for the rest of their lives.”

King’s College Taunton

“Leiths allows staff and students to explore much more than traditional GCSE qualifications and it is a great marketing feature for our school.”

Haberdashers’ Monmouth School

OUR COURSES

KS1 and KS2 primary curriculum - Practical cookery for your youngest learners with carefully selected recipes, including no-heat cookery. Designed to help them discover where food comes from, learn how to handle food and equipment, and create delicious recipes together with friends.

KS3 Life Skills Cookery course - Take young cooks around the world tasting new flavours, learning new skills to increase their independence and providing a chance to cook and share meals with friends. Includes 18 practical cookery lessons and 18 classroom based theory lessons.

Co-curricular lessons - A flexible cook-along course that’s ideal for after school clubs and weekend boarding activities. Delivered via tablet, mobile or laptop and designed to be led by any teacher. Includes 24 practical cookery sessions spanning foundation skills, dishes from around the world and vegetarian cooking.

Certificate in Culinary Skills (Level 2 CTH) - A five term course that fits into the GCSE timetable with a double practical lesson and one single theory lesson per week. It can be delivered flexibly both on and off timetable and covers food preparation skills using a range of ingredients, combined with modern themes including seasonality, sustainability and cultural influences.

Confident cookery (KS4 & KS5) - A practical course for students who want to learn key cookery skills ahead of university and leaving school. Global, modern and delicious, the course helps to instil a lifelong love in cooking and helps students to learn a broad range of skills from brunches, to afternoon tea, to celebratory dinners.

Extended Certificate in Professional Cookery (L3 CTH) - A five-term A level style course offering practical menus to build diverse culinary skills. It provides 12-36 UCAS points and strengthens personal statements or UCAS applications. This course can open doors to careers in hospitality and catering, including roles in cheffing, food teaching, cookery writing, food photography, recipe design, and food development.

TRAINING TO PR

Three Key Areas To Achieve A Powerful & Proficient Mind: Awareness / Cause & Effect / Moving Forwards

Registered Behaviour Model: The Transformation Triangle®

Lives Matter

A Safe Way Forward

We remove stigma by positive day-to-day activ and not reactive, and no Keeping the mind powe turns a major concern training utilises a client’s them now and in the fut ensures coaching is suc recollectio

Our training blueprint, when put into action, results in a strong mind for the driven landscape of the education sector. No one wants a student, staff member, or parent considering taking their life. Students learn the perfect mind skills to equip themselves in todays’ fast paced, ever changing world of high expectations they are moving quickly towards. Being able to manage daily challenges from the students environment, feelings of desperation and preventing suicidal thoughts is paramount. Together we harness the incredible potential of your educational family.

REVENT SUICIDE

teaching that training the mind is a vity to achieve success, it is proactive ot treated as a therapy from failure. rful, and using the mind proficiently, into a positive, and a success. Our s interests and we use what is around ure: Sport, Animals and Nature. This ccessful, guaranteeing retention and on of the skills taught.

Saving Lives

Act & Transform

Putting an inspiring, upbeat Mental Strength Programme in place has made a huge ifference. This motivational proactive approach for students, staff and parents, has allowed numerous obstacles to be overcome. We should have done it long ago!

- Natalie – Prep School Teacher

Bene昀ts of collecting school fees by direct debit

Ef昀cient fee collection and budget management are crucial for school growth, though handling large sums from multiple bill payers can quickly become time-consuming and complex. Likewise, for parents, fee payment deadlines and costs add to household expenses, adding further strain alongside current 昀nancial challenges.

In the UK, over 90% of people with bank accounts use Direct Debits to manage bills, with failure rates under 1% - demonstrating their reliability and popularity. However, many fee-paying schools have yet to offer a Direct Debit payment option, despite their effectiveness for managing utilities, credit cards, and subscriptions. Simplifying school fees through Direct Debits could bene昀t both parents and the school’s 昀nance team.

Flexible payment options

Schools must meet the expectations of today’s parents - not only through quality education but also by providing functionality for easy fee management. Managing bills can be challenging, and utility companies simplify payments by automating them. Consider a similar approach, as parents likely have most monthly expenses set up as Direct Debits. Given rising living costs, parents may expect schools to offer payment plans and Direct Debits to make their 昀nances more manageable.

Providing Direct Debits as a payment option makes sticking to school fee payments easier for parents and reduces the 昀nance department’s administrative workload. Expanding payment choices

leads to smoother budgeting and less stress over missed payments, making the overall process more ef昀cient for all parties.

Better budgeting and 昀nancial forecasting

Without automated payments, schools often depend on parents’ prompt payment, making budgeting and forecasting challenging. Missed payments require the 昀nance team to chase arrears, impacting both time and resources. Not only that, but 昀nancial forecasting is critical for school planning and growth.

By offering Direct Debits, schools can improve budget reliability. In the UK, Direct Debit failure rates are under 1%, providing schools with a consistent revenue stream for budgeting and 昀nancial planning. Automation like this streamlines fee collection and provides the 昀nance team with predictable monthly or termly revenue for better planning.

Ef昀ciency through automation

Automating payments through EdTech solutions bene昀ts both parents and 昀nance teams. Integrating an automated Direct Debit process within your combined MIS and accounting software saves time and reduces manual tasks. A streamlined fee collection schedule that aligns with parents’ needs also frees 昀nance staff to focus on other key areas of budget management.

iSAMS’ innovative new Auto Debits solution integrates with both Fee Billing

and iFinance, centralising fee collection and making it easier to address missed payments or issues within one system. This seamless experience bene昀ts both the school and parents, providing faster and simpler payment processing.

Enhanced security

Phishing scams targeting fee payments are a growing concern for schools and parents. Criminals often mimic school email communications to trick parents, putting sensitive data and funds at risk. While educating parents on identifying scams is essential, eliminating email invoices could also reduce those risks signi昀cantly.

By enabling Direct Debits, schools can minimise the impact of cybercrime. Parents may still receive invoices for their records, but their payments are taken automatically - according to your set schedule. A self-service portal could further enhance security, allowing parents to access invoices directly rather than relying on email, protecting the entire fee payment process.

iSAMS Auto Debits and Fee Billing

Interested in seeing how iSAMS’ latest features can support Direct Debits and fee management in your school?

Find more info and register your interest by clicking here.

VAT ready since 2018

I can allocate funds and payments automatically

I can manage multiple currencies

I can access my accounts from anywhere

I can go paperless with automation

I can split the bill for our fee payers

We were introduced to iFinance and had some demos of the system, and it’s fair to say that we were pretty impressed with how it looked. Being able to drill down into the various areas of data and it being cloud-based meant that it was ticking all the boxes for us.

- St Edwards, Cheltenham

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From Masking to Recovery: The Crucial Role of Early Recognition in Youth Mental Health

More and more young people struggle with mental health issues, addiction or behavioural problems. Particularly headmasters, teachers and pastoral staff members are uniquely positioned to notice early warning signs and behavioural changes. Their roles are therefore crucial to intervene as early as possible.

“I went to boarding school when I was 13,” former fellow Toby begins. “It was a very difficult transition, and I was very homesick. I was extremely nervous about the whole experience because, at every other school I had ever attended, I had been a victim of bullying. What scared me the most was the fact that I didn’t have a safe place to go there, that was my biggest fear. In my first year, I wasn’t really subjected to a lot of bullying, but I was definitely putting on a mask. My parents knew I was homesick, but I didn’t tell them how scared I was. Although I really missed them, I wasn’t capable of discussing it with them. It wasn’t that I didn’t want to, I simply wasn’t capable. I didn’t have the emotional capacity to have a conversation with my parents about my emotional well-being at any stage before.”

“Drinking alcohol started out as just a fun thing for me. The school was organising a party for all students in my year, and I thought it would be fun to bring a bottle of booze along. I felt on top of the world and was very convinced I had found Eden. That is very much how my substance abuse began. Since attending boarding school, I could never physically escape. Alcohol made me realise that there was now an opportunity to go somewhere else mentally. I felt trapped and scared and drinking made all those feelings disappear. Suddenly, I was confident and it was literally the antidote to every negative feeling I had experienced over the past few years. I started drinking when I was late 15, but I had been dealing with mental health issues for probably eight months before that. My school had absolutely no idea, I kept it very well hidden. It wasn’t until two suicide attempts that they realised something was wrong. That something had been happening, and they were not aware of it. They absolutely had no idea. But to be fair, no one did.”

His parents had already suspected for over six months that something wasn’t right. “It is hard to distinguish between a teenager simply pushing boundaries and a real mental health problem,” his mother admits. “Finding out that he had drunk most of a bottle of gin, on his own, on one of the coldest nights of the year was obviously an indicator. I picked him up because he was suspended. But in reality, he needed help. This was not normal teenage behaviour. If it had been a group of friends drinking, then maybe. But on your own? It’s hard to say whether the school should have known, because Toby was very good at hiding it. However, once the school became aware that it was a mental health issue, they were very supportive.”

Through his counsellor, Toby was informed about Yes We Can Youth Clinics, a residential treatment centre for 13-25-year-olds with mental health issues, addictions and behavioural problems. “The therapeutic value of one expert by experience helping another fellow is unparalleled. They hit me with a harsh dose of reality. My entire way of living had been lying, deceiving, and manipulating, just keeping everyone in like a spider web. But at Yes We Can, the therapists, psychiatrists, counsellors (experts by experience), youth coaches and the fellows saw straight through it. And that had never happened before.”

“It’s hard to distinguish between a teenager simply pushing boundaries and real mental

Read the entire story of Toby www.yeswecanclinics.com/early-recognition-youth-mental-health or scan the QR code and gain more insight into the warning signs pupils struggling with mental health issues or addiction may show.

If you need assistance, the team of Yes We Can Youth Clinics is always there for you with advice and guidance at +31 (0)85 020 1222. The clinic also organises workshops on youth mental health, plus many alumni are very willing to share their experience with your pupils anytime. E-mail info@yeswecanclinics.com for more information.

SCAN QR-CODE TO READ THE ENTIRE STORY

a round-up of some of the stories

STRATHALLAN SCHOOL

STRATHALLAN UNVEILS ‘HARRY’S’ FOR A FRESH DINING EXPERIENCE

Strathallan School proudly announces the opening of its rebranded dining centre, "Harry’s," a new and vibrant space created through a partnership with Independents by Sodexo. Named in honour of the school’s founder, Harry Riley, Harry’s is designed to offer a more sophisticated and modern dining experience, reflecting a significant investment in the school’s future.

Angus Mackay, Strathallan’s Domestic Operations Manager and project leader, expressed his excitement: “Harry’s is more than just a dining hall – it’s a welcoming space that enriches student life and brings our community together. Our goal was to

create a high-street feel that transports pupils from school life, and we’re thrilled with the result.”

The space, which opened to students in the autumn, has already received positive feedback. Student, Constantin Beckers, said, “It’s like a completely new place—it feels like a cool restaurant!”

The Harry’s team aims to provide highquality meals in an inspiring, social atmosphere, setting a new standard for school dining that meets the tastes and needs of today’s students.

BEDALES

BEDALES

MUSICIA

FOR ‘WHOLE SCH

Musicians from Bedales Pre-prep, Prep, and Senior Schools came together on Friday October 4, for the annual Whole School Concert in the new Assembly Hall. This event showcased musical talents from across all age groups, featuring performances by students across all year groups.

The concert opened with a Whole School Devised Performance of "Now the Green Blade Riseth," with revised lyrics by English Teacher Lucy McIlwraith and music arranged by Director of Music Doug McIlwraith. The performance included dancers from each school level, and the audience was invited to sing along.

Following this, Bedales Prep musicians performed "The Firebird," a piece inspired by Stravinsky, enhanced with dance and

from across the boarding community

#1

SCHOOL

ANS COLLABORATE HOOL CONCERT’

acting elements. Senior dance students then took to the stage with a performance set to Florence and the Machine’s "New Beginnings." The senior and prep choirs delivered Bruckner’s "Locus iste," and a senior drama group presented Lawrence Ferlinghetti’s "Constantly Risking Absurdity."

The concert concluded with the Bedales Contemporary Band, which performed an original composition by Sixth Form student Andrea De Selancy.

Director of Music Doug McIlwraith praised the collaboration across all ages, while Matt Blunt, Director of Music at Bedales Prep, highlighted the excitement and joy that resonated throughout the event, showcasing the school’s creativity and talent.

ACS INTERNATIONAL SCHOOL EGHAM

10,000 STUDENTS DESCEND ON THORPE PARK FOR A ROLLERCOASTER DAY OF STEAM LEARNING

On Tuesday October 15, Thorpe Park opened its doors exclusively for 10,000 primary and secondary students attending the ACS International Schools’ STEAM (Science, Technology, Engineering, Arts and Maths) 2024 event.

Building on the power of gamification in education, students participated in educational STEAM activities from over 50 of ACS International Schools’ partners –including Royal Air Force, Microsoft and the Royal Philharmonic Orchestra – to turn their learning into coupons for rides on Thorpe Park’s rollercoasters.

Speaking about the STEAM 2024 event, ACS International Schools’ Partnerships Director, Graeme Lawrie MBE, said: “What a day it has been, welcoming over 10,000 students and our partners to Thorpe Park for a truly unforgettable educational experience. Collaborations such as this not only highlight the importance of ACS International Schools’ charitable mission, but also the positive impact of working together to inspire career paths in STEAM. A huge thank you to all the individuals and organisations that supported us for a rollercoaster day of learning.”

FORM

Bishop’s Stortford College Upper Sixth student, Will Butcher, won bronze at the 14th World Union of Karate-Do Federations (WUKF) European Karate and Kobudo Championships, held in Warsaw, Poland, from 9-13 October 2024.

Competing in the 16-17 Kumite category, Will took on 35 competitors to secure his bronze medal in the individual weighted event.Will began karate at age seven and earned his 1st dan black belt in 2021. He trains

under Sensei Sha the United Karate and has represen three WUKF Worl medalling twice be competed in individual weighte weight, and two te two days, Will fou excelling in both in competitions.

BISHOP’S STORT SIXTH

STUDENT WINS BRONZE AT W

TFORD COLLEGE

WUKF KARATE EUROPEAN CHAMPIONSHIPS

auna Carroll with Association (UKA) nted England in ld Championships, fore. In Warsaw, he four categories: ed, individual open eam events. Across ght in 10 matches, ndividual and team

Reflecting on his success, Will expressed pride in his hard work, thanking Sensei Carroll for her guidance since he joined the College in Year 5. Looking ahead, he hopes to participate in more competitions in Romania and Ireland but will now focus on his A Levels while continuing to train. The College congratulates Will on his achievement and wishes him continued success in his future competitions.

The Hidden Advantage of Partnering for Debt Recovery: Helping Schools Win in the Long Run

IN TODAY’S CHALLENGING FINANCIAL CLIMATE, INDEPENDENT SCHOOLS FACE INCREASING PRESSURE TO MAINTAIN FINANCIAL STABILITY WHILE CONTINUING TO DELIVER HIGH-QUALITY EDUCATION. FOR MANY SCHOOLS, MANAGING UNPAID FEES CAN QUICKLY BECOME A DISTRACTION FROM THEIR CORE MISSION OF EDUCATING STUDENTS. THIS IS WHERE PARTNERING WITH REDWOOD COLLECTIONS, A TRUSTED AND FCA-REGULATED DEBT RECOVERY SERVICE, CAN PROVIDE SCHOOLS WITH A WINNING EDGE, OFFERING PEACE OF MIND AND PROFESSIONAL SUPPORT IN MANAGING FINANCIAL RISKS.

Here are the key advantages of working with a professional partner for debt recovery, helping your school not only manage financial risks but thrive:

1. Focus on Education, Not Admin

When schools are weighed down by chasing unpaid fees, it diverts precious time and resources away from their primary focus—education. By allowing a specialist team to handle the complexities of debt recovery, schools can remain focused on what they do best: nurturing and educating the next generation.

2. Protecting School-Parent Relationships

A school’s relationship with parents is built on trust, and unpaid fees can often put a strain on that bond. Our service ensures a respectful, professional approach to fee collection, helping preserve the positive relationships schools have built with parents. Through clear and considerate communication, schools can maintain trust while working through financial obligations.

3. Expertise in Navigating Complex Financial Issues

Debt collection, particularly in the independent education sector, is a specialised area requiring in-depth knowledge of financial, legal, and reputational considerations. With our expertise, schools can be supported in avoiding potential financial pitfalls, ensuring complex debt issues are handled with the utmost professionalism.

4. A Proactive Financial Strategy

Partnering with a service like ours is more than just about recovering unpaid fees; it’s about building a proactive financial strategy. With tools such as ParentCheck+, schools can anticipate and mitigate financial risks before they escalate. This foresight allows schools to focus on long-term growth, rather than reacting to financial setbacks.

5. Maximising Cash Flow to Fund Future Success

Ensuring that tuition fees are paid on time is crucial for maintaining a healthy cash flow, which in turn funds improvements and investments that enhance the quality of education. By partnering with experts in debt recovery, schools gain the financial stability to reinvest in facilities, programmes, and students, securing a brighter future for all.

6. A Winning Partnership for Long-Term Success

Ultimately, working with a professional debt recovery service is about supporting schools for long-term success. It’s about giving schools the financial confidence to move forward without being bogged down by shortterm financial hurdles. By choosing the right partner, schools can build a sustainable financial strategy that supports their long-term goals and reputation.

Partnering with Redwood Collections offers independent schools a powerful advantage in managing their finances while staying focused on what truly matters - education. By entrusting the complexities of debt recovery to experienced professionals, schools can protect their valued relationships, navigate financial challenges with confidence and ensure the cash flow needed to invest in their future.

The following schools have join

OLDFIELD’S SCHOOL | WOODCREEK SCHOOL | NEW COLLEG

Image: Woodc

There is no better place to get your daily dose of nature than taking your pupils on an outdoor adventure. B Corp certified, ‘Flooglebinder UK Camps’ is a UK residential experience perfect for entire school year-group residentials. Based in rural, stunning environments, our camps blend learning outside of the classroom with exhilarating adventure and a strong focus on the environment, conservation and sustainability. We carefully consider the social and environmental impact of everything we do and your students will learn to do the same when they travel with us. Whether we are running a project overseas, or in the UK, we only work with people and organisations that positively impact the communities and ecosystems we visit, dedicated to delivering sustainable adventures to create change for people and the planet.

Our closer-to-home projects in Pembrokeshire and the Isle of Wight are the perfect way to introduce sustainability practices to your students. Immersed in nature and sleeping under the stars in bell tents, (or bunks if you prefer) schools can enjoy a 3, 4, or 5-day itinerary designed to show their students how and why it is important to connect to nature.

