BSA Magazine - Summer 2021

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

SUMMER 2021

BSA Annual Conference for Heads and BSA Awards 2021 School days: they're broader for a boarder A family environment: How has COVID changed the boarding house?

3

Andrew Gray Communications and Partnerships Manager Boarding Schools’ Association

From the editor Welcome to the summer edition of

Once again, we’ve got a packed issue

year’s BSA Awards. And, as ever,

scarcely seems believable that the

this edition include Godstowe

selection of some of the things our

Boarding School magazine. It

2020/21 academic year is almost

over, but as I write this, that’s

where we find ourselves. Without

any fear of contradiction, I can

safely say it’s been a year no one

will forget in a hurry, and I hope

everyone will have an opportunity

to have a well-earned rest when

for you. Some of the highlights from Preparatory School’s Michele

Western-Kaye on the benefits of the Prep School boarding experience,

boarding school environment gives

Boarding Week, which takes place

students a head start in life.

When I wrote my first magazine

safeguarding journey over the past

clear to me very quickly was how the whole boarding community had

pulled together and supported each other during the coronavirus

pandemic. That togetherness has

most definitely continued to be the

takes an in-depth look at her college’s decade and how two strategies have

almost time for this year’s National from June 21-27. You can find out more about how to get involved, including details of our

#boardersgogreen Challenge, on pages 32-33.

had a significant impact on its

Thank you for all your support with

Chiappa-Patching, Director of

you would like to contribute to future

safeguarding culture, and Dan Boarding at Sherborne Prep, shares his thoughts on how COVID-19 has changed the boarding house.

ongoing theme throughout the year,

We’ll also be looking back at our

reading through this issue.

congratulating the winners of this

and I hope you’ll get a flavour of that

been up to recently.

Lastly, a quick reminder that it’s

Sedbergh School, tells us how the

Wellington College’s Delyth Lynch

of the things that became abundantly

member schools and pupils have

while Lotte Tulloch, Deputy Head at

the summer break does arrive.

leader after joining BSA last year, one

there’s round-up of just a small

Annual Conference for Heads and

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

bsa@boarding.org.uk. The autumn

edition of the magazine is due to be

published in October – please send us your contributions no later than

Friday, September 17.

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: Photo taken by Luca Vasile-Berde (Rochester Independent College), winner of the Khadija Saye Photography Award, BSA Awards 2021.

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

07. COME FLY WITH ME… ROBIN FLETCHER, CEO, BSA AND BSA GROUP

08. MEETING, GREETING AND SHARING: WHERE THE REAL VALUE LIES

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. BEING WORLD CLASS: BSA ANNUAL CONFERENCE FOR HEADS 2021

20. BSA AWARDS 2021 26. SCHOOL DAYS: THEY’RE BROADER FOR A BOARDER MICHELE WESTERN-KAYE, HEAD OF BOARDING, GODSTOWE PREPARATORY SCHOOL

32. #BOARDERSGOGREEN CHALLENGE – NATIONAL BOARDING WEEK 2021

34. VBI AND LLC? THE ANACRONYMS OF A SAFER CULTURE WITHIN BOARDING SCHOOLS?

DELYTH LYNCH, DEPUTY HEAD (SAFEGUARDING) AND MENTAL HEALTH LEAD, WELLINGTON COLLEGE

42. GOING FROM STRENGTH TO STRENGTH 44. GREEN ENVIRONMENT, GREY MATTER CHRIS HUTCHINSON, HEADMASTER, ROYAL RUSSELL SCHOOL

48. HOW THE BOARDING SCHOOL ENVIRONMENT GIVES

STUDENTS A HEAD START IN LIFE, AND HOW SCHOOLS CAN CAPITALISE ON THIS TO HELP YOUNG PEOPLE PREPARE FOR SUCCESS. LOTTE TULLOCH, DEPUTY HEAD, SEDBERGH SCHOOL

52. BSA CERTIFIED AGENT SCHEME 54. BSA CERTIFIED GUARDIAN SCHEME 56. A FAMILY ENVIRONMENT: HOW HAS COVID CHANGED THE BOARDING HOUSE?

DAN CHIAPPA-PATCHING, DIRECTOR OF BOARDING, SHERBORNE PREP

63. BOARDING SKILLS AWARDS ALLY AND JONNY ONIONS, HOUSEPARENTS, ST GEORGE’S SCHOOL WINDSOR CASTLE

68. QUANTUM ADVISORY: 9 OUT OF 10 CHILDREN WANT TO BE TAUGHT ABOUT PENSIONS

70. MOTIVATIONAL MAPS 75. NEWS IN BRIEF #2

MORE STORIES FROM THE WORLD OF BOARDING

80. 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

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

Image courtesy of Bruton School for Girls

ConFErEnCE

Safeguarding in Sport

SAFEGUArDING AND CHILD PrOTECTION ASSOCIATION

Part of the BSA Group

Every day millions of people participate in sport; grassroots and high performance athletes, coaches, referees, volunteers, organisers and parents. For most, this is a fun and positive experience. And it is crucial that everyone involved in facilitating access to sports of all kinds, at all levels, works to ensure this ethos is integral and to keep everyone safe.

To join SACPA

24 JU

THUrSD AY

NE 2021 09:30-1 6:00

We all have a duty of care to ensure club safeguarding policies are relevant and being adhered to.

Safeguarding teams are trained and can spot the signs of mental wellbeing, understand positions of trust and recognise areas of risk. Perhaps, safeguarding in sports has been given too little attention in the past, but as we see in the media things are changing; with the recent success of the NSPCC’s ‘Close the Loophole’ campaign, Sheldon’s review into sexual abuse in football and the IICSA report published in June 2020 ‘Child sexual abuse in sports’. From the pro coach or safeguarding lead for a large club or organisation, to the weekend volunteer or parent on poolside, safeguarding is everyone’s responsibility and it is clear we need to do more to ensure sports are safe for all.

Topics include: • From paperwork to practice: ensuring your safeguarding policies are properly used and adopted • Medals and Mental Health • Positions of trust, patterns of grooming • Recognising ‘risk’ areas for all – volunteers, danger spots, one-to-one coaching Cost: £185 members • £370 non-members

V

Visit https://www.sacpa.org.uk/event/safeguarding-in-sports/ to book now.

#sacpaconf2021

7

Robin Fletcher Chief Executive BSA and BSA Group

Come fly with me…

In 1921 the aviation world

increase if and when the awaited

training continue to expand, as it has

Supermarine Seagull, an amphibian

Standards for Boarding are finally

mental health and safeguarding in the

witnessed the launch of the

biplane flying boat designed and

produced by the British aircraft

changes to the National Minimum introduced.

manufacturer Supermarine. A

So, if modern pilots are required to

community is welcoming to the

tasks than their ancestors, it suggests

century later, and the same

skies the Dassault Falcon 6X, a

large, long-range business jet under

development by Dassault Aviation

in France. Both aircraft describe

the evolution of powered flight and

there is no doubt that the skills and

training required to fly the Falcon

6X will be longer and more complex than that experienced by 1920s flying boat pilots.

Aircraft and boarding houses are not

the same, obviously, but there is some comparison in the skills and training

train longer to perform more complex the boarding sector should think

tomorrow still, in the main, be

teachers who take on boarding duties or will there be more (by necessity or design) who enter the profession

from other career paths, such as

health care, youth services or the military?

Will house staff continue, like junior

doctors, to be expected to juggle a

care for boarders with little or no

health and safety of dozens of young

least that house staff receive annual training. And this requirement will

external support from expert providers?

disruptive effects of COVID-19, we

to students, parents and the

requirement of schools in England at

on-line, in person and/or with

10 or 20 years. Will the house staff of

are going to need over the next five,

and Housemistresses at boarding training, whereas today it is a

development be accessed – internally,

At this point, as schools continue to

huge range of competing demands

schools usually delivered pastoral

past decade? And how will skills

ahead to what sort of ‘pilots’ schools

of those who pilot them. One

hundred years ago, Housemasters

since the advent of courses on drugs,

every week, while being accountable government for the professional people in their care.

Will the range of topics to be covered as part of their initial and ongoing

dust themselves down from the

don’t know the answers to many of

these questions. But these questions need to be addressed and answers discussed.

There is some irony that despite the

advances in aviation technology and pilot training, the phrases ‘boarding an aircraft’ and ‘boarding pass’

endure. Thankfully ‘boarding’ remains

the enduring word of our schools, but underneath that constant we must recognise that pastoral care for

boarders in 2021 is technically more

advanced than a century ago and the demands on those at the cockpit controls greater than ever.

Bex Tear BSA Group Chair 2021 Head, Badminton School

Meeting and sha the real The conference enticed delegates

from schools across the world. With a

One of the best elements

of being BSA Chair is the

opportunity to host the

BSA Annual Conference

for Heads, which took place on May 4-5.

rich mix of representatives from

England, Scotland, Wales, Ireland, the USA, russia and Switzerland, from

state and independent schools, prep schools and senior schools, there really was a cross-section of our

sector, reflecting the growth of BSA

since it started life fifty-five years ago with the first gathering of Heads at Keble College, Oxford It was a

privilege to bring today’s school

leaders together last month; thank

you to all attendees who brought this event to life.

We were also fortunate to entice more than 25 stellar speakers, including: David Harkin (8billionideas), Lizzie Edgecombe (disability Inclusion

Bristol, Access Sport), Nikki Emerson

(England rugby), Yemisi Akindele (The High Achievers Academy), Vivienne Stern (Universities UK), David Bott

(Institute of Positive Education) and Elke Edwards (Ivy House).

I would like to repeat my thanks to

everyone who attended or helped to make the conference a success –

9

g, greeting aring: where l value lies including our headline sponsor,

The Challenge runs until the end of

you haven’t already done so, and

session sponsors: Engage; Witley

haven’t done so already, please do get

BSA Training and Events calendar

been fantastic and, thanks to you, the

and events currently scheduled.

Schoolblazer, and our supporting

Jones; MyConcern; Unifrog; Noble & Eaton; Sparx and Furlong Solutions.

I would be remiss not to mention the home team at BSA who worked

tirelessly, anticipating COVID-19

restrictions and enabling the whole

event; thanks BSA!

At the conference, we also launched

our #boardersgogreen Challenge,

which we’re running in partnership

National Boarding Week, so if you involved. The response so far has

original 7,500km has already been

don’t forget to check out the main

for details all upcoming CPD, training

exceeded. But please do continue to

With BSA Group now representing

‘walk’ together by the end of National

Sacpa and BAISIS, there is real value

take part, and let’s see how far we can Boarding Week (more information on

the Challenge, and National Boarding

Week, can be found on pages 32-33 of this issue).

more than 830 members across BSA, and richness in convening so many different people from different

organisations, cultures and countries, through training and conferences.

with Limitless ahead of this year’s

COVID-19 has of course suspended in-

Who knows how many of these future

We’ve asked member schools to join

sometimes also be opportunities in

in person, or become an ideal blend

National Boarding Week (June 21-27).

person events, but problems can

together to walk the equivalent of the

disguise. BSA Group moved its

7,500km. This can be done by

even more events – and attracted

distance across Africa – approximately undertaking a series of tasks – as well as walking, you can also do a run,

cycle, litter pick or plant seeds or trees

– and completing them will equate to a distance walked. I know my

boarding team are busy logging miles

conferences online this year, put on delegates from its 120 members in 37

countries worldwide who otherwise

might not have had the opportunity to take part.

As I write now, there are still some

every week and it’s even easier as

enticing events left in the calendar

and there is even some sunshine from

Health and Wellbeing Conference

summer unfolds, evenings get lighter time to time!

too, including our long-running

(July 6), so please do book you place if

events will stay online, revert to being of the two? Actually, in person, online or hybrid are just means of

communications, but it’s in the

meeting, greeting and sharing of ideas and experiences that the real value

lies. I look forward to sharing many

more ideas and opportunities with all in our BSA community in the weeks, months and years ahead.

Design with print some in mind

v

The Design and Print House for the BSA

11

NEWS in brief

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

#1 >>> Tonbridge School and the New Beacon Prep School announce

merger

Tonbridge School and The New Beacon Preparatory School are

delighted to announce that they will merge with effect from 31 August 2021.

England Hockey calls up Millfield

goalkeeper

Lower Sixth Millfield student Lottie

Wakeham-Dawson has been selected for

the England Hockey U18 squad.

