Boarding School Magazine - Autumn 2021 by Boarding Schools' Association

Part of the BSA Group

BOARDING SCHOOL T H E M A G A Z I N E O F T H E B O A R D I N G S C H O O L S ’ A S S O C I AT I O N

AUTUMN 2021

International Boarding Day 2021 – round-up Why children need to fail more Leading your first House team

Andrew Gray Communications and Partnerships Manager Boarding Schools’ Association

From the editor Welcome to the autumn edition of

sponsored by Hieda, where our

write this, the clocks are about to

the importance of health and

Boarding School magazine. As I

go back in the UK, which always

serves as a reminder that, in just a

few short weeks, another year will

be over and we’ll be entering 2022.

As 2021 draws to a close, we can

reﬂect on what has been another

busy, and at times, extremely

schools joined us to shine a light on wellbeing. We were absolutely

Hall. If you’ve yet to book your place

huge thank you again to all schools,

students and staﬀ who got involved.

on why he thinks children need to fail

Headmaster at Haberdashers’ Adams,

up to champion health and wellbeing

reﬂects on some of our recent work

There’s a round-up of this year’s International Boarding Day,

information, please don’t hesitate to contact the BSA Team

via bsa@boarding.org.uk.

you would like to contribute to future

BSA Group Director of Guardianship

education in schools, colleges,

links above, or if you need any further

Marlborough College Malaysia, who

Group’s new Health in Education

universities and workplaces.

at either event, please click on the

Thank you for all your support with

Jarrett, Senior Girls Housemistress at

oﬀers her advice to anyone leading a

Association (Hieda), which we’ve set

held on May 3-4, 2022 at Oxford Town

more. We get the thoughts of Rebecca

is once again a packed one. You can ﬁnd out about the launch of BSA

London Heathrow, and our Annual

activities in support of the day, so a

taking part in dozens of diﬀerent

optimism to what’s in store for us

Our ﬁnal edition of this calendar year

February 1-2, 2022, at the Hilton,

Conference for Heads, which will be

We also hear from Gary Hickey,

in the next 12 months.

Conference, which takes place from

inundated with photos from members

challenging year for everyone, and

we can look ahead with plenty of

shape of our Annual BSA Boarding

Boarding School magazine this year. If editions, please email us at

House team for the ﬁrst time, while

bsa@boarding.org.uk. The spring

and Inclusion, Ammy Davies-Potter,

be published in February – if you

around equity, diversity and inclusion. Finally, a brief reminder that 2022 will see BSA’s ﬁrst face-to-face

2022 edition of the magazine is due to would like to send us any content for that edition, please send us your

contributions no later than Friday, January 28, 2022.

conferences since early 2020, in the The Boarding Schools’ Association (BSA) champions boarding excellence and delivers boarding support worldwide. The BSA represents more than 600 independent and state boarding schools in the UK and overseas. BSA services include professional development, government relations, communications, media, publications, conferences and events. Front cover: Haberdashers' Adams

Contents 03. FROM THE EDITOR ANDREW GRAY, COMMUNICATIONS AND PARTNERSHIPS MANAGER

07. HAVE A PLAN AND BEWARE THE PUNCH ROBIN FLETCHER, CEO, BSA AND BSA GROUP

08. FROM THE CHAIR BEX TEAR, BSA GROUP CHAIR 2021 AND HEAD, BADMINTON SCHOOL

11. NEWS IN BRIEF #1 A ROUND-UP OF SOME OF THE STORIES FROM ACROSS THE BOARDING COMMUNITY

18. BSA GROUP LAUNCHES NEW HEALTH AND WELLBEING ASSOCIATION

22. INTERNATIONAL BOARDING DAY 2021 30. WHY CHILDREN NEED TO FAIL MORE GARY HICKEY, HEADMASTER, HABERDASHERS’ ADAMS

39. UK STILL PREFERRED DESTINATION OF CHOICE FOR BOARDING SCHOOLS FOR CHINESE PARENTS

44. GOING FROM STRENGTH TO STRENGTH 47. HEADS ON THE MOVE 48. MR WELLS RETURNS TO WELLS! 50. LEADING YOUR FIRST HOUSE TEAM REBECCA JARRETT, SENIOR GIRLS HOUSEMISTRESS, MARLBOROUGH COLLEGE MALAYSIA

55. BSA CERTIFIED AGENT AND GUARDIAN SCHEMES 58. BRAND NEW STATE PREP SCHOOL TO OPEN BOARDING PROVISION

ALEX WILSON, HEADTEACHER, WYMONDHAM COLLEGE PREP SCHOOL

65. MOVING UPSTREAM: A REFLECTION ON RECENT EDI WORK

AMMY DAVIES-POTTER, DIRECTOR OF GUARDIANSHIP AND INCLUSION, BSA GROUP

69. NEWS IN BRIEF #2 MORE STORIES FROM THE WORLD OF BOARDING

74. COVID LIFE AS A BOARDER HAMISH VENTERS, FORMER RUGBY SCHOOL STUDENT AND BSA INTERN

76. BSA MEMBER LIST

Boarding School Magazine

To subscribe: T. +44 (0)207 798 1580 E. bsa@boarding.org.uk

Editor Andrew Gray, Communications and Partnerships Manager andrew.gray@boarding.org.uk

Advertising Aileen Kane, Chief Operating Oﬃcer aileen@boarding.org.uk Contributors Hamish Venters Sophie Roe Jess Clarke

Boarding Schools’ Association First Floor, 27 Queen Anne's Gate, Westminster, London SW1H 9BU

Image courtesy of Plymouth College

HEALTH In EDUCATIOn ASSOCIATIOn

Part of the BSA Group

FRIDAY

nOVEM BE

R 20

21 09:00-1 6:00

TRAININg

Emergency First Aid at Work (EFAW)

Certified for three years. Level 3 award in Emergency First Aid at Work (QCF) meets the requirements of the Health and Safety Regulations 1981. This course is a one-day course, approved by Qualsafe Awards, an Ofqual-recognised awarding organisation. The course covers the practical skills needed by first aiders to competently deal with situations that require a basic level of first aid. There will be a maximum of 12 candidates per course. This is an open course; however, courses can be booked at your venue on a date of your choice for just your staff. Contact us for details. Audience This course is suitable for all workplaces with a HSE requirement. Training topics will include

• • • • • •

Role of ﬁrst aider Managing an emergency including after-care Basic life support for adults, children, and babies Choking in adults, children, and babies The recovery position and secondary survey Wound management and managing catastrophic bleeding communication • Fainting

• • • • • • • •

Shock – including bleeding Epilepsy Burns Eye injuries Health and safety regulations Treating the unconscious casualty First aid kits Use of the deﬁbrillator.

Learning outcomes • To become an HSE-approved ﬁrst aider • To understand the principles of being a ﬁrst aider and carrying out safe care for the wellbeing of a patient • To learn skills to help manage illnesses and accidents • To be able to promote recovery, preserve life and prevent conditions from deteriorating. Trainer Jane Graham, Director, Hieda

CLICK HERE FOR MORE INFORMATION AND TO BOOK

*If you would like to become a member and access discounted rates for Hieda CPD and events, please click here.

Cost • Member rate (individual): £60* • Member rate (group of 12): £500*

Robin Fletcher Chief Executive BSA and BSA Group

Have a plan and beware the punch On meeting the Japanese managing

marked dip in the middle of the

Diﬀerent schools will draw diﬀerent

in the Welsh valleys in the 1990s,

students, particularly from the Far

their own circumstances. But

director of a Panasonic TV factory

the ﬁrst question he asked me was: “Where will your business be in ﬁve

years’ time?”

given the global impact of COVID-

19 on every part of the world over

the past two years, it is tempting to

regard any eﬀorts to look ahead

long-term with a high degree of

caution and scepticism.

Mike Tyson, the former boxer, usefully

pandemic as many international East, could not return to the UK.

It is hoped of course that the sector will recover from this dip, if not

immediately then perhaps over the

next two years. And if this gets us all back to square one, the question

about what ﬁve years ahead looks like remains valid.

In trying to ﬁgure this out, it’s worth

boarding leaders considering these

points:

reminds us that ‘everyone has a plan

• 42% of all boarders at UK schools

But just because we might get an

• 30% of BSA UK schools have fewer

until they are punched in the mouth’. unexpected punch from time to time doesn’t mean we should not try to have a plan in the ﬁrst place.

Until COVID-19 the number of

boarders at UK schools remained

fairly static at around 75,000 taking the independent and state sectors together. There was of course a

live overseas

than 50 boarders

• 30% of all boarders are at just 30 UK schools

• 35 UK boarding schools will have

closed or stopped boarding from September 1 2019 to August 31, 2022.

conclusions to these points based on whatever these conclusion are,

considering these sort of questions is

fundamental for any school as it plans beyond the immediate and attempts to chart of a ﬁve-year path.

If your school doesn’t have a ﬁve-year plan it’s fair to say now is the time to write one (and BSA is happy to help you!). But if your school has one

which says that despite the wider

market context you fully intend to

double all your numbers in the next

ﬁve years, then it’s also fair to say that your plan may need tweaking.

Optimism is a wonderful asset in any

organisation, but you cannot run one on optimism alone, especially a boarding school.

From the Chair

A boarding school is the sum of many parts; each and every role working together symbiotically to make a

perfect whole. However, all too often it is just the roles that are ‘front of house’ that are associated with

creating the beacon of excellence

which give parents the conﬁdence to choose our schools. Behind the

scenes so many people are involved in ensuring that the care provided is the

world standard we aspire to; a case in

point are the nurses and medical staﬀ working in our boarding schools.

When we think of schools, teachers

are often the ﬁrst people who come to mind, although for boarders it may just as well be an inspirational and supportive housemaster or

housemistress. A kindly matron may be a later thought, but I am sure

Bex Tear BSA Group Chair 2021 Head, Badminton School

nurses and medical staﬀ are

frustratingly further down the list. The vital role played however by

school nurses, medical staﬀ and

Association) to support those who

nurses, medical staﬀ and counsellors

has already proved a great success

boarding schools and things soon

work in the safeguarding ﬁeld. This with more than 200 members already in over 20 countries and delivering a wide range of courses and other resources.

The aim of Hieda is to do the same, counsellors could not have been more starkly illustrated by the events of the

past year when their contribution in

keeping schools functioning and

young people and adults safe was as important as Florence nightingale with her lamp during the Crimean

giving nurses, medical staﬀ,

counsellors and related stakeholders

the chance to have their own support network, whether they work at a

school, college, university or other

health education settings in the UK and overseas.

War over 150 years ago.

In a school, there is no point having

That’s why I am delighted that BSA

teachers to teach and no well

Group has launched a new

association catering solely for this

group, called the Health in Education

smart classrooms if there are no ﬁt

students to listen to them. And having the ﬁnest, shiniest theatre or

swimming pool is not worth the huge

Association, or Hieda. Just over two

sums they often cost to build if there

ﬁrst ever separate association Sacpa

swimmers to use them.

years ago, BSA Group launched its

(Safeguarding and Child Protection

are no directors, actors, coaches or

are the oil in the engine of all good

break down without their enormous

hard work and expertise. Hieda will I am sure play an important role in

providing much-needed support for them and I look forward to BSA

schools and their staﬀ joining it.

More information about Hieda can be found on page 18 or via the Hieda website: www.hieda.org.uk

DO WE BLOW OUR OWN TRUMPET? OF COURSE WE DO!

AFTER ALL WE ARE THE DESIGN AND PRINT HOUSE FOR THE BSA

NEWS in brief

A round-up of some of the stories from across the boarding community

#1 >>> Taunton School gains national recognition for its innovative

Ripon school's Olympic sports hero

given pride of place A portrait, painted by artist and parent Fiona Scott, of Team GB Olympic gold medallist Jack Laugher has been awarded pride of place at the Olympian’s former school, Ripon Grammar. The portrait was also shortlisted for Royal Society of Portrait Painters annual exhibition in London in May 2020 before the exhibition was cancelled due to COvID-19.

Laugher has been back to Ripon Grammar since leaving the school to present prizes to the students three years ago, inspiring many of the current students.

Darcy Harper, 15, a keen swimmer who has competed in national schools’ ﬁnals said: “I found it inspiring to hear his story and how far he’s come. It encouraged me to push myself even further.”

Dan Brown, 14, who has represented his school in county swimming championships, athletics and tennis said Laugher “has shown how it’s possible to combine a professional sporting career while managing his schoolwork, which I really admire. His example inspires me to continue working towards my own sporting goals.” Swimmer and runner Eliza Polito, 14, said: “I think it’s so cool to know that Jack Laugher came to this school and has gone on to achieve so much.”

Friend's eating disorder inspires

international manuscript Brentwood School Sixth Form boarder Julieanna Ouyang was inspired by her friend who has since recovered from an eating disorder to research, attentional bias and eating disorders outside of school hours with a fellow IB student who attends an International School in China. Julieanna, 17, has now completed a manuscript entitled ’A Review of Attention Bias and Eating Disorder’, which she has been invited to present at the 2021 International Conference on Public Relations and Social Sciences (ICPRSS), held in Kunming, China, in September. The aim of the ICPRSS is to promote scientific information interchange between researchers, developers, students, and practitioners working all around the world. Whilst Julianna is unable to present her manuscript in person, due to COvID-19, her work will be acknowledged in the Advances in Social Science, Education and Humanities Research scholarly articles. Julianna said: “Quite a lot of things inspired me to write this review. I’ve always been interested in psychology and I study psychology as a higher level International Baccalaureate course, which I find fascinating. I came up with this topic as one of my friends had an eating disorder when she was younger and fortunately recovered from it, which made me want to find out how eating behaviours could be affected psychology (cognitively) and what are the future treatments.”

teachers’ pension scheme Taunton School has been shortlisted at the prestigious Pensions Age awards ceremony, which celebrate the best advisers, schemes and products across the UK. Taunton came up with a unique solution to the current Independent Schools pension crisis, with the help of leading accountancy company, Milsted Langdon, and top legal ﬁrm, Veale Wasborough Vizards. This scheme, known as ‘The Taunton School model’, is now used by other schools across the UK and has raised the attention of both The Daily Telegraph and Financial Times.

Taunton School’s Chief Operating Officer, nicola Miller said: “It is a real honour to receive national recognition for all the work we have done to create our own pension scheme here at Taunton School. As a modern, forwardthinking school we are very proud of what we have achieved. In-depth consultations were carried out with all our staff and, with our partners, we came up with a solution which answered everyone’s needs. Our hybrid model offers greater flexibility and benefits to staff than many other products currently on the market. Crucially, it also means that we don’t have to pass on additional costs to parents by raising fees and our long-term development plans remain intact.”