Flooglebinder adventures are designed to help students disconnect, unplug, shift down a gear, breathe, embrace their new environment and lean into nature. It can be difficult for students to truly appreciate the power of nature as the best stress reliever, but we know that when we expose students to natural environments in a fun and unique way, it can be transformative. We are incredibly passionate about mental health, it's one of our four core values and the topic we talk most about. And because

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we are geeks here, we measure how our adventures transform outlooks. How? Data on changes in behaviours and mental health across our UK and international travellers are collected before and after each of our trips. Our post-programme student survey data shows that 96% of students feel that the trip helped them personally.

We empower students to build their own mental health toolkit to support themselves and their peers through school, college and university life and beyond.

Time away from the classroom and from devices, our adventure camps feature a carefully curated itinerary designed to help build confidence and resilience through challenging and exhilarating adventures. Students will feel the benefits of inclusivity and togetherness, and the fun sustainability workshops and activities are designed to increase awareness of their social and environmental impact. This is so much more than ‘just’ a school trip, it’s a chance for everyone to breathe and connect in a new environment. It is experiential learning through awesome activities such as coasteering, sailing, surfing, beach cleans, fossil hunting, bug and garlic farm visits, yoga, species I.D, coastal walks and campfires! Not a high rope in sight!

Despite the lack of high ropes, there will be no shortage of opportunities to develop new skills as we are certified by the AQA Unit Award Scheme, so your students can enjoy new activities, harness new skills and earn official AQA certificates in the process! Our collaborative approach means we can build a bespoke itinerary to suit your cohort and support your school values.

Whilst the world of technology is evolving, we must promote the magic of experiencing

Whilst phones are a great way of staying connected, we all know that apps like TikTok, Instagram and Snapchat can become an addiction that young people often don’t realise they have. Technology can be a great tool, but aimlessly scrolling and constantly comparing can stea the most precious thing we have, time.

Laura Brookes Head of Boarding, Harrogate Ladies’ Coll

ND ONLINE SAFEGUARDING IN THE AGE

1

We all need to recognise the attachment we have to our phones and be aware that online connections should not replace real relationships. Schools have a duty of care to educate pupils on the pitfalls and dangers of the digital world: with the introduction of AI and the fact that young people are often influenced by the glamourous lifestyles portrayed on social media.

In PSHE, our pupils learn about online safety and how spending too much time on our devices can lead to a depletion in

mental health and wellbeing. We educate pupils through the wider pastoral programme (Flourish) and Internet Safety Day.

Wellbeing Wednesdays encourage pupils to participate in activities that are designed to improve mental health and wellbeing. We also have an extensive range of weekend trips and activities that encourage our boarders to challenge themselves and make precious memories; those which are stored in our minds, not our phones.

What’s the wifi password?’ is one of the first questions a new boarder might ask, almost as soon as they enter the boarding house!

Housemasters are unanimous in the beneficial impact that stricter mobile phone use restrictions have had on pupils’ wellbeing and social interaction.

Social The Question

The world of the mobile device policy has been dynamic in recent years as schools have consulted and tweaked policies in response to usage among pupils and attitudes from parents.

Sherborne School has been no different in this regard, significantly tightening access for boys below Sixth Form to just a short evening window in the working week. This year, in close conjunction with Sherborne Girls, our new pupils have had further restrictions put in place with the aim of improving their wellbeing by promoting face-to-face social interaction during weekend activities.

Instead of awkwardly avoiding conversation through studious examination of a device, boys and girls no longer have their mobiles on Saturday evenings or during the bulk of Sundays. This is to get them talking.

Matthew Jamieson Interim Headmaster, Sherborne School

From Dorset Water Park to outdoor cinema screenings, they have been thrown into activities which have been enjoyable and engaging without the crutch of their device to rely upon. For tutors it is clear just how much

difference this has made, and House staff are unanimous in the beneficial effect it has had on the swift integration of pupils within and across our boarding schools: you don’t always need a phone to communicate!

Cut missed school time from pupils’ trips to the Orthodontist

We bring state-of-the-art dental equipment to your school on-board our specially adapted vehicle. All you need is a parking space on your school site – we take care of everything else.

DJS Research Parent Survey 2022

Like saving learning time for their children

Like that there are no waiting lists

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Of pupils currently miss school time for orthodontic care

94%

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To arrange a conversation about how we can help, please visit:

or email our operations director at: tunisha@schoolteeth.co.uk

Olly Langton Headmaster Belhaven School

A solution to one of the p of modern parenting at Belhaven School

“My

He

child comes home tired and smiling every single day.

can’t wait to go to school in the morning!” (parent)

ONE

of the greatest challenges for parents today is balancing the need for a protected, extended childhood with the demands of preparing children for the modern world.

At Belhaven Hill School, a rural boarding and day school for 5 to 13-year-olds in East Lothian, childhood is celebrated and extended in a unique way. Stepping onto the school grounds, you are greeted with children playing football without referees and collecting conkers from the trees—reminiscent of a simpler, technology-free era.

A core part of Belhaven’s approach is its clear stance on technology: mobile phones are banned, while school-managed iPads are permitted and strictly controlled. iPads are used only in lessons or prep, monitored by staff using Apple Classroom. This policy reflects the school’s belief in teaching children to respect technology’s academic and creative potential while avoiding the distractions and pitfalls of unrestricted access. By distinguishing between phones as communication devices and tablets as academic tools, the school prepares pupils to master technology responsibly.

Belhaven’s no-phone policy also helps preserve childhood by shielding children from the pressures of social media. The

paradoxes

school’s boarding environment for up to 13-year-olds allows it to implement this policy effectively, creating a space where children can grow without the constant influence of digital communication. Belhaven has remained mobile-phone-free for over 100 years, fostering an environment where friendships are built face-to-face.

Innovation is encouraged in other ways. The school is constructing a new Makerspace facility, supported by a

three-year Centenary Campaign, to enhance STEM and design education. This two-classroom space will inspire creativity, problem-solving, and collaboration.

Belhaven’s commitment to pastoral care is recognised as “sector-leading,” with a nurturing environment that ensures children feel safe, supported, and happy. The school’s boarding structure, with many staff living on-site, creates a family-like atmosphere where

1

education is not just routine but inspiring and transformative.

Children at Belhaven thrive in a culture of opportunity, encouraged to explore over 40 sports and activities and to participate in performing arts. With full boarding at its heart, Belhaven offers a consistent, enriching experience for families, making it a truly life-changing community.

HowtoImplementYourMedicinesTrainingPlan

Now you’ve understood what elements are required to help your school meet it’s regulatory and legislative requirements, OPUS can help you get your training plan underway!

1.DecideWhichStaffShouldReceiveTraining

It’s not just the staff you’d expect e.g. School Nurses/ staff involved in pastoral care that need medicines training. The Department for Education guidance* says that ‘any member of school staff may be asked to provide support to pupils with medical conditions, including the administering of medicines...’.

Also consider the number of trained and competent staff you’ll need if: pupils go out on school trips, or leave the school site for activities, such as sports; you work at a particularly large school where staff may be some distance away or busy; or you work at a boarding school where pupils are on site overnight.

2.ConsiderYourStaffAvailability

We know it can be hard to schedule time for multiple members of staff to get together to receive group training during school hours.

If this is a challenge for your school, consider whether an e-learning course could be a better solution. Staff can be allocated licences ahead of time, ready for them to complete when the time becomes available.

Alternatively, our Pharmacist trainers can visit your venue to deliver training to up to 16 staff per session, or provide the same session via Zoom - whatever suits you!

3.SpreadtheWord!

We understand that schools have a lot of regulations to adhere to, and it is common for schools to not be fully aware of the requirements relating to the administration of medicines. That’s where OPUS come in!

Our ‘Ask the Pharmacist’ support feature is available for all our customers - simply email our friendly Pharmacist team and they’ll respond with advice, guidance and support focussed on promoting the safe administration of medicines where you work.

Additionally, we can provide you with a bespoke Medicines Training Pathway for you to circulate to staff so everyone is up-to-date on the training they are required to complete to best support your pupils with their

SCHOOLSMEDICINESTRAINING PATHWAYCHECKLIST

Complete the sections below to identify the medicines training elements you need to include in your school’s medicines training plan.

Doyousupportpupilswiththeirmedicines?

Safe Handling of Medicines Foundation Course for Education Settings

Online Foundation Competency Assessment for the Administration of Medicines

To give your staff the skills to administer medicines safely to pupils in your school in line with Department for Education guidance.

To meet your obligation to demonstrate staff competence and their ability to apply their knowledge in real-life, practical scenarios.

Administering & Handling Controlled Drugs

To understand the risks and additional requirements around the handling and administration of Controlled Drugs in schools.

Supporting Children & Young People with their Mental Health: Medicines, Therapies & Treatments

To give staff awareness and understanding of common mental health conditions, and the medicines & therapies used to treat them.

Doyousupportpupilswithspecificmedicalconditions?

To ensure your staff are able to administer buccal midazolam in the event of a pupil experiencing a seizure.

To train your staff to safely administer an adrenaline auto-injector to pupils should they experience an anaphylactic reaction.

To train staff on asthma triggers, available treatments, and how to administer different types of inhalers

To provide information to staff on the condition, and the treatments used to safely manage it.

THE EMERGING D A

Emma-Ka

Senior Deputy Hea

Designating “tech-free” zones and clear screen time bo such as digital literacy workshops, can equip st

EVELOPMENTS IN AI

ad,

oundaries foster offline interactions, while resources, tudents to handle the challenges of digital life.

ate Henry

Lancing College

1 PHONES IN BOARDING: ADDRESSING MENTAL

USING AI IN SAFEGUARDING:

We have seen emerging developments in AI, which aim to enhance traditional efforts in safeguarding children in boarding. There are various AI-driven systems that monitor and flag potentially harmful content or behaviours in digital spaces. What is less developed are predictive analytics to track data and identify children who may be at risk of harm as well as voice and facial recognition systems that can analyse footage or CCTV to detect incidents of concern. In theory, these would help schools to intervene and be responsive to each child’s unique circumstances.

Despite its possibilities, the use of AI tools in safeguarding poses challenges around data privacy and consent thus posing ethical considerations. Their effectiveness will depend on the quality of data on which they are trained, and such technology is ripe for misuse.

1

PHONES AND TECH IN BOARDING:

Boarding environments can sometimes create a feeling of limited privacy and extended social exposure. Unchecked screen time can magnify these effects, which in turn leading to anxiety. The presence of phones also raises concerns about online safety. Devices provide connection to family and, after school hours, play an integral role in students’ lives. Over-monitoring though can undermine trust and cause resistance. It is important to strike a balance.

We believe that these complexities are addressed by creating balanced polices. Designating “tech-free” zones and setting clear screen time boundaries can foster offline interactions, while resources, such as digital literacy workshops, can equip students to handle the challenges of digital life.

Set within an estate of 550 acres and with its own farm, Lancing College provides pupils with an enviable opportunity to take advantage of the open air yet within a safe and secure environment.

We encourage our children to engage more with Lancing College life. With over 120 weekly co-curricular activities for pupils to choose from, there is quite simply something for everyone to enjoy outside of the classroom and away from devices. Pupils are encouraged and supported to try new activities as well as develop their skills. Some of these experiences can be life changing.

Community a connect mobile phone

At St Edward’s, Oxford (also known as Teddies) we champion building strong connections across the school community through shared experiences - in the classroom, on the playing fields, on the river, in the arts studios, and in the boarding houses. We prioritise wellbeing for our pupils, and we take a clear approach to mobile phone access to support their health and happiness.

We updated our mobile phone policy to reflect the latest research findings, and to build on the clear set of principles which we introduced in 2022. Over the last two academic years, we have already seen positive benefits for pupils and the school. More pupils are involved in more activities and having more fun together, as well as a reduction in online disciplinary issues.

We balance the restriction of access during the school day and school week and by year group. Years 9 and 10 are entirely mobile-free, whilst

Upper access

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Clare Hamilton Sub-Warden, St Edwards Oxford

“ “ We are achieving a more engaged and connected community at Teddies with less mobile phone usage.

and tion: Teddies

e policy

Sixth are restricted to daytime-only and hand their devices in overnight.

are plenty of opportunities to keep in with friends and family throughout the hrough Zoom and WhatsApp on schoolSurface Pro laptops or via simple mobile s and fixed landlines in boarding houses.

dies, pupils are given greater access to nal mobile phones on weekends - an ach informed by academic research and owing understanding of the impact of s, for example on deep learning and Mobile phone use is reinforced by yearcourses in Digital Wellbeing and Digital ship.

re some of the benefits we are seeing ncouraging pupils to focus their time -screen and more on in-person es: our Shell Capella group is already bscribed, the number of societies has to over 60 this year, pupil participation is

on the rise, lunchtimes are accompanied by a happy chatter, and coach journeys by singalongs.

Clare Hamilton, Sub-Warden, says “Our intention is to help pupils to discover how to build healthy relationships, and nurture their wellbeing and a sense of community, both in the school and online. We are achieving a more engaged and connected community at Teddies with less mobile phone usage, and we thank our parents and guardians for their support for our approach.”

sales@switchshop.co.uk

www.switchshop.co.uk

01438 831870

ENHANCING SAFEGUARDING AT BOARDING SCHOOLS WITH SWITCHSHOP'S MYSSP

As boarding schools adapt to evolving student safety and technology needs, finding a reliable, comprehensive security solution is paramount. Switchshop's My Switchshop Security Provider (MySSP) offers a robust, education-focused platform to address these challenges.

At the heart of MySSP is cutting-edge web filtering and key word alerting enhanced by integration with the Internet Watch Foundation (IWF) and the wider cybersecurity community. This granular, user-based filtering keeps students safe from inappropriate content and emerging threats. Automated reports and keyword alerts provide designated safeguarding leads (DSLs) and IT teams full visibility into network activity, enabling prompt action.

With SSL inspection performance optimised for high-capacity internet connections, MySSP ensures non-blocking security regardless of encrypted traffic volumes. This allows schools to leverage advanced firewall, intrusion prevention, and anti-malware capabilities without compromising speed or functionality.

Delivering secure remote access is also a key focus. MySSP provides hundreds of highperforming VPNs, enabling reliable remote working.

Switchshop's dedicated service desk provides further assurance, assisting staff during standard business hours. 24/7 proactive monitoring also ensures rapid response to any connectivity or service issues, minimising disruption.

For multi-site organisations like boarding school groups, MySSP's SD-WAN functionality unlocks additional benefits. This softwaredefined networking approach can reduce

connectivity costs, improve cloud application performance, and enhance resilience - all without hardware or software upgrades.

MySSP has been successfully implemented at St George's School in Harpenden. The web filtering, remote access, and network optimisation features have transformed how the school keeps students safe and productive, whether they're on campus or learning remotely.

With its comprehensive safeguarding, remote access, and network optimisation capabilities, MySSP empowers boarding schools to deliver a secure, high-performing digital experience for students and staff. By partnering with Switchshop, schools can focus on their core mission while ensuring the online safety and productivity of their community.

To learn more about how MySSP can transform your boarding school's technology landscape, contact the Switchshop team at sales@switchshop.co.uk or 01438 831870.

REVOLUTIONISING SAFEGUARDING IN BOARDING SCHOOLS WITH

MYSSP

Christian San Josè Headmaster, Wycliffe school

To ban or not to ban...that is the question

Parents are increasingly supportive of their children’s schools when it comes to implementing restrictive mobile phone policies. The Anxious Generation by Jonathan Haidt has done much to focus parents’ and educators’ minds. And there is a growing, widely published body of evidence supporting such moves; the purchase of unsmart brick phones for pupils has been recently seized on by the media. But is that too restrictive?

The internet is a risky space for teenagers. Unfettered online access leaves them vulnerable to sextortion, abuse, and more. ‘Fear of missing out’ and the constant feed of curated Instagram posts can be highly damaging to a self-doubting teen’s mental wellbeing.

However, all children are different. Some have the capacity to self-regulate and are more able to critically assess the potential dangers present whilst online; others, do not. A one-size-fits-all policy in boarding is perhaps not the answer.

AI presents a new dimension of risk. The nascent threat posed by technology such as ‘deepfakes’ is, quite frankly, terrifying when considered in the context of online safeguarding.

“

Parents of boarders are rightly concerned about these threats and how schools manage that risk when pupils are under our care. Here at Wycliffe College, we are about to move towards a more controlled access policy for pupils in Years 9 to 11 – a move long overdue.

The contrarian view sees restricting access to mobile technology as somehow disadvantaging children; they will not develop the digital skills needed in the workplace and miss out on what AI offers in learning. Achieving a balance is difficult; the jury’s out on which camp is right.

Faced with an ncreasingly high-risk online environment, and anxious parents, chools have ittle choice but to restrict heir boarders’ access to mobile phones

“

Mobile p a mixed blessing in the

There is little evidence that a phone makes you

In today’s digital age, smartphones have become an integral part of daily life. Incredibly, there are an estimated 7.21 billion smartphones in the world.

If you’re anything like us at St Swithun’s boarding, you’ll know that phones can bring significant benefits to boarders, allowing them to engage with life at home.

However, like many of you, we believe that phones can be a mixed blessing in the boarding school setting. Armed with wider reading like Johann Hari’s Stolen Focus and Jonathan Haidt’s The Anxious Generation and our observations (e.g. disconnected students checking phones in the corridors or moments where students were not fully engaging with oneanother as they scrolled on devices) we started the year determined to address the distinct challenges and opportunities created by phone use and the clear mental

health and online safeguarding implications of this technology. Time spent on unregulated social media sites, which may not be age appropriate for students, means that students are likely to be exposed to content that makes them feel worried, envious, sad or inadequate. In general terms, we believe that there is little evidence that a phone makes young people happier, and often quite the opposite. Phones are highly addictive and research shows direct links to poor mental health and low self-esteem, especially in girls.

Whilst we have had restrictions on the use of phones for a long time, including overnight lockers and time restrictions for all devices for boarders in Year 7 to Year 11, to facilitate good physical and mental health, and ability to sustain focus, we have introduced Yondr pouches this term. This approach means phones are out of reach and out of mind.

Alice L Head of Boardin

phones: boarding school setting

ung people happier, and often quite the opposite

Each morning, day students switch their phone off and secure it in a personally assigned pouch; boarders leave their phones in their boarding house. Day students maintain possession of their phones and pouches but are not able to use them until their pouches are opened at the end of the school day at unlocking stations around school. Neither group has access to their phones until the end of the day (unless they are an international boarder making a phone call home).