Millfield’s first team goalkeeper has been

selected for the side which provides

young players with their first taste of

international training camps and

tournaments. The selection process was

a vigorous series of trials and training

camps in person and online including

Zoom calls, tactical video analysis and

Strava physical challenges which saw 26

hopefuls be selected for the U18 side.

The group of budding hockey stars will

attend training camps every weekend

throughout June before the opportunity

to be selected for a series against the home nations in July.

Lottie said: “Balancing hockey and

academics whilst boarding can sometimes

by tricky, however teachers, coaches and

house parents are really understanding

and supportive, especially at a school like

Millfield where a lot of students are in

similar situations. I am looking forward to

continuing my journey within the England

hockey system and aspire to play for U21s

or England Development Programme (EDP).”

Rising to the challenge Ashville College Sixth Former Thomas Grattoni-May has reached the final stage of a global competition to find 100 rising stars who have the ideas and enthusiasm to help build a better world.

The Rise Challenge seeks to identify talented young people, aged 15 to 17, from around the world who have the potential to use their talents to tackle the planet’s most pressing issues. Over the last six months, Thomas has submitted 14 video responses to various challenges, as well as spent over 50 hours developing his ‘big idea’ – a global speech and language therapy app – inspired by his stammering. In reaching this stage, the 17-year-old, a member of Action for Stammering Children’s youth panel, has already won one thousand dollars and the opportunity to apply for funding for his big idea from various Rise Partners.

If chosen as one of the 100 winners, he will receive a lifetime of personalised support - including scholarships, mentorship, career services, and access to further funding to develop his ideas to benefit others, a prize value that could exceed $500,000 for each global winner.

As one of the 500 finalists, he now faces a gruelling interview process to select the 100 Global Winners who will be announced in July.

Tonbridge is one of the leading

independent boys’ schools in the UK and currently has more than 800 boys, a blend of boarders

(60%) and day pupils (40%). The

School is renowned for its worldclass, innovative teaching and learning, as well as for its

pastoral excellence, outstanding facilities and strong ethos of

community outreach and social impact.

The New Beacon Prep School is in Sevenoaks, approximately 10 miles from Tonbridge. It is a

leading independent day and

boarding prep school for boys

aged 4 to 13 and currently has

325 pupils, including a nursery for boys and girls.

The merger also means that The New Beacon will become part of

the group of schools overseen by the Skinners’ Company, one of the Great Twelve Livery

Companies of the City of London and a major not-for-profit

organisation which supports

seven other schools, including Tonbridge School.

#1

13

Students smash charity fundraising target

Creative Ripon Grammar School students touched by the tragic death of

a London teenager came up with a series of innovative fundraising ideas

to raise an impressive £8,685 for charity during a challenging year.

They were determined lockdowns and social distancing rules wouldn't

stop them from collecting in support of the charity Blueprint for All, set

up in memory of teenager Stephen Lawrence, who was murdered in an

unprovoked racist attack.

Although they couldn’t hold the usual whole school Charity Week events

such as music concerts, staff pantomimes, comedy performances and

dance competitions, student leaders encouraged the whole school to

get behind a new way of fundraising throughout the school year. The

fundraising team organised non-uniform days, a sponsored Everest stair

climb and a Christmas raffle, as well as sponsored walks and reads,

raising £6,665 in cash donations in addition to a further £2,020 on the

JustGiving online donation platform.

Head girl Molly Cushing said: “We are so pleased that the whole school got behind our fundraising effort to raise such a brilliant amount for Blueprint

for All given the unusual circumstances of this year.”

>>>

#1 >>>

Pupils grill best-selling author Andy

Richard begins junior captaincy

A decorated former SAS soldier and

time in a position of prominent

McNab

A Rydal Penrhos pupil formally began his

Shebbear College pupil Mitzi releases her debut single

Mitzi Irish, a Year 11 pupil at Shebbear

novelist has undergone a gruelling

leadership at a prestigious golf club.

College in North Devon, has released her

interrogated by school students.

Richard Wolfendale, who is a Year 13

stream on Spotify, Apple Music, Amazon

Andy McNab, a celebrated Armed Forces

school, was appointed Junior Captain of

mission of a very different kind – being

pupil and current Head Boy at the

veteran who served in Northern Ireland

North Wales Golf Club in Llandudno last

attention to writing novels and

course closures throughout COVID-19,

and the Gulf War before turning his

producing films, was put to the test by

year, but due to the complications and

committee members decided to roll over

debut single, ‘Trivial’, which is available to Music and iTunes – an incredible

achievement for this gifted young

musician.

Mitzi, 16, who describes her music as

“somewhere between acoustic and pop”,

the responsibility to this summer instead

wrote Trivial over Zoom during lockdown

structured.

Andy Gilbert, who she has been working

probing questions to McNab, with the

To mark the official start of Richard’s

her Manager, Haydn Williams.

popular young adult book Get Me Out of

club’s traditional Junior Captain’s Drive-

Talented Mitzi, who plays the guitar and

15th tee on the picturesque course,

has been passionate about music for as

curious young drama students from

Highfield and Brookham Schools.

The Year 6 pupils submitted a series of

author awarding signed copies of his

Here, which he co-wrote with Phil Earle,

to the writers of the six most imaginative submissions. The winning questions

were submitted by Monty Leach, Tom

Hall, Lottie Alexander, Cindy Zhou, Isabel

Salisbury and Ryder Larby.

McNab said: “I really enjoyed reading all the questions that Highfield’s Year 6 sent

me: what an enthusiastic and creative

sounding bunch of young people! I wish I

could have answered every single question.”

where things should be a little more

“year in office”, the pupil took part in the Off recently. This saw him take to the

which is situated immediately outside the clubhouse.

with London-based producer and writer

with over the last six months, along with

piano as well as singing and song writing, long as she can remember. She wrote

her first song at just nine years old and

performed at her first public gig when

In front of the assembled club members,

she was 13.

256-yard drive down the fairway, which

You can listen to and stream Trivia via

of applause.

https://distrokid.com/hyperfollow/mi

Richard drove a magnificently straight

was followed by a well-deserved round

this link:

tziirish/trivial

#1

15

Strathallan student named top Senior Artist in the North by RSA

Strathallan student Topaz Walker has been named top Senior Artist in the North by

the Royal Scottish Academy after submitting a mask she created depicting her

grandfather and farmer Jim.

The mask was voted ‘best in show’ in the prestigious 2021 RSA Schools Art Awards.

Delighted to have been named Senior North Winner, Topaz said: “I’m thrilled the judges like my piece, it means more to me than I think they can imagine. The mask is based on my

Grandpa Jim who I am very close to. He is 84 years old and still works on his farm. I

wanted to capture the essence of the man both inside and out. I used different colours and

textures of materials to describe his distinctive skin tones and lived in complexion. I added a

variety of stitching techniques to further enhance details such as blemishes and wrinkles.

“Grandpa Jim is such a fun-loving person and his expression in this piece captures the

funny side of his personality. Gaining recognition for this piece of work has been totally

unexpected and it’s fantastic to be appreciated for my hard work during the Spring

lockdown. I tried to think outside the box but also challenge myself by only using materials

and resources that I was able to source at home. I’m looking to develop this series of work

at school and do other faces that mean something to me.”

>>>

#1 >>> Taunton School students complete UK’s first alternative two-year pathway to university

Taunton School has seen its first cohort of international students complete a unique

two-year course, which guarantees a place at leading universities in the UK and

overseas.

The Somerset school, which welcomes pupils from 45 different countries, has become

the first institution in the UK to offer international students a bespoke alternative

pathway to top universities around the world.

Eighteen-year-old students Tricey Agbolu from Ghana and Paul Paclot from France, and 19-year-old Jarry Wang from Hong Kong have completed the International

Foundation Year (IFY) course with a 100 per cent pass rate. The course was officially launched at Taunton last year.

They have now received offers from prestigious UK universities including University of

Kent and University of Reading as well as Canadian universities HEC Montreal and University of Montreal.

Taunton School is one of only two UK secondary schools to offer the IFY, devised by

top UK universities for international students wanting to study at English-speaking universities.

Inclus iv

ity

Rising to the ge challen

04-05 mA

nt Curre te clima

y 2021

Global community

Safeguarding

Ma rke tin rec and g rui tm ent

Dig ita shif l t

Being world class: BSA Annual Conference for Heads 2021

On May 4-5, BSA hosted its Annual Conference for Heads, sponsored by Schoolblazer Chaired by Bex Tear, BSA Chair 2021 and Head, Badminton School, the theme of this year’s conference was ‘being world class’.

Across the two days, a wide range of topics were explored in detail, including ‘World class inclusivity and the global community’; ‘Being world class post-COVID’; ‘Safeguarding: world class standards’; ‘Looking to the future, the resilience of boarding’, ‘Strategic planning in an era of uncertainty’.

headline sponsor, Schoolblazer, and all

The event included lots of interactive

Engage; Witley Jones; MyConcern;

get involved as much as possible. To

Furlong Solutions.

content, with participants encouraged to launch the conference, David Harkin

from 8billionideas set everyone a

achievements, hard work and dedication

Alongside David, we were grateful to all

worldwide boarding community over the

of the guest speakers – more than 25 altogether – who provided such

fascinating insights into so many

subjects over the two days. This year’s session would also not have been

possible without the support of our

with the announcement of the annual

BSA Awards, recognising the

of schools and individuals from the

past year (a full round-up of the awards can be found on pages 20-24).

Next year’s Annual Conference for

Heads will take place on May 3-4, 2022

– more details on the event will be

announced soon, so please stay tuned

of our supporting session sponsors:

Unifrog; Noble & Eaton; Sparx and

If you weren’t able to join us for this year’s

The conference also saw the launch of

challenge during his session, ‘A world

the following question to revisit at the

schools to join together to walk the

end of day two:

32-33 for more details). The event closed

for details.

our #boardersgogreen Challenge, in

class idea’, asking delegates to consider

approximately 7,500km (see pages

“If for one day, the 100 million people in education around the world worked for you - what would you do, or what would you implement, to help positively evolve education?”

partnership with Limitless, challenging equivalent of the distance across Africa –

Annual Conference for Heads, many of the

sessions were recorded and are available to

purchase – please email us at

bsa@boarding.org.uk for more

information.

19

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.

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2021

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BSA Awards 2021 BSA unveiled the winners of its

Stephen Winkley Award is named in

Conference for Heads, sponsored by

and Headmaster of Uppingham (1991-

annual awards at its Annual

Schoolblazer, which took place

honour of the former BSA Chair (2003),

awards highlight everything that makes boarding so special and it’s a pleasure to be able to recognise the

2006) and Rossall Schools (2008-2013).

achievements and dedication of schools

First held in 2018, the BSA Awards

award, the Khadija Saye Photography

“This was our busiest year yet in terms

and dedication of schools and

Rugby School boarding pupil and

awards, which were sponsored

who tragically died in the Grenfell Tower

virtually on May 4-5.

celebrate the achievements, hard work,

individuals to boarding. This year’s

by Engage, were the biggest yet, with

two new categories being

introduced: International School of

the Year Award and Outstanding

INDEX (Inclusion and Diversity

Excellence) Leadership Award. It was

also a record year for entries, with close to

200 submissions received.

Highlights of this year’s awards included the winner of this year’s Stephen

Winkley Award, Wendy Lang from King William’s College on the Isle of Man.

Wendy was nominated for her tireless

efforts in supporting students at the college throughout the coronavirus

pandemic, which originally saw the Isle of Man close its borders to stop entry

to the island. Hailing her as ‘a credit to

her school and the boarding sector’, the

judges said Wendy ‘did what committed, professional boarding staff do best in a

crisis: stayed calm and carried on.’ The longest-running BSA Award, the

BSA also handed out a very special

Award, named in honour of the former

respected international photographer,

fire in 2017. The award went to

Luca Vasile-Berde, a student at

Rochester Independent College.

and individuals in boarding.

of submissions and it was certainly a

very tough task for all of the judges to

pick out the overall winners. On behalf

of the BSA team, I’d like to say well done

to all of the winners and finalists, and

many thanks to everyone who took the time to send us their submissions. And

Luca impressed the judges with his

a big thank you also to our

Murder Mystery’, a selection of

year’s awards.”

collection of images titled ‘Brighton

cinematic images of places around

Brighton, imagining a narrative that

would be fitting for a Woody Allen film.