Bishop’s Stortford College Prep School raises £22,000 for St Elizabeth’s Centre

The Bishop’s Stortford College Prep School has raised a total of £22,000 during the academic year of 2020 - 2021 for the St Elizabeth’s Centre in Much Hadham, a specialist school, college and residential centre, supporting over 200 residents suﬀering with epilepsy and other neurological condition, which was nominated by one of the pupils.

From September 2020 Bishop’s Stortford pupils have participated in numerous community-focussed events, even during the lockdown period, including an Easter holiday Spring Charity Challenge which saw pupils attempt to complete as many community, family and well-being based tasks as possible. The ﬁnal Charity Day took place on Tuesday 22 June when the cheque of £22,000 was presented to special guest, Kat, from the Fundraising Team at St Elizabeth’s Centre, followed by insightful assemblies and a ‘Teddy Bears’ Picnic’.

Prep School Prefects & Charities Coordinator Jane Towns said: “In what has been yet another remarkably challenging year, the Prep School community has proven to go above and beyond in supporting our local charities. Thank you to everyone for their kind and generous donations which will make a huge diﬀerence to the St Elizabeth’s Centre, and will go a long way in helping with the refurbishment of their sensory rooms and provision of sensory equipment; vital features of their care programme to enable children and residents to develop essential social and motor skills.”

>>>

#1 >>>

Author puts eager pupils on the

‘write’ path Author Miles Hudson visited Highfield and Brookham Schools’ Year 7 pupils, who had just finished reading his book entitled ‘The Mind’s Eye’, a dystopian science fiction thriller which centres on the murky world of surveillance in an England ravaged by climate change and the sequel to ‘2089’. Hudson gave explained the process he uses to write his novels and stressed the importance of story structure, plot lines, settings and characters.

Highﬁeld School’s Headmaster, Phillip Everett said: “My study is brim full of books and our library is one of the mostused rooms in the school, so what a thrill for the children to have a visit from a published author. Year 7 have been reading Miles Hudson’s latest book and will have gained a special insight into exactly what goes into producing a book and what makes a popular read. These are things that they can now put into practice themselves and, one day, perhaps one or two of their books will ﬁnd their way into our school library and onto the shelves in my study.”

Prestigious grand day at The Duke of York’s Royal Military School The Duke of York’s Royal Military School’s Grand Day saw 500 students in full ceremonial parade after an inspection by guest of honour and Reviewing Oﬃcer Colonel Andy Thorne, the Chair of Governors. The inspection was followed by Trooping the Colour, led by the Dover school’s band and corps of drums, the only school with the Royal privilege, granted in 1825 by King George Iv. The event also hosted an impressive display of vintage military transport which included a Hawker Hurricane, Sherman BARv, M10 Achilles, and Staghound T17E armoured car. The school’s Principal, Alex Foreman said: “While the last year has been challenging, the resilience of our students has shone through resulting in high achievements by our prize-winning students and our stunning whole school Grand Day which celebrates our unique military heritage. The entire event is led by students who provided a magniﬁcent display of our core values which are courage, integrity, respect, commitment, loyalty and self-discipline.”

Strathallan launches Traditional Music and Scottish Culture

Department Traditional Scottish music lessons and Highland Dancing are just some of the new subjects on offer at Strathallan School this year as the school launches a Traditional Music and Scottish Culture Department.The brand-new programme, which will include workshops led by the UK’s top folk musicians, was kicked off this week with a fiddle workshop led by Glaswegian musician Jack Smedley of Rura. Craig Muirhead, who will lead the newly-established department, said, “This is an exciting moment for Strathallan, we’ve had a Folk Band for some years now and a very successful Pipe Band for the best part of a hundred years, so it makes sense that we offer even more opportunities for our students to learn about and participate in Scottish culture.” A former Red Hot Chilli Piper, Craig is one of Scotland’s most experienced performing bagpipers, having performed for millions at the opening and closing ceremonies of the Commonwealth Games in 2010. “Personally, traditional music has allowed me to travel widely, from Bannockburn to Barbados,” added Craig.

“It’s given me opportunities to perform and to share stages with the likes of Rod Stewart, Lulu and Amy MacDonald, so I’m excited to see where our new department could lead our pupils.”

Teenage ﬁlm director wins national award

Teenage film director wins national award LvS Ascot pupil Constance Bole has won the Key Stage 5 short film category in the Independent Schools’ Association (ISA) national Film & Digital Art Competition for her short film entitled “Marked”. Constance, 17, wrote, directed, edited and filmed a dystopian future film where people are marked and monitored, inspired by the COvID-19 pandemic and #MeToo movement. Due to the COvID-19 pandemic, the original 12 scene script was reduced to just 3 scenes with actors Chloe Barlow and Angelina Yu, LvS Ascot drama students.

The ISA’s annual Film & Digital Art Competition oﬀers students an opportunity to use both creative and technical skills to produce art works in the digital genre.

Constance said: “I have always been a fan of dystopian stories, reading lots and gathering my own ideas and opinions on what a world classed as ‘undesirable’ or ‘frightening’ could look like. I wanted to explore the isolation and victimisation experienced through social prejudices and the stigma of being ‘marked’ as different - an experience many people face daily. I also wanted to look at how society’s perceptions of a person and their own identity can change the second a label is attached.” The director of the Young Film Academy, who judged the awards, Ed Boase said: “This film pulled off a rare feat: creating an alternate reality that felt familiar yet terrifying. A fantastical premise (that people who are randomly ‘marked’ must be hunted down) is made totally convincing by two excellent performances, expert camerawork, editing and sound design… also, a shocking twist ending!” Constance’s winning film can be viewed in full here at https://www.youtube.com/watch?v=jv-u58MK4nQ

>>>

#1 >>> Rishworth School announces launch of ground-breaking International Football Academy

Rishworth School will oﬀer boys and girls aged 13 to 16 the opportunity to experience a truly unique programme that combines high quality education and professional football coaching with the formation of the Rishworth International Football Academy (RIFA).

Delivered in partnership with the Street Work Soccer Academy, RIFA pairs the school’s 300 years of heritage in education with elite football coaching and world-class facilities, starting September 2022. RIFA will develop young people’s sporting skills while oﬀering a clear pathway into the professional football arena, thanks to its strong partnerships with professional football clubs based globally.

The RIFA programme will be delivered to students by UEFA-licensed coaches who have served in senior coaching positions at elite clubs in England and around the world.

HEALTH In EDUCATIOn ASSOCIATIOn

Part of the BSA Group

Jane Graham Director, Hieda

BSA Group l new health a wellbeing ass In September, the BSA Group officially launched a new membership association to champion health and wellbeing education in schools, colleges, universities and workplaces. The Health in Education Association (Hieda) aims to help address core aspects of health and wellbeing education in education and work settings, such as first aid, and help members broaden the medical support they provide to employees and students. BSA Group announced Hieda’s launch at its Annual Health and Wellbeing conference, which took place on July 6.

HEALTH In EDUCATIOn ASSOCIATIOn

Part of the BSA Group

launches and sociation One of Hieda’s key functions is to

Hieda members also have access to a

wellbeing to employers and health

healthcare professionals, and non-

provide guidance on mental health and practitioners. It also provides a training

resource for healthcare professionals

and non-medical personnel who are

dedicated forum for school nurses, medical personnel to network and discuss best practice.

responsible for health and wellbeing.

Hieda’s day-to-day operations are

and training to members, with a busy

who is also BSA Group’s Health and

Hieda oﬀers high-quality, bespoke CPD

programme of events lined up until

Members have free access to Hieda’s

advice and guidance service, which will help practitioners and those with

health and wellbeing responsibilities

meet the needs of the employees and students. This includes a consultancy

service, which oﬀers reviews of health

being led by Director Jane Graham,

charge of ﬁrst aid, managing more acute medical conditions, such as

cancer or epilepsy, requires additional knowledge and training.

has spent more than 30 years in

mental health and wellbeing. Hieda

nursing; nine of them as a specialist

retrieval nurse. As a regular lecturer at South Bank University, she also has

considerable expertise in teaching both student and qualiﬁed nurses.

consultancy service can be tailored to

stated that the country needs a nurse

allowing focus on the improvement of

medical needs. We believe that beyond

speciﬁc aspects of provision.

“While every workplace has a person in

“Moreover, we are having a much-

experienced nursing professional. Jane

Robin Fletcher, CEO, BSA Group, said:

the speciﬁc needs of any member,

from improved medical support.

Wellbeing Director and a highly-

provision, a troubleshooting services

and pre-inspection support. The

and workplaces would also beneﬁt

“Earlier this year, the Prime Minister

in every school, to properly support all the education system, all businesses

needed national conversation about has a crucial role to play in the

promotion and provision of all aspects of health and wellbeing support in

both work and educational settings. “Through its programmes, Hieda will address these important issues, and help members improve the support they provide.”

To ﬁnd out more, visit Hieda’s website at www.hieda.org.uk.

BRITISH ASSOCIATIOn OF InDEPEnDEnT SCHOOLS WITH InTERnATIOnAL STUDEnTS

Part of the BSA Group

WEBINAR

EAL in the Mainstream Classroom

FRIDAY

nOVEM BER 202 1 12:30-1 3:30

Course outline This is a practical course which will help you to consider how to support your pupils with both language acquisition and concept development in the mainstream classroom.

Training topics • Approaches to contextual, linguistic and grammatical eﬀectiveness in an integrated classroom.

Learning outcomes • To give both EAL and subject teachers a better understanding of strategies to enhance and consolidate second language learning within an immersive strategy.

Audience - Teachers of EAL, Heads of EAL, mainstream STEM and Humanities subject teachers

Trainer - Lois Ashcroft, Head of EAL, The Mount, Mill Hill International

visit https://www.baisis.org.uk/training-and-events/eal-in-themainstream-classroom/ to book now.

Cost - BAISIS member £40 / BSA member £60 / Member additional attendee £15 / non-member £120

SchoolPlaces

We’ve teamed up with Bulldog Publishing to launch Schoolplaces.org, a dedicated live information resource for schools, parents, and education agents. Schoolplaces.org is designed to help agents and families easily ﬁnd available school places, all in one location. And it’s also the ideal platform for schools to showcase themselves and let parents and agents know what they are oﬀering. If you’re interested in getting your school listed on Schoolplaces.org, please email hello@schoolplaces.org.

Click here to download a copy of the school places media pack.

INTERNATIONAL

BOARDING DAY 2021

HEALTH In EDUCATIOn ASSOCIATIOn

Part of the BSA Group

On October 09, 2021, we celebrated International Boarding Day 2021. This year’s event, which was

sponsored by our sister association, Hieda.

We asked our member schools to show

their support by sharing their photos of any health or wellbeing-related

activities they were doing, using the hashtags #iloveboarding and #bsaintboardingday2021.

We had an amazing response, and over the next few pages are a selection of some of the wonderful pictures we received.

Thank you to all the schools, students

and staﬀ who took part – we’ll be doing it all again for International Boarding Day 2022 on Saturday, October 08,

2022, so please save the date!

a b c d e f g h i j k l m n o p q r s t u v w x y z 1 2 3 4 5 6 7 8 9 10 11

Ashville College Badminton School Bedford School Bootham School Brentwood School Bromsgrove International School Thailand Brooke House College Chetham’s School of Music Downe House School Farlington School Farringtons School Fulneck School Haileybury John F. Kennedy International School King’s Ely Leweston School Lomond School Millfield Prep School Milton Abbey School Perrot Hill Prep School Plymouth College Queen Ethelburgas Collegiate Richard Huish College Rishworth School Roedean Sandroyd School Scarborough College Shebbear College Sherborne School Slindon College St Bees School St Mary’s School, Cambridge St Swithun’s School Swiss International Scientific School in Dubai The Pilgrims’ School, Winchester The Royal Hospital School Thetford Grammar School Wells Cathedral School 12 Woodhouse Grove School

Why children need to FAIL more Gary Hickey Headmaster Haberdashers’ Adams

By overprotecting our children, is society increasing mental illness and reducing resilience in teenagers? In many schools across the

increase in mental health

of both parents and schools to

discussing mental health and

wellbeing approaches in

if we do so to the degree that

country we seem to be

strategies for making children

support and emotional

schools is rising. So, what are

more ‘resilient’, but whatever

we doing wrong?

problem is still on the rise.

In our desire to help and

depression are increasing

fact often doing more harm

we’re doing, it seems the

Levels of anxiety and

among teenagers, yet the

support I believe we could be in than good. naturally it is the job

want to keep children safe, but they are never exposed to the

natural stresses and challenges of life then I believe we are

seriously risking their future wellbeing.

>>>

>>> In his book “Antifragile: How to Live in a

Obviously, there are still the needs

nicholas Taleb introduces us to the

Children (and indeed adults) need

World We Don’t Understand” 1 nassim concept of being “antifragile” – his classiﬁcation of the group of

processes that beneﬁt from

challenges and setbacks. He uses

bones and the banking system as two

and sensible aims we would all want. friends and reliable role models, but surely intermittent instances of

normal stress are essential. In 2013 a review of stress research entitled

“Understanding Resilience” 2 made the

examples; in both cases the subject

comparison to the immune system

more liable to potentially serious

a form of immunity against later

deteriorates, and therefore becomes failure, should they go for an

extended time period without any

more speciﬁcally: “Stress inoculation is stressors, much in the same way that vaccines induce immunity against

stressors, and then have to confront

disease.” So if we as a society continue

systems are perhaps an even better

of stress we are doing more harm

major issues. Our own immune

example as they need exposure to germs and bacteria in order to

to immunise children against this kind than good.

develop.

So how does this connect to

I believe that potentially parents and

depressing story: children born since

schools who overly treat children as if

they are too fragile to cope with all

that life presents are not only

preventing their children’s emotional

immune systems of developing

strength and resilience, but they are

adolescent mental health? It is a

1994 (often referred to as “Generation Z”) have much higher rates of anxiety and depression than the previous

generation (the infamous millennials), who were born between 1982 and 1994. 3 According to the nHS this

also doing so to the detriment of

sadly is an increasing trend for both

I think that children’s social and

Furthermore, the higher cases of

their immune systems. If we

higher cases of actual injury. Case

future growth and wellbeing generally. emotional skills are as antifragile as

overprotect our young people and

boys and girls across the UK. 4

anxiety are inevitably resulting in studies published by the BMJ 5

shield them from the challenges of

alongside a more recent study in The

stopping them from developing the

65% to the previous decade in

day-to-day life then we are actively skills needed to cope with the very

same day-to-day life.