We have introduced ‘no phone zones’ in some areas in boarding houses and in the main school dining room and openly discuss the impact of phones on sleep and their mental health with boarders in PSHE, Thrive lessons and our ‘St Swithun’s Sleep Programme’, a bespoke programme developed this year by our school counsellor, Dr Helen O’Connor. In exploring the challenges and impact of phone use with our parent and student body, our goal is to

emphasise to both students and parents alike that time spent on a phone is time not spent outside, time having fun with peers, time developing vital social skills The results so far have been remarkable, and the parental feedback has been unanimously supportive. By removing phones from classrooms, pockets and school bags and some boarding common-room areas, our students have reported an increase in social interaction and a better sense of community at break and lunchtime. Students have reported feeling happier and more engaged during lessons and in social settings. A lack of phones seems to have helped with student integration and helped to better foster a sense of community and belonging.

udlow

ng, St Swithun’s

Bethan Clothier

Queen Anne’s School

As a leading voice in AI in education, Queen Anne’s has been exploring how technology, including phones, can enhance learning without compromising mental health or wellbeing. Our Head of Digital Strategy, Andrew Dax, has pioneered the Thames Valley AI in Education Network, as Queen Anne's continue to shape the ethical use of technology for the benefit of our students.

1

“ … it’s about students wit responsibil ability to sta

“

With award-winning mental health support as recognised by HIEDA, The Week, and Talk Education, our dedication to pastoral care is paramount. We ensure that each student is equipped with the skills to navigate their online world safely.

Our Deputy Head Pastoral, Andrew Towse, observes: “At Queen Anne’s, we understand that technology’s role in education extends beyond learning; it’s about empowering students with

“ empowering th resilience, lity, and the ay safe online

“

resilience, responsibility, and the ability to stay safe online both now and as they move into their future careers.”

Through careful monitoring, digital literacy education, and proactive support, Queen Anne’s balances the advantages of digital connectivity with the necessity for safeguarding. In doing so, we aim to offer our students the best of both worlds: the enriching potential of technology and the protection needed to thrive both online and offline.

A free Minibus Operations Review

Have you inherited a web of different aged minibuses; some owned, some leased, some hired, with different providers for the vehicles, training and maintenance?

Do you have concerns you might not be fully compliant where Section 19 Permits, B1 and D1 driver licences and weights of minibus are concerned?

Not sure where to start to get this sorted? Let Rivervale Minibus help. The Rivervale Minibus team are offering a FREE no-obligation Minibus Operations Review to members of the BSA.

If you answer yes to any of the following questions, we can help.

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• Are you thinking buying a used vehicle outright might be a better option than leasing?

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• Are your minibuses from different lenders, causing confusion when there are issues?

• Do you have older buses that are costing more with 6-week safety inspections and would like comparative costs for younger buses?

• Are you wondering if replacing some minibuses with 9 seaters would be more cost-effective?

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• You would like some comparative costs to see if you can make any savings with different leasing, purchasing and maintenance scenarios?

All the above questions and more can be answered in a free consultation to help you get to grips with all your minibus operations and see if bringing it all to one provider will not only save you time but more importantly money.

If you were starting from scratch with your minibuses, what would you do? Probably try to make is as efficient and simple as possible, right?

Rivervale Minibus are in the unique position of being able to offer leasing, rentals, used-sales, driver training, onsite safety inspections and other online support services. We value our clients, and pride ourselves in our exceptional customer service. The more services you take from us, the easier it becomes to look after all aspects of your minibuses. Making Minibus Manageable.

Rivervale will help you understand what you need to be doing to run legally compliant and best practice fleets, and we will help you calculate whether moving to a single provider would save you money.

Spend an hour or two with our expert minibus team and work through everything you currently do minibus wise, identify any gaps and make a financial plan that will save you money and bring everything minibus under one roof.

Mobile in boardin

We also have an obligation

to teach children how to navigate a

AS A YOUNG HEADMASTER OF A BOARD YEARS AGO, I WAS VERY CON-SCIO INSPECTORS TO MAKE SURE CHILD

Set this against the current DfE guidance where schools are told of their “duty to create an environment that is calm, safe and free from distraction”. The Secretary of State adds that “one of the greatest challenges facing schools is the presence of mobile phones”. Headteachers are even reminded of their statutory power to search a pupil or their possessions if they believe that they may be in possession of a prohibited item. In Scotland, Jenny Gilruth published guidance

stating: “I am clear that, as Cabinet Secretary, I will support any headteacher who decides to institute a ban on mobile phones in their school.”

While I would argue that a dynamic boarding school experience encourages young people away from their screens and towards more active and socialising face-to-face with their peers - with the associated impact upon their well-being –many schools are now limiting

MOB

children’s access phones later in a recommending s for text and telep how does this sit use of digital plat regular part of th experience?

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Rob T

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DING PREP SCHOOL JUST OVER TWENTY OUS OF THE PRESSURE FROM CARE DREN COULD ACCESS TELEPHONES.

to mobile an evening or simpler devices phone calls. But alongside the tforms as a he learning

h easier to phone-free boarding prep se that our looking for e on internet

access for their children when they are at home. How do they counter the argument from their child that ‘everyone else is doing it’ and can schools encourage parents to establish their own collective rules so that parents can wrestle back control of this access?

Set against this is the wider use of digital platforms as a regular part of the learning experience. We also have an obligation to teach children how to navigate a world

that is enriched by the opportunities of social media and prepare themselves for a professional life framed by AI. A regular review of digital policies is clearly important but now might also be the moment for schools to set clear guidelines on the ageappropriate use of mobile phones and help parents to best protect their children’s mental health.

ILES

SUPPORTING YOUR CHILD’S UK BOARDING SCHOOL JOURNEY:

Are you considering the enriching opportunity of enrolling your child in a UK independent boarding school, but facing the burden of obtaining a visa? BSA Group Legal Services stands ready to guide you through the intricacies of the UK Child Student visa process, ensuring a smooth transition for your child.

Navigating the complexities of immigration law can be daunting, especially when it involves securing a Child Student visa for educational purposes. However, with our specialised expertise in immigration support, we o昀er comprehensive assistance every step of the way. From the initial consultation to providing detailed document guidance and liaising directly with the Home Oce, BSA Group Legal ensures that all necessary procedures are expertly managed, alleviating the stress from your shoulders. This allows you to focus wholeheartedly on the excitement and anticipation of your child’s upcoming educational journey in the UK.

At BSA Group Legal, we understand the signi昀cance of a seamless transition to international student life. As part of the BSA Group, we o昀er truly integrated advice, providing tailored visa support to ensure that your family feels con昀dent and prepared for this transformative experience.

Rely on BSA Group Legal as your trusted ally in realising your child’s educational dreams in the UK. With our unwavering dedication and support, you can embark on this path with assurance, knowing that every detail is meticulously handled with precision and care. Reach out to us today to begin your journey towards a seamless transition to UK boarding school life. Your child’s educational adventure awaits, and we are here to support you every step of the way.

legal@bsagroup.org.uk

Telephone: +44 (0)207 798 1583

www.boarding.org.uk/for-parents-pupils/visas-immigration/

Part of the BSA Group

MAY 09:00 - 17:00

Boarding perspectives: Learning within, Leading beyond Annual Conference for Heads

CONFERENCE CHAIR: DR CHRIS PYLE, HEADMASTER, LANCASTER ROYAL GRAMMAR

VENUE: YORK RACECOURSE, KNAVESMIRE ROAD YO23 1EX

…can make a big difference.

Our catering Consumer Insight programmes help you find out what matters most to your community. It’s not just about satisfaction scores but knowing how well you are meeting expectations on the issues that really matter.

Whether in-house or outsourced, Consumer Insight helps you prioritise actions that will have the greatest impact on the pupil food experience.

Beyond Lunch: Understanding what your boarders want

Joe Parfitt, Education Consultancy Director at the Litmus Partnership, which has worked with over 80 independent schools, discusses how the food provided outside of school day meals is one of the most pressing catering issues for boarders, why Houses could be better equipped for pupils to prepare their own snacks and how schools can get to grips with what is most important to their community.

“As ‘captive audiences’, knowing what matters most to boarders, and how well schools are meeting these expectations, is crucial to maintaining a happy home-fromhome boarding experience for pupils.

“Identifying student satisfaction is just one part of the picture; pinpointing what the most important issues are first is key. Once you understand this, you can plot current satisfaction levels against the most pressing issues, and then prioritise actions that will have the most impact on boarders’ enjoyment of life in school.

“Our Consumer Insight surveys of boarding pupils show that one of the most important catering issues is the variety and consistency of food provided at supper and at weekends. These services tend to be less ‘visible’ to school management teams, whose main experience of the food is lunch, where the choices are more abundant, and the catering ‘A-Team’ is present.

“The availability of food outside of mealtimes also really matters to boarders. Grazing continues to be commonplace and providing a mix of healthy snacks and treats, both in Houses and through café facilities, is increasingly expected across long days of activity.

“Some Houses are well-equipped for pupils to prepare their own snacks, but facilities in others can be very basic. Houses can also be remote from the hub of a school, and don’t provide the same socialisation opportunities that an all-day café setting

can offer. As pupils are away from their families, creating ample opportunity for them to eat together outside of the core school hours helps build a sense of community and belonging.

“For many boarders, especially those who are slightly older, having access to good food provision and equipment can be a learning experience. It enables them to participate in meal planning, cooking or learning about nutrition, teaching them important life skills they can utilise when they move on beyond school.

“Striking the right balance between providing sufficient free snacks in Houses and a paid-for café service is challenging. Some parents may object to paying for extra food in addition to meals and snacks; others may want their children to have access to quality high street style offers, rather than load up on home-bought confectionary.

“Each school community is different and so boarder and parent engagement can help schools get it right. A School Food Charter, based on the outcomes from a school-wide insight process, can help articulate in a parent-facing document, the school’s commitment to boarders’ welfare through food. Once the Charter is in place, communicating how it’s working within the school setting, and adapting the Charter as needed, will help keep parents and pupils actively engaged.

“Investing in better House facilities and access to nutritious food around the clock will make boarding more attractive to parents and improve the experience of those ‘captive’ boarders. It will also help shine a light on the added value that your school provides, not only giving you an edge over competitors but also helping to justify the fees to parents who may be evaluating their expenditure.”

For further information on our Consumer Insight programmes, and to help you find out what matters most to your community, email joeparfitt@litmuspartnership.co.uk

Joe Parfitt Education Consultancy Director

tional Boarding Day ernational Boarding Boarding Day: High

International Board

SATURDAY

OCTOBER 05 2024

tivE

Roedean School

Roedean School

Milton Abbey School

Roedean School

Milton Abbey School

Milton Abbey School

Badminton School

y:Day:HighlightsHighlights

ding Day: Highlights

BSA’s theme for this year’s #internatioanlboardingday on October 5 was global unity. We invited our boarding community to celebrate by sharing their photos with us.

Iternational Boa

Badminton School

Hazelgrove Prep

Hazelgrove Prep

Wycliffe College

Wycliffe College

Hazelgrove Prep

R T OF T HE RE S EARCH

The Future Of Boarding Schools

with boarding schools across the UK and beyond to uncover the untapped potential of boarding school

ow you can optimise your facilities, promote well-being, boost cognition, and support neurodiversity.

I had an amazing opportunity to intern with the Boarding Schools’ Association (BSA) for two weeks last August.

Despite attending Rugby School for four years, I have never acknowledged the work of BSA, nor have I understood and appreciated its role within education and boarding communities. BSA has been why I could quarantine at school rather than book a hotel during the COVID-19 pandemic, to name one of the many invisible influences it had on my school life.

Not only did the internship offer an insight into BSA and its affiliating associations’ work, but it also allowed me to explore a new perspective in the education sector: marketing. I was able to learn different platforms involved in marketing most notably WordPress. Being involved and given the responsibility to publish GCSE Results Day press releases from BSA member schools was one of my highlights. I got to write copy for social media posts, newsletters, and marketing emails, which nurtured my confidence in written communications.

Lottie and Lily from the Communication and Engagement Team were very welcoming and supportive throughout my time, and they regularly arranged a catch-up call, which made the remote work more engaging. They were happy to give out extra responsibilities whenever I requested and were open to letting me try anything that I was interested in. For example, I was interested in the weekly newsletters from BSA’s sister association, HIEDA, so the team arranged for me to draft the first weekly newsletter of the academic year.

GUEST REFLEC FROM INTE

CTIONS M BSA ERNS

Rin Teshima

I was also welcomed by members from other departments who took the time to chat with me in between their busy schedules. When I expressed my interest in safeguarding, Lottie arranged a meeting with Senior Director, Dale Wilkins. Hearing stories and recent changes in the safeguarding sphere from Dale was eyeopening and a learning experience as an aspiring education sector worker.

Having been involved in an advertisement for International Boarding Day 2024, I have had an opportunity to reflect on my boarding experience. Attending Rugby School initially as an exchange student from Japan, I faced a language barrier and cultural differences when I first joined. However, the busy, immersive boarding environment nurtured my English skills and fostered friendships. I often used to say to prospective parents on Open Days that I consider friends in my boarding house as my sisters, rather than just friends. We have spent every school day together during the highs and lows. First thing in the morning, you see your friend next to you as sleepy as you are. Late at night, you sneak into each other’s room and gossip, looking out for the footsteps of our housemistress. We know each other inside out: we know the indicators that someone is not in good spirits, we have laughed together, cried together, and got told off together. The bond we created over the years is so strong that despite attending different universities, whenever we are united, we are best friends and sisters again.

Former Rugby Student

Last summer I was fortunate enough to spend two weeks interning with Boarding Schools Association (BSA). I found the experience hugely enlightening and rewarding. It allowed me to gain vital experience in Marketing and Communications which is an area I wanted to learn more about.

The BSA Group is an umbrella term that encompasses a variety of networks assisting the running of schools through teaching staff to building a community around education. I was fortunate enough to spend two weeks with the amazing Marketing and Communications team who immediately made me feel welcome as they taught me a range of skills that I would be using throughout my time with them. My main role was publishing events on the BSA website and numerous social channels using Monday.com, Wordpress and Hootsuite. The team at BSA demonstrated a huge amount of trust in me, which was emphasised by the online nature of their office through giving me the opportunity to test the skills that I had leant. Luckily there was always someone on standby with a quick teams call if there were any problems!

It was fascinating to understand more about the diverse makeup of the BSA Group. Despite being based in Marketing and Communications I had meetings with many members of other departments which were all inspiring and thought provoking. Everyone I had the pleasure of meeting with illustrated their infectious passion for their role as well as the strong sense of community within their online office. Another of my roles that I thoroughly enjoyed was writing the social media posts for the events. I relished thinking of creative ways to sell seminars and webinars to new and returning customers.

At the beginning of me two weeks I felt apprehensive at the thought of being totally remote as previous work and work experience had been on-site and in a bustling office. However, I am so pleased that this did not put me off! Working in this online space presented me with an

Gra

Former

insight into the fast-becoming reality of the future of our workplace. Furthermore, it gave me the unique experience of being totally independent whilst carrying out an internship which is rare. It allowed me to persevere with skills that I had learnt throughout the two weeks.

I am currently studying History of Art at the Ecole du Louvre in Paris for my year abroad. I have been here for two months and fortunately my French is improving. Despite all my efforts I have yet to master French humour, but I am certainly giving it a go! Since arriving in Paris I have been reminded of a conversation that I had at BSA with the HIEDA team regarding International students. Throughout my school career I have always been fortunate enough to rely on being able to communicate in a language that is my own. I have never had to put myself in the shoes of an international student and now in their position I can truly see the benefits of the work and training going into this part of school life. Understanding culture is so important and I feel passionately about improving the understanding around peoples’ different cultures in a school environment and building a network for them to rely on. I have been lucky enough to move in with two amazing flatmates who have been keeping me going as well as starting an internship at Knight Frank during the days which I don’t have University.

Tudor house at Rugby School was my home for five years and that close network of support is something that I have tried to create in Paris. It was so refreshing to hear that my house environment at school was not an anomaly and that BSA are helping schools to create this same flourishing atmosphere.

Finally, I would like to say a huge thank you to Robin Fletcher, an Old Rugbeian at the BSA who made this internship possible as well as the Rugbeian internship scheme for helping to secure it. I would also like to mention Lottie and Lily from the Marketing and Communications team for being so enthusiastic and kind.

acie Miller Rugby Student

Schools Allergy Register

A trust mark for allergy management Earned by schools, trusted by parents

Allergy assessment + expert support + CPD accredited training

Book your free consultation at theallergyteam.com/schools

07597 780800

Join the new Schools Allergy Register

Setting the standard for best practice

Schools committed to keeping pupils with allergies safe and included can now apply to join a new Schools Allergy Register, a published list of schools following best practice. They will also earn a trust mark.

This is a special endorsement for schools that go above and beyond their statutory responsibilities, and are putting the safety and inclusion of their pupils first.

“Allergy is an often over-looked area of safeguarding and we need to give parents, pupils and staff greater confidence that schools really understand allergy and know how to reduce risk.” John Murphie, Chief Operating Officer of the Independent Schools’ Bursars Association

Schools on the Register are awarded their place after undergoing an assessment to ensure they meet the criteria laid out in the Schools Allergy Code.

The Schools Allergy Code is a code of practice for allergy management drawn up by The Allergy Team, the Independent Schools’ Bursars Association (ISBA) and Benedict Blythe Foundation.

A clear framework for schools to follow

Described as a “game-changer for safety in schools”, the Code provides a set of standards for schools to make their settings as safe and as inclusive as possible. Any school can sign up to the Code, which has three main principles:

Take every allergy seriously – allergic reactions are unpredictable and every child with a diagnosed allergy should be included in the measures outlined in the Code.

Every child matters – allergies are as unique as the children who have them. It is crucial that an individualised approach is adopted to implementing the Code, working with families and children to understand their experiences.

Prioritise safety and inclusion over the ‘status quo’ – responding to the needs of children with allergy can require finding new ways of doing things, with schools prioritising safety and inclusion every time.

The Code includes guidance on taking a whole-school approach, clear communication about allergies, having clear governance and risk management, and readiness to respond to an allergic reaction in school.

Reduce risk with ongoing support

A track record of delivering for schools

Schools aspiring to join the Register will benefit from a package of support. We work with you to reduce risk, shore up your procedures and develop practical policies, actionable in the real-world. You will have unlimited access to our flagship CPD-accredited allergy and anaphylaxis training and our expert webinar series.

The Allergy Team has supported thousands of school staff with allergy and anaphylaxis training and carried out Allergy Reviews of schools across the country. Founded by Sarah Knight, whose children have multiple allergies, and backed by allergy clinicians across the UK, we are the experts in managing food allergies in schools and our aim is to share best practice as widely as possible to help keep pupils with allergies safer.