Calling it ‘an attention-grabbing concept’ the judges praised the ‘filmic quality’ of Luca’s shots as well as their ‘sense of

brooding mystery and ‘excellent

technical details.’ (Luca's winning

portfolio of images can be seen on

pages 20-22)

Robin Fletcher, CEO of the Boarding

Schools’ Association and BSA Group,

said: “Each year, our annual awards

remind us of all the incredible work that is done every day by boarding schools

and their staff, and their amazing

devotion to supporting boarders. These

sponsors, Engage, for supporting this

In addition, the BSA also unveiled the winner of this year’s BSA Boarding

Research Fellowship Award. Launched

in 2016, it gives an experienced senior member of the boarding community

the opportunity to undertake a unique

research opportunity. This year’s winner

is Carla Shearman, Head of Boarding at Queen’s College, Taunton, for her

proposed research on Induction. Carla

will visit three boarding schools of her choice and collate her data in a

research project, analysing the different

schools and their boarding provisions.

She will be invited to present her

findings at BSA’s Annual Boarding Conference in early 2022.

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BOARDING SCHOOLS’ ASSOCIATION

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Please see below a full list of the winners

and highly commended finalists from this year’s BSA Awards, sponsored by Engage

Best Community work via BSA ‘On

Supporting Junior Boarders Award

Khadija Saye Photography Award

WINNER: Monkton Combe School

School

Rochester Independent College

Board’ initiative award

HIGHLY COMMENDED: Rendcomb

WINNER: Godstowe Preparatory

HIGHLY COMMENDED: Sherborne Girls;

College; Gordon’s School

Saint Ronan’s School

Boarding House Extension or

Supporting International Boarders

Refurbishment Award

WINNER: Ipswich High School

HIGHLY COMMENDED: Summer Fields,

Award

WINNER: Bede’s School

HIGHLY COMMENDED: Gordonstoun;

WINNER: Luca Vasile-Berde -

HIGHLY COMMENDED: Xiao Wang -

St Mary’s School, Cambridge; Yao Xiao -

St Mary’s School, Cambridge Stephen Winkley Award WINNER: Wendy Lang King William’s College

Oxford; Sedbergh School

Dollar Academy

HIGHLY COMMENDED: Lindy

Boarding Innovation Award

International School of the Year

Rebecca Brown - Sherborne Girls

WINNER: Kolej Tuanku Ja’afar (KTJ)

BSA Boarding Research Fellowship

International School

Carla Shearman, Head of Boarding,

WINNER: Marlborough College,

Award

HIGHLY COMMENDED: Bedales

HIGHLY COMMENDED: Sotogrande

Malaysia

Boarding Research Award

WINNER: Alex Large - The Royal School

Outstanding INDEX (Inclusion and

HIGHLY COMMENDED: Marlborough

Award

Wolverhampton

College, Malaysia; Bedford School; Sherborne Girls

Wellbeing & Mental Health Initiative

Queen’s College, Taunton

WINNER: Jami Edwards-Clarke Hurstpierpoint College

HIGHLY COMMENDED: Louise Fahey Caterham School; Louise Wilson -

Charterhouse

HIGHLY COMMENDED: Dulwich Prep

Working with Vulnerable

Malaysia; Sherborne Girls

WINNER: Lord Wandsworth College

Cranbrook; Marlborough College

Award

Diversity Excellence) Leadership

Award

WINNER: DLD College London

Themistocleous - Barnard Castle School;

Children Award

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Part

BRITISH ASSOCIATION OF INDEPENDENT SCHOOLS WITH INTERNATIONAL STUDENTS

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HALF-DAy TRAINING

Part of the BSA Group

30

WEDNE SDAy

jUNE 20 21 11:00-1 3:00

Working with agents

Almost one third of the current boarding population in the UK is made up of international students, creating an exciting and global community of young people receiving their education and pastoral care in the UK. For many schools, recruiting internationally involves working with educational agents to support the promotion of their school overseas and to ensure that student and school community are paired successfully.

Relationships with agents can vary. While BSA has launched their Certified Agent scheme to assure the professional quality of agents to schools, there are a number of ways in which schools themselves can improve their working relationships with agents. This two-hour session will go through the process of finding, building relationships and working with agents, with best practice recommendations to support the development of strong relationships between school and agent.

Topics include: Identifying the need for agents / new agents How to find good agents Developing positive relationships Working with agents Producing an agent handbook Promoting your school to agents

Costs: Member fee - £100 • Non-member fee - £200

CLICK HERE FOR MORE INFORMATION AND TO BOOK

V

Speaker: Caroline Nixon, International Director, BSA and Director, BAISIS

School days: they’re broader for a boarder!

Head of Boarding at Godstowe Preparatory School, Michele WesternKaye talks about the benefits of the Prep School boarding experience.

Boarding is at the very heart of

confident young women who

holistic aspects of education;

school ticking over 24-hours a

Senior School of their choice,

teaching commitment, but do

Godstowe. It is what keeps the

are ready to flourish at the

day, seven days a week, give or

equipped with skills to learn

Boarding is not just for those

successes, and above all to

take the odd Exeat weekend!

who need it. At Godstowe we

strongly believe our boarding

experience is valuable, exciting

and best of all good fun with an appropriate amount of hard work. Boarding develops

independence, self-confidence

and maturity – and nothing can be better than friends on tap,

from failures and build on

embody our core values of

kindness, courtesy and respect for others. The independence, adaptability and social skills

developed from the prep-age boarding experience are

extremely valuable preparation for 13+ education.

staff on tap and facilities on tap.

Our boarding staff are made up

friends for life.

graduates and gap students.

Godstowe boarders make

Our aim at Godstowe is to

ensure our girls leave us as

of qualified teachers, nurses, Senior boarding staff are dedicated professionals

committed to the pastoral and

they have no classroom

take an active part in the co-

curricular programme in order to maintain a connection with

both the boarding community and day girls. The staff really

know and understand how each and every girl ticks. Boarders

live in three detached houses; younger girls board in the

junior house, designed to suit

their specific needs, they then graduate to one of two senior houses for their final three

years at Godstowe (years 6-8).

27

>>>

>>> WELL-BEING AND DOWNTIME

As a prep school, we want children to

tend to dance along to breakfast with

people are over-stimulated, and

start the day on a positive and happy

be children. In a world where young

screen-time is an essential part of the

school day and beyond, we believe in

big smiles with their friends, ready to note.

the importance of scheduled time

Each night in the junior house the

relax in the house with their friends

they are snuggled up ready to sleep.

away from the screen, downtime to and in the great outdoors.

We are a smartphone free school.

Girls are relieved of the pressure and wasted time these phones can bring.

Instead, they are given a Nokia ‘brick’,

taught how to use it (a brand-new skill

in today’s world - ‘Nothing happens

when I swipe the screen!”) with which

girls are read a bedtime story when This year, staff designed a ‘Quiet

Room’ as a sensory calm room, with a tropical fish tank, soothing lights and

quiet music. Girls are always welcome to go and sit in the calm room for

some downtime either by themselves or with their friends for a story, or a relaxing chat about their day.

they can phone their parents, family

In the two senior houses after prep

particular the older girls, they have

girls take part in evening activities

and friends. For most, and in

plenty of time to catch up with social

media...in the holidays! Parents love it

and the girls don’t mind - after all they

and music practice are completed ranging from the ever-popular

Krashmat Kricket (a wide game

cribbed from another prep school)

have real friends, in real life, in real

and old-fashioned games such as

Each weekday morning, girls are

current events and letter writing has

time!

woken up with gentle music for five minutes, followed by upbeat happy

pom-pom, forty-forty and sardines.

Lively ‘newspaper groups’ discuss

become a ‘thing’!

music for ten minutes while they are

Girls enjoy short meditation sessions

forward its favourite songs for this

mindful and bring their attention to

getting ready. Each dorm puts

and an eclectic mix of pop songs from the chart, classical and cultural music is pumped through to each dorm via its own bespoke Amazon Echo -

Ariana Grande and the theme from

Star Wars - like we said, eclectic! Girls

where they are encouraged to be

the present moment. In the context of a busy and exciting boarding

school environment boarders are

given the skills to manage any anxiety

about their week and to calm their minds.

‘‘

‘

‘

29

Our daughter joined in Form 2 at age 8 as a full-time boarder and had never been away from home. She has blossomed into a confident, responsible, happy and kind young lady. We will always cherish the lifelong friendships made and the priceless memories of the years spent at Godstowe.

Godstowe Parent, July 2020

>>>

>>> KEEPING THINGS SIMPLE

Not all children come with the same background and we are mindful of

this. Knowing what is expected of our

boarders is important, so there are

clear notices around the houses and

visual prompts for everything, from where to put their dirty washing to

what time dinner is. Age-appropriate role-play is used in a fun and

educational way to go through things

such as etiquette at meal-times and to

work out friendship worries.

Our aim is to provide an environment

that is just cosseting and cosy enough

to help our pupils become robust and

confident! We want our boarders to

learn to take responsibility, manage their time, be resilient, have a

balanced nutritious diet, have

adequate sleep and to take pleasure

exploring the great outdoors. They

need to take part in creative play,

have social interaction and learn how

to live in a community of people from

HOME FROM HOME

We try to foster a home-from-home

part in the extensive enrichment

junior house this includes things such

extensions, classic movie nights, tuck

environment in all our houses. In the

as reading on a one to one; help with prep and spelling practice; soft

supervision for the girls to skype their parents on a Sunday; ‘Our first day at school’ photos are taken and sent

home; a ‘Boarder of the Week’ bear is

awarded; Special birthday ‘tables’ and tea and cake; a tooth fairy glitter pot (£1 per tooth in case you are wondering!)

all over the world. Sometimes, it is

The girls are picked up / met at the

order for them to become inventive.

be by their families, followed by 20

necessary for children to be bored in This weekend, for instance, the theme has been ‘Flower Power’; older girls

have painted flowers on miniature

end of the school day, as they would minutes of downtime with a snack

and chat about their day with staff. In the senior houses there is always

easels whilst the youngest girls made

someone ‘at home’ for the girls to talk

shirts, socks and masks have been

joys of growing up, to fussing mums,

fairy gardens, colourful tie-dye t-

made, a bee hotel constructed as well as bird houses and seeded fat balls made - enough to last until next winter!

to about their worries, be they the to exam fears. They come ‘home’

from school and can change into their home clothes, have tea, then return to school to do their prep and take

programme with day girls. Bed

and pizza party treat nights punctuate the term and can all be earned by

helping out around the house and by winning the hotly contested weekly dorm scores competition (most

parents cannot believe how tidy their daughters can be!)

We are all looking forward to

returning to a freer lifestyle and for

Godstowe boarders that will include weekend trips to Brighton, with iceskating at Canary Wharf and

Guildford, day trips to the South of England and Newbury Shows,

Windsor Castle, Chessington World of Adventures, local National Trust properties, sailing/SUP

boarding/kayaking at Bray Lake,

cinema and bowling trips as well as activities on site such as

skateboarding and skipping

workshops, falconry displays and themed dance events.

31

“For full time boarders the weekend activities are a lot of fun and extremely varied.

Speakers and Event Managers are on site offering unique insights into activities such as Falconry, Skipping Workshops with Double Dutch and Zumba sessions, to name but a few. And, of course, an amazing plus “being able to use the pool whenever they like!”

Godstowe Parent, March 2021

BSA and Limitless have joined forces to launch the Boarders Go Green Challenge.

The challenge is for schools to join together to walk the equivalent of the distance across Africa - approximately 7,500km.

Join our #boardersgogreen challenge ahead of National Boarding W The challenge launched at our Annual Conference for Heads (4-5 May), sponsored by Schoolblazer, and ends at the conclusion of this year’s National Boarding Week (21-27 June).

Schools can contribute to this by undertaking a series of tasks and completing them will equate to a distance walked. Below are the tasks you can undertake:

• • • • • •

5k run/walk = 5k Litter pick = 5k Sort recycling and put bins out = 5k 10k run/cycle = 10k 20k cycle = 20k Plant seeds/trees = 5k

Every time you complete a challenge, please email us at bsa@boarding.org.uk, outlining what you’ve done and the distance covered. On our website, we’ve set up a countdown to the overall target which will be updated every time a school notifies us that they’ve undertaken an activity.

If you’re taking part, please share details of the tasks you’ve undertaken on social media using the hashtag #boardersgogreen. Please also tag @bsaboarding and @Limitlesskit so we can share from our accounts too.

Thank you to all the schools which have taken part so far.

Week!

Challenge

We challenge you and your boarders to go

green.