Guardian 6 indicate an increase of over teenage admissions for self-harm.

Taleb, nassim nicholas (2012) Antifragile. Penguin, London ISBn 1-400-06782-0 2 Wu G, Feder A, Cohen H, Kim JJ, Calderon S, Charney DS and Mathé AA (2013) Understanding resilience. Front. Behav. Neurosci. 7:10. doi: 10.3389/fnbeh.2013.00010 1

https://www.theguardian.c om/society/2018/jul/12/sh arp-rise-in-under-19sbeing-treated-by-nhsmental-health-services 4

https://digital.nhs.uk/dataandinformation/publications/s tatistical/mental-health-ofchildren-and-youngpeople-in-england/2017/20 17 5

https://www.bmj.com/cont ent/359/bmj.j4351 6

https://www.theguardian.c om/society/2017/sep/23/st ress-anxiety-fuel-mentalhealth-crisis-girls-youngwomen

>>>

>>> There are two factors to be

considered here; ﬁrst is obviously the

worrying rise in the cases themselves, but second, and I think just as

pertinent, is the rise in teenagers

being willing and able to discuss these worries. naturally this is overall a

good thing, but my worry is that with

the constant pressure to encourage

young people to talk and discuss their

feelings are we in fact encouraging a move away from them being able to

deal with them on their own? Should

not the aim be to nurture and create

children who are capable and

adaptable, yet also strong and

Gary Hickey

resilient in the face of life’s obstacles? I believe this to be a relatively recent

to only listening to seconds of a song

under 10 were allowed to do so.

parents were left behind as young

another, to the reduction in reading

protection actually leading to

phenomenon. As the 1990s developed people quickly embraced the internet,

social media and the now all-pervasive

24/7 swipe culture. Children of

younger ages were exposed earlier to

explicit scenes of violence (that

statistically occur less and less now

before swiping to another and then skills around the world. And that’s before we consider the utter

As most of us in education know it is

household.

children learn and grow and work out

broken phone can bring to a

But there are of course other

content, and all of the other material

explosion. As solitary (often

that is now freely available. As a result,

consequences to this digital

sedentary) screen time increases so

children became more insular and

then does independence and even

for us as parents the golden age of

inevitably decrease. In a 2015 report

warier of the world around them, and our own collective youth - of playing-

vulnerability.

devastation and domestic trauma a

but are reported on more fervently

and instantly than ever before), sexual

Further examples I would suggest of

just plain exposure to the outside

from the Policy Studies Institute 1 it

often in the world of free-play that their diﬀerences and form their

allegiances. They take risks. If we are at the stage where parents and schools are banning things like

climbing trees, snowball ﬁghts and

conkers is it any wonder young people are growing up risk-averse? As long ago as 2011 a study in norway on

children’s play 2 ominously suggested

out after school, of days out with

highlights that in 1971 in England 55%

“We may observe an increased

home, gradually has diminished. To be

travel alone to places other than

hindered from partaking in age

parents, and family time together at

replaced with groups of kids on their

phones and not a word being spoken,

of children under 10 were allowed to school that were within walking

distance. In 2010, almost no children

neuroticism in society if children are adequate risky play.”

There is a lot of discussion in schools

danger of spending so much time on

conﬁdence, ideally grounded in reality

However, much of the focus is in fact

opinions are that we are in danger of

need hope and enthusiasm. They

nowadays about ‘mental health’.

on mental ill-health. We concentrate a

lot on the issues and the treatments,

but very little on what it is to be

actually just, well …. normal. Accepting

of life’s ups and downs, and knowing

that some days will be better than

others, and that if at ﬁrst you don’t

succeed, then that’s ok and you are

not an abject failure as a result. There

is too often now an acceptance that

asking how they feel and what their

not having any time left over to then

actually deal with the issues? There is

a lot of talk of “I feel …. “, “I think ….” or “I wish ….” but not as much of “So I’m

going to …”, “In which case I will ….” or “So now I need to ….”.

I think it is time to change the language of education.

the endless introspection and

As much as the need for dialogue is

people subject themselves to is the

evolve. In conversations with older

emotional ﬂagellation our young

norm.

So is talking and encouraging children

to discuss their feelings so much the

best approach? In many ways I

actually think it still is, but my big

concern is what happens next. What

happens after we reveal our feelings

and discuss our emotions? It is the

scaﬀolding and support that is put in place at the time that begins the

crucial I believe we also need to

generations how many times have we heard “It wasn’t like that in my day. You

simply had to get on with it” or similar? We are in danger of stalling at the

moment; encouraging young people

and consider other perspectives, but

we also need to move to the stage of saying right, now what are you going

down and the young people in our

In schools we need to be focusing less

practice what they have been shown?

inhabit in the world around us,

and setback are usually part of

normal life, so where does education

and school ﬁt in to this? Are we in

all too frequently they are told that their world is broken and it falls to

them to be the architects of change. But we also tell them they can be anything they want to be and the

future is theirs for the taking and they simply have to believe in themselves.

This is also misleading in its simplicity. If we truly pause and reﬂect, then let’s consider just how much of what we tell children is in fact at best

reinforcing and at worst actually

creating some of the mental health issues their generation are facing.

and Criminal Justice’s Ivy project, said

dealing with it.

Unfortunately for all of us sadness

of what they see, hear and read. And

encourage them to think of others

resilience and challenge, but what

care are then expected to put into

there is a dark cynicism around much

In an interview in 2019 Dr. Lorraine

subsequently act. Yes, we need to

to do about it because (whatever the

happens when the scaﬀolding is taken

know the world is not perfect and

to pause and reﬂect but not then to

strengthening process and that is

where we can certainly learn about

and self-awareness. But they also

‘it’ is) you have to have a stake in

Johnstone, of the Centre for Youth

more and more children are being labeled as having mental health problems when they are simply

experiencing normal emotions1 .

“Many people will experience symptoms

of anxiety and depression consequent to common life events such as stress,

exams, relationship breakdown, loss,

on the self and more on the place we

grief and change. Anxiety and sadness

because our young people are in

certain events, and it is important that

danger of losing that ability.

As teachers we all know that children and young people need stability and

are normal and adaptive reactions to

normal emotional reactions are seen in that way and not deﬁned as mental

illness or mental health disturbance.”

>>>

“Many people will experience symptoms of anxiety and depression consequent to common life events such as stress, exams, relationship breakdown, loss, grief and change. Anxiety and sadness are normal and adaptive reactions to certain events, and it is important that normal emotional reactions are seen in that way and not defined as mental illness or mental health disturbance.”

She added: “We need to build

them? From running forgotten

each year, but nonetheless it seems

be considerable emphasis on

etc. to their children’s schools to

wrongly) have increased, the capacity

emotional resilience ... and there should

normalising diﬃcult emotions”. Elaine Lockhart, chair of the Royal

College of Psychiatrists in Scotland Child and Adolescent Faculty, who

worked on the Scottish Government’s

CAHMS Taskforce along with a

number of other experts to examine

how better to support children and

families, put it more practically: “What a lot of children and young people need

to do is take a break from the screens,

get out into the fresh air, make sure they

musical instruments/PE kit/lunches changing their own schedules so that they can chauﬀeur their children to and from their social events. And

that’s before we get into things like

employing tutors to give their children the extra edge they need. But in this

desire to provide are we running the

risk of disempowering our children to

be able to stand on their own two feet and deal with consequences of their actions? A national survey in the United States of 1,502 college

students1 found that 60 percent felt

are eating properly and sleeping

emotionally unprepared for life after

something and it’s on social media, that

emotionally prepared were less likely

enough. If you are really distressed by

is going to make life harder, but that’s

not depression”.

Parents too have their part to play. In

high school. Those who felt the least to stay in school, and more likely to

turn to drugs or alcohol to help them cope.

an ever-more competitive world

But back to education. Over the past

tempted into the belief that they

have seen students becoming more

parents all too often can be easily

themselves are solely responsible for their children’s successes, or lack of. How many parents are complicit in

organising their children’s lives for

1 2 3 4 5 6 7 8 9 10

two and a half decades of teaching I

and more anxious and worried each

year about their futures. Granted, the

that whilst the challenges (rightly or

of young people to deal with them has not. In our quest to comfort and

protect our young, or perhaps more speciﬁcally to comfort and protect their own self-esteem, we are

unintentionally erasing the need to confront awkward situations or

negative experiences. As a result, they are unable to deal with setbacks,

failures and the very simple fact that

sometimes life isn’t easy. So, what to do? There are of course no easy

answers. All of us, whether we are

parents or teachers (or both), want to

protect our children to the best of our

abilities. But in order for them to cope and subsequently thrive they need be able to recover from mistakes,

because mistakes will happen. They need to be able to deal with the

failings and the misfortunes that life

will throw at them. In short, they need to fail along the way in order to ultimately succeed.

stakes are higher now, and the

opportunities are being fought for by an increasing number of students

Taleb, Nassim Nicholas (2012) Antifragile. Penguin, London ISBN 1-400-06782-0

Wu G, Feder A, Cohen H, Kim JJ, Calderon S, Charney DS and Mathé AA (2013) Understanding resilience. Front. Behav. Neurosci. 7:10. doi: 10.3389/fnbeh.2013.00010 https://www.theguardian.com/society/2018/jul/12/sharp-rise-in-under-19s-being-treated-by-nhs-mental-health-services

https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2017/2017 https://www.bmj.com/content/359/bmj.j4351

https://www.theguardian.com/society/2017/sep/23/stress-anxiety-fuel-mental-health-crisis-girls-young-women http://www.psi.org.uk/children_mobility

https://journals.sagepub.com/doi/full/10.1177/147470491100900212

https://www.heraldscotland.com/news/17949810.syndrome-society-stop-normalising-mental-illness-labelling-children-disordered-saystop-psychologist/ The Harris Poll. (2015, October). “Students who feel emotionally unprepared for college more likely to report poor academic performance and negative college experience”.

Part of the BSA Group

OnE-DAY CONFERENCE

Irish boarding conference VENUE: ROCKPORT SCHOOL

24 NOVEMBER 2021 09:00-17:00

Running for the fourth consecutive year, the BSA Irish boarding conference again invites practitioners from across Ireland and Northern Ireland to come together to consider the latest themes, topics and trends relating specifically to the Irish boarding market. We are delighted that this year’s conference is hosted by George Vance, Headmaster,Rockport School. Audience Head, Deputy Head, Head of Boarding, Marketing, Admissions, Medical, Pastoral staff. Training topics will include • Adolescent behaviour in 2021 • Post-pandemic mental health considerations • Improving our safeguarding culture: hearing the pupil voice • Best practice suggestions around language, accessibility and embracing diversity • Boarding staffing • Leadership and governance • Global boarding market and the local context.

CLICK HERE FOR MORE INFORMATION AND TO BOOK

UK still preferred destination of choice for boarding schools for Chinese parents

Pocklington School

>>>

The UK is still the top destination for Chinese parents choosing a boarding education for their children, according to a new BSA-commissioned report.

>>>

The report, produced in partnership

undecided or would defer their

isolation, travel restrictions, distance

and Chinese education specialist

boarding schools during the COVID-

In many cases, students have not

with British Council China and UK

child’s place. Performance of UK

Connexcel, gives valuable feedback

19 pandemic was also praised, with

of international boarders and

very satisﬁed or satisﬁed.

to schools seeking to meet the needs maintain conﬁdence among Chinese parents. It showed that 99 per cent

85 per cent of parents from China Almost 900 Chinese families with

learning and repeated health testing. been able to return home for

holidays and have needed generous assistance from guardians and school house staﬀ in the UK.

of parents surveyed regard the UK as

children currently boarding at UK

Other key ﬁndings from the report

worldwide destinations.

level, and those registered to begin

work of a trusted, high-quality agent

the best place to study from a list of

It also showed that the ongoing coronavirus pandemic has not

deterred parents from selecting UK

boarding schools, with just 10 per cent saying they were either

schools at both Prep and Senior

boarding in the next two years,

answered the survey – around 15 per cent of the total number. These families and their children have experienced some of the most

extreme challenges posed by

show how much parents value the

to help them ﬁnd the right school for their child. Of those parents

surveyed, 74 per cent felt the most important source of information

when choosing a school came from educational agencies, with 63 per

cent making their application through an

both its Certiﬁed Agents and Guardians

after a recommendation from a satisﬁed

parents of their professional quality across

agent, and 66 per cent choosing an agent friend or relative.

Responses also highlighted the importance of

guardianship for parents, with 59 per cent of parents aware of it, with 82 per cent

recruitment, safeguarding and student

placement. Both schemes have provided

popular, with more than 85 providers signing up so far.

considering assurance around certiﬁcation of

Other notable highlights from the survey

important factor. In 2020, the BSA launched

education quality as one of the key factors in

a guardian or guardianship agency an

Pocklington School

schemes, to assure boarding schools and

included 95 per cent of parents highlighting

>>>

Pocklington School

>>>

choosing their child’s study destination, with security and safety of a country

also a key consideration for 92 per cent

of respondents, as well as good

pastoral care (93 per cent). Parents

also felt studying at UK boarding

schools has a very positive impact on

their children, with 69 per cent feeling their child became more self-reliant and increasingly mature in their

outlook.

Robin Fletcher, CEO, BSA and BSA

Group, said: “This report provides an important snapshot of Chinese

parents’ views and will clearly inform UK boarding schools what they are

restrictions around international travel

“UK boarding enjoys an enviable

evidence here shows that is deﬁnitely

long and proud tradition of welcoming

and other COVID-19 concerns, and the

doing well in terms of recruiting

still the case.

and students are looking for when

“It also demonstrates that the work

Chinese students, and what parents making their choices.

“Before this report, we’d heard

anecdotal evidence that interest in the UK boarding market remains strong, despite some of the ongoing

we’ve been undertaking in the past

year to launch our Certiﬁed Agent and Guardian schemes, which give an

assurance of quality, will continue to be a service which parents value highly.

reputation all over the world. It has a

international students, from China and across the globe, and we’re delighted this study indicates that if schools continue to meet parents’ and

students’ needs, this will continue to be the case.”

To view a copy of the full report, please visit the BSA website.