Building meaningful connections in boarding

Wilson Senior House Parent

Collège du Léman Sàrl

“Students will naturally look for attachment figures to trust and rely on when they are feeling vulnerable or uncertain”

Becoming a boarder is an emotionally turbulent experience for many students. It may be their first time living abroad, away from family, sharing a room, becoming independent etc. Students will naturally look for attachment figures to trust and rely on when they are feeling vulnerable or uncertain. Therefore, it is important they make a connection with their house parent or other staff member. This undoubtedly helps them thrive academically, socially, and emotionally.

Gordon

Olympus

In our training, we often refer to the P.A.C.E model developed by Dr. Daniel Hughes. Playfulness, Acceptance, Curiosity, and Empathy are the traits of this model and provide a great way to guide our interactions when trying to connect with our students. By bringing a sense of playfulness into my interactions, I’ve found it helps students relax and feel more at ease. This can be as simple as incorporating games into house meetings to break the ice and make students feel like they are part of a warm, welcoming community. Playfulness helps dissolve the formalities and lets students know that it’s okay to be themselves.

Acceptance is also key. Adolescents are at a stage where they’re exploring their identity, pushing boundaries, and figuring out where they fit in the world. It’s crucial that as House Parents, we accept them for who they are without judgment. I’ve seen students open up to me in ways they might not to other adults simply because they knew they wouldn’t be reprimanded for their feelings or opinions. While teenagers may show some reluctance at first, it is important to persevere, continue interacting with openness, and gradually gain their confidence. It is like this that we are able to intervene early when there are issues and work together to create a plan. That simple act of being accepted helps them gain the confidence they needed to improve.

Curiosity involves taking a genuine interest in students’ lives. This goes beyond asking how their day was—it’s about delving deeper and showing that you care about their experiences, thoughts, and feelings. A simple, “Tell me more about how you’re feeling,” can open doors to meaningful conversations that build trust. Avoid asking generic

questions like, “Did you have a good day at school?” Instead, be more specific: “What was the highlight of your day?”.

Finally, empathy is the cornerstone of any pastoral role. It’s essential to truly understand and share the feelings of our students, especially in a diverse international community where students may come from vastly different cultural backgrounds. I’ve had students from countries all over the world, each with unique traditions and values. Being empathetic to their challenges of adjusting to a new environment while balancing their academic and social lives is crucial. I always try to put myself in their shoes, remembering how disorienting it must feel to navigate this new world.

In conclusion, building connections with students is at the very heart of what we do as House Parents. It’s about creating a safe space where students can feel at home even when they are far away from it. By using models like attachment theory and P.A.C.E., we can foster these connections effectively, helping students not just survive but thrive in their boarding school experience. Every day is an opportunity to be a stable, supportive figure in a student’s life, and in return, we witness them grow into confident, capable individuals. There is no greater reward in this role than witnessing this growth.

John Murphie Chief Operating Officer ISBA

The budgeting process in some thoughts on the next few years

“Schools now know their costs until the next budget. The effort now is to adjust cost bases and market wisely to achieve the best pupil numbers for September 2025.”

The contents of the 30 October budget lived up to the phrase “Plan for the worst, hope for the best, but be ready for surprises”. The very unwelcome surprises were that government have not listened to representations regarding deferring the timing of VAT on fees, the confirmation of the loss of business rate relief for charitable schools, and a rise in the rate of National Insurance paid by employers. That final announcement had a twist, the headline rate of 1.2% was only half the rise, the lowering of the threshold put the rise to closer to 2.4% than 1.2%. It may still seem a small number but, when about 70% of a school’s outgoings are on staff costs, it is significant.

RETENTION, RECRUITMENT,

The budget gives clarity to costs from now until the next budget, probably in March 2026, so rather than speculating, some better-informed planning is possible. That said, all that is clear are the costs of running a school in that period, no school can know its pupil numbers or income at this stage with any degree of certainty. There are several reasons for this, some parents will have decided to remain with independent

n schools:

education for the academic year 202425 as they could pay fees in advance, others will be staying so their children can complete an education stage. The true assessment of the September 2025 pupil numbers will begin in the spring of 2025 when registrations are confirmed, and a reliable assessment of pupil numbers can be made. Senior school staff and governors can equip themselves with several financial facts on viability that will assist when it

comes to making decisions. The first is to know how many pupils it takes to make the school viable, not just “break even” but viable generating a modest surplus of 5% of net fee income. The second is to know for 2024-25 the cost per pupil in each stage of the school and compare those costs to the fees charged as pupils move through the school. Finally, outline a “zero based” budget which strips the school spending back to essentials and can be used if pupil numbers dictate that it must be.

The ISBA survey into the consequences on pupil numbers of the imposition of VAT on school fees predicted a 5.7% drop in pupil numbers across the sector. This number is smaller than some of the pupil number variances recorded in the ISC survey in September which varied by type of school and by region. These predicted reductions give a basis for the financial scenarios schools should be developing and refining between now and April 2025 when decisions need to be made on fee levels for the academic year 2025-26.

In the meantime, the questions that all in a school should be asking is “What brings parents here?” and “How do they see us?”. With a new and much more financially pressured market emerging there needs to be some formal and informal research into the answers to these questions to gain a true and reliable view of the unique selling points the school is using as a core marketing message. This means the communications and marketing efforts are centre in a school’s activities over the next year as parents need to be made aware of the school’s offering, which must be distinguishable from its rivals, and then be persuaded that their child(ren) should be registered to attend or should remain.

In this very short article, all that can be outlined are the principles and the pressures on school budgeting. The independent school sector is in a process of adjusting to accommodate a new tax regime, the details of which are now clear until the next budget. The demand from parents exists so the sector will need to adjust, preserving its unique selling points as far as it can, to the new, more limited, and perhaps more discerning market.

What Statutory Engineering Inspections Are Required For Schools?

STATUTORY INSPECTIONS, ALSO KNOWN AS ENGINEERING INSPECTIONS, ARE PLANT AND MACHINERY INSPECTIONS WHICH ARE REQUIRED TO COMPLY WITH VARIOUS STATUTORY AND REGULATORY REQUIREMENTS. STATUTORY INSPECTIONS ARE REQUIRED BY LAW AND ARE ESSENTIAL TO ENSURING THE SAFETY OF YOUR EQUIPMENT AND, IN TURN, PROTECTING YOUR STAFF, YOUR PUPILS AND ANY OTHER VISITORS TO YOUR SCHOOL. STATUTORY INSPECTIONS ARE SEPARATE TO ANY SERVICING OR MAINTENANCE THAT YOU NEED DONE AND THE HEALTH AND SAFETY EXECUTIVE (HSE) RECOMMEND THEY ARE NOT PERFORMED BY THE SAME PERSON.

WHY DO SCHOOLS NEED STATUTORY ENGINEERING INSPECTIONS?

Maintaining the safety of your pupils, staff and visitors is of the utmost importance. If something goes wrong and there’s an accident involving plant or machinery, then the Health and Safety Executive (HSE) is going to want to see your statutory inspection records.

KEY STATUTORY INSPECTIONS THAT ARE REQUIRED FOR YOUR SCHOOL

To ensure you carry out all the engineering statutory inspections required for your school, we have compiled a list below of some of the key ones:

• Lifting equipment

• Local Exhaust Ventilation

• Pressure systems

• Electrical safety

• Gas safety

ISSUES CONCERNING STATUTORY ENGINEERING INSPECTIONS

One of the main pitfall’s inspectors see when visiting schools is that, following the inspection, the report gets filed away and none of the remedial actions are completed post-inspection. It is very important that when you get the inspections done, you read through the reports thoroughly and action any changes that are required, especially if they were scored as “unsatisfactory”. Not only will the HSE expect you to complete these, but so will your insurers and not doing so may cause your policy cover to become void. Other issues often seen as culpability, is failure to provide all relevant items and, on the flip side, double paying for statutory inspections and having individual statutory inspections carried out for individual departments. Having a centralised approach to statutory inspections and the right systems in place can help make school audits easier to manage.

APPRAISALS: KEY STRATEGIES

FOR EFFECTIVE EMPLOYEE REVIEWS

In the education sector, where the focus is typically on pupil outcomes, it's easy to overlook the engine that drives those results: the educators and support teams behind the scenes. More and more, educational leaders are realising the substantial impact that well-executed appraisals can have on school performance.

Appraisals matter more than you might think. At a glance, they may seem like just another administrative task, however, when done effectively, they serve as a critical feedback mechanism, aligning team goals with the wider objectives of the school. This, in turn, can lead to improved communication, better staff engagement and retention, more effective teams, and ultimately, improved pupil experiences. Instead of just a box ticking exercise, progressive leaders in the education sector recognise that appraisals are a genuine opportunity for growth and improvement.

OPPORTUNITIES FOR GROWTH

framework for fostering highperforming teams.

Despite their benefits, appraisals come with a unique set of challenges. Infrequent feedback, biases, and a lack of actionable outcomes are just a few pitfalls that can hinder their effectiveness.

The remedy lies in consistent, unbiased, and prepared communication, coupled with regular feedback and development opportunities. Addressing the common stumbling blocks head-on paves the way for appraisal processes that employees value and respect.

Central to improving appraisals is the adoption of clear goal-setting, regular check-ins, and a supportive environment where feedback is welcomed and acted upon. Embedding these strategies into the fabric of your appraisal process ensures that you build a robust

For educational leaders who are serious about staff development and organisational success, we've put together a comprehensive guide to appraisals, which is now available for download.

It’s a practical roadmap that you can refer to time and time again. Inside you will find detailed tactics and practical tips for elevating your appraisal processes, tackling common challenges, and implementing strategies that drive satisfaction and productivity.

Download it today, and start bringing out the best in your team.

GUEST

A Educati Weekend at Ro

The acquisition of cultural capital must extend beyond the confines of the classroom and children learn best through immersive experiences. The tapestry of our school community is enriched by a golden thread of intellectual inquisitiveness. It is apparent in our academic societies and those activities, such as TEDx and Model United Nations (MUN), that serve to promote oracy and political literacy. It is made manifest in chapel services and the many societies in school that explore diversity.

The joy of shared experiences is a fundamental cornerstone of what boarding should endeavour to

CHILDREN LEARN BEST THROU

provide. Weekend excursions provide the perfect opportunity for children to extend their learning beyond the classroom whilst developing their knowledge and understanding of our rich cultural heritage. Most importantly, weekend activities provide the opportunity to develop leadership skills and enjoy the wonderful gift of friendship.

We believe that an exciting weekend activity programme is an essential component of the boarding experience. We choose our destinations very carefully and we construct itineraries that balance visits to museums and art galleries with to soak up the at some of our fine trip to London in the Natural Histo stroll through Gr and a West End s takes in the Natio Scotland, a trek u and a walking tou architecture. Nex go to Northern Ir the Giant’s Cause aspects of Belfas landscape before concert of film m Waterfront. Recently, a group made the short j

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UGH IMMERSIVE EXPERIENCES.

the opportunity tmosphere of st cities. A recent ncluded visits to ory Museum, a reenwich market show. Edinburgh onal Museum of up Arthur’s Seat ur of the city’s xt Spring, we will reland and visit eway and explore st’s political e heading to a music in The p of students

ourney to the

Lake District to climb Scafell Pike, others enjoyed the Christmas Markets in York and some visited the David Hockney exhibition in Saltaire and the Imperial War Museum in Salford. Of course, we make time for plenty of fun and activities like paintballing are especially popular with our children. As a school, we believe in developing resilience and leadership skills through full immersion in outdoor adventure activities. It should come as no surprise that these features prominently in our published calendar of activities.

One of my great joys in life is accompanying our children on

such activities. The inner child in me delights in throwing myself into the myriad of physical challenges alongside our boarders on their annual house residential trips to the Lake District and Forest of Bowland.

Paddleboarding, kayaking, ghyll walking (gorge scrambling) are wonderful ways of developing team building skills, and yes, I insist on taking part!

Undoubtedly, these activities all serve to develop the soft skill so prized by the modern employer but not everything in life must be observed through the prism of such pragmatic considerations. Immersion in life beyond the

school gates serves to inspire our children and to ensure that they are both interested and interesting. The really important lessons in life are more often than not learned through real life experience. Schools committed to offering a holistic approach to education should provide plenty of opportunities for enrichment. The cultural, intellectual and social benefits of a vibrant and dynamic weekend offering should not be underestimated. Consequently, it is an area of school life which we dedicate a

The joy of shared experiences is a fundamental cornerstone of what boarding should endeavour to provide

good deal of thought to developing and refining. It should never be seen as a ‘bolt on’ or ‘extra’. The scope and ambition of such an offering is reflective of the ethos and values of a school community.

Above all else, we listen to the voice of our students and their investment in our weekend programme is reflected in its popularity and their positive reflections upon the benefits that they derive from participation.

A-Z of Wellbeing

find your personal recipe for thriving

In The Wellbeing Hub there is an A-Z of Wellbeing which suggests tried and tested techniques for positively impacting your wellbeing. We are all unique and what works for one person might not work for someone else, so the A-Z lets you explore, test, and experiment until you find your personal recipe for thriving.

for relationships. Relationships are the way in which two people or things are connected. They come in many forms, from family to friendly, or to professional. Perhaps the most important relationship we have is with ourselves. Watch our clip below to learn more about why relationships are so important for our wellbeing.

Get in touch to find out more about The Wellbeing Hub here.

“The Wellbeing Hub is my go-to resource. It saves me hours of searching by providing all the answers I need in one place. The staff training sessions have been invaluable, offering not just new skills and advice, but also the chance to connect with like-minded professionals. The bitesized nuggets of wisdom are truly golden. If you’re serious about supporting mental health and wellbeing in your school, The Wellbeing Hub is your best friend.”

Debbie Baty Head of Wellbeing Bedales Prep School

Unlock the door to expert support, advice, and answers with The Wellbeing Hub. Book a tour today to find out more and get a 2-week free trial.

Emily Lipscombe Head of Boarding Slindon College

Supporting students with SEND in boarding

Slindon College we provide a specialist learning environment and highly individualised education, which is continued into our small boarding community. Boarders are supported with interventions and resources such as personalised visuals or tools for successful transitions like using timers. We also support pupils’ particular interests by helping them to attend external clubs, and planning activities and trips around interests and sensory needs.

All boarders have their individual needs met by experienced and knowledgeable staff that are in communication with academic staff at the beginning and end of each day. This ensures each child has a consistent experience both in and out of the classroom and their emotional wellbeing is well supported by a connected and specialist team. For example, if a pupil is finding a task in boarding challenging, like washing up, making their bed or tying their tie, the school Occupational Therapy team will support that pupil during their sessions and provide resources for boarding, to help the pupils feel successful with daily tasks.

The pastoral and SEND support for pupils is successful because of this ‘whole team’ approach, which utilises staff’s expertise. However, the school day and boarding time have a distinctive feel.

“During boarding time there is a relaxed atmosphere and a relational approach adopted by the staff team that enables the pupils to feel safe and have positive communication with staff about their needs.” Emily Lipscombe, Head of Boarding at Slindon College.

Than

he pastoral nd SEND pport for upils is ccessful cause of this hole team’ pproach.

SYSTEM

State-of-the-art audiovisual systems equipped with a high-de昀nition laser projector, a motion-detecting camera, a powerful sound system, and fully automated multi-color lighting system.

APPS

International curriculum based and encourage interdisciplinary learning by integrating all STEAM subjects.

COMMUNITY

Online peer-based community platform where users create and share content.

Create magical learning moments

WHAT IS LÜ?

• Lü’s educational system offers audiovisual installations and develops content that transforms physical education programs for children.

• Lü allows children to move around and work together, encouraging cooperation and collaborative learning.

WHY LÜ?

• Less than 10% of children are doing enough physical activity.

• Diversifying learning and teaching modes is one of the main challenges of Education.

• Social-emotional and physical skills are often neglected when integrating technology.

CONFIGURATIONS

Üno | Ceiling-mounted wall con昀guration

Combine 2 Ünos in a Düo con昀guration for a full-scale space made of two projection surfaces.

Möbil | Moveable single-wall con昀guration

Lü systems include a projector, a movement detection camera and a light and sound module to create magical immersive spaces. oliv

Jenny Nute

SENDCo and Mental Health Lead, (NASENCo)

Abbey College Manchester

Supporting students with SEND at Abbey College Manchester

Working in a setting of learners aged 15 years upwards I am blessed to be supporting a smaller number of students than most mainstream schools. It does, conversely, also mean that there is no team of additional SEND staff. However, this allows me the privilege to have 1:1 contact with the SEND students frequently.

My approach is focused on exploring how each students’ neurodiversity impacts most negatively on their learning and self-esteem and through working with them closely I share a variety of tried and tested techniques. This helps raise students’ awareness of how their neurodiversity affects them and subsequently they are encouraged to trial a range of well-established techniques aimed to overcome some of the common issues arising from their specific needs.

This process enables students a greater understanding of how their neurodiversity impacts on them, a step that is often missed following a diagnosis, as young people are often informed that they have a condition without the follow-up of what that might mean for them. Working with young people in this way allows them to have greater agency and empowers them with techniques to “support themselves” rather than relying on others to provide support for them. The impact of this is that students have more control over addressing their needs and it can also positively affect their self-esteem, another downside to students with an SEN.

Additionally, I consider my role to include supporting those with SEN to prepare for their “next steps”. As students’ progress to university and employment, having the means to support themselves becomes more important. It is crucial they adopt strategies as scaffolding in these new environments.

“SEND covers a wide range of conditions and difficulties that students and their teachers in schools across the country navigate daily, often with minimal or no funding. Notes from a Lone SENDCO?”

QUALITY SCHOOLS USE IDAT: COLEGIO GRAN BRETAÑA

How Colegio Gran Bretaña Elevates Student Success Through IDAT

At Colegio Gran Bretaña (CGB), one of Colombia’s leading international schools, the commitment to holistic, personalised and inclusive education is evident in every aspect of its operation. Serving a diverse community of 460 students from 50 different nationalities, CGB stands out for its strong academic programs, multilingual curriculum and nurturing environment.

CGB’s mission is to provide a challenging and internationally recognized curriculum that fosters both excellence and equity. Through its unique blend of small class sizes, an emphasis on English and Spanish language proficiency and exposure to other languages like French, CGB offers a truly global education that prepares students for the complexities of the modern world. The school’s eight Foundation Blocks—spanning Caring Community, Leadership and a Strong Academic Core, among others—ensure that students receive a well-rounded, enriching experience.