Monday 21 June Sunday 27 June 2021

Boarding Week

National

Celebrating the importance of health and wellbeing in boarding life in collaboration with Limitless, a unique brand that offers high-quality sportswear to many of our member schools.

From home, we encourage everyone to get involved in fun and innovative activities that support mental health and wellbeing.

Don’t forget to post all activities using the hashtags

#nationalboardingweek • #limitless • #iloveboarding • #boardersgogreen Ideas include: • 2k run challenge – run for a charity of your choice • Kindness challenge – send us your videos and images of charity work • Fitness challenge – inter-house Press up and Keepie uppie competitions • Inter-house zoom bake-off – can you rise to the challenge?

• The boarding zoom choir – sing together during lockdown and share your videos with BSA • Audiobook challenge – read your favourite story, poem or book to fellow boarders.

Sponsored by

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In September 2010, I was one week into my new role as Deputy Head (Pastoral). A knock at the door and the words “can I speak to you about a teacher?” became a career defining moment and one which has shaped the safeguarding journey of the College over the last decade and initiated two strategies that have had a significant impact on the safeguarding culture at Wellington: Values and Attitudes Based Interviewing and Low Level Concerns.

Kerry Cleary is a values based leadership, wellbeing and safeguarding facilitator, coach and trainer. She is the founder of VBA Consulting.

1

Bichard, M. (2004), The Bichard Inquiry Report - An independent inquiry arising from the Soham murders.

House of Commons: London, The Stationery Office 2

Taylor, S. (2010) Resourcing and Talent Management.

CIPD. 3

35

In 2011, we commissioned the NSPCC

assess the alignment of individual and

Management Review) of our

be brought into the school who model

to carry out an IMR (Independent

safeguarding procedures and policies.

The only recommendation suggested

us considering the adoption of Values Based Interviewing (VBI) when

recruiting staff. I was curious and

began working with consultant Kerry Cleary1. Over a 9 month period an

extensive scoping exercise was

undertaken which involved speaking to large numbers of staff and students,

examining the College’s 5 core values kindness, courage, integrity,

responsibility and respect - and

formulating a new recruitment plan

which incorporated VBI. Key individuals were trained and the whole process trialled; we never looked back.

Feedback from staff – those newly

appointed and those who have served

at Wellington for a long time – confirms that it has had a significant impact on the quality and integrity of the

individuals we have employed. But

organisational values so that staff can the values and behaviours expected

and, crucially, will take action if they do not see them enacted.

It is vital that a recruitment process in a boarding school considers an

individual’s behaviour and their

underlying motives and values in order to identify whether they are suitable to

work with children who are vulnerable; they are living away from home, often in a different country and rely on

trusted adults for their daily guidance and support. In my BSA Fellowship

Report (2019) I also highlighted several

other key factors which make boarding schools uniquely at risk to potential

abuse by individuals. Research shows that interviews have a low predictive validity (0.2-0.3) (Taylor, 2010)3

signifying that they are not a good indication of how someone might

perform once they are in a role. Using

a number of different assessment tools

what is it and how can it add to the

as part of the interview process means

safer recruitment procedure in a

boarding school, thereby facilitating

and promoting a safer culture within the school as a whole?

Following the Bichard Enquiry (2004)

2

there was a heightened awareness of

the need to ensure that processes for

recruiting people to work with children

can be as robust as can be. Values

Based Interviewing (VBI) is a highly

developed selection tool developed by

the NSPCC and allows organisations to

that a candidate has various

opportunities to demonstrate their

behaviours in different settings; the advantage of this is that the picture

built of an individual wishing to work in your boarding school has not been painted “by chance” and has been

seen more than once. The inclusion of

a VBI enhances this process by allowing the interviewers to get nearer to the

true values, motives and attitudes of

individuals but also seeks to draw out

information from a candidate’s ‘blind

process has been refined and has

be unaware of how they act in different

the same, and the interview model

area’ – the area where candidates may situations and under different

pressures. The Johari’s Window Model

evolved but the core principles remain currently in place distinctly analyses the interaction between the College

%1#(05#)%#8"0/0*%#2E#A2/#'A%5#0@'#4"#:4EE%*%"'#14'80'42"1#0":#8":%*#:4EE%*%"'# values, a candidate’s values and how (Luft and Ingham, 1955)4 provides a the candidate would be expected to useful pictorial illustration of these $#&*2I4:%1#0#81%E86#&4@'2*406# W1#J4":2/#P2:%6#;N8E'#0":#!"FA0(.#-UXX= behave when employed. Working off different facets of an individual’s 4EE%*%"'#E0@%'1#2E#0"#4":4I4:806W1#&%*12"0>## persona.

Johari Window Model !"#$%& '&()"*+,")-. !"#$"%&'%,*/0

-"."#$"%&'%,*/0

!"#$"% &'% #()*+,

34-(5+6%--+$%-$

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By using a VBI to facilitate the

gathering of more in depth knowledge

the principle that past behaviour is the most accurate predictor of future behaviour, our bank of interview

questions and assessment criteria are

designed to draw out examples of past actions and using the SAFARI probing

technique (Situation, Action, Feelings,

Analysis, Results, Impact), information is gained about their behaviour,

attitude and values. In terms of the Johari Window model, VBI allows

exploration of both the hidden area by probing beneath what candidates

! present and also the blind area initially

by asking candidates to reflect on their 4'0'%#'A%#F0'A%*4"F#2E#(2*%#4"#:%&'A#3"2/6%:F%#0)28'#12(%2"%#/A2#528#0*%# about someone who you are past behaviour and its impact on 'A4"#'A%#)20*:4"F#%"I4*2"(%"'.#1&%@4E4@#]8%1'42"1#&%*'04"4"F#'2#'A%#1@A226W1# employing to work within the boarding others in a way that they have not have )%#013%:#4"#2*:%*#'2#F04"#%I4:%"@%#2E#&01'#)%A0I428*#/4'A#@A46:*%"#2*# environment, specific questions thought about or addressed in the 1@%*'04"#"2'#2"65#!"#$#'A%5#:4:#)8'#!"%#'A%5#:4:#4'#0":#"&!#4'#4(&0@'%:#2"# pertaining to the school’s values and past. ethos can be asked in order to gain 62/1#528#'2#F04"#0#8"4]8%#4"14FA'1#4"'2#'A0'#&%*12">## evidence of past behaviour with

A practical 2 day training course has

%.#/%#/%*%#0)6%#'2#@*%0'%#0#(2*%#12&A41'4@0'%:#4"'%*I4%/#0&&*20@A#/A4@A#)846'# been developed in order to train staff children or colleagues; you can 10E%*#*%@*84'(%"'#06*%0:5#4"#&60@%>#RA%#H266%F%#A0:.#4"#+,-,.#8":%*F2"%#0"# in the process thereby allowing a large ascertain not only what they did but #%V%*@41%#4"#@*%0'4"F#0#1%'#2E#I068%1#/A4@A#/%*%#*%E6%@'4I%#2E#'A%#1@A226#0":#A0:# organisation to sustainably operate an why they did it and how it impacted on additional layer to the recruitment them and others.

It allows you to gain a #RA%1%#I068%1#/%*%#'A%"#81%:#'2#&*2I4:%#0#*2)81'#E*0(%/2*3#2"#/A4@A#'2# procedure. Every potential new unique insights into that person. %1'42"1#0":#@*4'%*40>#$4"@%#4'1#4"'*2:8@'42".#'A%#&*2@%11#A01#)%%"#*%E4"%:#0":#A01# member of staff undergoes a VBI and &*4"@4&6%1#*%(04"#'A%#10(%.#0":#'A%#4"'%*I4%/#(2:%6#@8**%"'65#4"#&60@%# Using Kerry’s expertise, we were able the results of the interview form a vital %#4"'%*0@'42"#)%'/%%"#'A%#'&(()*)#I068%1.#0#+#,-.-#$)/0#I068%1#0":#A2/#'A%# to create a more sophisticated part of the decision making process, 12)+$)-#'2#)%A0I%#/A%"#%(&625%:>#J2*34"F#2EE#'A%#&*4"@4&6%#'A0'#&01'# interview approach which built on the being considered seriously alongside '#0@@8*0'%#&*%:4@'2*#2E#E8'8*%#)%A0I428*.#28*#)0"3#2E#4"'%*I4%/#]8%1'42"1#0":# core tenets of safer recruitment the competency and skills based already in place. The College had, in *%#:%14F"%:#'2#:*0/#28'#%V0(&6%1#2E#&01'#0@'42"1#0":#814"F#'A%#$?[?Q!#&*2)4"F# interviews.

2010, undergone an extensive ?@'42".#[%%64"F1.#?"065141.#Q%186'1.#!(&0@'=.#4"E2*(0'42"#41#F04"%:#0)28'#'A%4*# Where there have been potential community exercise in creating a set of ":#I068%1>#!"#'%*(1#2E#'A%#c2A0*4#J4":2/#(2:%6.#LM!#0662/1#%V&62*0'42"#2E#)2'A# stumbling blocks, we have stopped and values which were reflective of the 2)4"F#)%"%0'A#/A0'#@0":4:0'%1#4"4'40665#&*%1%"'#0":#0612#'A%#)64":#0*%0#)5# looked logically at solutions because school and had collective ownership. *%E6%@'#2"#'A%4*#&01'#)%A0I428*#0":#4'1#4(&0@'#2"#2'A%*1#4"#0#/05#'A0'#'A%5#A0I%# we believe so passionately in its value These values were then used to 8'#2*#0::*%11%:#4"#'A%#&01'>## in protecting young people and adding provide a robust framework on which

to the overall culture of safeguarding to develop interview questions and "4"F#@28*1%#A01#)%%"#:%I%62&%:#4"#2*:%*#'2#'*04"#1'0EE#4"#'A%#&*2@%11#'A%*%)5# within the boarding environment. We criteria. Since its introduction, the "410'42"#'2#181'04"0)65#2&%*0'%#0"#0::4'42"06#605%*#'2#'A%#*%@*84'(%"'# %"'406#"%/#(%()%*#2E#1'0EE#8":%*F2%1#0#LM!#0":#'A%#*%186'1#2E#'A%#4"'%*I4%/# %#:%@4142"#(034"F#&*2@%11.#)%4"F#@2"14:%*%:#1%*428165#062"F14:%#'A%#

4 Luft. J and Ingham, H (1995) ‘ The Johari Window, a graphic model of interpersonal awareness’. Proceedings of the western training laboratory in group development.

Los Angeles: UCLA

37

are undertaking an extensive review and evaluation of the process again

this year, working with Kerry to look at

our questions and outcome criteria

and reconsider our structure for

interviewer training and appraisal.

There are several key learning points should you be thinking about introducing VBI into your recruitment process: • The process takes time – the work needs to be based on a well known and lived out set of organisational values of which the whole community have a collective ownership. These values need to have relevance for all staff and their job roles. Considerable time and thought needs to be given to creating relevant question banks and outcome criteria to ensure a consistency of approach • Everyone needs to understand the ‘why’ – there needs to be understanding and buy in from Senior Leaders and particularly middle leaders who may be responsible for the recruitment of staff into their departments or houses. Creating a safer culture within a boarding school really does start at the very beginning of the recruitment process and all staff need to be acutely aware of this • Interviewers with the right skills need to be identified – they also need to be given time and continual training to continue to develop their skills • Brief applicants – interview candidates needs to be briefed in advance of their interview as to what a VBI is and what is expected. This also adds an additional layer of safeguarding – a potential abuser may well be put off applying to a boarding school which clearly and openly places safeguarding at the centre of everything they do and which starts at the very beginning in the recruitment phase • A VBI policy needs to be written – be clear on lines of accountability, ownership of the process and what should be done if an interviewee performs below your expectations in the VBI but strongly in other areas

The second part of this piece for the

Group norms in a boarding school can

encouraged our staff to “take action” if

them can be enormously personally

College, however, was how we

they were not seeing the values modelled or enacted by their

become so engrained that to challenge and professionally threatening. When

conversations may be happening over

"2*(1#4"#0#)20*:4"F#1@A226#@0"#)%@2(%#12#%"F*04"%:#'A0'#'2#@A066%"F%#'A%(#@0"#)%# a pint in the staff social club or local colleagues in any aspect of their work pub, inhibitions and morals may be or general conduct. Having become 28165#&%*12"0665#0":#&*2E%1142"0665#'A*%0'%"4"F>#JA%"#@2"I%*10'42"1#(05#)%#A0&&%"4"F#2I%*# lowered and boundaries blurred, fascinated by the work of Marcus "#'A%#1'0EE#12@406#@68)#2*#62@06#&8).#4"A4)4'42"1#0":#(2*061#(05#)%#62/%*%:#0":#)28":0*4%1# resulting in organisational puns and Erooga, I attended a seminar that he .#*%186'4"F#4"#2*F0"410'42"06#&8"1#0":#4""8%":2#/A4@A#E8*'A%*#@2"1'*8@'1#0#(2*%#@621%:# innuendo which further constructs a delivered in conjunction with Farrer & more closed organisational culture; Co. They were beginning to develop 0'42"06#@86'8*%Z#&*2E%1142"06#)28":0*4%1#)%@2(%#@2"E81%:#0":#Y#(2*%#:0"F%*28165#Y# professional boundaries become language around the concept of ‘low :>#$8@A#0#@86'8*%#@0"#)%F4"#'2#%":2*1%#0118(&'42"1.#I068%1.#)%64%E1.#0":#"2*(1#'A0'#(05#@01'# confused and - more dangerously level concerns’ and highlight the 24"F#4"#0#&214'4I%#64FA'#2*#I064:0'%#'%@A"4]8%1#2E#"%8'*06410'42"#'A0'#1'4&860'%#%V'%"80'4"F# accepted. Such a culture can begin to importance of capturing these in some endorse assumptions, values, beliefs, way. This seemed to be inextricably '0"@%1#4"#/A4@A#/*2"F:24"F#@0"#)%#@2"14:%*%:#0@@%&'0)6%>## linked to the work we were

and norms that may cast wrongdoing

in a positive light or validate 1#b164&&%*5#162&%W#(2:%6 # techniques of neutralisation that aligned with the safeguarding culture %1#'A41#)*46640"'65>#?#&2'%"'406# stipulate extenuating circumstances in we wanted to be lived out within the which wrongdoing can be considered College.