SAFEGUARDInG AnD CHILD PROTECTIOn ASSOCIATIOn

Part of the BSA Group

CONFERENCE

Annual Safeguarding conference

THURSD AY

nOVEM BER 202 1 09:00-1 6:30

The Annual Safeguarding conference highlights the latest key themes and issues relating to safeguarding and child protection. Driven by member feedback, each session will consider a topic of signiﬁcance for practitioners working to develop and adhere to high standards of care for the young people, children and vulnerable adults they work with. Audience • All practitioners working with children, young people or vulnerable individuals, DSL/DSO, DDSL, Safeguarding Manager/Lead, Safeguarding Governors, Safeguarding Trustees. Venue • Zoom (online)

Training topics will include • The impact of COVID-19 on safeguarding • CSE • CSA • Digital safeguarding • Bullying: from banter to abuse • Risk assessments: counterproductive to putting children ﬁrst? • Safeguarding professionals • Research ﬁndings.

CLICK HERE FOR MORE INFORMATION AND TO BOOK

Going from strength to

The f

We wo

• Black

• Apex

• Dalia

• Nord

Moorhouse

m o strength

following schools have joined the BSA this year.

ould like to extend a warm welcome to:

krock College, Ireland

• Nord Anglia School, Shenzhen, China

an American International School (Nord Anglia Group), China

• Harrow Innovation Leadership Academy Chongqing, China

x2100, France

d Anglia Chinese International School, Shanghai, China

d Anglia School, Beijing, Fangshan, China

d Anglia School, Foshan, China

d Anglia School, Guangzhou, Panyu, China

d Anglia School, Nantong, China

d Anglia School, Ningbo, Fenghua, China

• Nord Anglia School, Suzhou, China

• Harrow Innovation Leadership Academy Nanning, China • Harrow International School Shenzhen Qianhai, China • Harrow Innovation Leadership Academy Zhuhai • Harrow International School Haikou, China • David Game College, London

• St Christopher’s School, Kenya For more information on how to join the BSA

please visit our website www.boarding.org.uk or email bsa@boarding.org.uk

Part of the BSA Group

CONFERENCE

Annual conference for Heads

03-04 MAY 2022

09:00-1 7:00

BSA is delighted to welcome Heads from our member schools to our Annual conference for Heads. This year the conference is hosted by Andrew Rattue, Headmaster of St Clare’s Oxford, and BSA Chair 2022. The theme for the conference this year is Leading the way and the busy programme will consider this theme in the context of boarding leadership, but also more broadly, taking inspiration from other sectors. It will also inspire delegates to consider how boarding should be “leading the way” in raising standards worldwide, both internally across boarding, but also outwardly across the care and provision for young people. Cost Full Member - £495, Aﬃliate Member - £740, Non-member - £990 Cost includes: 2-day conference, conference refreshments and BSA annual awards dinner. (Please note the cost does not include hotel accommodation for anyone wishing to stay over, although a list of nearby hotels can be supplied on request) Audience Head, Principal

Venue • Conference: Oxford Town Hall, St Aldate's, Oxford, OC1 1BX • Dinner and Awards Ceremony: Oxford University Examination School, 75-81 High Street, Oxford, OX1 4BG

CLICK HERE FOR MORE INFORMATION AND TO BOOK

Heads

ON THE MOvE... Rhiannon Wilkinson

Tom Gregory

Heidi Pedlar

Robin Silk

Ashville College

St Andrew’s Prep, Eastbourne

Badminton Junior School

St Bees School

Emma Goldsmith

Simon Brian

Dr Michael Gray

natalie Bone

Gavin Taylor

Paul Campbell

Julian noad

Jody Wells

Dragon School

Hereford Cathedral School

Lockers Park School

Queen’s College Taunton

St Leonards School

Sherborne Prep School

Terra nova School

Wells Cathedral School

Mr Wells returns to Wells!

Wells Cathedral School has appointed Mr Jody Wells as Head of its Junior School. He succeeded Julie Barrow on September 1, 2021, who has retired after 30 incredible years at the School.

Most recently, Jody Wells was Headmaster of Forres Sandle Manor Prep School in Hampshire, where he was previously Deputy Head. He is also an ISI (Independent

Schools Inspectorate) Inspector. He was previously Head of Boys’ Games and Head of Boarding at All Hallows School. But he began his career at Wells Cathedral School - as a Houseparent and Class Teacher - and is delighted to be back where it all began. He recounts his own journey into teaching:

“After I left school, I signed up for a gap year at a school in Devon to give myself

time to decide what to study at university. My mother was a teacher and I had no

intention of following in her footsteps - in fact I even had a £10 bet with the

Headmaster in my ﬁrst week that I wouldn’t go into teaching! But my year at the

school changed everything. I paid my £10 on the last day of term and have never really looked back!”

“I cannot wait to reacquaint myself with the school that is so dear to my heart, and

where there is an atmosphere of being somewhere incredibly special. I vividly recall

the sense of wonder that I ﬁrst felt when I joined the school in 1998, and in fact have felt every time I have visited since. Many visitors tell us that they experience this

feeling too! It is partly the history and tradition, partly the beautiful location and

buildings, but mostly it is the incredible sense of community, and the realisation that everyone here is striving to help every single child discover who they are and

become the best version of themselves. It is diﬃcult not to become enthralled in the sense of magic surrounding you!”

Jody’s philosophy of education was established at Wells:

“I believe education should not only equip children with a curiosity for the world around them, but also instil in children a love of learning that is matched by a

balance of ambition and integrity. Alongside academic development I believe in the

development of transferable skills such as communication, collaboration, leadership, initiative and tenacity.”

He recalls one memorable encounter that shaped his approach:

“Early in my career, I was talking to a parent over a cup of tea. She wanted to know

why her son, a reasonable Under 10 sportsman but an abject day dreamer, had not

made the A team. My response of “if he worked a bit harder, maybe he would get

into the team” was met with “Maybe if you put him in the team, he would work a

bit harder”. And that stopped me in my tracks. I just hadn’t ever thought about it like that before. He got his chance, he revelled in the opportunity and ended his

school career as captain of a county championship winning and national ﬁnalist

hockey team and A team player in all sports. Children deserve a chance, they deserve

their opportunities. They might not know what they can do until they get a chance to discover it for themselves.”

Jody is joined at the school by his wife Lucy, and his children, who join the school as pupils:

“Great schools are all about the people. A school should be a happy place where

children feel valued, respected and cared for by the people working with them. The warmth and love for the School demonstrated by staﬀ, the Governing Body, parents

and pupils alike is clear to see, and as a family we could not be happier to be

returning to the area. I can’t wait to be part of the wonderful and enriching

adventure that is education at Wells Cathedral School in the coming years!”

Leading your first House team For many incoming Housemasters the role may if they haven’t first been a Head of Department or worked in industry before teaching - be their first experience of leading a team in the workplace. Yet in the excitement and preparation for the House move, getting to know your new boarders, and implementing your new ideas for the House it’s a huge part of the role that can easily be overlooked.

by Rebecca Jarrett Senior Girls Housemistress Marlborough College Malaysia

>>>

Of course, House structures vary

Your team could span many decades

core team of the Housemaster assisted

disciplines, sporting and

widely but a typical model could have a by a Deputy Housemaster and perhaps a resident tutor, alongside a Matron or

Dame. The House might be visited

through the week by a series of tutors

and cross the spectrum of academic

extracurricular interests, personalities and genders. So how to successfully lead this eclectic bunch?

carrying out a weekly evening duty

Embrace the diversity. Your boarders

and perhaps act in a personal tutor

and so will you as a leader.

House. It is impossible to overstate

Learn from that melting pot of

who form the rest of the House team role for individual boarders in the

how absolutely vital your House staﬀ

are and how much your relationships

will be all the better for the diversity

backgrounds and personalities. Listen

to their opinions and experiences. Ask

with them will determine the

their viewpoints and remember they

the House.

insight into a boarder. They may have

atmosphere and smooth running of

will each bring a slightly diﬀerent

lived with these boarders for four or

Embrace th Your boar be all the be diversity and as a le

he diversity. rders will etter for the d so will you eader.

ﬁve years by the time you move in. This

beneﬁcial to keep the team in the loop

their opinion, but they need to know it

regarding house matters. Ensuring

is not to say you always must follow

was genuinely considered and valued. Let them try things their way even if it is not necessarily your own style.

Share your vision with your team.

Model how you want things to run and

demonstrate this in the consistent way

you interact with your charges and

deal with crises. The team can only

help to enact that vision when they know what it is.

Be open. Of course, there will be

sensitivities that can’t be discussed, but

in general, I have always found it

as much as practically possible

more pairs of eyes can be looking out for each boarder.

Be seen to pull your weight. It is helpful for your relationships with both the

staﬀ and boarders if they see that you are happy to get stuck in and there is no suggestion of ivory towers;

sometimes there is simply no choice but to grab a bucket and start

mopping! Rather than dashing oﬀ

when the duty tutor comes in, take the

time to have a quality handover and to ask after them as a person.

>>>

>>> ...But know when to give them space to get on with their job! This breathing

space demonstrates your trust in them and how much you value their ability.

Meet together regularly without too

much on the agenda. If at all possible,

my ideal agenda for fortnightly house

meetings would read: ‘What’s coming

up’ and ‘the girls’, and armed with the

house list, we just talk through them

systematically. Many important

nuggets come to light in these chats,

often adding context for what might

otherwise be somewhat abstract

interactions with weekly duty tutors. To build the respect of a team takes

time and can’t be forced, so don’t be

disheartened if it doesn’t come

naturally in the ﬁrst week. Remind

yourself that ultimately, you’re all on

the same page, with the boarders’ best interests at the forefront. Over time,

the team will come to recognise and

respect that in you.

STOP

g 55

BSA Ce r t ifie d Gua rdia n – 2021/ 2024

BSA Certified Agent – 2021/2024

BSA Certified Agent and The BSA Certiﬁed Agent and

agent’s recommendation, so making

“Certiﬁcation comes with many

grow, providing reassurance for

knowledge of the school and family is

guardians, as those who are certiﬁed

guardian schemes continue to

schools and families.

sure the agent has integrity and what the scheme aims to do.

The schemes’ training and certiﬁcation

“With our Certiﬁed Agent scheme,

schools they are dealing with

diligence on an agent that schools

programmes assure BSA boarding 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

we’re essentially doing the due

need to do to maintain their sponsor status, saving our members a huge amount of time. We ensure agents

demonstrate a clear understanding of the UK education system; carry out checks on parents; recommend

schools which are right for individual

beneﬁts for both agents and

get access to BSA membership, are listed on the BSA website, receive

regular updates from BSA on training and changes to legislation, and two

free places annually on BSA training

days, as well as discounted access to

other events such as BSA conferences, events and training. Regular checks are also undertaken to ensure the

needs of schools and clients continue to be met.”

students, and maintain the highest

For more information about the

supporting each child.”

Agent Scheme page of the BSA

standards of integrity in placing and

scheme, please visit the Certiﬁed

website. For a full list of BSA Certiﬁed

certiﬁed status.

Ammy Davies-Potter, Director of

With both schemes launching just

group, said: “Again, looking at our

For more information about the

and 41 guardians have signed up, with

of respondents highlighted the

guardian Scheme page of the BSA

assurance around a guardian’s

Guardians, please go to page 57.

over a year ago, currently 45 agents

guardianship and Inclusion, BSA

survey of Chinese parents, 82 per cent

more joining all the time.

importance they placed in having

Caroline Nixon, International

certiﬁcation. And that’s what our

Director, BSA group, said: “The

importance of ﬁnding a suitable

educational agent means it can be a

time-consuming process for schools

and parents, but it’s an absolutely vital one. Our recent survey of Chinese parents (see page 39) tells us that

agents have a major inﬂuence when it

comes to choosing the right school for their child, with 74% relying on an

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.

Agents, please go to page 56.

scheme, please visit the Certiﬁed

website. For a full list of BSA Certiﬁed

agent

>>>

The following organisations have achieved BSA Certiﬁed Agent status since the last edition of the Magazine was published: Akademis (Germany, Austria, Switzerland) Carfax Consultants (Worldwide) A very warm welcome to the BSA family to you all. EduExcellence Consulting Services (China) Golden Apple Tree (China)

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BSA Certified Agents Abby Plumb Education Guardian Service (China and Hong Kong) (Certified Agent and Certified Guardian) Academic Asia (China) Academic Families (worldwide) (Certified Agent and Certified Guardian) Akademis (Germany, Austria, Switzerland) Aston Education (Hong Kong) @School-in-UK (Russia) Baltic Council for International Education (Latvia, Lithuania, Estonia & Poland) Barbara Glasmacher Internationale (Germany) BeGo Education (China) Better School! Internatsberatung (Germany) Beyond Education (Spain) BOSSS UK (China) Britannia StudyLink (Hong Kong) British United Education Services (Hong Kong) Carfax Consultants (Worldwide) Chamberlain Educational Services (Hong Kong and China) Cherry Education Consultancy (China) Connexcel (China) (Certified Agent and Certified Guardian) Crest Education (China) Dickinson School Consulting (Germany and worldwide) EduExcellence Consulting Services (China) Edukatus (China, Hong Kong, Singapore) Genesis Education Planning (China) (Certified Agent and Certified Guardian) Global Education Tumulka (GET) (Germany) Golden Apple Tree (China) i-Learner (Hong Kong) InterGreat Education Group (China) IQ Consultancy (Russia) ITEC (Russia) J3 Group (HK) JD Consultancy (China) (Certified Agent and Certified Guardian) Mark Brooks Education (Ghana, Nigeria, worldwide) Meridian Group (Latvia) Overseas Personal Development Services (China) Panoba (Nigeria and Saudi Arabia) QED Education Group (China) Rise Smart Overseas Education Centre (Hong Kong) Sarah Jochums Internatsberatung (Germany) School Britannia (France) Sino-UK Arts & Cultural Bridge Ltd (China) The Independent Education Consultants (worldwide) The Watanabe Office (Japan) UK Academics & Guardianship (UKAG) (China) UK Education Guide (Middle East, worldwide) UK Tuition Services (China) (Certified Agent and Certified Guardian).