CGB Uniquely Offers Triple Accreditation

One of the standout features of Colegio Gran Bretaña is its ability to offer students three diplomas upon graduation:

The International Baccalaureate Diploma, a US High School Diploma and the Colombian High School Diploma. This triple accreditation is a testament to the school’s dedication to providing a world-class education that opens doors to opportunities across the globe.

CGB Uniquely Offers Triple Accreditation

CGB’s admissions process includes the use of the International Diagnostic and Admissions Test (IDAT) along with an interview with the student and parents. IDAT has played a key role in simplifying the admissions process, especially given that many apply from abroad every year. With 75% of students coming from 50 different nationalities, the ability to conduct assessments remotely through IDAT has made the admission process more efficient.

IDAT’s convenience and reliability have allowed CGB to efficiently assess applicants from around the world without imposing on their current schools for additional testing—a process that can often be lengthy and cumbersome. This not only speeds up the admissions process but also ensures that each child’s needs are understood from the outset.

IDAT Helps With CGB’s Goal of Supporting Students

Looking ahead, CGB is focused on further strengthening its student support services. The school recognises that having a detailed understanding of each student’s capabilities and needs from the moment they apply is crucial to tailoring the educational experience. The IDAT’s comprehensive screening, including its oral interview component, has provided valuable insights into applicants’ personalities and confidence levels, offering the admissions committee a deeper understanding of each prospective student.

As CGB continues to evolve, IDAT looks forward to helping CGB achieve its mission of nurturing well-rounded, confident and capable global citizens. Please contact IDAT if you would like to learn more about using IDAT for admissions.

“Having this international test that can be done anywhere in the world, at home with a 360 surveillance, and with fast and comprehensive results has been just great. ”

Fiorella Rocha CGB Director of Marketing and Community Relations

PROFILE OF STUDENTS TO SUPPORT LEARNING

Avatar-conducted interviews for schools to view

Results show how 'ready' a student is for the mainstream classroom

Conducted securely online with video proctoring

Character self-assessment to show motivations, aptitudes and attitudes

Diagnsotics to guide future teaching and learning

FOUR TESTS

TO SUPPORT SCHOOLS & FAMILIES

IDAT

Comprehensive admissions assessments for competitive or inclusive schools to support learning and development

IDAT FOR IB

Assessment to ascertain if students are prepared for IB rigour at secondary level

IDAT FOR SCHOLARSHIP STUDENTS

A bespoke product for schools looking for students to fit their scholarship criteria and school values

IDAT CONCISE: ENGLISH & TOTAL TEST

A concise alternative providing economical and secure ways to assess all incoming students

Carla Shearman Deputy Head, Pastoral Queen’s College Taunton

Prep and senior boarding

h o u s e s w o r k c o l l a b o r a t i v e l y

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self-esteem in pupils and

d e v e l o p i n g i n d e p e n d e n c e , b y providing effective strategies

t o a d d r e s s a n y d i f f i c u l t i e s and move forward with

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.

Boarding schools can provide robust support for pupils with SEND, including neurodiverse students, by creating an inclusive and structured environment tailored to individual needs. Early support starts before arrival as part of our admissions and induction process;

comprehensive pre-arrival work involving assessments, collaboration with families, and creating tailored learning plans. This ensures that staff understand the child’s specific challenges and strengths, allowing for smooth transitions.

Within boarding houses, quiet, sensoryfriendly spaces can be developed to offer a retreat from overstimulation. These areas, equipped with calming tools or low lighting, provide a sanctuary for pupils needing downtime. Flexibility in room arrangements, allowing for personal

ODS FOR MEETING ADDITIONAL NEEDS IN EDUCATION

adjustments, can also help foster a sense of belonging and comfort.

The structured nature of boarding life benefits pupils with SEND. Predictable routines and schedules offer security and reduce anxiety, which is particularly helpful

for children who thrive on routine, such as those with ASD. However, flexibility is important, allowing for adjustments if routines need to be adapted based on individual needs. Regular communication between boarding staff and our SEND department ensures that students receive

consistent, holistic support.The overarching aim of the Learning Support department at Queen’s College is to enable pupils to fulfil their potential and access the full range of curricular and cocurricular activities on offer.

Make sleep a priority this school year

VICKI BEEVERS, CEO OF THE SLEEP CHARITY, TALKS ABOUT WHY SLEEP IS SO IMPORTANT FOR CHILDREN AND YOUNG PEOPLE, HOW BEING AWAY FROM HOME MAY IMPACT A STUDENT’S SLEEP AND HOW BOARDING SCHOOLS CAN ADDRESS SLEEP ISSUES EFFECTIVELY.

Why is it important to consider what the sleep environment looks like?

A well thought out sleep environment is crucial for quality rest, especially in a boarding school where students spend a significant amount of time away from home. Whether a room is shared or private can affect a student’s ability to relax. Shared spaces might come with challenges such as noise or conflicting sleep preferences, while private rooms offer more control over personal space. The key question schools should ask is whether these rooms are designed with sleep in mind. Dim lighting and cosy mattresses can create a calming atmosphere for rest. Students may want to personalise their space, making them feel more comfortable with familiar items from home.

Are sleep schedules and routines important?

Sleep schedules and routines are fundamental for healthy sleep patterns. Establishing consistent ‘lights out’ times help regulate students’ internal body clocks. A ‘lights out’ policy encourages students to wind down and prioritise rest.

Should sleep be on the health and wellbeing agenda of the school?

Yes - sleep should be a key part of a school’s health and wellbeing strategy. Education on the importance of sleep, such as covering sleep hygiene, routines, and the impacts of sleep deprivation, is necessary for students to understand why it matters.

Schools should also provide resources that include relaxation and breathing techniques, mindfulness exercises and workshops on managing stress - all of which contribute to better sleep. Students would benefit from designated quiet spaces or relaxation rooms where they can unwind.

Why is it important to look at how the culture of the school views sleep?

In some schools, the emphasis is on academic work over wellbeing, which can lead to burnout and fatigue. It’s important to question whether early morning starts or late-night study sessions disrupt sleep routines. Technology use is a key area for consideration. Screen time before bed can interfere with sleep, so manage this in the evenings to reduce distractions and improve sleep quality.

What are some of the first steps boarding schools can take to improve sleep?

Training for staff on sleep awareness to spot signs of sleep deprivation and offer practical advice to students. Schools could track students’ sleep patterns to identify common issues. Conducting surveys on students’ sleep habits can uncover areas for improvement, and initiatives such as sleep workshops or wellness projects reinforce the importance of rest.

Boarding School training and membership

The Sleep Charity’s boarding school training course and membership offers specialist, evidence-based training to equip staff with the knowledge to support the community to sleep well. It comes with a toolkit that includes materials to share with students, staff and parents.

https://sleepwellacademy.org.uk/co urse/boarding-schools-training/

•

•

•

•

GUEST

The West Midlands Boarding Forum brought together over twenty schools from diverse backgrounds, including prep and senior institutions, both independent and state-run. Hosted at Adams House, our boarding house of Thomas Adams School in Wem, Shropshire, the event gathered boarding school leaders, house parents, and support staff, all united by a common goal: improving the boarding experience and sharing best practices, especially in light of the significant changes boarding education has faced in recent years.

In a post-pandemic world where virtual meetings have become the norm, the value of face-to-face networking was a key theme that resonated with everyone present. The day was filled with meaningful discussions, valuable insights, and a collective sense of purpose. It quickly became clear that this event would not be a one-time occurrence; I already have plans for the forum to meet three times a year.

Lee Irwin Head of Boarding Thomas Adams School

The inaugural BSA West Midlands Boarding A resounding success

A diverse range of schools and attendees

One of the standout features of the forum was the diversity of the schools in attendance. We had representation from both independent and state sectors, which made it clear that the challenges and opportunities in boarding schools are shared across all types of institutions. Whether large or small, urban or rural, boarding schools face similar issues, such as recruitment, staff well-being, pastoral care, and student mental health. The inclusion of both prep and senior schools further demonstrated the forum’s broad appeal and relevance.

The importance of face-toface networking post-COVID While the pandemic taught us how to leverage online communication, the forum highlighted the irreplaceable value of in-person networking. Mark Cooper, Headteacher at Thomas Adams School and a strong advocate of boarding, delivered the opening speech, remarking that “there’s only so much you can achieve over a screen.” He was right. It’s those informal chats between sessions, shared laughter, and spontaneous discussions that spark new ideas and foster stronger connections.

Keynote speakers: Dale Wilkins and Sarah Butterworth

We were fortunate to have two incredible keynote speakers at the event: Dale Wilkins, Executive Director, Scotland/Wales and Accredited/Compliance, Boarding Schools’ Association (BSA) and Sarah Butterworth, Director of Schools, Royal National SpringBoard Foundation.

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e Wilkins: Shaping the ure of boarding wing on his extensive erience with the BSA, Dale ins gave us an insightful rview of the evolving scape of boarding schools post-pandemic world. He ussed ongoing challenges h as staff recruitment, the easing focus on student ntal health, and the rising ortance of wellbeing atives for both staff and ents. He also stressed the ortance of collaboration, ng us all to share our wledge, challenges, and cesses within the boarding munity.

Sarah Butterworth: The transformative power of boarding for disadvantaged children

Sarah Butterworth’s presentation was one of the most inspiring moments of the day. She spoke passionately about the life-changing impact boarding schools can have on disadvantaged children. Through her work with the Royal National SpringBoard Foundation, Sarah highlighted how boarding can provide these children not just with an education but a stable, supportive environment that can dramatically alter the course of their lives.

Key takeaways from the forum

The forum wasn’t just about discussion—it was about taking action. We identified several key issues that will shape our future meetings including staff wellbeing, student mental health, inspections and peer support, staff recruitment, flexible boarding models and mapping soft skills.

Looking ahead: The future of the West Midlands Boarding Forum

The success of this inaugural forum has laid a strong foundation for future gatherings. With plans to meet three times a year, the forum will continue to provide opportunities for schools to collaborate and address the key issues facing boarding schools today. Our next meeting will be hosted by Haberdashers' Adams in the Spring (Lent) Term. We’ll continue focusing on the key themes raised at this first forum, while remaining flexible to tackle any new challenges that arise. If you’d like to be a part of the West Midlands Boarding Forum, feel free to reach out to me at

Lee.irwin@tas.318education.co.uk

Helping to protect against County Lines exploitation

What are County Lines?

County lines is when criminals befriend children, either online or offline, and manipulate them into drug dealing.

They control the young person using mobile phoneshence ‘lines’ as in phone line.

The victim is coerced into delivering drugs, often to towns outside their home county.

K9 Deployment are working with teachers across the country to reduce the amount of drugs in schools.

Using drugs dogs in schools and colleges for random searches is a powerful and preventative measure. This includes:

Scanning students as they come into the school and as they go about the day.

Searching classrooms, toilet blocks, lockers, boarding houses, and sports centres.

Searching shrubbery or woodland areas as these tend to be the most convenient places for students to hide substances and contraband.

Supporting schools with prevention initiatives

K9 Deployment is enthusiastic about reducing illegal drugs, especially in educational settings. Many schools have Drug Awareness strategies to ensure they create a safe environment for their students. We support schools with their programmes and help them spread the message through our presentations and demos. This can be delivered in an assembly or year group setting.

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ina student’sschoolor work performance. Money, newclothes,orelectronic devices that cannot be explained.

WHY CHOOSE WHY CHOOSE

K9 DEPLOYMENT K9 DEPLOYMENT

Highly trained detection dogs A bespoke service We’re there when you need us ? ?

DID

Having our drugs dogs visits can function as a high visual deterrent and reduce illegal substances from being brought into your school or college ? ? ? ? ? ?

GUEST

“THE COMBINATION OF TRULY MAGNIFICENT NATURA THAT APPRECIATES THIS MAKES KESWICK SCHO

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THE HEART OF LAKE DISTRICT IS UNPARALLELED TY, RENOWNED TUNNING RICH CULTURAL AND DIVERSE STEMS.

Keswick is a small market town located between the serene Derwentwater and towering Skiddaw. Keswick School, sheltered at the foot of Skiddaw, not only leads the Lakes Language Hub, but it is also home to Lairthwaite Boarding House where 52 boarders from all over the world come together to share their experiences. Celebrated as a UNESCO World Heritage Site since 2017, Keswick is a centre for outdoor activities and cultural experiences, making it an ideal base for our boarders to explore the Lake District.

Lairthwaite Boarding House has embraced the Lake District’s designation as a UNESCO World Heritage Site, which underscores its global importance. Our wellbeing programme urges our boarders to “Get Outdoors” and enjoy the region’s exceptional natural beauty and its pioneering conservation efforts. We encourage our boarders to take up this mantle and be environmentally conscious citizens who look after natural spaces and help create safe havens for wildlife. We take recycling and composting seriously as we try to minimise our impact on the environment. Our efforts with underweight hedgehogs in the area last year led to our rescuing several of these

delightful creatures, whose numbers are sadly declining. We cared for one little hoglet, Shadow, through the dark winter months and were thrilled to be able to release it back into the wild in the spring.

One of the Lake District’s hidden gems is the Borrowdale Rainforest National Nature Reserve. This rare temperate rainforest is one of the largest remaining pieces of such habitat in England. The National Trust and Natural England have worked tirelessly to protect and expand this precious habitat. Our wellbeing programme includes opportunities for our boarders to “Walk the Horizon”. This involves scaling several of the fells that overlook the Derwentwater which gives them the opportunity to appreciate the valley from every angle.

Whinlatter Forest, England’s only true mountain forest, is another highlight of the Lake District which is just on our doorstep making it easily accessible. As part of our “Get Outdoors” initiative, it has been wonderful to be able to share this mighty forest with boarders, many of whom have never seen anything like it. One boarder who joined us from Namibia described it as “magical” and “otherworldly”.

Our specialist team work within independent schools, providing guidance on the Teachers’ Pension Scheme, workplace pensions, taxation and other employee benefits.

HOW WE HELP

Whether it’s helping your staff gain a better understanding of their pension arrangements or assisting Governors and Bursars with complex consultation issues, our skill lies in translating the technical jargon into plain English.

Our specialist consultancy services include:

• Teachers’ Pension Scheme consultation (Scotland, England & Wales)

• Presentations to Governors, academic and operational staff

• One-to-one meetings to provide information and guidance

• Retirement and exit strategies

• All annual allowance related calculations

GET IN TOUCH

If we can help you with any of the above, please don’t hesitate to contact our dedicated independent schools team on:

McCloud Remedy changes still not made

For any teacher who is an Affected Member and exceeded their Annual Allowance between the 2015/16 and 2021/22 tax years, any benefits you claim from the TPS currently will be wrong. This applies whether you are an active, deferred, or retired member of the TPS.

As a reminder, to be an Affected Member you needed to be a member of the TPS on 31st March 2012 (or in a break of less than five years from TPS pensionable employment) and accrued some benefits in the Career Average Scheme anywhere between 1st April 2015 and 31st March 2022.

Exceeding your Pension Annual Allowance has nothing to do with how much contributions are being made to the TPS, it is about how much the ‘value’ of your benefits has increased during the tax year.

The way this works, a teacher with 25 years or more of service in the 80th Final Salary arrangement who receives a salary increase of £7,000 (or more) is likely to have exceeded the old Annual Allowance of £40,000 (increased to £60,000 in the 2023/24 tax year).

It is possible that the odd year or two of relatively large salary increases will not result in a tax charge for teachers on lower salaries (as they can ‘carry forward’ unused Annual Allowance from the previous three years), but higher

paid teachers are likely to generate a tax liability that many seem completely unaware of.

A Senior Leadership/Management Team member, or potentially a relatively new Housemaster/ mistress could find themselves subject to a Pension Accrual Tax due to their membership of the TPS. It is their responsibility to advise HMRC of any excess pension accrual – failure to do this could result in tax penalties and interest charges on the outstanding tax payable.

For those exceeding their Annual Allowance in a tax year, the TPS must send out a Pension Savings Statement by the end of October following the end of the tax year. Due to the McCloud Remedy, this did not happen in the 2022/23 tax year.

The TPS originally agreed with HMRC that they would produce what they refer to as a ‘remediable Pension Savings Statement’ (rPSS) by 6th October 2024. However, they have missed this deadline and are now aiming to complete these

documents by the end of March 2025.

For Affected Members who are impacted by this issue, once they receive their rPSS they will need to potentially recalculate their tax liabilities for up to eight tax years, amend up to eight Self-Assessment Tax Returns, and apply to amend up to eight Scheme Pays debits applications with the TPS.

Given the likely complexities of this process, it might be advisable to get some professional assistance from someone who understands both the TPS and the pension accrual tax regime.

Succession Independent Schools has the necessary expertise to assist with this process, should you need help. Please email info@successionschools.co.uk and we can let you know what information we need, together with the associated cost.

Source: Teachers’ Pensions Website: www.teacherspensions.co.uk

Please note: The content was accurate at the time of writing. Whilst information is considered to be true and correct at the date of publication, changes in circumstances, regulation and legislation after the time of publication may impact on the accuracy of the articles mentioned.

NEW HALL SCHOOL ON BOARD

Lana Krilic Communications Officer New Hall School

NEW HALL VOLUNTARY SERVICE

Our award-winning New Hall Voluntary Service (NHVS) was established 45 years ago to serve the local community. Students, staff and parents volunteer in weekly groups in term time, hosting elderly guests for lunch four days a week, and adults with learning disabilities and difficulties for games and chats with boarders one evening a week, onsite at New Hall and all free of charge to the guests, including transport to and from the school.

The NHVS also has groups for students to help other young people in the local community, such as the Melbourne Homework Club, for which our older students visit local Melbourne Primary School to help tutor younger students and help with schoolwork and peer support.

For those with a green thumb, we offer the Wilderness Club, a weekly gardening club in partnership with the Wilderness Foundation, which helps at local allotments in Melbourne.

After Easter, our new action group will be working with Ella Lambert (New Hall alumna), who started her own charity, The Pachamama Project fighting ‘period poverty’. The new NHVS group, The Pacha Club, will be making her specially designed reusable sanitary towels, thousands of which get distributed each year to refugees all around the world.

On average, 20 students join each group, with some growing up with a beloved group from Year 7 all the way until Year 13. Our Preparatory Divisions and Nursery children even help volunteering their time to entertain guests with music at special luncheons for Christmas, Easter and the end of the academic year.

MAJOR

CHARITY EVENTS IN THE CURRENT ACADEMIC YEAR 2024-25

NEW

HALL SCHOOL HAS MANY COMMUNITY WORK

INITIATIVES,

WITH

THOUSANDS OF POUNDS RAISED EACH YEAR

FOR LOCAL AND INTERNATIONAL CHARITIES.