A key aspect of the dynamics @286:#@6%I%*65#(0"4&860'%#'A%# acceptable. of institutional child sexual abuse was F#1@A226#1%''4"F#'2#I4260'%# the behaviour of the institution itself The ‘slippery slope’ with regards its response to any 1%%(4"F65#4"@2"1%]8%"'406# disclosures or “niggles” that staff – or *4%1#/4'A4"#'A%#1@A226>#RA%5#0*%# students – might have about an F#'2#1%%#/A0'#'A%#*%1&2"1%# individual. Often, colleagues who may have a suspicion about an individual %#0":#/A%'A%*#0#b)64":#%5%W#41# find it impossible to believe that 8*"%:>#!"#%11%"@%.#'A%5#0*%# anything ‘untoward’ may be happening #'%(&%*0'8*%#@A%@3#2E#'A%# and serious case reviews that had been undertaken in school settings also /4'A4"#'A0'#2*F0"410'42">#JA%"# highlighted that disclosures had been %:#01#0#(2:%6.#4'#@0"#)%#1%%"# frequently met with ‘staff denial’. It %#4"@*%014"F65#1'%%&#14:%1##2E# struck me that within a boarding school, this idea of denial when &%#(03%#4'#(2*%#643%65#'A0'.# Erooga’s ‘slippery slope’ model considered alongside the unique set of #4"'%*I%"'42".#0"#4":4I4:806#(05#&*2F*%11#E*2(#0#*%60'4I%65#4""2@%"'#)28":0*5#I4260'42"#'2# illustrates this brilliantly. A potential characteristics that almost all boarding abuser could cleverly manipulate the school staff display (passionate about %*4281#)%A0I428*#4":41@*%'42"1#0":.#86'4(0'%65.#0)81%>## undertaking with VBIs and % totally

5

the well-being of children, working long

boarding school setting to violate

simple, seemingly inconsequential 0#/05#4"#/A4@A#62/#6%I%6#@2"@%*"1#/%*%#8":%*1'22:#0":#'A%*%)5#E0@464'0'4"F#0"#2&%"#@86'8*%# boundaries within the school. They are their homes, living on site) could , 1%6E#*%&2*'4"F#0":#)%4"F#0)6%#'2#%V&*%11#@2"@%*"1#0)28'#2'A%*1#)02)+.#((%#/A%"#"2#&0*'4@860*# checking to see what the response almost tacitly, prevent or erode a might be and whether a ‘blind eye’ is 6:#A0:#)%%"#(%'#1%%(%:#2)I4281#\#)8'#A4FA65#@A066%"F4"F>#!"4'40665.#/%#)846'#8&#0#:4062F8%#4"# positive safeguarding culture within a Erooga, M (ed) (2018) Protecting Children and Adults being turned. In essence, they are boarding school. In effect, the from Abuse After Savile: What Organisations and 0#0":#0#&2/%*E86#0":#(2I4"F#'063#)5#S0'4%#Q4FF#;[0**%*#d#H2=#4"#+,-_#1'4(860'%:#0#@266%@'4I%# Institutions Need to do (Jessica Kingsley Publishers) taking a temperature check of the organisation itself would have a ‘blind London and Philadelphia 5#4"#'A%#1'0EE>#RA21%#/A2#/%*%#4"'%*%1'%:#;2*#1@%&'4@06f=#E2*(%:#0#/2*34"F#F*28&#'2#6223#0'# culture within that organisation. When area’.

(860'42"#2E#0#62/#6%I%6#@2"@%*"1#&264@5.#814"F#'A%#%V&%*'41%#2E#S0'4%#'2#E*0(%#'A%4*#'A28FA'1# #4"'2#/2*:1#'A%4*#%V&%@'0'42"1>#T"%#4":4I4:806#1'0'%:#4"#0#(%%'4"F#B/%#"%%:#12(%'A4"F#/A4@A# A%#)%A0I428*1#2E#1'0EE#/A4@A#:2#"2'#@*211#0#&0*'4@860*#'A*%1A26:#'2#)%#@A066%"F%:#4"#0# hours, supporting children away from

5

39

expressed as a model, it can be seen

that the increasingly steep sides of the slope make it more likely that, without

and moving talk by Katie Rigg (Farrer &

The policy has now been in place for

curiosity in the staff. Those who were

unlock the whole area of honesty and

Co) in 2014 stimulated a collective

intervention, an individual may

interested (or sceptical!) formed a

boundary violation to more serious

formulation of a low level concerns

progress from a relatively innocent

behaviour indiscretions and, ultimately, abuse.

Having a way in which low level

concerns were understood and

thereby facilitating an open culture

around self reporting and being able to express concerns about others

especially when no particular threshold had been met seemed obvious – but

highly challenging. Initially, we built up a dialogue in this area and a powerful

working group to look at the

policy, using the expertise of Katie to

frame their thoughts and put into words their expectations. One

individual stated in a meeting “we need

something which allows the

behaviours of staff which do not cross

a particular threshold to be challenged in a supportive way…..but in a way in which the individual – and those

around them – knows it has been noticed.”

almost 6 years; initially it did much to

trust – for the benefit of safeguarding.

It gave a lexicon on which to frame a potentially difficult conversation –

conversations which may, in the past, have been avoided and therefore

behaviours gone unnoticed. Annually, the sharing of low level concerns and self reporting has increased; it has become easier for colleagues to

discuss their observations or “niggles”

within a culture where they know they will be listened to, where appropriate and helpful advice will be given and

that they know they are being taken

seriously. The policy has effectively

and Colleges should have guidance

who offer an additional layer of

actions before they escalate and these

handling concerns that do not meet a

feel more confident about sharing their

enabled us to capture behaviours and have been issues which – in almost all cases – would not have crossed a

which provides advice on procedures threshold. Watch this space and do

consult Farrer & Co’s superb guidance

“safeguarding threshold”. The resultant

(https://www.farrer.co.uk/globalass

professionalism across the board and a

/low-level-concerns-guidance-

effect has been increased

willingness and openness to seek help

and to help others.

For the first time, the consultation

ets/clients-and-sectors/safeguarding 2020.pdf) which provides the blueprint

and benchmark for the introduction

and implementation of such a policy.

document for KCSIE 2021 drew

As a result of our low level concerns

safeguarding culture by including a

group of ‘listening staff’ known as

attention to the idea of organisational section on low level concerns about staff. It moots the idea that schools

policy, Wellington also introduced a

‘Values Guardians’. These are a group of specially selected and trained staff

listening support to help individuals

concerns about a member of staff; this

could be about their conduct and it not being aligned to the College values or simply about their general welfare.

Each new member of staff is assigned

a Values Guardian Buddy who explains the low level concerns policy and its importance as a supportive process which is a key part of keeping the

children safe at the College. The effect of this one-to-one conversation which

is tailored to the member of staff’s role is invaluable and ensures that there is an on-going dialogue around

41

safeguarding that everyone “gets” and wants to be a part of.

Priorities in the world of safegarding

change constantly.What will never be in doubt is that achieving effective

safeguarding is intrinsically linked to

the creation, implementation and continous strengthenening of a

safeguarding culture within a boarding school. Staff need to buy into it and

believe in it; they then need to live and

breathe it so that our schools can be as safe as possible, because that is what

our young people deserve and have a right to.

Delyth Lynch Deputy Head (Safeguarding) and Mental Health Lead, Wellington College Delyth has been on the Senior Leadership Team at Wellington College for 11 years. In 2018 she was awarded the BSA Research Fellowship conducting her research on ‘Abuse in Boarding Schools, probing into an area where there was little research or literature available. Her paper won the National Research Award (2019) and has received much interest from others in the field, with her findings being cited at the recent IICSA inquiry.

Going from strength to

The follow

We would like

• Whanganui C

• Dublin Oak A

• Schule Schlos

• Greensteds S

• The British Sc

43

m o strength

wing schools have joined the BSA this year.

e to extend a warm welcome to:

Collegiate School, New Zealand

Academy, Ireland

ss Salem, Germany

School, Kenya

chool of Lome, Togo

For more information on how to join the BSA

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

Green Enviro Grey Matter

45

onment r

Chris Hutchinson Headmaster Royal Russell School

>>>

>>> I’ve long extolled the virtues of nature and its

positive impact on learning. Being in green

spaces leaves one feeling revitalised,

invigorated and inspired – a perfect mindset for

a full day of learning. When thinking of Croydon,

your mind probably doesn’t automatically flick to images of greenery and wildlife. However,

at Royal Russell, we’re lucky to have 110 acres of beautiful woodland just 25 minutes from the

centre of London.

Our boarding community make use of the estate

at every opportunity – from dog walking to

cross-country runs and meditation. Our

surroundings are an important part of the

boarding experience and we really encourage

our community to engage with them from day

one. It’s incredible how every pupil connects with the space in a different way and

takes away something unique.

Anecdotally, we know that nature creates a

calmer, quieter, and safer setting for

learning; however, I was interested to read a recent University of Minnesota study which

found that learning surrounded by

nature fosters warmer, more cooperative

relations among students and affords more creative, more exploratory forms of work.

Further, the study found that nature has a

rejuvenating effect on attention; relieves stress;

boosts self-discipline; increases physical activity

and fitness; and promotes student self-

motivation, enjoyment, and engagement.

Respect for our environment is a key driver in many of our important decisions. When we redeveloped our boys’ and girls’ boarding

houses, it was incredibly important to the team and I to ensure we were using the very latest sustainable building materials and

technologies to keep our carbon footprint to a

47

minimum. The student council, and the

boarding community in particular, were also

keen to ensure their new accommodation had eco credentials and this was a strong theme

when we were discussing the project with them.

The new boarding houses were completed in 2020 and include solar panels, energy

turbines, energy efficient windows and

doors, and furniture made from sustainable materials.

Another priority for us was to be sympathetic to our beautiful surroundings. We’re home to an

array of wildlife here at Royal Russell, including families of deer, so we were at pains to ensure the development works had minimal impact

on established habitats. The care taken rewards our boarding community daily, with pupils able to make numerous sightings of wildlife in the quieter moments of the day. These are

interactions which they really value and are even included within art and media projects and

enrichment activities as part of their learning.

As we have re-emerged from lockdown and

returned to in-person teaching, I’ve noticed how much more our boarding pupils

appreciate our open green spaces and being able to enjoy them with friends. Giving the pupils the time to reconnect with the

community has been a priority for us, so we have built time into our programme for

the remainder of the academic year to talk

about what has happened in the last year, its impact and how we’ll all move forward

collectively. The woodland trails we have on the estate are often the perfect setting for those conversations and I think the pupils have

found it quite cathartic to either pour out how they are feeling or to simply enjoy the walk in silence to the soundtrack of birdsong.