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

BSA Certified Agent – 2021/2024

The following organisations have achieved BSA Certified Guardian status since the last edition of the Magazine was published: Carfax Guardians A very warm welcome to the BSA family to you all. IQ Consultancy (provisional) (Certified Agent and Certified Guardian) UM Education (provisional)

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BSA Certified guardians Abby Plumb Education Guardian Service (Certified Agent and Certified Guardian) Academic Families (Certified Agent and Certified Guardian) Access UK Education Alpha Guardians Amber Education Belgravia Guardians Berkeley Guardians Boarding Schools Ireland Cambridge Guardian Angels Carfax Guardians Clarendon International Education College Guardians Connexcel (Certified Agent and Certified Guardian) Cotswold Guardians Edinburgh Guardian Angels Education and Exchange in Europe (provisional) Elite Anglo-Chinese Services English Country Guardians Gabbitas Genesis Education Planning (Certified Agent and Certified Guardian) Great British Guardians Guardians International Support High Schools International Hostlink UK International Student Guardianship Ireland (ISGI) (provisional) IQ Consultancy (provisional) (Certified Agent and Certified Guardian) JD Consultancy (Certified Agent and Certified Guardian) Overseas Personal Development Services (Certified Agent and Certified Guardian) Redoor Education (provisional) Regent Guardians St George’s Guardians Scottish Overseas Guardianship Association (SOGA) (provisional) See World (provisional) Study Links The Guardian Family Network Trusted Guardianship UK Guardians UKGuardianship UK Tuition Services (Certified Agent and Certified Guardian) UM Education (provisional) Ying Lang Guardian, Glamour Edu Ltd

guardian

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

BSA Ce r t ifie d Gua rdia n – 2021/ 2024

B ST S o

w e n d Bran PREP TATE L to O O H C S g n i d r a o open b ision prov “Exciting, amazing, enjoyable, brilliant.” These four words were used to describe the first month of boarding at Wymondham College Prep School by our first Year 5 boarding cohort. They describe our brandnew purpose-built boarding house as “homely, with a real family feel” and they thoroughly enjoyed opportunities offered in the evenings and weekends, including access to the world-class facilities at Wymondham College.

“Exciting, amazing, e >>>

Wymondham College Prep School caters for pupils aged 4 to 11 and opened its doors in

September 2020 to its founding cohort of 60

Reception aged pupils. Over the coming years, the school will grow annually primarily in

Reception and Year 5 and 6 eventually reaching

its capacity of 452 pupils. The school is co-

located on the same site as Wymondham

College, that enables the children of the Prep

School to access a wealth of teaching expertise

from both the Prep School and the College.

This September 2021, the school welcomed our

ﬁrst cohort of Year 5 and 6 boarders, who will go

on to experience Prep School boarding before

having the option of applying to join

Wymondham College. This journey as a boarder will enable the child time to foster desirable character traits such as: independence,

determination and bouncebackability. Choosing

to board at the Prep School enables the

individual to develop meaningful friendships

and most importantly prepare them for the

challenges of secondary education, particularly as a secondary school boarder.

As each new academic year begins, the school

will welcome a new group of boarders into the

house, who will go on to beneﬁt from the shared experience of the previous year’s boarders, but also provide new excitement and character in

the house through their own individuality. With each year seeing such a change, the house will constantly evolve its interests to best suit the

needs of the boarders. Such natural evolution

will mean that each child is able to beneﬁt from an ever-developing shared experience, in part preparing them for challenges that will face them in an ever-changing modern society.

The boarding house, Underwood Hall, provides a safe and homely environment for our young boarders to grow. nestled in the 85-acre

enjoyable, brilliant” Wymondham College site the mixed boarding

house beneﬁts from small group same gender dormitories, enabling the boarders to develop camaraderie but also giving them their own

individual space should they so desire it. The

house itself beneﬁts from a range of community areas enabling the boarders to bond together

over a favourite ﬁlm in the main lounge or relax

in the snug for a cosy chat, board game or book.

With its own kitchen and dining room, the house will enable the boarders to beneﬁt from a

brunch Sunday breakfast, a variety of evening

snacks and a space for various evening activities to engage the boarders. A house that gives our boarders the time and space to unwind after a busy day at school. Immediately outside the

house the boarders have access to an informal seating area and outdoor play area enabling

them to relax and play with their friends in the evenings and at weekends.

Most importantly, the boarders’ home from home is well staﬀed with a caring and

professional team who are here to support

them as they delight in their achievements,

consoling them when it doesn’t quite work out

and enabling individuality to ﬂourish. The Head of House, Mr Jon Timmins, carefully monitors

each boarder’s development and is on hand to help at every turn, carefully nurturing each

young boarder from ﬁrst steps through the

entrance of Underwood Hall all the way to their last.

Our countryside norfolk location enables the

staﬀ to provide a wide variety of weekend and evening adventures and activities for the boarders to take part in, with plenty of

opportunities to visit the beach, local woodland and forestry locations, and visits to historic

norwich. The boarders also access the various facilities on oﬀer at the Prep School and the

College, with a variety of indoor and outdoor

>>>

>>> spaces immediately on the house’s doorstep,

ensuring that our boarders always have the space for meaningful endeavour and relaxation, creating

friendships and fond memories.

In order to learn more or to join us as a boarder visit

our website, where you ﬁnd more detail and our

application form. All prospective boarders are then

invited to take part in a suitability to board interview,

to enable the school to ensure that boarding is the

right environment for the child to ﬂourish.

Wymondham College Prep School is a part of the

Sapientia Education Trust, a multi-academy trust

containing 16 primary and secondary schools. For

more information about boarding at the Prep School

please visit

www.wymondhamcollegeprepschool.org.

by Alex Wilson Headteacher Wymondham College Prep School

Alex Wilson is the Founding Headteacher of

Wymondham College Prep School. He began his

teaching career at Beths Grammar School in Kent,

moving to Winchester House School as Housemaster, before taking on the role of Head of Boarding too. Prior to taking up the headship of Wymondham

College Prep School, Alex was the Principal Deputy

Head at Norwich Lower School. He and his wife, who is also in education, have two children a son and a daughter. In his spare time, he enjoys a variety of sports and spending time with his family.

Part of the BSA Group

Boarding School Magazine / Media Pack 2015

CONFERENCE

01-AR0Y 2 2022

FEBRU

-16:00 09:00

Annual BSA Boarding Conference We’re looking forward to welcoming Deputy Heads, Heads of Boarding and Boarding House staff from our member schools to our Annual Boarding Conference, which takes place at on February 1-2, 2022 at the Hilton, London Heathrow. Hosted by Jo Cameron, Headmistress of Queenswood School, the theme for the conference this year is ‘The Boarding Balance’. Over the two days, we’ll be looking in detail at a range of related subjects including ‘The adolescent brain: balancing hormones and risk’; ‘The safeguarding balance’; ‘Balancing online vs real world’; ‘Balancing UK vs International’, and much more. A full programme, including all of the exciting guest speakers who’ll be joining us for the event, will be announced soon. This will be our first face-to-face conference since 2019, so we do hope you can join us. Cost Full Member - £450, Affiliate Member - £675, Non-member - £900 Cost includes: 2-day conference, conference refreshments and formal dinner. (Please note the cost does not include hotel accommodation for anyone wishing to stay over, although a list of nearby hotels can be supplied on request) Audience Deputy Head, Head of Boarding, SLT/SMT, Boarding House staff, Pastoral staff

CLICK HERE FOR MORE INFORMATION AND TO BOOK

Venue • The Hilton, London Heathrow

. Moving upstream. A reflection on recent EDI work

By Ammy Davies-Potter, Director of Guardianship and Inclusion, BSA Group Inclusion and diversity are

not new to the BSA: we have

training, resources and support

we can oﬀer to our members.

most recently in the role of

Deputy Head Pastoral and DSL.

always been committed to

Before my arrival at the BSA,

these key issues and

conference in March 2020,

that, as a sector, we are

seminars throughout the year

sustained change. Schools are

promoting learning about

supporting member schools

and other organisations.

there had been an EDI

various webinars and day

However, last summer things

and the BSA was proactive in

Floyd, subsequent BLM protests

newsletters and directly with

changed. The killing of George

and concerns raised both on

Having spoken to Heads and

other leaders in schools, I know

committed to bringing about

unique, often diverse

providing support through its

communities, with, as we have

individual schools, whilst also

current students and alumnae

seen, amazing young people –

schools, particularly by alumnae

website.

signposting BLM resources on its

who wish to work with us to

the complex issues surrounding

I was appointed full-time from

The key now is for schools to

previously worked in a range of

in honest reﬂection and to

social media and directly with

and pupils, highlighted many of

equity, diversity, and inclusion

(EDI) in schools. We are

responding by focusing on the

September 2020, having

schools for the last 30 years,

bring about change together.

identify where they are, engage

prioritise and plan the next

>>>

stages of their equity, diversity and

inclusion work. Openness and

honesty, asking diﬃcult questions,

and not being afraid of professional

challenge is important through this

process. At the heart of this, is

genuine collaborative working and

listening to achieve understanding -

even if that is sometimes

uncomfortable. Inclusion requires a

compassionate mindset and a

commitment to act, a fundamental

shift in how we see ourselves and

others, which makes it possible for

us to embrace fully what is involved.

For change to be impactful and

make a sustained diﬀerence it needs

to be tackled, approached, and

supported from a variety of levels

and angles.

Working with other members of the

BSA Team, external experts, and

people with lived experience, we

developed an action plan with three

main strands:

• Group Board and Executive Committees

• BSA Group as an employer

• Support, events and training for

schools and other organisations.

We focused on a value-driven,

inclusive approach striving for

credibility and authenticity within our culture and practice. Through

internal discussions and training,

input from other organisations and

individuals, short, medium and long-

term needs and actions were

identiﬁed in an inclusive way.

Inclusion and diversity are not new to the BSA

>>>

Committed to approaching and

developing our work with absolute

integrity, our initial work focused on

the three strands above. We met

and listened to people who have

expertise in areas of EDI and/or lived

experience and to school staﬀ to

hear about the work they were

already doing and areas they would like support or training on.

I also joined the ISC Inclusion and

Diversity Group, established in July

• involving all members of the Group Board and Executive

Committees in developing our

BSA INDEX Group statement. BSA group as an employer:

• Initial whole-staﬀ EDI training with an external provider

• Ongoing training for all staﬀ • Review of policies and

procedures with an EDI lens

2020, which aims to help co-ordinate

• EDI as a staﬀ meeting agenda

schools to information and best

• Opportunity for all staﬀ to

to create an inclusive culture in

• Funding for EDI resources for

the sector’s work and signpost

practice. The group’s agreed vision is

schools where all staﬀ and pupils

feel comfortable, respected and

valued. various workstreams were

item

participate in volunteering

staﬀ.

formed to focus on diﬀerent areas; I

Support and training for

(Principal, DLD College London) and

organisations:

have been working Irfan Latif

colleagues from other associations

and schools to develop case study

resources available on the ISC

website.

schools and other

• High-quality training

opportunities (from webinars to

a certiﬁcated course) across a

range of EDI areas

Initial work under the three strands

• INDEX Framework and Toolkit

group Board and Executive

We reviewed our EDI training oﬀer

included:

Committees:

• Giving a name to our EDI work – INDEX (Inclusion and Diversity

excellence)

• The appointment of Irfan Latif as

• Support and consultancy.

drawing on expertise and lived

experience to create high quality

opportunities to support and

empower delegates whilst creating

opportunities for reﬂection and

BSA Group Executive Committee,

identifying new ways to make a

valerie vaz MP and Shadow

inaugural INDEX Conference

as INDEX Patron

panel structure allowed for a very

INDEX Chair and The Rt Hon

Leader of the House of Commons

diﬀerence. A key event was our

(October 2020) where our expert

broad range of issues and challenges to

be explored. In line with the aims of the

Bhatti, was inspirational and has

eally facilitated my growth and

day, delegates were invited to ‘get

understanding of EDI work in schools.

as lived experiences and lessons learnt

focusing on identity, belonging and

comfortable with being uncomfortable’

were discussed. During the Autumn

term we worked with school leaders and

experts to develop an INDEX Framework

and Toolkit to assist schools with their

EDI work.

We have also introduced an Outstanding

INDEX Leadership Award as part of our

annual BSA Awards, which is open to

staﬀ in BSA schools who have shown

outstanding leadership of EDI, and was

presented at our Annual Conference for

Heads in May. Our BSA Academy two-

day Inclusion Lead training has been

designed to support eﬀective and

impactful leadership, deepen knowledge

and understanding of key areas

important in this work and to facilitate

joining the strategic dots from audit to

action.

A personal journey

My long-standing personal interest in EDI work was placed in relief whilst working towards my MEd, which I

I am now working on my dissertation,

connectedness. Outside of my BSA role,

I volunteer at a school and as an

independent visitor for a child

in care.

Next steps

It feels as if we are at a critical point and

that it is more important than ever for us

to prioritise this work, working together

to create places where all members of

the school community feel seen, heard,

valued and able to be themselves. We

know that people ﬂourish when they feel

empowered, have a strong sense of

identity and feel that they belong.

Leadership of this work is not easy: there

will be tough moments; times when we

get it right and times when we do not.

Transformative change requires

courageous and compassionate

leadership, emotional intelligence and

understanding of eﬀective organisational change alongside a full commitment to implementation. Whilst it is extremely

important to address current concerns,

completed in 2003, and then more

it is also vital that we look upstream, to

AMBDA and APC accreditation and an

their root, to work proactively to embed

University.

of our practice.

recently in 2016, when I embarked on MA in Inclusive Education at Bath Spa

understand and address the issues at

equity, diversity and inclusion within all

Whilst all areas of the course have been very useful as they have provided the

opportunity to engage critically with the policy and practice of inclusive

education, Contemporary Issues in

Inclusive Education led by Dr Ghazala

This article was ﬁrst published in an ISC

Bulletin in June 2021.

QUANTU

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www.quantumadvisory.co.uk

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Flexible friend or foe?

ƚŽ ĐŽŵďĂƚ ƚŚĞ ƌŝƐŬ ŽĨ Ɖ ďĞŶĞĮƚ ƐĐŚĞŵĞƐ ƚŽŽŬ ƉůĂĐĞ ŝŶ ϮϬϭϴ͕ ƐĐĂŵŵĞĚ͕ ƚŚĞ ƚǁŽ ƌĞŐ ũŽĂŶŶĞ͘ĞǇŶŽŶ͘ΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌǇ͘ĐŽ͘ƵŬ We can assistĞƋƵĂƟŶŐ ƌŽƵŐŚůǇ ƚŽ άϯϰ ďŝůůŝŽŶ͘ schools in explaining and understanding theirǁĞůů ĞƋƵŝƉƉĞĚ ƚŽ ǁŽƌŬ pension obligations in The Teachers’ Pension Scheme (TPS) This follows the pensions freedoms Monitor transfer a and any otherŝŶƚƌŽĚƵĐĞĚ ďǇ ƚŚĞ ϮϬϭϰ ƵĚŐĞƚ͘ ,ŽǁĞǀĞƌ͕ pension arrangements they may have.