SPONSORSHIP

OF MESSING PRIMARY SCHOOL

MANY CHARITY

EVENTS

ARE ANNUAL TRADITIONS, AND OUR REGULAR VOLUNTEERING OPPORTUNITIES ARE VAST AND DIVERSE, ENGRAINING A LOVE OF HELPING OTHERS IN OUR STUDENTS’ LIVES.

New Hall School sponsors local village school, Messing Primary. The sponsorship was the first of its kind, after New Hall was invited by the Department for Education and the Governing Body of Messing Primary School to become the first independent school in the country to sponsor a state primary school. Messing students have weekly lessons by specialist teachers from New Hall, such as for sport or music. They also have regular swimming lessons at New Hall’s swimming pool free of charge. The partnership includes staffing for administrative and training support, funding and staffing for refurbishments, ICT resources, etc.

Our staff and students look to creativity to help fundraise for important causes close to our community. Last academic year, New Hall School held multiple quirky charity events, including a crownadorned students’ Tudor Chase for the Helen Rollason Cancer Charity, a festive Run for a Cause with Mrs Claus, which raised £6,000 for Pratham UK, a Move for Movember event, the 2024 edition of which raised £1,997 for the Movember global initiative, our annual New Hall Come Dancing charity competition, which raised £2,000 in 2023, the Farleigh Hospice Reindeer Run down our picturesque tree-lined Avenue, which raised £1,400 in 2023, as well as many food and clothing donations initiatives.

This term, we were proudly part of the Pachamama Project’s clothing donations appeal this autumn, helping to organise collections in our School community and to market the campaign which shipped 75,000 items to Lebanon to support refugees and those living in poverty.

Meanwhile, Harvest Festivals and World Food Day collections resulted in two donations to the Chelmsford Foodbank in October and November, for a total of 588kg of food and toiletries. Additionally, each year, our elderly NHVS guests delight in festive food hampers distributed at our big Christmas lunch, which we hope help to bring them joy in the weeks between term time.

We now look forward to our upcoming festive events, as well as January’s Burns Supper, a charity dinner with traditional music and the poetry of Scottish National poet, Robert Burns.

Rob Lane

Senior Deputy Head

Oswestry School

Boarding for lifeit’s time to take the next step

We work hard as educators to prepare students for life outside of the school gates (or at least we really should be). The holistic education that so many schools extol covers everything from a strong academic foundation that fosters life-long learning and opens doors to new opportunities, to pastoral care that provides a scaffold for students as they learn to face life’s challenges more independently, to co-curricular opportunities that allow them to explore their character and hopefully find a lasting passion.

Boarding is uniquely placed to support this approach from every angle. It’s why I think you can always spot a boarder: quietly confident, ready to help, self-aware, truly collaborative, and can hold a conversation with someone they’ve never met. Day students can be just as impressive, but modern boarding - and the boarders themselves - should be uniquely hardwired with life-skills and the capability to live alongside, solve problems with, and help others. Boarders are better equipped for the transition to whatever is after school: university, the family business, apprenticeship, the world of work, a gap year or even, teacher training. But if we really, truly believe we are preparing boarders for the co-educational life that is outside the school gates, why then do we operate single sex houses?

Cards on the table: I’m a co-educationalist through a version of the world our pupils will face, I don’t quite schools. And yet, I ran a boys’ boarding house for m schools where boarding was exclusively single sex. A it really providing the best preparation for the ‘real w

Here at Oswestry School that’s exactly the path dow For School But For Life” has led us. In September 20 and opened a refurbished co-educational Sixth Form Deputy Head, I was acutely aware of the safeguardin that could arise, which is why our designs had input staff, parents, and the pupils themselves to explore

“

Boarding is uniquely placed to model the ‘real world’ in a way that allows students to learn how to thrive after they leave the school gates “

and through. If we aren’t modelling a e understand what we are doing in many years and have worked in co-ed And whilst this is the sector-norm, is world’?

wn which our motto “We Learn Not 024, we reconfigured our boarding m House. As the DSL and Senior ng, pastoral and disciplinary issues t from SLT, boarding staff, academic the best ways to harness the

benefits and mitigate the risks of co-educational boarding (our twin en-suite rooms are on either girls’ or boys’ corridors but everything else is co-ed). Social spaces, matron’s room, workspaces, the garden, and more are communal and open to all. Our Sixth Form boarding now echoes the school day where collaboration, tolerance, teamwork, and problem solving are expected between all whether boys or girls. The House is run by a team of male and female staff with a Housemaster, an Assistant and a resident Tutor ensuring that the pupils have options when they need to talk. The atmosphere is energetic, positive, and tolerant - and is giving our Sixth Form a taste of what it will feel like to be at university, on a gap year, or in the world of work.

We aren’t the first to take this leap, but I’m confident that we won’t be the last. Not if we truly mean what we all say about the purpose of our schools.

Inclusive Learning Hubs from TG Escapes: A

THE ESCALATING SHORTAGE OF SEND AND SEMH PROVISION ACROSS THE UK HAS REACHED A CRITICAL POINT, LEAVING MANY PARENTS AND INDEPENDENT SCHOOLS DEEPLY CONCERNED AND STRUGGLING TO MEET THE URGENT NEEDS OF VULNERABLE CHILDREN. ‘MODERN METHODS OF CONSTRUCTION’ ARE WELL UNDERSTOOD TO BE A QUICK AND COST-EFFECTIVE WAY TO PROVIDE EDUCATIONAL BUILDINGS. HOWEVER, THERE ARE MANY MISCONCEPTIONS ABOUT THE SUITABILITY OF MODULAR CONSTRUCTION FOR STUDENTS WITH ADDITIONAL NEEDS - SPECIFICALLY THEIR ROBUSTNESS, ACOUSTICS OR LACK OF DESIGN FLEXIBILITY.

TG Escapes, through extensive research, and in collaboration with Haverstock Architects and The Blue Iris Partnership, have designed innovative “Inclusive Learning Hubs” using a modular timber frame system which offer an agile, practical solution to address both the growing demand and perception of build-quality.

Each hub is organised around a central activity area, with classrooms designed to offer children and young people a choice of spaces, both inside and outside, where they can retreat to optimise their learning and sensory comfort.

This element of choice allows students to find environments that best meet their needs, fostering emotional regulation and creating a supportive atmosphere. Additionally, the options of therapy, sensory, and meeting spaces provide multi-disciplinary teams with a high-quality environment where they can effectively collaborate and support their work with children.

The 16-place and 32-place designs meet the exacting requirements of SEND provision for robustness, fire safety, acoustics and sustainability, whilst being adaptable for the ever more complex needs being encountered by specialist teaching staff

Timber-frame construction is inherently robust and as a natural product, timber has an impressive strength-weight ratio, making it

the perfect construction product. Internal partitions are formed using structural timber, unlike many who choose non-structural studs for partitions. Acoustic standards are achieved with standardised acoustic wall types along with Class A Ceilings and Acoustic Bass Pads, together with a beautiful finish.

Every Independent School setting is unique so our experienced team provides bespoke designs that are tailored to each client’s specific needs, including a variety of spaces which can be used to support students with a range of needs including ASD, ADHD, MSI, and SEMH.

Importantly, a net-zero 32 place hub, including secure outdoor spaces, can be completed at a one-off cost from £70,000 per student. Given the projected volatility of the independent sector, a feasibility study by school leaders for such an enterprise on their site would present an outstanding opportunity to gain positive PR and to cultivate a reliable source of additional revenue, thereby enhancing longer-term fiscal sustainability.

For more information call 0800 917 7726 or email info@tgescapes.co.uk

www.tgescapes.co.uk

New Complementary EAL Professional Development Service

At the Learning Village, we understand the unique challenges that teachers and school leaders face in supporting English as an Additional Language (EAL) learners. That’s why we’re thrilled to introduce our ‘Complimentary EAL Professional Development Service’, designed to equip teachers and support staff with effective tools and strategies to help these learners thrive academically and socially.

This service offers a unique opportunity for schools to access tailored support that transforms EAL teaching practices.

1. Professional Development Blog

Our comprehensive blog, built up over time, includes thought leadership articles, expert guidance and resources.

2. Expert-led Webinars

Run by our team of experts, these webinars give you the opportunity to both expand your knowledge and get answers to your questions.

3 Professional development resources

This comprehensive library of free resources will enhance your knowledge and save you time.

4 Resources to support your EAL, SEND and low-level literacy learners

Our downloadable and printable resources are designed to support scaffolded EAL differentiation in the classroom for both curriculum content and induction to English.

All these resources cover essential curriculum topics and key EAL areas, giving teachers practical tools they can implement immediately alongside printable resources designed to support dynamic, inclusive classrooms.

WHY CHOOSE THE LEARNING VILLAGE?

Launched over 10 years ago, the Learning Village is unique in its field as it has been built, developed and expanded by EAL and SEND experts who all have hands-on classroom experience, years of research and specialist knowledge in the field and a passion for helping every child succeed.

The Learning Village combines language acquisition theory with engaging, interactive resources that make learning meaningful for both learners and educators. It is part of Across Cultures and together both brands offer a world-renowned service that partners with teachers to share the knowledge, skills and resources needed to successfully support their language learners with EAL, low-level literacy and SEND needs within the demands of an evolving world.

Our professional development service addresses real-world challenges, focusing on differentiation, classroom inclusion, and culturally responsive teaching methods.

Click HERE to learn more about our complimentary professional development today and discover how we can help you enhance your EAL teaching toolkit.

In addition to our Complimentary EAL Professional Development Service, we also offer:

• The Learning Village Membership, a blended EAL vocabulary, language structure and reading programme for new to English, low-level literacy and SEND learners from 6-11 and 12-16 years old.

• The Community Village, which offers English learning for school community engagement. Designed for multilingual families of EAL learners.

• AssessEP, an English Proficiency tool to understand a learner’s current English proficiency level and provide ongoing feedback on progress.

• The EAL Framework Process, which aims to provide teachers with the skills and resources needed to successfully support language learners within the demands of the curriculum and of a multilingual world.

JOIN OUR GROWING NETWORK TODAY!

Join the hundreds of teachers who have used our services to transform their classrooms into inclusive environments where every learner can succeed. At the Learning Village, we’re not just a provider - we’re partners in creating brighter futures for EAL learners and their schools.

Learning Village

Do you have learners in your schools who are new to English?

Your learners will bene昀t from the Learning Village!

25,000 active users

The Learning Village is an award-winning EAL programme for schools, designed especially for children who are new to English through to intermediate. It provides learning through images, making it perfect for learners of any language background.

50 countries

1000+ schools

The comprehensive online programme teaches learners aged 6-11 years (in The Village) and 12-16 years (in The Islands). It’s backed up by oine, teacher-supported learning. Assessment and analysis make it easy for teachers to monitor progress.

The Learning Village is an exciting and stimulating world for new English speakers! With multi-player games, customised pathways through a vibrant online environment, and fantastic rewards and competitions, the programme has produced excellent results in schools in the UK and around the world.

The Learning Village teaches:It offers:

everyday survival language from beginner through to intermediate

phonics, including the 昀rst 2,000 high-frequency words

subject-speci昀c, academic and technical language for the curriculum

20,000+ words and phrases, for speaking, listening, reading and writing, in 2,000+ lessons

excellent support for SEND and low-level literacy learners

techniques to help learners support themselves

Interested in 昀nding out more?

Elevate Your School's Digital Presence with HEM Education Marketing Solutions

At HEM, we understand the unique challenges boarding schools face in reaching and engaging parents. As your all-in-one digital marketing partner, we specialize in crafting customized strategies that resonate with your target audience.

Our Services Include:

•Inbound Marketing

•Social Media Marketing

•SEO & PPC

•Web Analytics

•Branding & Web Development

•Email Marketing

•Increase International Reach

•Custom ChatGPT Solutions

•Mautic by HEM: a comprehensive CRM and marketing automation platform tailored for the education sector.

•Student Portal: an all-in-one platform designed to streamline admissions and student information management for educational institutions. Our software solutions:

Why Choose Us?

With over a decade of experience, HEM is the trusted digital marketing partner for educational institutions looking to expand their reach and impact.

Ready to transform your school's digital marketing strategy?

5 Proven Education Marketing Strategies to Increase Student Enrollment

Transforming Enrollment: Unlock the Power of Digital Marketing for Your School

The enrollment landscape for schools is rapidly evolving as digital tools take center stage. By leveraging digital marketing strategies—such as social media, paid advertising, and video content—schools can expand their visibility and engage with families more e昀ectively. These digital tools not only streamline enrollment but also create personalized, targeted experiences that resonate with a new generation of parents.

As an educational institution looking to thrive and grow, increasing student enrollment is likely a top priority. The signi昀cance of robust enrollment numbers extends beyond 昀lling seats as it impacts the institution’s 昀nancial health, reputation, and ability to o昀er diverse and dynamic programs. Here are 昀ve key strategies that can help your school increase student enrollment:

Strategy 1: Enhance Online Presence

The Benefits of Digital Marketing

Strategies

Strategy 2: O昀er Competitive Financial Aid and Scholarships

Digital marketing in the realm of education transcends the boundaries of traditional advertising, o昀ering a multifaceted approach that leverages online platforms and tools. From search engine optimization (SEO) to content marketing and personalized email campaigns, digital marketing encompasses a broad spectrum of tactics designed to support online recruitment for schools and forge a robust digital presence. Schools with robust digital enrollment campaigns tend to coordinate their digital e昀orts across various platforms and departments, ensuring a cohesive and uni昀ed strategy that e昀ectively reaches and engages their target audience.

Techniques for E昀ective School Enrollment Marketing

As an educational institution looking to thrive and grow, increasing student enrollment is likely a top priority. The signi昀cance of robust enrollment numbers extends beyond 昀lling seats as it impacts the institution’s 昀nancial health, reputation, and ability to o昀er diverse and dynamic programs. Here are 昀ve key strategies that can help your school increase student enrollment:

Social Media and Paid Advertising:

Strategy 3: Leverage Alumni Networks

Schools can combine organic social media engagement with paid advertising to maximize their reach. By maintaining an active presence on platforms like Facebook and Instagram, schools can foster organic connections with prospective families. When paired with advanced targeting tools for paid ads, schools can deliver tailored messages and visuals that resonate with speci昀c audiences, amplifying their presence and driving higher enrollment inquiries.

Financial aid and scholarships can be powerful incentives for prospective students. Clearly outline available 昀nancial support on your website and promote these opportunities through social media and email campaigns. Highlight success stories of students who have bene昀ted from these programs to demonstrate your commitment to making education accessible.

Seamless Application and CRM Systems:

Strategy 4: Utilize Data-Driven Marketing

Alumni networks are a powerful yet often underutilized resource for increasing student enrollment. Alumni can serve as ambassadors, mentors, and testimonials, providing prospective students with genuine insights and success stories that resonate. By strategically leveraging alumni networks through digital marketing e昀orts, schools can create a compelling narrative highlighting the long-term value of their educational o昀erings.

Schools can enhance the enrollment process by integrating user-friendly online applications with powerful CRM systems. This combination ensures that inquiries, applications, and follow-ups are managed e昀ortlessly. With streamlined communication, schools can provide a more personalized experience for families, keeping them engaged and informed throughout the process.

Video Marketing and Virtual Experiences: Data-Driven Personalization:

Video marketing is an e昀ective way for schools to engage with prospective families who are exploring their options. Schools can create compelling video content, including virtual tours and open houses, that showcase the campus, programs, and school culture.

Collect and analyze data from your website, social media, and email campaigns to understand prospective students’ preferences and behaviors. Use this information to create targeted marketing campaigns. Segment your audience and personalize your communications to increase engagement and conversion rates.

Strategy 5: Enhance Student Experience

Adapting to Future Trends

Data is a game-changer for enrollment. By analyzing user interactions, schools can craft highly targeted marketing messages that speak directly to families' needs. This level of personalization, informed by demographic data and previous interactions, increases engagement and improves the chances of turning inquiries into applications.

Current students are your best marketing tool. Ensure they have a positive experience by providing robust academic support, extracurricular activities, and modern facilities. Showcase these aspects through virtual tours, testimonials, and real-time updates on social media. Highlight your commitment to student well-being with comprehensive support services and wellness programs.

To remain competitive, schools need to continuously adapt to new trends in digital enrollment. This includes optimizing their content for mobile devices, ensuring websites and application portals are mobilefriendly, and staying on top of trends like video marketing and AI-driven personalization. Schools that stay agile and adopt new digital tools will be well-positioned to engage the next generation of students.

Ready to Transform Your School’s Enrollment Strategy?

By implementing these strategies, schools can create a compelling narrative that attracts prospective students and fosters a loyal and engaged community. Prioritize innovation, engagement, and student-centered approaches to stand out in the competitive educational landscape!

At HEM Education Marketing Solutions, we specialize in helping schools adapt to the digital age. From online application systems to targeted advertising campaigns, our tailored solutions are designed to boost your school’s enrollment numbers and streamline your processes.

For expert guidance and personalized strategies to boost your student enrollment, explore our digital marketing services at HEM Education Marketing Solutions.

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Leverage Unyfi’s Expertise to Align with Your Students’ Values

AS ENVIRONMENTAL AWARENESS INCREASES AMONG STUDENTS, PARENTS, AND STAKEHOLDERS, BOARDING SCHOOLS FACE THE DUAL CHALLENGE OF MEETING THESE EXPECTATIONS WHILE MAINTAINING FINANCIAL VIABILITY. UNYFI OFFERS THE PROCUREMENT EXPERTISE TO BRIDGE THIS GAP.

The UK government’s recent VAT raid on private education has introduced a new financial pressure that, combined with the rising costs of essential services, presents a critical challenge for the sector. Many students, parents and stakeholders increasingly prioritise sustainability in their decision-making, adding another layer to the mix.

Unyfi provides procurement services across three key areas: waste management, merchant services (card payment solutions), and energy procurement. Considering the recent VAT changes, Unyfi’s approach is dedicated to support schools’ financial viability whilst supporting commitment to sustainability. By diligently managing costs through tailored procurement solutions, schools can offset some of the impact of these tax changes and continue to operate responsibly.

ECO-CONSCIOUS STUDENTS

Recent studies highlight that younger generations are deeply concerned about the planet’s future and are calling for immediate action. Furthermore, boarding schools often serve as both the educational institution and the students' home – enhancing the importance of finding a school that aligns with their values. Schools that align with these values can position themselves as both progressive and responsible.

FINANCIAL

VIABILITY

THROUGH SUSTAINABLE PRACTICES

Environmental responsibility and financial improvements are not mutually exclusive; they can go hand in hand.