How the boarding school environment gives students a head start in life, and how schools can capitalise on this to help young people prepare for success.

49

Lotte Tulloch Deputy Head Sedbergh School

>>>

>>> Boarding schools are often quick to celebrate basic life skills as a healthy preparation for survival at University and beyond; the ‘stepping stone’ to the next level is often crudely boiled down to time and material goods management. And yet those of us who commit their working lives to the development of children in boarding schools know that it is a far more subtle work at play which allows children to develop those skills necessary in life – of which ‘independence’ is just one.

There is no doubting the fact that life in

a big community means children have

to quickly develop strategies to flourish

– working as a team, problem solving alone, managing emotions,

organisation of their personal lives – all whilst navigating the tumultuous

teenage years. At times children have

to fight for the attention they so crave

and successful boarding schools make

this their priority and those schools are

the ones who do really give pupils a

head start in life. Those who prioritise

adult interaction, replicate the very

best of home life and routines and

gradually allow children to develop the

one key skill which serves them both at school and in future life: fortitude.

Schools often talk of resilience – the

buzz word of boarding education. But for me, resilience is too physical and too visceral; metals and plastics are

resilient but only humans can show

fortitude. Fortitude is often used as the

strength shown in adversity or pain but

need not be. For me, fortitude is simply mental strength to manage the ups

and downs of life and is a quality often

evident in children who have flourished in a boarding school environment.

All schools are places of learning and

all schools could help develop fortitude in young people, so what is the

difference in a boarding education? It’s one where children often have to

51

develop those skills themselves at an

Boarding education provides that

closely with one another to achieve

own skills, talents, emotional journeys

earlier age and have to work more outcomes knowing that a parental

figure is not necessarily there to pick

up the pieces. I reflect on a recent visit to a small primary school where the

very austere Headmistress asked that

parents ‘do not put your child’s coat on the peg’ and ‘do not put their lunchbox away’ – skills she insisted a 4-year old

learnt to do themselves. She alluded to the learnt helplessness of children

when well-meaning parents do too much for them. And whilst this of

course is a practical measure, what she

was also referring too was parents who do to much emotional thinking for

children. There is a fine line between care and guidance and over-

management of children and the

beauty of a boarding school education is that that line is not blurred. Whilst

framework for children to develop their and fortitude with staff who are experienced, consummate

professionals who have had thousands of children in their care. It’s not outsourcing parenting, it’s not

discharging responsibility – it is

investing in professionals to help

shape and guide children to be able to stand on their own two feet. Schools

should collaborate with others who are experts in their field to give students

the skills they need for success in life.

For example, at Sedbergh School, we are offering the Ivy House Award to our Sixth Form pupils – The Award develops leadership and life skills,

giving students the knowledge, skills

and confidence they need to step up and take ownership of their future.

staff in boarding schools care deeply

It is more about character

own and form lifelong bonds – they are

more about problem-solving than

about their charges, treat them as their not, and will not be their parents – and therefore that healthy separation

means that children have to develop

their own fortitude of character within a school setting – shaped by staff

guidance but without the same level of emotional attachment as a parent.

This all may sound rather brutal and

critical of modern-day parenting when in fact, the polar opposite is true.

development than practical skills and solution-finding and when schools can

admit this is their focus, then all will be able to understand why, for the right child, a boarding education is unparalleled.

BSA Certified Agent – 2021/2024

The BSA Certified Agent Scheme is designed to improve the working relationship between high-quality agents and education consultants working with BSA boarding schools.

This rigorous scheme is a clear demonstration of the quality and intention of the agents and consultants who join and provides unrivalled assurance to BSA boarding schools that they are dealing with top-class agents who have the highest standards in recruitment, safeguarding and student placement.

53

Abby Plumb Education Guardian Service (China and Hong Kong) (Certified Agent and Certified Guardian) Aston Education (Hong Kong) @School-in-UK (Russia) Baltic Council for International Education (Latvia, Lithuania, Estonia & Poland) Beyond Education (Spain) Edukatus (China, Hong Kong, Singapore) Genesis Education Planning (China) (Certified Agent and Certified Guardian) Global Education Tumulka (GET) (Germany) InterGreat Education Group (China) Meridian Group (Latvia) UK Academics & Guardianship (UKAG) (China)

{

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

Full list of 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) 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) For more information BOSSS UK (China) Britannia StudyLink (Hong Kong) on the BSA Certified British United Education Services (Hong Kong) Chamberlain Educational Services (Hong Kong and China) Agent Scheme, please Cherry Education Consultancy (China) visit our website.

Connexcel (China) (Certified Agent and Certified Guardian) Crest Education (China) Dickinson School Consulting (Germany and worldwide) Edukatus (China, Hong Kong, Singapore) Genesis Education Planning (China) (Certified Agent and Certified Guardian) Global Education Tumulka (GET) (Germany) 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)

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

BSA Certified Guardian Scheme 2021/2024 The BSA and our member schools are looking to work with the best educational guardians and our Certified Guardian Scheme is an assurance of professional quality.

This training and certification programme provides assurance to BSA boarding schools that they are dealing with educational guardians who have the highest standards in safeguarding of children, safer recruitment and training of staff and host families, and careful liaison with parents and schools.

The scheme is a clear demonstration to BSA boarding schools of the quality and intention of the educational guardians who reach certified status.

55

Great British Guardians Scottish Overseas Guardianship Association (SOGA) (provisional) See World (provisional)

{

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

Full list of 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 For more information Cambridge Guardian Angels on the BSA Certified Clarendon International Education College Guardians Guardian Scheme, Connexcel (Certified Agent and Certified Guardian) Cotswold Guardians please visit our Edinburgh Guardian Angels website.

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) 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) Ying Lang Guardian, Glamour Edu Ltd

A family environm How has COVID the boarding hou

Dan Chiappa-Patching Director of Boarding Sherborne Prep

57

ment: changed use?

As teachers, we like to look back and reflect. We look to how we learn from an experience. What would we do next time? What went well? What are the areas for improvement? As boarding staff, we do the same, but on a far more pastoral scale. So how can we reflect on this past year and how it has affected the boarding community?

>>>

3-13 co-educational day and

>>> The inescapable fact is that boarding

houses have dealt with smaller

number this past year. Though not

necessarily boarding numbers on

the books- but rather boarders

within a house. And whilst this

carries with it many difficulties, like

all good boarding staff- we enjoy a

challenge! So how have we rolled up

our sleeves and turned this to our

advantage? Flexibility has become a

hallmark of boarding houses.

Endless changes: a senior

management that appears more as

a rapid response unit, boarding staff

instilling a sense of calm whilst

paddling ferociously under the

surface and parents and children

responding as best they can.

The boarding house has had to

become, more than ever, an oasis of

calm in a rapidly changing world.

One thing we do know is that the

Sherborne Prep is a 3-13 co-educational day and boarding School in Dorset, South-West England.

thing that we so often talk about

with prospective parents: A family

environment.

Traditionally when we have talked

about a family environment, we have focussed on two things: A

houseparent with a family in the boarding house, and an

environment where the children in

the house see each other as siblings.

However, over the pandemic this has in many cases been taken one step

further, with boarding numbers into

the single figures and boarding

duties being covered by a

significantly smaller staff. Sometimes

this has even meant taking over

catering duties in the absence of a

full school catering provision and yet,

surely this has allowed us to revisit what it is to be a boarding family?

Not just putting a routine in place

sitting down with them and seeing

acknowledge that they are anxious!

Good boarding schools often pride

the moment. Being available for a

and their jam-packed activity

For us, it has been to listen to our

families over this pandemic has

how their day has gone. Noticing

been exceptional, and without

we dealt with smaller numbers? By

personalising the care and attention we are providing.

Simply put, this pandemic has truly

brought to the boarding house that

staff, the opportunity to open up

and discuss their anxieties and

cooking a meal for our charges,

question, essential. And how have

down the pace of life and being

flexible. To give the children, and

that lets the house run, but actually

care and attention that boarding

staff have provided for children and

we provide comes from slowing

themselves upon their pastoral care

programme offering a vast array of

opportunities. This is all positive and

valuable, however what I have

learned from the last twelve months

is that sometimes the pastoral care

worries - for some, to even

It also means being present and in child in your care, no matter what.

children each day and see what they are in the mood for. Baking tonight?

Great, lets sort it out, A movie?

Brilliant; Just chatting with friends at home? Sounds like a plan. It is not

59

d boarding School in Dorset

always possible to be flexible, but the

children will understand this, if taken the time to explain.

If you can establish a boarding house

where the sense of family is so great that

pupils can genuinely come to you for a

chat and vice versa, when required, this

provides the best boarding environment

and pupils thrive. And this can only be established from the top, with the

houseparent. Being a parent. Making

time when they are feeling a little down

and having the time and space to catch

up with them perhaps bending ‘the rule’

of the usually mandatory, bedtime

routine. It has highlighted the need for

genuine communication, these are

children whose families are not present

and children who may be anxious amidst

this global pandemic. Talking, touching

base, giving gentle reassurance when

required, as we would do our own

children. Should we rethink our use of

devices, how wonderful that each child

can be in touch with parents who are

missing their children, or with friends

who are missing their peers. In many

cases those not in the boarding house

are the ones who have been starved of

their friendship groups. Whether a year

group Teams quiz bringing everyone

together or a virtual dinner party, the

sense of community can continue, and

pupil in-House and overseas can be

supported.

Health and We Conference ONE-dAy CONfereNCe

We look forward to welcoming delegates to this annual conference focusing on the health and wellbeing of boarders. Our programme, developed in collaboration with our Nurse Advisors, will consider the latest areas relating to boarder health, wellbeing and development and is relevant to any staff member specifically tasked with student wellbeing, as well as School Nurses and Matrons.

ellbeing

Part of the BSA Group

To join BSA

06

TUESDA Y

JULY 20 21 09:00-1 6:45

#bsaconf2021 Prices: Whole school place (unlimited delegates) Member Additional delegate

£400 £185 £90 V

CLICK HERE FOR MORE INfOrMATION ANd TO BOOK

63

Boarding Skills Awards Ally and Jonny Onions Houseparents St George’s School Windsor Castle

At St George’s we are excited that we are set to be the first standalone UK Preparatory IB World School offering the Primary Years Programme. running alongside this, we have recently launched a whole school award scheme, the ‘St George’s Award’, and the chance for children to ‘be your best self’. Based on the core principles of the Duke of edinburgh Award, and modelled on the Prince William Award and round Square ideals, the St George’s Award programme focuses on building character and skills, increasing self-confidence and wellbeing.

We were very keen in the boarding

community that our weekly and flexi boarders have something specific

contributions from the boarders themselves.

which celebrates their achievements

Each year in the boarding house, the

house, as well as involvement in the

challenges. These now fall under the

and learning journey in the boarding whole school award.

We had recently got together with the boarders to help streamline our

boarding ethos and asked them to vote on three words which reflect the

boarding experience. We were proud of the boarders’ choice of Friendship,

boarders choose activities, tasks and headings of Friendship, Adventure or Independence and work towards

demonstrating and documenting their

new skills. We are very happy to provide some direction if required, but it is

important that the children consider individual, bespoke activities.

Adventure and Independence.

For example, whilst for one young

From this platform, we took to building

Independence could be making the bed

our boarding award, again with

boarder an activity demonstrating

and keeping their area of the dorm tidy,

>>>

>>>

>>>

St George’s School Windsor Castle is a candidate school for the PyP and is pursuing authorisation as an IB World School. IB World Schools share a common philosophy – a commitment to high-quality, challenging, international education – that we believe is important for our students.

67

and getting those dirty socks to the

target to work on, is equally

something different, as they are very

see where we may have a weakness,

wash, for another it may need to be

competent at this aspect of dorm

life, but find arriving to prep with all

the correct equipment and settling

down to work much more of a

challenge.

One of our Year 8s was very keen to

run his own debating activity, linking

to Independence. He planned the

activity, chose the topics and

explained to the other boarders

after supper how it would work, and

chaired the event. Just in this one

example he was able to work on

organisation, planning, public

speaking and then hosting the event.

He was very committed to the

activity, being able to choose

something he had a real passion for.

Being able to tap into a boarder’s

interest and passion, whilst still

working within the award structure,

will be crucial to a boarder’s success and enjoyment. Being able to look

with a critical eye at oneself, and

being able truthfully to say ‘I’m not

good at getting ready in the

morning, and am often late for

breakfast’ and setting this as a

powerful. By being able to look and

and resolve to improve upon this, is also a hugely important life skill.