ƚŚĞƌĞ ĂƌĞ ƌŝƐŬƐ ƚŚĂƚ ŵĞŵďĞƌƐ ĂƌĞ ďĞŝŶŐ dWZ ŚĂƐ ĂƐŬĞĚ ƚƌƵƐƚĞĞƐ experience in taking employers through the poorly advised or that members are ŽĨ ƚƌĂŶƐĨĞƌ ĂĐƟǀŝƚǇ͕ ŝŶĐ tĞ ŚĂǀĞ ŽĸĐĞƐ ŝŶ ŵĞƌƐŚĂŵ͕ ŝƌŵŝŶŐŚĂŵ͕ ƌŝƐƚŽů͕ ĂƌĚŝī ĂŶĚ >ŽŶĚŽŶ͘ 'ŝǀĞ ƵƐ Ă ĐĂůů ƚŽ ƐĞĞ • Are changesTafoot for ŚĞ WĞŶƐŝŽŶƐ ZĞŐƵůĂƚŽƌ ;dWZͿ ĞƐƟŵĂƚĞƐ ƚƌĂŶƐĨĞƌƌŝŶŐ ƚŚĞŝƌ ďĞŶĞĮƚƐ ŝŶƚŽ ƐĐĂŵ ǀĞŚŝĐůĞƐ͘ process of changing their pension arrangements and ,ĂǀŝŶŐ ĂůƌĞĂĚǇ ůĂƵŶĐŚĞĚ Ă ũŽŝŶƚ ĐĂŵƉĂŝŐŶ advisers and receiving ŚŽǁ ǁĞ ĐĂŶ ŚĞůƉ ǁŝƚŚ ǇŽƵƌ ƉĞŶƐŝŽŶ ĂŶĚ ĞŵƉůŽǇĞĞ ďĞŶĞĮƚ ĐŚĂůůĞŶŐĞƐ͘ ,ŽƵƐŝŶŐ ƐƐŽĐŝĂƟŽŶƐΖ ƉĞŶƐŝŽŶ ƟŽŶ Ͳ Ă ƚŚĂƚ ŽǀĞƌ ϭϬϬ͕ϬϬϬ ƚƌĂŶƐĨĞƌƐ ŽƵƚ ŽĨ ĚĞĮŶĞĚ ƚŽ ĐŽŵďĂƚ ƚŚĞ ƌŝƐŬ ŽĨ ƉĞŶƐŝŽŶ ƐĂǀĞƌƐ ďĞŝŶŐ Stuart Price Rhidian Williams ƌĞƉŽƌƚ ĂŶǇ ƐƵƐƉŝĐŝŽƵƐ Ă explaining the changes to staff. arrangements? Cypress House ^ƚ DĂƌǇ͛Ɛ ŽƵƌƚ͕ dŚĞ ƌŽĂĚǁĂǇ er? /Ŷ ůŝŐŚƚ ŽĨ ƚŚĞ ĂďŽǀĞ͕ ƐĞǀĞƌĂů ŵĞĂƐƵƌĞƐ ďĞŶĞĮƚ ƐĐŚĞŵĞƐ ƚŽŽŬ ƉůĂĐĞ ŝŶ ϮϬϭϴ͕ ƐĐĂŵŵĞĚ͕ ƚŚĞ ƚǁŽ ƌĞŐƵůĂƚŽƌƐ ĂƌĞ ĂůƌĞĂĚǇ ƚŚĞ & ĂŶĚͬŽƌ ĐƟŽŶ WĂƐĐĂů ůŽƐĞ͕ ^ƚ DĞůůŽŶƐ Amersham ͻ WW&ͬ ǆƉĞƌŝĂŶ Ͳ ĐĂƐĞ ƐƚƵĚǇ͘͘͘ ĂƌĚŝī &ϯ Ϭ>t ƵĐŬƐ ,Wϳ Ϭhd ŚĂǀĞ ďĞĞŶ ĂŶŶŽƵŶĐĞĚ ƚŽ ƉƌŽƚĞĐƚ ŵĞŵďĞƌƐ ĞƋƵĂƟŶŐ ƌŽƵŐŚůǇ ƚŽ άϯϰ ďŝůůŝŽŶ͘ ǁĞůů ĞƋƵŝƉƉĞĚ ƚŽ ǁŽƌŬ ĐŽůůĂďŽƌĂƟǀĞůǇ͘ ϬϮϵ ϮϬϴϯ ϳϵϬϮ Ϭϭϰϵϰ ϵϮϳ ϴϴϬ When it comes to staff we are so passionate about helpingƐŚŽƵůĚ ŚĂǀĞ ƉƌŽĐĞƐƐĞƐ to ŽŶΖƚ ůĞĂǀĞ ŝƚ ƚŽŽ ůĂƚĞ͊ ĂŶĚ ĂƐƐŝƐƚ ƚŚŽƐĞ ƌĞƐƉŽŶƐŝďůĞ ĨŽƌ ƌƵŶŶŝŶŐ ƐƚƵĂƌƚ͘ƉƌŝĐĞΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌǇ͘ĐŽ͘ƵŬ ƌŚŝĚŝĂŶ͘ǁŝůůŝĂŵƐΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌǇ͘ĐŽ͘ƵŬ ons... ǁŚĞƚŚĞƌ ƚƌĂŶƐĨĞƌƐ ĂƌĞ educate them pension in a simple and concise way about the ͻ ŚĂƌŝƚǇ ƵƉĚĂƚĞ This follows the pensions freedoms schemes. Stuart Price Robert Palmer Monitor transfer activity ĚŽƵďƚ͕ ĂůĞƌƚ ƚŚĞ ŵĞŵď Broad Quay House importance of saving for ^ƵŝƚĞ ϭϬϳ͕ 'ƵŝůĚŚĂůů ƵŝůĚŝŶŐƐ their retirement. ŝŶƚƌŽĚƵĐĞĚ ďǇ ƚŚĞ ϮϬϭϰ ƵĚŐĞƚ͘ ,ŽǁĞǀĞƌ͕ ͻ YƵĂŶƚƵŵ ĐŚƌŽŶŝĐůĞƐ ŚĞŵĞƐ WƌŝŶĐĞ ^ƚƌĞĞƚ ϭϮ EĂǀŝŐĂƟŽŶ ^ƚƌĞĞƚ ĚŝůŝŐĞŶĐĞ ĐĂŶ ďĞ ĐĂƌƌŝĞ ƌŝƐƚŽů ^ϭ ϰ : ŝƌŵŝŶŐŚĂŵ Ϯ ϰ d Regulators warn the public of ƚŚĞƌĞ ĂƌĞ ƌŝƐŬƐ ƚŚĂƚ ŵĞŵďĞƌƐ ĂƌĞ ďĞŝŶŐ dWZ ŚĂƐ ĂƐŬĞĚ ƚƌƵƐƚĞĞƐ ƚŽ ŬĞĞƉ ƌĞĐŽƌĚƐ Ϭϭϭϳ ϵϬϱ ϴϳϲϲ ϬϭϮϭ ϳϮϲ ϳϬϲϭ poorly advised or thatƐƚƵĂƌƚ͘ƉƌŝĐĞΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌǇ͘ĐŽ͘ƵŬ members ƌŽďĞƌƚ͘ƉĂůŵĞƌΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌǇ͘ĐŽ͘ƵŬ Finally, weare can also help educate your students about the dƌƵƐƚĞĞƐ ƐŚŽƵůĚ ƌĞǀŝĞǁ ŽĨ ƚƌĂŶƐĨĞƌ ĂĐƟǀŝƚǇ͕ ŝŶĐůƵĚŝŶŐ ĚĞƚĂŝůƐ ŽĨ pension scam tactics ƚƌĂŶƐĨĞƌƌŝŶŐ ƚŚĞŝƌ ďĞŶĞĮƚƐ ŝŶƚŽ ƐĐĂŵ ǀĞŚŝĐůĞƐ͘ advisers and receiving schemes andĐŽŵŵƵŶŝĐĂƚĞ ƚŚĞ ƚƌĂŶ Phil Farrell importance of saving whilst in employment so they are able to ŽŶ ϭϲ ^ƚ DĂƌƟŶ͛Ɛ ůĞ 'ƌĂŶĚ ĐĂŵƉĂŝŐŶ ƚŽ ƚĂĐŬůĞ ƉĞŶƐŝŽŶ ƐĐĂŵƐ ĂŶĚ ƌĞƉŽƌƚ ĂŶǇ ƐƵƐƉŝĐŝŽƵƐ ĂĐƟǀŝƚǇ ƚŽ ƚŚĞŵ͕ members as good proc ^ƚ WĂƵů͛Ɛ enjoy a comfortable retirement when they finish work. /Ŷ ůŝŐŚƚ ŽĨ ƚŚĞ ĂďŽǀĞ͕ ƐĞǀĞƌĂů ŵĞĂƐƵƌĞƐ >ŽŶĚŽŶ ϭ ϰ E ƌĂŝƐĞ ĂǁĂƌĞŶĞƐƐ ŚĂƐ ďĞĞŶ ůĂƵŶĐŚĞĚ ďǇ ƚŚĞ & ĂŶĚͬŽƌ ĐƟŽŶ &ƌĂƵĚ͘ dƌƵƐƚĞĞƐ ĐŽŵŵƵŶŝĐĂƟŽŶ ǁŝůů Ɖƌ ϬϮϬ ϯϬϬϴ ϳϭϵϳ ͘͘͘ ŚĂǀĞ ďĞĞŶ ĂŶŶŽƵŶĐĞĚ ƚŽ ƉƌŽƚĞĐƚ ŵĞŵďĞƌƐ ƉŚŝů͘ĨĂƌƌĞůůΛƋƵĂŶƚƵŵĂĚǀŝƐŽƌǇ͘ĐŽ͘ƵŬ ƚŚĞ &ŝŶĂŶĐŝĂů ŽŶĚƵĐƚ ƵƚŚŽƌŝƚǇ ;& Ϳ ĂŶĚ ƐŚŽƵůĚ ŚĂǀĞ ƉƌŽĐĞƐƐĞƐ ŝŶ ƉůĂĐĞ ƚŽ ĐŚĞĐŬ poor transfer decision Please do contact us for an informal chat to see if we can help. ĂŶĚ ĂƐƐŝƐƚ ƚŚŽƐĞ ƌĞƐƉŽŶƐŝďůĞ ĨŽƌ ƌƵŶŶŝŶŐ ^ƉĞĐŝĮĐ ŝŶĨŽƌŵĂƟŽŶ ĨŽƌ ĚĞĮŶĞĚ dWZ͘ dŚĞ ĐĂŵƉĂŝŐŶ ĂůĞƌƚƐ ƚŚĞ ƉƵďůŝĐ ƚŽ ƚŚĞ ǁŚĞƚŚĞƌ ƚƌĂŶƐĨĞƌƐ ĂƌĞ ůĞŐŝƟŵĂƚĞ ĂŶĚ͕ ŝĨ ŝŶ DB ďĞŶĞĮƚ ;ĮŶĂů ƐĂůĂƌǇͬ Z Ϳ pension schemes. ŵŽƐƚ ĐŽŵŵŽŶ ƚĂĐƟĐƐ ƵƐĞĚ ďǇ ĨƌĂƵĚƐƚĞƌƐ͘ TPR urges scheme ĚŽƵďƚ͕ ĂůĞƌƚ ƚŚĞ ŵĞŵďĞƌ ƐŽ ĂĚĚŝƟŽŶĂů ĚƵĞ ƉĞŶƐŝŽŶ ƐĐŚĞŵĞƐ YƵĂŶƚƵŵ ĐƚƵĂƌŝĂů >>W͕ ƚƌĂĚŝŶŐ ĂƐ YƵĂŶƚƵŵ ĚǀŝƐŽƌǇ͕ ^ƚĂƟƐƟĐƐ ƐŚŽǁ ƚŚĂƚ ǀŝĐƟŵƐ ůŽƐĞ ĂŶ ĂǀĞƌĂŐĞ ZĞŐŝƐƚƌĂƟŽŶ EƵŵďĞƌ͗ K ϯϮϲϲϲϱ͕ ƌĞŐŝƐƚĞƌĞĚ ŝŶ ŶŐůĂŶĚ ĚŝůŝŐĞŶĐĞ ĐĂŶ ďĞ ĐĂƌƌŝĞĚ ŽƵƚ͘ values ĂŶĚ tĂůĞƐ͘ YƵĂŶƚƵŵ ĐƚƵĂƌŝĂů >>W ŝƐ ĂƵƚŚŽƌŝƐĞĚ Regulators warn the public ofάϵϭŬ ĞĂĐŚ ĂŶĚ ƚŚŽƐĞ ŝŶ ƚŚĞ ĂŐĞ ŐƌŽƵƉ ĂŶĚ ƌĞŐƵůĂƚĞĚ ďǇ ƚŚĞ &ŝŶĂŶĐŝĂů ŽŶĚƵĐƚ ƵƚŚŽƌŝƚǇ͘ ZĞŐŝƐƚĞƌĞĚ ŽĸĐĞ͗ ǇƉƌĞƐƐ ,ŽƵƐĞ͕ WĂƐĐĂů ůŽƐĞ͕ ^ƚ Stuart Price dƌƵƐƚĞĞƐ ƐŚŽƵůĚ ƌĞǀŝĞǁ ŚŽǁ ƚŚĞǇ ^ŽŵĞ ƐĐŚĞŵĞƐ ƚŚĂƚ Ğǆ DĞůůŽŶƐ͕ ĂƌĚŝī &ϯ Ϭ>t͘ pension scam tactics ϰϱͲϲϱ ĂƌĞ ŵŽƐƚ ĂīĞĐƚĞĚ͘ ,ŽǁĞǀĞƌ͕ ŝƚ ŝƐ ^ƉĞĐŝĮĐ ŝŶĨŽƌŵĂƟŽŶ ĨŽƌ ĚĞĮŶĞĚ DC ůŝƐƚ ŽĨ Ăůů ŵĞŵďĞƌƐ ŝƐ ĂǀĂŝůĂďůĞ ĨŽƌ ŝŶƐƉĞĐƟŽŶ Ăƚ ŽƵƌ 07747 712328 ĐŽŶƚƌŝďƵƟŽŶ ;ŵŽŶĞǇ ƉƵƌĐŚĂƐĞͿ ƌĞŐŝƐƚĞƌĞĚ ŽĸĐĞ͘ also believedĐŽŵŵƵŶŝĐĂƚĞ ƚŚĞ ƚƌĂŶƐĨĞƌ ŽƉƟŽŶ ƚŽ that onlystuart.price@quantumadvisory.co.uk a minority of scams ǀŽůƵŵĞƐ ŽĨ ƚƌĂŶƐĨĞƌ ĂĐ WORKING IN PARTNERSHIP WITH YOU ƉĞŶƐŝŽŶ ƐĐŚĞŵĞƐ ĐĂŵƉĂŝŐŶ ƚŽ ƚĂĐŬůĞ ƉĞŶƐŝŽŶ ƐĐĂŵƐ ĂŶĚ members as good processes and clear ĂƌĞ ƌĞƉŽƌƚĞĚ͘ dŚĞ & ĂŶĚ dWZ ĂƌĞ ƵƌŐŝŶŐ Ă ůĞƩĞƌ ĨƌŽŵ dWZ͘ dŚĞ www.quantumadvisory.co.uk ƌĂŝƐĞ ĂǁĂƌĞŶĞƐƐ ŚĂƐ ďĞĞŶ ůĂƵŶĐŚĞĚ ďǇ anyone who ĐŽŵŵƵŶŝĐĂƟŽŶ ǁŝůů ƉƌŽƚĞĐƚ ŵĞŵďĞƌƐ ĨƌŽŵ believes they may have been ƚŽ ƌĞǀŝĞǁ ƚŚĞ ĂƐƐƵŵƉƟ ƚŚĞ &ŝŶĂŶĐŝĂů ŽŶĚƵĐƚ ƵƚŚŽƌŝƚǇ ;& Ϳ ĂŶĚ poor transfer decisions. targeted to come forward. I ƚŚĞ ĐĂůĐƵůĂƟŽŶƐ͕ ŝŶ ĐŝƌĐ 'ĞŶĞƌĂů ŝŶĨŽƌŵĂƟŽŶ Getting in contact We have much