Effective waste segregation allows institutions to benefit from the more cost-effective disposal rates associated with recyclables, as well as contributing to a more circular economy. Additionally, by implementing a bespoke interchange ++ card payment pricing structure, tailored to the school’s precise card traffic profile, substantial reductions in the costs associated with these transactions can be secured. Finally, well-negotiated, fixed, renewable energy contracts support schools’ sustainability goals while

shielding them from volatile wholesale market fluctuations. Boarding schools can establish long-term procurement solutions that align with both their financial and environmental commitments.

IMPROVING OPERATIONAL EFFICIENCY AMID NEW FINANCIAL PRESSURES

With increasing costs, new tax legislation, and the broader need for sustainability, boarding schools must allocate resources carefully. Managing the procurement of waste management, merchant services, and energy contracts internally can strain resources — that could otherwise support educational quality and student development. Unyfi streamlines these processes by acting as an external procurement partner in these three key areas, providing dedicated expertise and allowing school staff to focus on their core educational priorities.

Unyfi acts as a single point of contact throughout the duration of the partnership, from the exploratory phase, to implementation and ongoing account management. Our proven track-record, industry expertise, extensive network of suppliers, and tailored approach enable us to deliver solutions that support your school’s operational goals. By partnering with Unyfi, boarding schools can focus on their primary mission, educating and supporting students.

CONNECT WITH UNYFI

For boarding schools facing the combined challenges of new tax legislation, rising costs and increasing demand for environmental responsibility, Unyfi offers sustainable, strategic solutions that help institutions align with students' values while maintaining financial stability.

Get in touch for a no-obligation consultation to find out how Unyfi can assist your boarding school.

sales@unyfi.co.uk 0330 223 2093

Setting boundar offsite supervision essent

Effective supervision means ensuring you have the appropriate number and mix of competent staff to supervise participants safely and effectively when off-site. It should take into account:

• The nature and duration of the visit and activities (including travel);

• How many participants, age, level of development, abilities and specific needs (behavioural, medical, educational and emotional);

• The competence (experience, qualifications and personal qualities) of the staff; The location and environment of the visit;

• Emergency/critical incident procedures.

DIRECT? INDIRECT? OR REMOTE?

Supervision can be split into three types: direct, indirect and remote supervision.

Direct supervision is the most common on school trips and involves participants being within sight or hearing of a leader. Indirect supervision allows participants freedom within set boundaries (time, location etc.), with quick re-establishment of direct supervision possible if needed; for example, in large museums or overnight in dorms. Remote supervision involves participants operating independently, with leaders able to assist within a reasonable time if contacted, such as DofE expeditions or students being offsite independently for extended periods.

BOARDERS – A SPECIAL CASE

Beyond structured educational visits, there are occasions when boarding students will leave the school site outside of normal school hours and are, in this case, effectively being remotely supervised. Schools should know their responsibilities related to these independent excursions and ensure that parents/carers are aware, and staff and students understand expectations and their responsibilities

Consider why, when and where your students are leaving the school site. Are they going to the local shops, or perhaps participating in community groups? If they are independently travelling to an organised activity, or spending time offsite (and not under their parent/carer’s supervision), they remain in your duty of care, and should be appropriately remotely supervised. You should formally set expectations regarding timings, behaviour and check-ins and have emergency protocols in place (who will be contactable, how and what support can be offered?).

Your safeguarding policy may already include provision for offsite activities; Educational Visits Coordinators (the Head in some schools) should ensure that school policies follow national guidance on effective supervision (see https://oeapng.info guidance 4.2a and 4.3b) and that the appropriate risk assessments have been completed. You should activate your remote supervision policy whenever a child in your care leaves the school site.

When creating your policy, define the area that students are permitted to explore, much like defining your local learning area for curriculum-related local educational visits. If you need support with this, speak to your Educational Visits Adviser, or contact EVOLVE Advice if you don’t have an adviser.

ries: tials for boarding schools

KEY TAKEAWAYS

• When leaving the school site out of school hours, boarders should be remotely supervised.

• You should be able to evidence planning and risk management strategies.

• You should have a defined permitted area (locations, activities).

• Define what is out of bounds.

• All parties (staff, students, parents) should understand what’s required.

• Your Educational Visits Adviser can help you define and implement your supervision policies.

Angela Willerton is Educational Visits Adviser at EVOLVE Advice, which provides advice, guidance and training to over 3,000 schools in the UK and overseas. Find out more at www.evolveadvice.co.uk | info@evolveadvice.co.uk

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School transport has moved on. Join us.

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Our award-winning online booking system replaces paper, alongside a DriverApp which facilitates live pupil registration and vehicle tracking. We supply software, consultancy and outsourced transport management for home-to-school runs, private hire and taxi trips.

BSA Certified Agent and Guardian schemes

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.

Both schemes launched in 2020 and currently 93 agents and 69 guardians have been certified, with more joining all the time.

Caroline Nixon, International & Membership Director, BSA Group, said: “Finding a suitable educational agent can be a time-consuming process for schools and parents, but it’s an absolutely vital one. Our recent survey of Chinese parents tells us that agents have a major influence when it comes to choosing the right school for their child, with 89% 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 doing the due diligence on an agent that schools need to do to maintain their UKVI sponsorship status. If an agent is BSA certified, schools don’t need to do their own checks so this saves 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.”

The BSA Cert Guardian sche grow, providin schools and fa

“Again looking at our survey of Chinese parents, an increasing number of respondents this year 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.

tified Agent and emes continue to ng reassurance for amilies.

“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. We can also support agents and guardians with free specialist advice and attendance at their events.”

For more information about the agent scheme, please visit the Certified Guardian Scheme page of the BSA website. For a full list of BSA Certified Agents, please go to page 132.

For more information about the guardian scheme, please visit the Certified Agent Scheme page of the BSA website. For a full list of BSA Certified Guardians, please go to page 134.

The following organisations have achieved BSA Certified Guardian status since the last edition of the magazine was published:

British Guardianship

UK Cloud Primary School

Hebe Education

Cherry Education Consultancy

A very warm welcome to the BSA family.

For more information on the BSA Certified Guardian scheme, please visit our website.

BSA Certified Guardians:

Academic Families

Access UK Education

Alderwood International (provisional)

Alina Yegorova (provisional)

Alpha Guardians

Anglo International Student Centre (provisional)

Amber Education

Belgravia Guardians

Berkeley Guardians

British guardianship (provisional) (uk wide)

Boarding Schools Ireland (provisional)

Cambridge Guardian Angels

Carfax Guardians

Cherry Education Consultancy (provisional) (England)

Churchill Education Services

Chinese UK Study Company

Clarendon International Education

College Guardians

Connexcel

Convoy Education (UK Wide)

Cotswold Guardians

Crown Guardians (England, Wales)

East Coast Guardians (East England)

Eduexcellence Consulting Services (provisional) (England)

Education and Exchange in Europe (provisional)

Edukatus (provisional) (England)

Edukatus (provisional) (UK wide)

Edinburgh Guardian Angels

Elite Anglo-Chinese Services

English Country Guardians

Gabbitas

Genesis Education Planning

Great British Guardians

Guardians International Support

Guardians UK (South UK)

Hebe Education (provisional) (Ireland)

High Schools International

Hostlink UK

Hyde Global Education

International Student Guardianship Ireland

IQ Consultancy

Japan-London Study and Sport (provisional) (England)

JD Consultancy

Orpington Education Group (England)

Overseas Personal Development Services

Oxbridge Guardians

Prestige Guardians (provisional)

PJL Global Students (provisional) (England)

Redoor Education (provisional)

Regent Guardians

Robin Education

Ruyang Guardian Service (England)

RV Sport and Education (provisional)

Scottish Overseas Guardianship Association See World

See World (London and Southern England)

St George’s Guardians

Study Links

Test Education Centre

The Guardian Family Network

Trusted Guardianship

UK Academics and Guardianship (England and Wales)

UK Cloud Primary School (provisional) (UK wide)

UK Guardians

UK Guardianship

UK Tuition Services

UM Education (provisional)

VIP Guardians (England and Wales)

Ying Lang Guardian, Glamour Edu Ltd

The following organisations have achieved BSA Certified Agent status since the last edition of the magazine was published:

Anderson Education

Brains & Butter

Bridgeway Education

Cambridge Academic Tuition

ECE Academy

Education Valencia

Fortis Education

Golden Future

Imega Culture and Education

Next Step Education

Pen Students

UCAC International

UK Pioneering Education

Ultra Education Services

Which Boarding School

A very warm welcome to the BSA family to you all.

For more information on the BSA Certified Agent scheme, please visit our website.

BSA Certified Agents:

Academic Asia (China)

Academic Families (Worldwide)

(Certified Agent and Certified Guardian)

Akademis (Germany, Austria, Switzerland)

Anderson Education (Middle East, Africa, Military)

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 and Poland)

Barbara Glasmacher Internationale (Germany)

Beach Education (Bermuda)

Be Education (China, Hong Kong, Singapore)

Bespoke Education (Kazakhstan, Uzbekistan)

Better School! Internatsberatung (Germany)

BOSSS UK (China)

Brains & Butter (Nigeria)

Bridgeway Education (Bermuda)

Britannia StudyLink (Hong Kong)

Brighteru

British International Consulting Ltd (China)

British United Education Services (Hong Kong)

Cambridge Academic Tuition (Worldwide)

Carfax Consultants (Worldwide)

Cec Academy (South Korea)

Chamberlain Educational Services (Hong Kong and China)

Cherry Education Consultancy (China)

Connexcel (China)

(Certified Agent and Certified Guardian)

Convoy Education (China)

Crest Education (China)

CSF Educational Consultants (Military Families)

Dickinson School Consulting (Germany and Worldwide)

Education Valencia (Spain)

EduExcellence Consulting Services (China)

Edugo Guardian (South Korea, Worldwide)

Edu S.O.S Consulting (Italy)

Edukatus (China, Hong Kong, Singapore)

Esta Educational Consultancy

Fortis Education (Middle East, China,Russia, Europe)

Future Perfect

Genesis Education Planning (China)

(Certified Agent and Certified Guardian)

Global Education Tumulka (GET) (Germany)

Golden Apple Tree (China)

Golden Future (China)

Imega Culture & Education (China, Singapore, Spain, Italy)

HKIES Overseas Education Centre (Hong Kong)

Imega Culture and Education (China, Singapore, Spain, Italy)

Intake Education (Worldwide)

InterGreat Education Group (China)

IQ Consultancy (Russia)

ITEC (Russia)

IvyU Education

J3 Group (HK)

JD Consultancy (China)

(Certified Agent and Certified Guardian)

JMS Global Consultancy (Hong Kong and South East Asia)

Kew Learning (China)

Kulturwerke Deutschland Sprachreisen (Germany)

Leo Education

Mark Brooks Education (Ghana, Nigeria, Worldwide)

Meridian Group (Latvia)

Next Step Education (Worldwide)

Orpington Education Group

One School Group (China)

Overseas Personal Development Services (China)

Oxbridgecrew Education

Panoba (Nigeria and Saudi Arabia)

Pen Students (Iran, Turkey, Emirates)

Petra Heinemann Internationale Schulberatung (Germany)

Prime UK Education (China)

QED Education Group (China)

Quest Tokyo (Japan)

Rise Smart Overseas Education Centre (Hong Kong)

RV Sport and Education

Sarah Jochums Internatsberatung (Germany)

Sino-UK Arts & Cultural Bridge Ltd (China)

Test Education Centre

The Independent Education Consultants (Worldwide)

The Watanabe Office (Japan)

Toechter and Soehne (Germany)

UCAC International (Pakistan, Afganistan)

UK Academics & Guardianship (UKAG) (China)

UK Education Guide (Middle East, Worldwide)

UK Epsom Education (China)

UK Pioneering Education (China)

UK Schooling Experience (China)

UK Tuition Services (China)

(Certified Agent and Certified Guardian)

Ultra Education Services (China)

UM Education

Unibridge International Education (China)

Which Boarding School (Spain, Italy, Germany)

Which British School - WBS (China)

Wonmillion Education (China)

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Gold Member 2024/2025

Gold SupplierCertified2024/25 GROUP

Schoolblazer / Limitless

School uniform and sports kit supplier.

Witley Jones

Designers, manufacturers and installers of quality school furniture for BSA boarding schools.

Engage

A powerful and flexible platform delivering effective communication, control, reporting and insight across your school.

Govox

Wellbeing and mental health platform.

I-GTM

Compliance and Travel.

Certified Suppliers

Innermedia: Website design / digital marketing

Across Cultures: Supporting people and organisations

Allergy Team: Wellbeing

Anderson Quigley: Supporting people and organisations

Brek Foundation: Safeguarding

The Divergent School Group

Enhanced catering: Recruitment

EcoSync Energy Management: Smart temperature control systems

EVOLVE Advice Ltd: Advice, guidance, and training

Flooglebinder: Travel

Govox: Wellbeing

Hays: Recruitment

HEM Education Marketing Solutions: Advice and digital marketing

iSAMS: School Management Solutions, MIS, Management System

IDAT: International Diagnostic and Admissions Test

International SOS Assistance UK Limited: Risk Management

Jeremy Thomas Talks: Wellbeing

K9 Deployment: Drugs search dogs and patrol dogs

Opus Pharmacy: Accredited medicines training

Pavocat: Compliance

Recoverable solutions: Debt collections

· Redwood: Debt collections

Schoolblazer: Nniform and sports supplies

School Teeth: Orthodontic and dental treatment

Succession Independent Schools: Financial services

· Switchshop: IT networking and cyber security

The Awareness Key: Supporting people and organisations

The Litmus Partnership Ltd: Catering and facilities management

The Manager’s Training Company Ltd: Supporting people and organisations

· The Sleep Charity: Wellbeing

The Wellbeing Hub: Wellbeing

TG Escapes: Construction

Towergate: Insurance broker

· True Adventure: Travel

Unifrog: Careers guidance software

Utility Aid: Energy broker

Vectare: Transport management

· WCBS: Management system

Welcomm Communications Ltd: IT Communications and Cyber Security

Witley Jones: Furniture supplies

World Challenge: Travel

· Zeelo: Bus and transport services

Powerful Allies: Renewable energy

SDS Group: Archives, history, development, and alumni

Shelleys: Print and design

Idemasport UK LTD: Facilities management and Interactive

Yes We Can Youth Clinics: Mental healthcare

Rivervale Minibus Ltd: Travel, Bus and Transport Services

Leiths Education: Health wellbeing and Food Education

Dorms & Digs Design: Furniture suppliers

Noble + Eaton: Environmental and Design

PRS Training Ltd: Martial Arts Training

Abbey College, Cambridge

Abbey College, Manchester

Abbotsholme School

Abingdon School

Ackworth School

ACS International School Cobham

Adcote School

Aldenham School

Aldro School

Aldwickbury School

All Hallows School

Alliance Francaise

Amesbury School

Ampleforth College

Appleford School

Ardingly College

Ardvreck School

Ashfold School

Ashford School

Ashville College

Atlantic College

Aysgarth School

Badminton School

Barnard Castle School

Barnardiston Hall Preparatory School

Bath Academy

Battle Abbey School

Beachborough School

Beaudesert Park School

Bedales (incl Prep)

Bede's Preparatory School

Bede's Senior School

Bedford School

Bedstone College

Beech Grove School and Academy

Beechen Cliff School

Beechwood Park School

Beechwood Sacred Heart School

Beeston Hall School

Belhaven Hill School

Benenden School

Berkhamsted School

Bethany School

Bilton Grange School

Bishop's Stortford College (incl Prep)

Bishopstrow College

Bloxham School

Blundell's School

Bootham School

Bosworth Independent College

Boundary Oak School

Bournemouth Collegiate School

Box Hill School

Bradfield College

Brambletye School

Bredon School

Brentwood School

Brighton College

Brockhurst And Marlston House Schools

Brockwood Park School

Bromsgrove School (incl Prep)

Brooke House College

Bruern Abbey School

Bryanston School

Brymore Academy

Buckswood School

Burford School

Burgess Hill Girls

Caldicott Preparatory School

Campbell College

Canford School

Cardiff Sixth Form College

Cardiff Sixth Form College, Cambridge

Cargilfield Preparatory School

Carsterton Sedbergh Preparatory School

Caterham School

CATS College, Cambridge

CATS College, Canterbury (Worthgate School)

CATS College, London (Guildhouse School)

Chafyn Grove School

Charterhouse School

Chase Grammar School

Cheam School

Cheltenham College (incl Prep)

Cheltenham Ladies' College

Cherwell College Oxford

Chetham's School of Music

Chigwell School

Christ Church Cathedral School

Christ College, Brecon

Christ's Hospital School

City of London Freemen's School

Claremont School

Clayesmore Preparatory School

Clayesmore School

Clifton College

Clifton College Preparatory School

Cobham Hall School

Colchester Royal Grammar School

Cothill House School

Cotswold Chine School

Cottesmore School

Cranbrook School

Cranleigh School (Incl Prep)

Culford School (Incl Prep)

Cumnor House School

Cundall Manor School

Dallam School

Darul Uloom Dawatul Imaan

Darul Uloom London School

Dauntsey's School

David Game College

Dean Close Preparatory School

Dean Close School

Dean Close St John's

Denstone College

DLD College, London

Dollar Academy

Dorset House School

Dover College

d'Overbroeck's

Downe House School

Downside School

Dragon School

Dulwich College

Durham School

Wellington College Prep

Earlscliffe

Eastbourne College

Edgeborough School

EF Academy Oxford

Ellesmere College

Elmfield Rudolf Steiner School

Elmhurst Ballet School, Birmingham

Elstree School

Embley

Epsom College

Eton College

Exeter College

Exeter Maths School

Fairview International School

Farleigh School

Farlington School

Farringtons School

Felsted School (incl Prep)

Feltonfleet School

Fettes College (incl Prep)

Foremarke Hall, Repton Preparatory School

Forres Sandle Manor School

Framlingham College

Frensham Heights School (Incl Junior)

Frewen College

Fulneck School

Fyling Hall School Trust LTD

George Watson's College

Giggleswick School

Glenalmond College

Godolphin School

Godstowe Preparatory School

Gordon's School

Gordonstoun (Incl Junior)

Gresham's School (incl Prep)

Haberdashers' Adams

Haileybury

Hall Grove School

Handcross Park School

Hanford School

Harrogate Ladies' College

Harrow School

Hatherop Castle Prep School

Hazlegrove Preparatory School

Headington School

Heath Mount School

Heathfield School

Hereford Cathedral School

Highfield and Brookham School

Hockerill Anglo-European College

Holmewood House School

Holmwood House School (incl Prep)