We all know as boarding

professionals the transformational

effect boarding life can bring:

teamwork, resilience, empathy, and the chance to try new things. By

extending the school award scheme

to encompass boarding, there is a

real opportunity to highlight some of these skills and the boarders

themselves are able to see and

reflect on their achievements as

tangible results, not just words we

band about.

It is so important that children see

their ‘whole’ selves. In boarding we

have a real opportunity to celebrate

the strengths of the children in our

care and everything they can bring

to the community (and hopefully

more dirty socks will get to the laundry baskets as well!).

AdvERT

9 out of 10 of want to be tau

WORKING IN PARTNERSHIP WITH YOU

A recent study has found

that around 90% of

11–18-year-olds believe

they should be taught

about pensions at school to help them in the future.

Stuart Price 712328

07747 stuart.price@quantumadvisory.co.uk

TORIAL 69

www.quantumadvisory.co.uk

children ught about pensions Stuart Price, Partner and Actuary at pension and employee benefit consultancy Quantum Advisory, is an advocate for financial education for secondary school children. Stuart said: “This study is very encouraging in that children of secondary school age are looking ahead to the future and already thinking about their finances.

“However, while the study found that nearly 9 out of 10 children wanted to be taught how to save for

retirement, only a quarter (24%) were actually being given guidance on the matter. In my opinion this needs to

change, and financial education should be included in the national curriculum as a matter of course alongside

maths and English.

“It is crucial that, once in employment, people get into the habit of regularly putting money aside into a dedicated pension fund to money to be able to enjoy a comfortable retirement when they give them enough

finish work. The earlier – understand they get into this routine and – crucially

why they are doing it, the better.

This is compounded further by the rapid decline of defined benefit pension schemes in the private sector with

only around 10% still open to future employees.

So, the younger generation, unless working in the public sector are unlikely to benefit from these types of ‘gold standard’ pension schemes.

“On the positive side, dashboard will allow savers to see exactly how much they can the impending pensions

expect to retire on if they continue particularly for saving as they are, which will make things a lot clearer,

younger savers.

“If people have a broad understanding of their pension obligations when starting out in their career, followed by regular financial workplace training, for many this should provide them with chance the fighting

to retire at a reasonable age and with a decent level of income.”

Motivat Maps

­71

tional >>>

>>> In addition to risk assessments and deep cleans for the start of the new academic year, staff at Gordon’s School were also concentrating on making the best choices in dormitory allocations. In the past these were random selections, now there is a science behind who shares a dorm with whom.

Gordon’s School in West End, Surrey Heath has adopted a method of choosing the most compatible students to share dormitories, based on what motivates them. Co-incidentally these relationships have never been more important due to the confinements and restrictions on socialising imposed by COVID.

We­see­the­girls­from­the­moment­they­wake­up until­the­moment­they­go­to­bed­–­an­extension of­the­usual­school­day­that­can­be­used­to introduce­new­ideas­but­also­support­the­positive work­taking­place­during­curriculum­time.

Those coming into the school and

beginning their residential boarding

journey in September 2019 were housed

together in a bespoke Year 7 boarding

house. As term abruptly ended last

Easter, students went on to complete a

Motivational Map to help with their

transition to their new senior boarding

houses and to enable them to be placed

with students who will complement each

other in the dormitories. House Parent

being met and how to fulfil their true potential with relevant goal-setting.

Gemma Aukett, who heads up a girls’

The approach is student centred and

her husband explained:

student wellbeing at the heart of our

“All the students completed self-

pedagogy.”

boarding house at Gordon’s alongside

perception inventories using the mapping tool Motivational Maps, introduced to the school by Charlotte Wheeler, Head of Motivation Matters, a division of the education consultancy Thinking Matters. From the student questionnaires, a report is generated on the ‘whole’ child with data that can be used to inform approach and adapt practice according to their needs.

“Based on James Sale’s 9 Motivators, the report gives an insight into how students are intrinsically motivated, how strong their motivational needs are, to what extent their needs are

allows us to continue to embrace

“The report findings not only focus on the students as individuals but also as a group; for example, identifying the dominant group cluster, the group’s top three motivators and the group lowest motivator. From all of this information, strategies are suggested regarding how to work effectively with this specific group of students“.

The new boarding strategy is an

extension of our journey towards

becoming a Thinking School (Thinking

Schools @Exeter (formerly the Cognitive

Education Development Unit), University

of Exeter), which is already in place for improving learning and teaching

outcomes across the curriculum. Mrs

Aukett, the Thinking Schools Lead at

Gordon’s, explained why it was decided

to model the pastoral side of the school

on it.

“Throughout my time working in

education, I have developed an interest

in the brain, cognition and

metacognition. This is partly due to

personal experience but also my

genuine desire to see my students

achieve their full academic and personal potential. In my previous role as a Head of Arts Faculty and Thinking Schools

Lead, my work predominantly focused on curriculum and academic

achievement, however I always

appreciated the importance of

understanding the ‘whole student’ to be

­73

able to engage, enthuse and effectively

support.”

She continued: “My main focus now is

the pastoral care of our girls and their

personal development, however, we fully

receptive to change the group will be.

motivators and as a foundation for

student, identifying their top three

She continues, “Bedtime reading has

There is also a personal report for each

motivators, their lowest motivator and

their satisfaction level for their top three

motivators. The report looks at

meaningful discussions” says Mrs Aukett.

been introduced once again with our

Year 8 boarders – this activity draws on

many of the group’s motivators and

compatibility of each motivator and

allows for a calm and supportive

together, might cause some tension.

are also developing our academic

residential boarders, Mrs Aukett is

“We have been able to use all of this

with our students to help promote ‘The

personal development.

students in their new dorms, taking

support them as they navigate their way on their academic journey.”

As a House Parent to some 60

ideally placed to oversee their students’ “We see the girls from the moment they wake up until the moment they go to

bed – an extension of the usual school

day that can be used to introduce new

ideas but also support the positive work taking place during curriculum time.” A

group Change Index Score is included in

the findings that give a sense of how

which motivators, when brought

data to consider where to place

another step to ensuring their wellbeing and happiness. Interestingly, close

atmosphere before they go to sleep. We

focused conversations and meetings

Expert’ motivator.

“I am excited to continue to see how we

can utilise this data effectively in our

friendships noticed by the students’

boarding houses and look forward to

boarding house are supported by the

progress on this journey,” says

previous House Parents in the Year 7

Motivational Maps they completed. We

will also continue to use this data in the

new school year for other plans, such as

organising house activities that fuel

seeing the positive impact as we

Mrs Aukett.

SAfeGuArdinG And child Protection ASSociAtion

DSL training onLInE TRAINING:

Part of the BSA Group

08

thurSd Ay

july 20 21 09:30-1 6:30

This course is suitable for staff in the role of designated safeguarding lead (DSL) and deputy designated safeguarding lead (DDSL). The training will enable you to meet statutory responsibilities referenced in Keeping Children Safe in Education and Working Together to Safeguard Children.

Course objectives: • Revise knowledge concerning abuse, Childcare legislation and information sharing • Ensure commitment to putting children and their rights at the heart of the safeguarding process • Increase knowledge of up to date local information regarding safeguarding and protection of children and implications for services • Increase confidence in supporting staff who are working with children and their families • Increase understanding in the use of reflective practice • Increase knowledge of LSCB procedures and the interface with agency procedures • Increase the understanding of the Serious Case Review process and lessons learned • Increase confidence in interagency working as a manager/designated person.

By the end of the course participants will understand: • Their roles and responsibilities • Thresholds of Child Protection • Pathways of need and referrals.

Cost: £185 members • £370 non-members

Visit www.sacpa.org.uk/event/dsl-training-2/ to book now.

V

Course details: • Understanding the threshold of child protection including a deeper understanding of neglect & emotional abuse • The latest additional safeguarding concerns, including: • female Genital Mutilation • child Sexual exploitation • tackling extremism • Strategies to raise awareness in staff • The legislative framework and statutory compliance • Safeguarding files and accurate recordings • Understanding safeguarding risks • Thinking the unthinkable • Learning the lessons from Serious Case Reviews • Creating best practice systems and procedures • Key elements of a professional code of conduct • The role of the Designated Safeguarding Lead & Governor.

NEWS in brief

#2 More­stories­from­the

world­of­boarding

#2 >>>

Felsted racer Gus makes dream

Dauntsey’s is buzzing about bees

Felsted School racer Gus Burton had a

which ran originally in the early 1970s,

Campus

build an ambitious new ecologically

standard facilities at The Manchester

debut at GT Championship

dream debut in the Intelligent Money

British GT Championship at Brands

Hatch recently, securing pole in the

Dauntsey’s has revived its Bee Club,

and has received planning consent to

designed Apiary which will be the heart

qualifier and going on to win the two-

of the Club.

This is a great start for Gus, who won

The timber Apiary, to be powered by

hour GT4 race the following day.

2nd place in the 2020 Ginetta GT4

partnered with Will Burns, is a great

accomplishment for the team, Will and

myself. After testing late last year, I was

confident that the BMW M4 was going to provide us with the best chance of

mounting a title challenge and these results

have confirmed that we have the

foundations on which to have a successful

year. My goal is to use this positive

momentum through to Silverstone and

further develop the relationship I have with

Team Century and Will.”

Gus is now busy training in preparation

for his next challenge at Silverstone 500 on June 27.

build process as Caddick Construction

completed the fit of the 1,650sq metre

The indoor sport facility will host a six-

undercover area, allowing the Club to

race win in my first British GT weekend,

College’s openshaw campus has

reached an exciting milestone in the

beehives. The hives will be in an

Drivers’ Club (BRDC) Rising Star earlier

Gus said: “To achieve pole position and a

Construction of state-of-the-art industry

roof on the centrepiece sports hall.

observation area for pupils to view the

this year.

build progress at its Openshaw

solar panels, will provide a covered

SuperCup Championship, and was

announced as a 2021 British Racing

The Manchester College celebrates

run, regardless of the weather.

The building, which will be completed by

September, will include a classroom,

workshop and storage facilities. The

Apiary is part of a larger initiative from the School which will also see the

expansion of wildflower meadows.

court multi-discipline sports hall with

viewing gallery together with a media

suite with match analysis capability. The

build – which is part of a new £25 million investment in redeveloping the

openshaw campus – remains on

schedule to open to students in the

College’s Centre of Excellence for Sport

in September 2021.

#2

­77

Queen Ethelburga’s success at North London Festival of Music, Speech and Drama

Students studying on the BTEC Performing Arts

Arts students at QE - Kate S, Grace Q, Isobel B,

programme at Queen Ethelburga’s Collegiate (QE), have

Katrianna T and Holly R, played a variety of characters

London Festival of Music Speech and Drama.

yet important commentary on society.

Three pieces were entered into the competition and

The judges commented on the winning piece:

16-18 year olds, and first and second place in the 16-

displayed, from the outset, were positive showing an

secured three prestigious accolades from the north

QE took the top spot in the Group Acting Category for 18 Monologue competition. Hosted online for 2021,

the festival, which was founded in 1920, is open to

people living or studying in the UK across the Performing Arts.

In the Group Acting category for 16-18 year olds, and a company of 5-8 actors, a piece from a play called

‘When they go Low’ was entered. one of the BTEC

Performing Arts students – Sarah D, directed the piece.

The piece explored feminism, equality, social media

and mental health and balances comedy and hard-

across the piece to brilliantly communicate the funny,

“Well done to the entire company! The group dynamics engaging sense of purpose, faithful to your chosen theme and its dramatic content.

“You listened and interacted well, especially those placed

and reacting on the periphery at any given time. There was an interesting and creative use of the stage area and positioning was, by and large, effective.

“You presented an emotive theme, which built towards a challenging climax. Well done again!’

hitting messages. The 5 actors involved, all Performing

>>>

#2 >>>

Lydia Greenway, inspires King’s Ely

‘Topping out’ for new Dyson Building

Cricket star Lydia Greenway visited King’s

A topping out ceremony has been held

pupils during visit

Ely to help launch an action-packed

summer term of school sport.