ͻ ĞƐƟŶĂƟŽŶ ƋƵĂůŝƚǇ ^ƚƌĞĞƚ

NEWS in brief

#2 More stories from the

world of boarding

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King’s Rochester pupil continues

cycle journey from Kent to Inverness King’s Rochester sixth former Archie Caithnesshas completed the 150 mile RBLI Ride with a veteran 2021, as well as a 175 mile cycle from Aylesford to Meriden, helping a struggling rider for the last 20 miles. Archie plans to continue his cycle up to Inverness, Scotland along the Great North Trail to visit his grandparents, whom he hasn’t seen since before lockdown. Archie’s total distance, including his journey from Aylesford, Kent to Meridian, West Midlands with the RBLI, totals to 1300km, much of which involved climbing as well as cycling.

Archie has also previously cycled the 127km to Dover from Rochester and plans to take a course in the Lake District which will train him to lead mountain bike expeditions, which he hopes will be useful at the mountaineering club at St Andrews University next year.

Archie said: “I have known for a while that I wanted to do an extending cycling expedition this summer. I completed my Gold Duke of Edinburgh Award with a walking expedition in summer 2019 and a canoe expedition in 2020, and with the travel restrictions currently in place, I started looking at routes within the UK”.

Medals for skilled King’s Ely rowing

duo King’s Ely sixth formers Will Buckingham and Conall Comley won a Bronze Medal for J18 Boys Double race at the British Rowing Junior Championships. The boys also won a silver medal at the National Schools’ Regatta at Eton Dorney, with King’s Ely’s Holly Burke and Mia Gray placing 12th out of 30.

The King’s Ely Boat Club is located on the River Great Ouse with a stretch of water 15 miles in each direction, including a 5km straight, making the perfect place to train.

Craig Ward, Head of Rowing at King’s Ely, said: “The British Rowing Junior Championships saw King’s Ely wrap up a successful season, despite all the challenges that COvID has presented. Conall and Will have worked incredibly hard this season and have been rewarded with medals at both the National Schools and British Junior Championships regattas, respectively. This is the ﬁrst time in nine years that a King’s Ely crew has achieved such a feat, so we are understandably very proud of their success.”

Enterprising eﬀorts Bromsgrove School’s Young Enterprise Team ‘Symplex’ won the Creativity in Business, Overall Winner and Teamwork prizes at the Worcestershire Company of the Year Competition for their product the ‘OrganiSTATION’. This product is a wooden stand designed to hold essential items such as stationery and was inspired by challenges faced when working from home. The group thought ahead with COvID-19 by ensuring their product could be ﬂat-packed and therefore be sold online instead at the usual trade fairs.

Shiplake’s Henley Royal Regatta success

Shiplake College celebrated a historic win at Henley Royal Regatta in August. Its first ever women’s crew to compete at the famous rowing event went on to win the Diamond Jubilee Challenge Cup, the junior event for women’s quadruple sculls. This is the first time a full Shiplake crew has won a final at Henley and topped off an already record-breaking year for Shiplake Boat Club as they entered a record six crews, a record four crews qualifying to race, with not one but two girls’ crews competing at Henley for the first time.

Racing at Henley Regatta, the boys’ ﬁrst and second eights and the girls second quad all won their ﬁrst heats but lost to strong crews on their second days. This completed an incredible season for the College’s girl rowers, adding to their wins at National Schools’ Regatta for both A and B Quads, Henley Women’s Regatta, Marlow Regatta and also the British Junior Championships in which they won the Sculls, Doubles Sculls and Quad events. Three Shiplake former pupils racing for Oxford Brookes also won Henley silverware.

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Bronze for Felsted Matt at Tokyo

Olympic games Former Felsted School pupil Matt Coward-Holley has won bronze for Team GB at the Tokyo Olympic Games. Matt, 26, is the reigning World and European shooting champion and Felsted’s 21st Olympian.

Matt started trap shooting at Felsted School aged 17 and was soon competing for the England Shooting Team for the European, World and Home International Championships. Felsted School supported Matt with a tailored timetable allowing him to ﬁt in both shooting and academics.

Matt said: “I am a little bit lost for words it’s my ﬁrst Olympics so to come away with a medal, it’s phenomenal.”

Headmaster Chris Townsend said: “We are delighted for Matt! We have been following his progress with great interest over the years and are delighted that his hard work and dedication has been recognised. We look forward to him returning to Felsted to inspire our pupils about his Olympic experience. Our last Olympic medal winner was over 30 years ago, when Robert Cattrall won Bronze as captain for GB hockey in 1984.”

Ashville tennis star makes her

Wimbledon grass court debut

An Ashville College tennis star has made her Wimbledon grass court debut at a six-day tournament held at the worldfamous club.

Emi Linley, 12, was one two players from the Yorkshire region to win an automatic place at the Road to Wimbledon U14 competition - an initiative staged by the All England Lawn Tennis Club to promote both junior and grass court tennis in the UK and across the globe. It is the UK’s largest junior grass court competition, with almost 9,000 girls and boys from 650 clubs, parks and schools competing to qualify for the National Finals. During the prestigious competition, Emi won her way through to the quarter ﬁnals in the doubles, and in the singles, she won one and lost two matches, one of which was a nail-biting 10-8 tie breaker.

Emi said: “This was my ﬁrst time playing at Wimbledon, and it was a great experience. It felt very special being there and I’m determined to win a place again next year.”

Kilted penny farthing cyclist raises

over £12,000 for bursaries Glenalmond College parent and school council member David Fox-Pitt MBE has raised over £12,000 for the school’s #Challenge175 bursary fund after cycling a remarkable 175 kilometres, taking him 14 hours, on a Penny Farthing and wearing a kilt.

Fox-Pitt said: “Our thanks go to all those who donated and helped us to raise such an excellent total which will go towards bursaries to support more young people to attend Glenalmond. This really is an outstanding school where young people are oﬀered incredible opportunities including wonderful sports and activities as well as academic education, giving them an amazing life experience.” A 25-hour 10km run was also undertaken by parents, ex and current pupils, and staﬀ to raise money for school bursaries.

Ed Schneider, Director of Development at Glenalmond College, said: “We have already raised almost £78,000 for bursaries thanks to the eﬀorts of pupils and staﬀ, current and former, and their families.”

Dance World Cup 2021 success for Team gB New Hall dancers

New Hall School celebrated the success of their students at the 2021 Dance World Cup (DWC), the biggest dance competition in the world with over 6000 dancers from 54 countries. In this year’s competition, held in Telford, England, New Hall dancers placed 3rd in two solo categories and 4th in a duet and group category.

2020 alumnus Bosco Chiu won the bronze medal in the Senior Solo Lyrical category with a piece choreographed by teacher Laura Bouckley, while New Hall alumna and Dance Teacher Darcie Playle won the bronze medal in the Senior Solo Show Dance category with her own choreography.

Year 8 student Lois Dennison and Darcie Playle achieved 4th place in the Senior Duet/Trio Tap category just 0.2 marks away from a bronze medal with their tap duet called ‘Stepping Out’ choreographed by Sarah Molina, Head of Dance at New Hall School. In the Children Small Group Tap category, dancers Darcie Meechan, Lois Dennison, Sienna Sando and Nancy Warn placed 4th with their quartet Palladio.

Tonbridge’s Barton Science Centre

wins RIBA Regional Award

Tonbridge School has received a highly prestigious RIBA Award, with judges commending its “brilliant” Barton Science Centre.

The state-of-the-art, three-storey building was among the winners in the South East RIBA (Royal Institute of British Architects) Regional Awards, an annual competition which celebrates the very best of architecture in the UK. The winning regional projects will now go on to compete for national awards later in the year.

Biodiversity drive The Leys, Cambridge is working to increase biodiversity on its campus, and with this in mind a group of pupils made an audit of the school site to ﬁnd suitable sites for the planting of wildﬂowers. Using research undertaken by the school’s Global Goals pupil group, they looked at various sites including an area of grass by the King’s Building which has been intentionally left unmown. The project is being developed thanks to a donation to the school. Teachers Andrew Harmsworth and Will Earl briefed the pupils making the audit, explaining the aims of the project, encouraging them to make notes and take photographs, and pointing out that they should consider how any future planting should be maintained.

COVID Life as a Boarder By Hamish Venters

former Rugby School student and BSA Intern

Last year (2020) was a strange year

This did beg the question – how would

boarders, however, the strangest

unknowingly developed irritating

in a number of ways. Perhaps for

thing was being at home for quite so

long. Having left boarding school

four years ago, I am perhaps not

we cope with it all? Had we all

habits? Would we drive each other mad?

best placed to describe the

I’m pleased to report that we all got

COVID crisis.

that we were all busy. For the ﬁrst

experience of a boarder during the

nonetheless, I do have the beneﬁt of three younger sisters, two of whom spent at least some of the three

lockdowns learning remotely from

boarding schools. So I have walked out

of the last 16 months with at least

some sense of what it was like to be a

boarder, albeit vicariously.

There are seven of us in our family (if

you include the dog, which we

obviously do): my parents, my three

sisters, and me. My siblings and I have

along famously. It helped, of course, lockdown I had ﬁnals to worry about, and for the subsequent two a law

conversion course. My eldest sister

had a job, and the two youngest had

online classes. The school worked very hard to ensure that they essentially

retained a full curriculum. While I don’t

lockdown was all of us staying at home

together, every night, for such an extended period of time.

School holidays produced relatively

we can all see, it was not a given that

you were kept busy and intellectually engaged.

largely left each other to our own

new lives. My sisters had classes and

even had sports programmes prepared

family what was important was the

correct deployment of the ‘joker’ round (before a round started, you could

elect to make it your ‘joker’, in which

case your score for the round would be doubled).

our weekly performance in the quiz

detail. The rounds that we were good or bad at. The questions we should have answered correctly. The ones

where mum felt aggrieved because she very tentatively suggested an answer, full of caveats about how she ‘wasn’t

sure’, only for it to be correct when we went for something else.

taking it less seriously than us.

sometimes get up from the table earl to cram in another episode of Poirot,

which became his lockdown obsession. with his sanity, and little grey cells,

who got my father through lockdown

pandemic did not. Moreover, visits to

intact.

that at no point had all of us spend

We were also lucky that my sisters

since I was about nine.

important in our lives. Well, for my

or two just chatting. Dad might

together for dinner, and spend an hour

whereas at many times it seemed the

three months under the same roof

and reconsider what we felt was

Dotted across our screen were families

Many thanks are owed to David Suchet,

friends, holidays and the like meant

was a chance to stop, take a step back,

for them. In the evenings we’d all come

similar circumstances, but then they always had an obvious end point,

for us. It was often said that lockdown

would be discussed endlessly, and in

devices, content to just get on with our

one of the weirdest things about

took on an almost religious signiﬁcance

appreciate just how lucky they are. As

are through the other end, and the

September. It was for this reason that

not so for the family. Wednesday night

Honestly, the trials and tribulations of

morning at 8:30, I’m sure they

This meant that during the day, we

youngest enters her ﬁnal year in

machine.

think they felt entirely grateful every

all attended boarding school since the

age of about nine or ten; three of us

excuse to ﬁre up the house popcorn

have such a brilliant housemistress, who did a great job hosting a

Wednesday night quiz. This quiz had

been a tradition in the house from well before the pandemic, but was now

open to all the girls’ families too. In

normal times, my sisters considered

the quiz a casual bit of fun and an

from across the country, hopefully

Plastered on their screens would have

been ﬁst-pumps in response to a lucky guess and bowed heads in hands for a

near miss or silly mistake. My youngest sister, being 17 and highly aware that her friends were watching, was

obviously mortiﬁed at the whole

spectacle. At one point, worried that

we were doing conspicuously well, she lied about our score to make it lower.

That was about as close to a falling out as the family came to.