Holyport College

Horris Hill School

Hurstpierpoint College

Hurtwood House School

International School of Creative Arts

Ipswich High School

Ipswich School

Jamea Al Kauthar

Jamia Al - Hudaa

Jersey College for Girls

Junior King's School, Canterbury

Kensington Park School

Kent College, Canterbury

Kent College, Pembury (Incl Prep)

Keswick School

Kimbolton School

King Edward's School, Witley

King William's College, Isle of Man

King's Hall School

King's High School, Warwick

King's School , Rochester (Incl Prep)

King's School, Bruton

King's School, Ely (Incl Junior)

Kingsley School

Kingswood Preparatory School

Kingswood School

Kirkham Grammar School

Kitebrook Prep School

Lambrook School

Lancaster Royal Grammar School

Lancing College

Langley School

Lathallan School

Leighton Park School

Leweston School (Incl Prep)

Lime House School

Lincoln Minster School

Liverpool College

Llandovery College

Lockers Park School

Lomond School

Longridge Towers School

Lord Wandsworth College

Loretto School (Incl Junior)

Loughborough Grammar School

Luckley House School

Ludgrove School

LVS Ascot

Maidwell Hall School

Malvern College

Malvern St James

Marlborough College

Marlborough House School

Marymount London

Mayfield School

Merchiston Castle School

Mill Hill School Foundation

Millfield Preparatory School

Millfield School

Milton Abbey School

Monkton Combe Preparatory School

Monkton Combe Senior School

Monmouth School for Boys

Monmouth School for Girls

Moor Park School

More House School

Moreton Hall School

Moulsford Preparatory School

Mount Kelly School (Incl Prep)

Mount St Mary's College

Mowden Hall School

Moyles Court School

MPW London

Myddelton College

New College Worcester

New Hall School

North London Grammar School

Northbourne Park School

Oakham School

Old Buckenham Hall School

Old Swinford Hospital

Orwell Park School

Oswestry School

Oundle School

Oxford International College

Oxford International College Brighton

Oxford Sixth Form College

Packwood Haugh School

Padworth College

Pangbourne College

Papplewick School

Perrott Hill School

Peter Symonds College

Pinewood School

Plymouth College

Pocklington School (Incl Prep)

Port Regis Preparatory School

Prestfelde School

Prior Park College

Prior's Field School

Queen Anne's School

Queen Ethelburga's Collegiate

Queen Margaret's School

Queen Mary's School

Queen's College, Taunton (Incl Prep)

Queenswood School

Radley College

Ratcliffe College (Incl Prep)

Reading School

Reddam House Berkshire

Reed's School

Rendcomb College

Repton School

Richard Huish College

Rikkyo School in England

Rishworth School

Rossall School

Royal Alexandra & Albert School

Royal High School, Bath

Royal Hospital School

Royal Russell School

Rugby School

Ruthin School

Ryde School with Upper Chine

Rye St Antony School (Incl Prep)

S.Anselm's Preparatory School

Saint Felix School

Saint Ronan's School

Salisbury Cathedral School

Sandroyd School

Scarborough College

Scarisbrick Hall School

Seaford College (Incl Prep)

Sedbergh School

Sevenoaks School

Sexey's School

Shaftesbury School

Shebbear College

Sherborne Girls

Sherborne Preparatory School

Sherborne School

Sherfield School

Shiplake College

Shrewsbury School

Sibford School

Sidcot School

Slindon College

St Andrew's College, Cambridge

St Andrew's Preparatory School, Eastbourne

St Andrew's School, Pangbourne

St Bees School

St Catherine's, Bramley

St Christopher School

St Clare's, Oxford

St David's College, Llandudno

St Edmund’s School, Surrey

St Edmund's College & Prep School, Hertfordshire

St Edmund's School, Canterbury (Incl Junior)

St Edward's Oxford

St Francis' College

St George's School, Ascot

St George's School, Harpenden

St George's School, Windsor

St George's, Edinburgh

St Hugh's Prep School, Lincolnshire

St Hugh's Prep School, Oxfordshire

St John’s College School, Cambridge

St John’s College, Southsea

St John's Beaumont Preparatory School

St John's School, Leatherhead

St John's School, Sidmouth

St Joseph's College (Incl Prep)

St Lawrence College (Incl Junior)

St Leonards School, Fife

St Margaret's School, Bushey

St Mary's Calne

St Mary's Music School

St Mary's School, Ascot

St Mary's School, Cambridge

St Michael Abbey School

St Michael's School

St Paul's Cathedral School

St Paul's School, London

St Peter's Prep School

St Peter's School, York (incl St Olave's)

St Swithun's School

St Teresa's School

Stamford Endowed Schools

Stamford Junior School

Stanborough Secondary School

Stephen Perse Foundation

Stewart's Melville College

Steyning Grammar School

Stoke College

Stonar School

Stonyhurst College

Stonyhurst St Mary's Hall

Stover School (Incl Prep)

Strathallan School (Incl Prep)

Summer Fields School

Sunningdale School

Sutton Valence School (incl Prep)

Swanbourne House School

Talbot Heath School (Incl Junior)

TASIS, The American School in England

Taunton Preparatory School

Taunton School

Teikyo Foundation School

Terra Nova School

Terrington Hall School

Tettenhall College

The Downs Malvern

The

Concord College

Copthorne Preparatory School

Kingham Hill School

Kings Bournemouth

King's College, Taunton

Rochester Independent College

Rockport School

Roedean School

The Hammond School

The King's School, Canterbury

The Leys School

The Montessori Place, Hove

The Mount School

The National Mathematics and Science College

The New Beacon School

The Oratory Preparatory School

The Oratory School

The Pilgrims' School

The Prebendal School

The Purcell School for Young Musicians

The Read School

The Royal Ballet School

The Royal Grammar School, High Wycombe

The Royal Masonic School for Girls

The Royal School, Armagh

The Royal School, Dungannon

The Royal School, Surrey

The Royal School, Wolverhampton

The Thomas Adams School

The Wellington Academy

Thornton College

Tonbridge School

Trent College

Tring Park School for the Performing Arts

Trinity School

Truro School

Tudor Hall School

Twyford School

Uppingham School

Vinehall School

Walhampton School

Warminster School (Incl Prep)

Warwick School

Wellesley House School

Wellington College

Wellington School

Wells Cathedral School (Incl Prep)

West Buckland School

West Hill Park School

Westbourne House School

Westbourne School

Westminster Abbey Choir School

Westminster Cathedral Choir School

Westminster School, Westminster

Westonbirt School (Incl Prep)

Wisbech Grammar School

Whitgift School

Winchester College

Winchester House School

Windermere School

Windlesham House School

Witham Hall School

Woldingham School

Woodbridge School

Woodcote House School

Woodhouse Grove School

Worth School

Wrekin College

Wychwood School (Oxford) Ltd

Wycliffe College (incl Prep)

Wycombe Abbey

Wymondham College

Wymondham College Prep School

Yehudi Menuhin School

REST OF THE WORLD EUROPE

Amadeus International School, Austria

St Gilgen International School GmbH, Austria

St John's International School, Belgium

Open Gate Boarding School, Czech Republic

Apex 2100, France

Ecole Jeannine Manuel, France

Berlin Brandenburg International School, Germany

Cologne International School

Alexandra College, Ireland

Bandon Grammar School

Blackrock College, Ireland

Clongowes Wood College, Ireland

Glenstal Abbey School, Ireland

Kilkenny College, Ireland

Midleton College, Ireland

Rockwell College, Ireland

St Columba's College, Ireland

The Kings Hospital, Ireland

Villiers School, Ireland

Wilson's Hospital School

Cabella International Sahaja School, Italy

International School of Milan

Exupery International School, Latvia

International School Eerde, Netherlands

Hamelin Laie International School

King's College, The British School of Madrid, Spain

Sage College

SEK International School El Castillo

Sotogrande International School, Spain

International School San Patricio Toledo

Lundsbergs Skola, Sweden

Sigtunaskolan Humanistiska Läroverket, Sweden

A+ World Academy, Switzerland

Aiglon College, Switzerland

Brillantmont International School, Switzerland

College Alpin Beau Soleil, Switzerland

College Champittet, Switzerland

College du Leman International School, Switzerland

Institut Montana Zugerberg, Switzerland

La Garenne, Switzerland

Leysin American School, Switzerland

Lyceum Alpinum Zuoz, Switzerland

Préfleuri International Alpine School

Saint Charles, Switzerland

St George's International School, Switzerland

Surval Montreux, Switzerland

American Collegiate Institute, Turkey

The Koc School, Turkey

Aga Khan Academy

Aitchison College

Benenden Bilingual School Guangzhou

Braeburn Garden Estate School

British International School Lagos

Bromsgrove International School, Thailand

Charterhouse Lagos

Episcopal High School, USA

Epsom College in Malaysia

Fettes Guangzshou

Frensham, Australia

H Farm International School

Haileybury Bhaluka

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 Bengaluru

Harrow International School Haikou

Harrow International School, Hong Kong

Harrow Appi Japan

Heritage Girls School

Hulli School Nantong

Idyllwild Arts Academy, USA

Jerudong International School, Brunei Kaiyo Academy

Kincoppal-Rose Bay, Australia

King's Academy

King Henry VIII College, Malaysia

Kolej Tuanku Ja'afar, Malaysia

Lady Eleanor Holles International School Foshan, China

M-PESA Foundation Academy

Marlborough College, Malaysia

Michaelhouse, South Africa

New Summit Academy Costa Rica

New School Georgia

Nord Anglia Guangzhou Panyu School

North London Collegiate School, Jeju, Korea

NUCB International College, Japan

Oldfield's School

Peponi School, Kenya

Prem Tinsulanonda International School, Thailand

Planet Spiti Boarding School

Pymble Ladies' College, Australia

Regents International School Pattaya, Thailand

Ridley College

Rugby School, Japan

School of Leadership, Afghanistan (SOLA)

Shenzhen International Foundation College

Shenzhen Foreign Languages GBA Academy

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 Constantine's International School

St George's College

The Sultan's School

Swiss International Scientific School Dubai, UAE

Thailand KIS Reignwood Park School

The British School of Lome', Togo

The Doon School, India

The Forman School, USA

The Hun School of Princeton, USA

The International School, Bangalore, India

The King's School, Australia

The Regent Secondary School, Nigeria

Toowoomba Anglican School, Australia

United World College South East Asia, Singapore

Wellington College International Tianjin, China

Wellington College International Pune

Wellington College International Hangzhou

Westlake International School, Malaysia

Woodcreek School

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

Xi’an Liangjiatan International School

Y K Pao School

Yew Chung International School of Qingdao (YCIS -QD), China

Yew Wah International Education School of Guangzhou (YWIES-GZ) , China

Yew Wah International Education School, Zhejiang Tongxiang Campus, (YWIES-TX), China

Yew Wah School of Shanghai Changning. (YWIES - GB), China

Yew Wah International Education School of Shanghai Lingang (YWIES - SHLG), China

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Manufacturing Bespoke School Furniture:

A Comprehensive Project Timeline

At the heart of manufacturing bespoke school furniture lies our project management and production process, designed to ensure schools meet their refurbishment and renovation deadlines which we have refined over many years.

This process is critical, as it aligns with school term time calendars, making timely delivery essential for a smooth transition when pupils return. Here’s an in-depth look into the timeline and operations involved.

DESIGN AND PLANNING

The cornerstone of a successful school furniture project is early and thorough project planning. Engaging with a project as early as possible, sometimes over 12 months in advance, allows ample time for careful consideration of all options, refining requirements, and securing the best pricing. This phase involves multiple site meetings with all stakeholders and contractors to plan realistic and achievable project timelines.

Early discussions enable schools to budget appropriately and explore various design possibilities without the pressure of imminent deadlines. This proactive approach ensures that all logistical aspects are covered, minimising the risk of potential issues down the line.

DRAWING OFFICE AND QUOTATION

Once the project reaches our Drawing Office, the Design Team begin to produce detailed 3D drawings of each furniture piece along with layout options. This typically involves a set timescale for completion, ensuring that the project remains on track.

The timescales for drawing work can extend to 6-8 weeks during the lead up to the Summer period, typically beginning in April through to June. As we see a spike in the workload for our Design Team, we emphasise the importance of planning and ordering as early as possible to enable all parties to deliver a project on time.

3D drawings are crucial to allow stakeholders to visualise the finished room and make any necessary changes before going into production. The review process ensures that the designs meet the school's requirements, this is crucial to maximising space and getting measurements correct. At this stage, a detailed quotation is provided, which helps in finalising the budget and making informed decisions.

At this stage, finishes and the finer details are specified, this includes the finish of each piece of furniture, ironmonfery, handles, integrated lighting and electrics.

PROJECT SIGN OFF AND PLACING AN ORDER

The decision to sign off on designs and place an order is a pivotal moment in the project timeline. The time taken to approve and place the order affects the production process, including securing materials, which are subject to availability and cost fluctuations.

Once the order is placed, production planning and machining can commence. This stage's timing directly influences the subsequent delivery and installation phases, highlighting the importance of timely decision-making.

PRODUCTION PLANNING

Upon order confirmation, the Operations and Production Team optimise the manufacturing cycle. Key considerations during this phase include:

• Machining capacity and material optimisation - Ensuring the best value for money and minimizing waste.

• Material availability - Managing stock and lead times to prevent delays.

• Production and machining processes - Scheduling the necessary steps to complete each piece throughout our manufacturing facility.

• Spray Shop - finishing and drying times.

• Assembly

• Packaging, dispatch, and logistics

The entire production timeline is carefully managed to fit within the manufacturing facility's capacity, ensuring efficiency and adherence to deadlines.

DELIVERY AND INSTALLATION

The final phase involves close collaboration with schools, estate teams, and contractors to plan the delivery and installation. Effective communication during the initial planning phase is vital to set clear expectations and accommodate any changes early on, thus avoiding lastminute adjustments and potential delays.

By coordinating delivery and installation to align with the overall project plan, the risk of missing deadlines is significantly reduced. This collaborative approach ensures that the bespoke school furniture is ready and installed in time for the new school term.

Manufacturing bespoke school furniture is a complex but a wellcoordinated process that begins with detailed planning, timely decisionmaking, and efficient execution leads to success.

By following a structured project timeline and maintaining open communication with all stakeholders, we ensure that each project is completed on time and to the highest standards.

PROJECT SIGN OFF AND PLACING AN ORDER

The decision to sign off on designs and place an order is a pivotal moment in the project timeline. The time taken to approve and place the order affects the production process, including securing materials, which are subject to availability and cost fluctuations.

Once the order is placed, production planning and machining can commence. This stage's timing directly influences the subsequent delivery and installation phases, highlighting the importance of timely decision-making.

Dorms & Digs.

Transforming Boarding School Spaces Across the UK.

When it comes to creating inspiring, functional, and durable furniture for student accommodations, Dorms & Digs leads the way. As a certified supplier to the Boarding Schools’ Association, we are proud to deliver furniture that balances comfort, style, and practicality, designed specifically for the unique demands of student life.

The Perfect Blend of Form and Function.

At Dorms & Digs, we understand that the right furniture can transform a student’s living environment into a place where they feel truly at home. Our carefully curated collections, including the popular Haven’s Rest, Scholars Retreat, and Academia Luxe, cater to diverse tastes and requirements. Each range reflects our commitment to high-quality craftsmanship and a keen eye for aesthetics, ensuring students enjoy spaces that are both stylish and conducive to their academic and personal growth.

New Collection That Will Be Released This Month

Whether it’s your dormitories, study spaces or common spaces we specialise in delivering furniture solutions tailored to suit all needs. Every item we produce is British-made, showcasing the finest materials and design expertise to guarantee durability and performance.

Bespoke Solutions for Unique Spaces.

Partnering with Excellence.

Being a certified supplier to the Boarding Schools’ Association is a mark of our dedication to excellence. This certification underscores our reputation as a trusted partner for schools across the UK, where the needs of students and staff are our top priority. Our partnership with the BSA highlights our alignment with the highest standards of quality, safety, and innovation in the education sector.

Sustainability and Ethical Practices.

In addition to our design expertise, Dorms & Digs is committed to sustainability and ethical production practices. We source materials responsibly and manufacture locally, reducing our carbon footprint and supporting the UK economy. By investing in our furniture, you’re contributing to a greener future without compromising on quality.

Why Choose Dorms & Digs?

Certified Expertise: As a certified supplier to the BSA, we are trusted by leading boarding schools across the country.

British Craftsmanship: All our furniture is designed and manufactured in the UK, ensuring superior quality and durability.

Bespoke Options: Tailored solutions to meet the specific needs of any student accommodation project.

Style and Comfort: Designs that elevate student spaces while providing lasting comfort and functionality.

Over 30 year of manufacturing experience.

A magazine is a periodical publication, which can either be printed or published electronically. It is issued regularly, usually every week or every month, and it contains a variety of content. This can include articles, stories, photographs, and advertisements.

No two accommodations are the same, and we take pride in offering custom-made furniture to suit individual requirements. From multi-functional desks with ample storage to comfortable and supportive beds designed for a good night’s sleep, every piece is built with the end-user in mind.

Our design process involves close collaboration with schools, universities, and accommodation providers, ensuring our solutions enhance the functionality of the space while maximizing visual appeal. By choosing Dorms & Digs, you’re not only investing in furniture but also in the comfort and well-being of your students.

Elevate Your Student Spaces with Dorms & Digs.

Dorms & Digs isn’t just about furniture—it’s about creating environments where students can thrive. Let us help you design living spaces that inspire success, foster well-being, and leave a lasting impression.

To learn more about how we can enhance your accommodation spaces, contact us today on 0800 246 1207 or visit www.dormsanddigs.com

Dorms & Digs- HOME of Student Furniture.

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Part of the BSA Group

TWO-DAY CONFERENCE

VENUE: COLLÈGE ALPIN BEAU SOLEIL, SWITZERLAND

23-24 MAY 2025

European Boarding Conference

Join our upcoming conference to connect with boarding school professionals from across Europe, discuss key trends, and networking opportunities.

SESSIONS WILL INCLUDE:

Safeguarding guidance updates | Supporting younger boarders

International boarding | Mental health | Coping with change in environment

The conference is suitable for anyone in a boarding role, and we expect a mix of school leaders and other boarding practitioners.

Price

£295/day or £595 2 days – One day event, £295 Day two potential networking opportunities.

Audience

Head, Deputy Head, Head of Boarding, Bursar, Marketing, Admissions, Medical, Head of EAL, DoS, Pastoral staff