Lydia, who represented the England

Cricket team on more than 200

occasions and who is now a Head Coach

for ‘Cricket For Girls’, popped into school

to put girls and boys in Years 7-13

through their paces. Lydia appeared in

14 Test Matches, 126 one Day

Internationals and 85 Twenty20

Internationals for England between 2003

and 2016. She played county cricket for

Kent and played in the 2016 Women’s

at Gresham’s School

for the much anticipated Dyson Building

at Gresham’s School. Due to open in

September 2021, the new centre for

Outstanding Leiths results for

Bruton School for Girls

Bruton School for Girls Upper

Sixth completed their prestigious Leiths

course earlier this year, and have been

awarded their Leiths Professional

Science, Technology, Engineering, Arts

Certificate in Food and Wine. The girls

was made possible by a generous

highest number of distinction and merit

and Mathematics (STEAM) education

donation from Sir James Dyson who

attended the school from 1956 to 1965.

The topping out ceremony, which took

place on the rooftop of the Dyson

Building, is traditionally held when the

last beam (or its equivalent) is placed

atop a structure during its construction.

To mark this milestone, Michael Goff,

achieved outstanding results, with the

grades awarded in the past 11 years.

The girls were also awarded a

commendation certificate from the

Leiths School of Food and Wine for their

professionalism in delivering canapés for

a Sixth Form wine tasting event; all done

within the guidelines of CoVID

restrictions. Individual boxes were

Cricket Super League for the Southern

Chairman of Governors at Gresham’s,

ceremoniously poured a beer over the

showing a wide range of skills.

Alex Meddle, Head of Cricket at King’s

assembled group which included

and Safety certification, and they await

Vipers.

Ely, said: “Lydia has played for England

roof and made a short speech to the

representatives from Gresham’s, the

over 200 times and was named the world’s

main contractor Kier, architects

commented on how well behaved our

Partnership.

best female cricketer in 2010. Lydia

pupils were and how much they played the

game with a smile on their face. We had

such a brilliant afternoon of cricket in the

sun!”

Wilkinson Eyre and the Daniel Connal

served, with twelve different canapés,

They also achieved Level 2 Food Hygiene the Level 2 catering qualification results

which they completed concurrently with

the Leiths Certificate; these will be

published in the summer with A level results.

Headmistress, Jane Evans, said: “I am

immensely proud of the girls for achieving

such incredible results, let alone during the year we all faced a pandemic! I know that the skills they have all learnt throughout

the course will stand them in good stead for life after they leave BSG. Well done, girls.”

#2

Truro High student writes and illustrates book to help children deal with anxiety Truro High School for Girls student Lowena olver is writing and illustrating a book to help children and future generations deal with anxiety and concern. Lowena, 17, is writing and illustrating the series of short stories, entitled ‘In Search of Lost Lands’, in order to support children to better understand their emotions and actively engage with any worry or concern that they might have. Lowena undertook extensive academic research on the role of fear in children’s literature and film in order to create the book as well as drawing on her experiences reading with the school’s youngest pupils. Truro High’s Sixth Form students regularly read with Pre-Prep pupils in order to build their confidence and share the joy of literature together. She said: “Initially I was going to write a short book for very young children but the idea just kept on evolving. If we want children to be mentally strong, it’s incredibly important that we help them to understand and engage with their worries and fears. Literature is such a powerful way of doing this – it’s a safe space for children to learn how to adapt to and manage their distress.” Lowena is undertaking the project as part of the Extended Project Qualification (EPQ) and is hoping once it is completed to get the work professionally published.

Sixth Form Learning Centre opens at

Bishop’s Stortford College

Bishop’s Stortford College has opened a

new Sixth Form Learning Centre. The

building, which was the former home to

several individual staff and department

offices, was transformed over the Easter

holidays by school interior design and

installation specialists, TaskSpace. The

Learning Centre, the first of its kind at

the College, provides a unique and

dedicated space for Sixth Form students

to work collectively or independently,

hold team meetings and have 1:1

meetings with staff.

Complete with quiet study areas, a

conference room, a well-equipped

kitchenette and gallery of notable

College alumni, the Sixth Form Learning Centre encompasses an environment

which prepares students for life beyond

the College.

Students can use the Sixth Form

Learning Centre throughout the school

day during their study periods, as well as after school.

­79

A letter from the future Bromsgrove School Year 12 student, Elena Lopez Hemsing has made a thought-provoking video to encourage others to think more carefully about looking after the planet. Elena made the video after attending a digital storytelling workshop run by a University of oxford PhD student, the video and online discussions by the group he recruited made up part of his research about how schools in the UK react to the climate crisis and school age youngsters feel about climate change. Elena said: “‘A Letter to Myself’ is essentially a letter from the future, warning of the damage and destruction that will be caused to the planet if we don’t now do something about it in the present. It is important to spread awareness and be more eco-friendly because we are deteriorating our planet every second. The effects of climate change can already be seen in many areas of the world, such as Kenya, where droughts already lead to climate refugees, and in Australia, where there are significant floods as well as fires. This can also be seen locally too - locations around the River Seven have seen significant flooding, which further increase throughout the years because of climate change.” Elena’s video will now be used within Bromsgrove School, working with pupils in Years 8 and 9 so that they learn more and engage with climate change and the consequences that it has and will have. Watch Elena’s video: https://youtu.be/KeZCYrpARb8

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UK

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 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 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 Bryanston School Brymore Academy Buckswood School Burford School Burgess hill Girls caldicott School "cambridge tutors college" campbell college canford School cardiff Academy Sixth form college cardiff Sixth form college cargilfield 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 Prep School cothill house School cotswold chine School cottesmore School cranbrook School cranleigh School culford School cumnor house School cundall Manor School dallam School darul uloom dawatul imaan darul uloom london School dauntsey's School 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 - merging with the chorister Sch Aug 2021 eagle house School earlscliffe eastbourne college edge Grove School - to stop boarding summer 2021 edgeborough School ef Academy torbay 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 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 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 holyport college horris hill School hurstpierpoint college (incl Prep) hurtwood house School international School of creative Arts ipswich high School ipswich School (incl Prep) jamea Al Kauthar jamia Al - hudaa jersey college for Girls junior King's School Kensington Park School Kent college nursery, infant and junior School Kent college, canterbury Kent college, Pembury 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, Bruton King's School, ely King's, rochester 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 lime house School lincoln Minster School liverpool college llandovery college lockers Park School lomond School longridge towers School lord Wandsworth college loretto School loughborough Grammar School luckley house School lucton School ludgrove School lVS Ascot Maidwell hall School Malvern college Malvern St james Marlborough college Marlborough house School

Marymount london Mayfield School Merchiston castle School Mill hill School foundation Millfield Preparatory School Millfield School Milton Abbey School Monkton combe Preparatory School Monkton combe Senior School Monmouth School for Boys Monmouth School for Girls Moor Park School Moorland School More house School Moreton hall School Moulsford Preparatory School Mount Kelly School Mount St Mary's college Mowden hall School Moyles court School Myddelton college new hall School north london Grammar School northbourne Park School oakham School ockbrook 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 Port regis Preparatory School Prestfelde School Princess helena college 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 Queenswood School radley college ratcliffe college 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 rydal Penrhos School ryde School with upper chine rye St Antony School S.Anselm's Preparatory School Saint felix School Saint ronan's School Salisbury cathedral School Sandroyd School Scarborough college Scarisbrick hall School

smembersmembersmembersmembersmembersmembersmembersmembersmembersmembe ­81

Seaford college Sedbergh School Sevenoaks School Sexey's School Shaftesbury School Shebbear college Sherborne international Sherborne Preparatory School Sherborne School Sherborne Girls Sherfield School Shiplake college Shrewsbury School Sibford School Sidcot School Skegness Grammar 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 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 School, lincolnshire St hugh's 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 joseph's college St lawrence college 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 Mary's School, Melrose 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 Strathallan School Summer fields School Sunningdale School Sutton Valence School (incl Prep) Swanbourne house School talbot heath School 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- merging with durham Aug 2021 the downs Malvern the duke of york's royal Military School the elms School the hammond School the King's School, canterbury Correct at time of print

the leys School the Mary erskine School the Montessori Place, hove the Mount School the national Mathematics and Science college the new Beacon School the oratory Preparatory School the oratory School the Pilgrims' School the Prebendal School the Purcell School for young Musicians the read School the royal Ballet School the royal Grammar School, high Wycombe 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 truro School tudor hall School twyford School uppingham School Victoria college, Belfast Vinehall School Walhampton School Warminster School Warwick School Welbeck defence Sixth form college Wellesley house School Wellington college Wellington School Wells cathedral School 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 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 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 Berlin Brandenburg international School, Germany 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 dublin oak Academy, ireland 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 chinquapin Preparatory School, uSA day Waterman college, nigeria dulwich college Suzhou, china dulwich college yangon, Myanmar episcopal high School, uSA epsom college in Malaysia fay School, uSA frensham, Australia GeMS cambridge international School, uganda Greensteds international School, Kenya hangzhou Greentown yuhua School, china harrow international School Bangkok, thailand harrow international School, hong Kong idyllwild Arts Academy, uSA jerudong international School, Brunei Kincoppal-rose Bay, Australia King henry Viii college, Malaysia Kolej tuanku ja'afar, Malaysia lady eleanor holles international School foshan, china letovo School, russian federation Marlborough college, Malaysia Merchiston international School, china Methodist ladies' college, Australia Michaelhouse, South Africa Miles Bronson residential School, india Mit Pune's Vishwashanti Gurukul, india new School Georgia nilai international School, Malaysia nord Anglia School jiaxing, china 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 George's college, Argentina Swiss international Scientific School dubai, uAe the Banda School, Kenya the British School of lome' the doon School, india the forman School, uSA the hill School, uSA the hockaday School, uSA the hun School of Princeton, uSA the international School of Penang (uplands), Malaysia the international School, Bangalore, india the King's School, Australia "the regent Secondary School, nigeria" toowoomba Anglican School, Australia united World college of South east Asia, Singapore Wellington college international tianjin, china Westlake international School, Malaysia Windsor high School at Albany, Bahamas Woodstock School, india Whanganui collegiate School, new Zealand 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

equity diversity inclusion

VirtuAl online CONFERENCE

Part of the BSA Group

conference (indeX) identity, BelonGinG And connectedneSS

Tuesday 28 September 2021, 09:00 – 16:30 the tumultuous events of the past 18 months continue to resonate across the world. Many schools have prioritised focusing on the complex issues surrounding equity, diversity and inclusion (edi) and are moving forward with this work. our second indeX (inclusion and diversity excellence) conference will focus on the themes of identity, belonging and connectedness, which currently run as a ‘golden thread’ through much of this work. our programme of knowledgeable speakers, with expertise across a range of edi areas, will challenge our thinking as they explore edi issues through the lens of identity, belonging and connectedness. this conference is fully inclusive and entirely suitable for any member of staff but will be particularly useful for staff in leadership roles.

chaired by Irfan Latif

conference chair and Principal, dld college london

Topics include: exploring the importance of identity

understanding how a sense of belonging and connectedness can achieve better outcome

looking outwards to industry, the public and third sectors; from values to action Speakers confirmed:

Visit www.boarding.org.uk/events to book now

V

Robin Fletcher, ceo, BSA and BSA Group Ammy Davies-Potter, director of Guardianship and inclusion, BSA Group Irfan Latif, conference chair and Principal, dld college london Rebecca Tear, BSA chair 2021 and headmistress, Badminton School Andrew Rattue, BAiSiS chair 2021 and Principal, St clare’s oxford Nick Wergan, Global education director, inspired education Gavin Horgan, head, Millfield School Dr Helen Wright, international education Advisor and leadership coach, Global thought leadership Fintan O’Regan, Behaviour and learning Specialist Dr Emma Loveridge, director, rafan house Dr Mandana Seyfeddinipur, director, SoAS World languages institute Jane Barron, Director of Training and Consulting, Safe Passage Across networks Professor Abigail Harrison Moore, Professor of Art history and Museum Studies, university of leeds Dr Jill Berry, leadership development consultant April Bowman, change Strategist, Speaker, trainer and consultant McKenzie Cerri, co-founder, Graydin Valérie Besanceney, coo and trainer, Safe Passage Across networks and Author Tabitha Cave, Partner, VWV Dr Liza Talusan, Scholar-Practitioner and Strategic Partner, lt coaching and consulting Ann Marie Christian, international Safeguarding consultant Sam Mabbott, chief officer, citizens Advice, hArt Mark Johns, engagement, diversity and inclusion Manager, ne Ambulance Service nhS foundation trust

www.quantumadvisory.co.uk

Quantum Advisory is an Employee Benefits Consultancy that specialises

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stuart.price@quantumadvisory.co.uk WORKING IN PARTNERSHIP WITH YOU