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Abberley Hall School Abbey College, Cambridge Abbey College, Manchester Abbotsholme School Abingdon School Abrar Academy Ackworth School ACS International School Cobham Adcote School Al Jamiatul Islamiyyah Albyn School Aldenham School Aldro School Aldwickbury School All Hallows School Ampleforth College Appleford School Ardingly College Ardvreck School Ashfold School Ashford School Ashville College Atlantic College Aysgarth School Badminton School Barnard Castle School Barnardiston Hall Preparatory School Bath Academy Battle Abbey School Beachborough School Beaudesert Park School Bedales (incl Prep) Bede's Preparatory School Bede's Senior School Bedford School Bedstone College Beech Grove School and Academy Beechen Cliff School Beechwood Park School Beechwood Sacred Heart School Beeston Hall School Belhaven Hill School Bellerbys College Brighton Bellerbys College, London Belmont School Benenden School Berkhamsted School Bethany School Bilton Grange School Bishop's Stortford College (incl Prep) Bishopstrow College Bloxham School Blundell's School Bootham School Bosworth Independent College Boundary Oak School Bournemouth Collegiate School Box Hill School Bradfield College Brambletye School Bredon School Brentwood School Brighton College Bristol International College Brockhurst And Marlston House Schools Brockwood Park School Bromsgrove School (incl Prep) Brooke House College Brookes United Kingdom Bruern Abbey School Bruton School for Girls (Incl Prep) Bryanston School Brymore Academy Buckswood School Burford School Burgess Hill Girls Caldicott Preparatory School Cambridge Tutors College Campbell College Canford School Cardiff Academy Sixth Form College Cardiff Sixth Form College Cargilfield Preparatory School Casterton Sedbergh Preparatory School Caterham School CATS College, Cambridge

CATS College, Canterbury CATS College, London Chafyn Grove School Charterhouse School Chase Grammar School Cheam School Cheltenham College (incl Prep) Cheltenham Ladies' College Cherwell College Oxford Chetham's School of Music Chigwell School Christ Church Cathedral School Christ College, Brecon Christ's Hospital School City of London Freemen's School Claremont School Clayesmore Preparatory School Clayesmore School Clifton College Clifton College Preparatory School Cobham Hall School Colchester Royal Grammar School Concord College Copthorne Preparatory School Cothill House School Cotswold Chine School Cottesmore School Cranbrook School Cranleigh School (Incl Prep) Culford School (Incl Prep) Cumnor House School Cundall Manor School Dallam School Darul Uloom Dawatul Imaan Darul Uloom London School Dauntsey's School David Game College Dean Close Preparatory School Dean Close School Dean Close St John's Denstone College DLD College, London Dollar Academy Dorset House School Dover College d'Overbroeck's Downe House School Downside School Dragon School Dulwich College Dulwich Preparatory School, Cranbrook Durham School Eagle House School Earlscliffe Eastbourne College Edgeborough School Ellesmere College Elmfield Rudolf Steiner School Elmhurst Ballet School, Birmingham Elstree School Embley Epsom College Eton College Exeter Cathedral School Exeter College Fairview International School Farleigh School Farlington School Farringtons School Felsted School (incl Prep) Feltonfleet School Fettes College (incl Prep) Five Islands Academy Foremarke Hall, Repton Preparatory School Forres Sandle Manor School Framlingham College Preparatory School Frensham Heights School (Incl Junior) Frewen College Fulneck School Fyling Hall School Trust LTD George Watson's College Giggleswick School Glenalmond College Godolphin School Godstowe Preparatory School

Gordon's School Gordonstoun (Incl Junior) Great Ballard School Gresham's School (incl Prep) Haberdashers' Adams Haileybury Hall Grove School Handcross Park School Hanford School Harrogate Ladies' College Harrow School Hatherop Castle Prep School Hazlegrove Preparatory School Headington School Heath Mount School Heathfield School Hereford Cathedral School Highfield School Hockerill Anglo-European College Holmewood House School Holmwood House School (incl Prep) Holyport College Horris Hill School Hurstpierpoint College Hurtwood House School International School of Creative Arts Ipswich High School Ipswich School Jamea Al Kauthar Jamia Al - Hudaa Jersey College for Girls Junior King's School, Canterbury Kensington Park School Kent College nursery, Infant and Junior School Kent College, Canterbury Kent College, Pembury (Incl Prep) Keswick School Kilgraston School Kimbolton School King Edward's School, Witley King William's College, Isle of Man Kingham Hill School Kings Bournemouth King's College School, Cambridge King's College, Taunton King's Hall School King's School , Rochester (Incl Prep) King's School, Bruton King's School, Ely (Incl Junior) Kingsley School Kingswood Preparatory School Kingswood School Kirkham Grammar School Kitebrook Prep School Knighton House School Lambrook School Lancaster Royal Grammar School Lancing College Langley School Lathallan School Leighton Park School Leweston School (Incl Prep) Lime House School Lincoln Minster School Liverpool College Llandovery College Lockers Park School Lomond School Longridge Towers School Lord Wandsworth College Loretto School (Incl Junior) Loughborough Grammar School Luckley House School Lucton School (incl Prep) Ludgrove School LVS Ascot Maidwell Hall School Malvern College Malvern St James Marlborough College Marlborough House School Marymount London Mayfield School Merchiston Castle School Mill Hill School Foundation

Millfield Preparatory School Millfield School Milton Abbey School Monkton Combe Preparatory School Monkton Combe Senior School Monmouth School for Boys Monmouth School for Girls Moor Park School Moorland School More House School Moreton Hall School Moulsford Preparatory School Mount Kelly School (Incl Prep) Mount St Mary's College Mowden Hall School Moyles Court School MPW London Myddelton College new Hall School north London Grammar School northbourne Park School Oakham School Old Buckenham Hall School Old Swinford Hospital Orwell Park School Oswestry School Oundle School Oxford Sixth Form College Packwood Haugh School Padworth College Pangbourne College Papplewick School Perrott Hill School Peter Symonds College Pinewood School Plymouth College Pocklington School (Incl Prep) Port Regis Preparatory School Prestfelde School Prior Park College Prior's Field School Queen Anne's School Queen Ethelburga's Collegiate Queen Margaret's School Queen Mary's School Queen Victoria School Queen's College, Taunton (Incl Prep) Queenswood School Radley College Ratcliffe College (Incl Prep) Reading School Reddam House Berkshire Reed's School Rendcomb College Repton School Richard Huish College Riddlesworth Hall Preparatory School Rikkyo School in England Ripon Grammar School Rishworth School Rochester Independent College Rockport School Roedean School Rookwood School Rossall School Royal Alexandra & Albert School Royal High School, Bath Royal Hospital School Royal Russell School Rugby School Ruthin School Ryde School with Upper Chine Rye St Antony School (Incl Prep) S.Anselm's Preparatory School Saint Felix School Saint Ronan's School Salisbury Cathedral School Sandroyd School Scarborough College Scarisbrick Hall School Seaford College (Incl Prep) Sedbergh School Sevenoaks School Sexey's School Shaftesbury School Shebbear College

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Sherborne Girls Sherborne Preparatory School Sherborne School Sherfield School Shiplake College Shrewsbury School Sibford School Sidcot School Slindon College St Andrew's Preparatory School, Eastbourne St Andrew's School, Pangbourne St Bees School St Catherine's, Bramley St Christopher School St Clare's, Oxford St David's College, Llandudno St Edmund’s School, Surrey St Edmund's College & Prep School, Hertfordshire St Edmund's School, Canterbury (Incl Junior) St Edward's Oxford St Francis' College St George's School, Ascot St George's School, Harpenden St George's School, Windsor St George's, Edinburgh St Hugh's Prep School, Lincolnshire St Hugh's Prep School, Oxfordshire St John’s College School, Cambridge St John’s College, Southsea St John's Beaumont Preparatory School St John's School, Leatherhead St John's School, Sidmouth St Joseph's College (Incl Prep) St Lawrence College (Incl Junior) St Leonards School, Fife St Margaret's School, Bushey St Mary's Calne St Mary's Music School St Mary's School, Ascot St Mary's School, Cambridge St Michael's School St Paul's School, London St Peter's Prep School St Peter's School, York (incl St Olave's) St Swithun's School St Teresa's School Stamford Endowed Schools Stamford Junior School Stephen Perse Foundation Stewart's Melville College Steyning Grammar School Stoke College Stonar School Stonyhurst College Stonyhurst St Mary's Hall Stover School (Incl Prep) Strathallan School (Incl Prep) Summer Fields School Sunningdale School Sutton Valence School (incl Prep) Swanbourne House School Talbot Heath School (Incl Junior) TASIS, The American School in England Taunton Preparatory School Taunton School Teikyo Foundation School Terra nova School Terrington Hall School Tettenhall College The Chorister School The Downs Malvern The Duke of York's Royal Military School The Elms School The Hammond School The King's School, Canterbury The Leys School The Mary Erskine School The Montessori Place, Hove The Mount School The national Mathematics and Science College The new Beacon School The Oratory Preparatory School Correct at time of print

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 Thetford Grammar School Thornton College Tonbridge School Trent College Tring Park School for the Performing Arts Trinity School Truro High School for Girls (Incl Prep) Truro School Tudor Hall School Twyford School Uppingham School Victoria College, Belfast Vinehall School Walhampton School Warminster School (Incl Prep) Warwick School Wellesley House School Wellington College Wellington School Wells Cathedral School (Incl Prep) West Buckland School West Hill Park School Westbourne House School Westbourne School Westminster Abbey Choir School Westminster Cathedral Choir School Westminster School, Westminster Westonbirt School (Incl Prep) Whitgift School Winchester College Winchester House School Windermere School Windlesham House School Wisbech Grammar School Witham Hall School Woldingham School Woodbridge School Woodcote House School Woodhouse Grove School Worksop College (Incl Prep) Worth School Wrekin College Wychwood School (Oxford) Ltd Wycliffe College (incl Prep) Wycombe Abbey Wymondham College Wymondham College Prep School Yehudi Menuhin School

EUROPE

A+ World Academy, Switzerland Aiglon College, Switzerland Alexandra College, Ireland Amadeus International School, Austria American Collegiate Institute, Turkey Apex 2100, France Berlin Brandenburg International School, Germany Blackrock College, Ireland Brillantmont International School, Switzerland Cabella International Sahaja School, Italy Clongowes Wood College, Ireland College Alpin Beau Soleil, Switzerland College Champittet, Switzerland College du Leman International School, Switzerland Complejo Educativo Mas Camarena, Spain Ecole Jeannine Manuel, France Exupery International School, Latvia Glenstal Abbey School, Ireland Institut Montana Zugerberg, Switzerland International School Eerde, netherlands International School of Milan International School San Patricio Toledo John F Kennedy International School, Switzerland Kilkenny College, Ireland King's College, The British School of Madrid, Spain La Garenne, Switzerland Laude Lady Elizabeth School, Spain Leysin American School, Switzerland Lundsbergs Skola, Sweden Lyceum Alpinum Zuoz, Switzerland Midleton College, Ireland Open Gate Boarding School, Czech Republic Préfleuri International Alpine School Rathdown School, Ireland Rockwell College, Ireland Schule Schloss Salem, Germany Sigtunaskolan Humanistiska Läroverket, Sweden Sotogrande International School, Spain St Columba's College, Ireland St George's International School, Germany St George's International School, Switzerland St Gilgen International School GmbH, Austria St John's International School, Belgium St Louis School Milan St Peter's International School, Portugal Surval Montreux, Switzerland The International School of Paphos, Cyprus The Kings Hospital, Ireland Villiers School, Ireland

REST OF THE WORLD

Avi-Cenna International School, nigeria Brisbane Grammar School, Australia British International School Lagos British International School Phuket Bromsgrove International School, Thailand Brummana High School, Lebanon Dalian American International School (nord Anglia Group), China Day Waterman College, nigeria Dulwich College Suzhou, China Episcopal High School, USA Epsom College in Malaysia Fay School, USA Frensham, Australia Greensteds International School, Kenya Hangzhou Greentown Yuhua School, China Harrow Innovation Leadership Academy Chongqing Harrow Innovation Leadership Academy nanning Harrow International School Shenzhen Qianhai Harrow Innovation Leadership Academy Zhuhai Harrow International School Bangkok, Thailand Harrow International School Haikou Harrow International School, Hong Kong Idyllwild Arts Academy, USA Jerudong International School, Brunei Kincoppal-Rose Bay, Australia King Henry VIII College, Malaysia Lady Eleanor Holles International School Foshan, China Letovo School, Russian Federation Marlborough College, Malaysia Merchiston International School, China Methodist Ladies' College, Australia Michaelhouse, South Africa Miles Bronson Residential School, India MIT Pune's Vishwashanti Gurukul, India new School Georgia nilai International School, Malaysia nord Anglia Chinese International School, Shanghai, China nord Anglia School, Beijing, Fangshan nord Anglia School, Foshan nord Anglia School, Guangzhou, Panyu nord Anglia School Jiaxing, China nord Anglia School, nantong nord Anglia School, ningbo, Fenghua nord Anglia School, Shenzhen nord Anglia School, Suzhou north London Collegiate School, Jeju, Korea nUCB International College, Japan Peponi School, Kenya Prem Tinsulanonda International School, Thailand Pymble Ladies' College, Australia Regents International School Pattaya, Thailand Rong Qiao Sedbergh School Rugby School Thailand School of Leadership, Afghanistan (SOLA) Sela Qui International School, India Shattuck-St Mary’s School, Malaysia St Andrew's Prep School Turi, Kenya St Andrew's Senior School Turi, Kenya St Christopher Schools, Kenya St George's College, Argentina Swiss International Scientific School Dubai, UAE The British School of Lome', Togo The Doon School, India The Forman School, USA The Hill School, USA The Hun School of Princeton, USA The International School of Penang (Uplands), Malaysia The International School, Bangalore, India The King's School, Australia The Regent Secondary School, nigeria Toowoomba Anglican School, Australia Wellington College International Tianjin, China Westlake International School, Malaysia Windsor High School at Albany, Bahamas Woodstock School, India Whanganui Collegiate School, new Zealand Wycombe Abbey School nanjing, China Yew Chung International School of Qingdao , China Yew Wah International Education School of Guangzhou, China Yew Wah International Education School, Zhejiang Tongxiang Campus, China Yew Wah School of Shanghai Changning, China Yew Wah International Education School of Shanghai Lingang, China

Boarding School Magazine - Autumn 2021

Articles inside

BSA MEMBER LIST

COVID LIFE AS A BOARDER

BRAND NEW STATE PREP SCHOOL TO OPEN BOARDING PROVISION

BSA CERTIFIED AGENT AND GUARDIAN SCHEMES

BSA GROUP LAUNCHES NEW HEALTH AND WELLBEING ASSOCIATION

FROM THE CHAIR

GOING FROM STRENGTH TO STRENGTH

HAVE A PLAN AND BEWARE THE PUNCH

LEADING YOUR FIRST HOUSE TEAM

MR WELLS RETURNS TO WELLS